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					       The Jacob H. Schiff Elementary
                            School
                         P.S. 192M
        Faculty Handbook 2008-2009
                           2008-09
           Making a Difference Today For a Better Tomorrow




                      JACOB H. SCHIFF ELEMENTARY SCHOOL
                               P.S. 192M
                                     The School
                        500 West 138th Street Mission
                        New York, NY 10031
The mission of P.S. 192M is to foster a learning environment that provides safety, encourages
               Tel. (212) 281-8395/Fax (212) 862-7129
                  Web: social, emotional and academic development of all learners.
respect, and nurtures the http//ps192.r10nycdoe.org

                                      The School Vision
       “Making A Difference Today for A Better Tomorrow”
Our vision of P.S. 192M is a respectful, collaborative, and rigorous learning community where
the achievement of high standards for teaching and learning is a priority. The goal for P.S.
192M is to make a significant difference in the academic achievement of all students through
                      Elizabeth Pacheco
organized effort and commitment towards improvement.
                           Principal


                                                                                      1
          Elizabeth Pacheco
               Principal

           Justin G. Kravetz
          Assistant Principal


           Zayra Gonzalez
          Parent Coordinator

           Elizabeth Veras
     Parents Association President


             Martha Madera
    District 6 Community Superintendent

Empowerment School Support Organization
    Varleton McDonald, Team Leader

        Community School District Six
              4360 Broaday
           New York, NY 10033
             (917) 521-3700




                                          2
                       Table of Contents



                                                         Page

School Academic Policies ……………………………………………………….          1-10

Staff Responsibilities ………………………………………………………………          11-29

Building Security and Safety Measures ……………………………………….   30-31

School Code of Behavior …………………………………………………………           32-40

Student Support Services …………………………………………………………          40-42

School-wide Initiatives …………………………………………………………….         42-44

Fire Drill Procedures ………………………………………………………………..          45-46

Full Version of Chancellor’s Regulations:
A-420, A-421, A-750, A-810, A-830, A-831, C-601, C-603   47-120




                                                                  3
ACADEMIC POLICIES

Academic Policy #1
Monitoring Student Progress to Determine Student Needs

The P.S.192M School Community expects students to perform to the best of their ability.
Teachers are expected to provide high-quality instruction and to assess student progress on
a regular basis and maintain an open line of communication with parents and the
administration regarding the academic progress of their students.

Formative Assessment Strategies and Expectations:

Teachers will use a variety of assessment strategies to determine students’ instructional
needs which may include but are limited to: ELA and Math Predictive Assessments, Interim
ELA, Math and ESL assessments, monthly running records, Informal Reading Inventories
and Conferences ; analysis of writing samples, and writing conferences, analysis of writing
notebooks; math unit tests, baseline math assessments, math quizzes, and project based-
assessments, student reading reports, content area unit tests, and PowerPoint presentations.
Unit content area tests and quizzes must be sent home to the parents for their review and
signature. The teacher should contact the parent in the event the student does not return
signed tests or quizzes.

All teachers will maintain three assessment binders for their classes: Reading, Writing and
Math . In addition, Bilingual Education teachers will maintain a separate assessment binder
for ESL/NLA Student Profile (attachment will be distributed during Faculty Conference in
August).

All classroom teachers will adhere to the Assessment Binder Calendar Requirements for
Bottom Line Assessment Expectations for their grade level for each marking period
(attachment will be distributed during Faculty Conference in August).




                                                                                              4
Academic Policy #2




Evidence of Student Work/Progress: Class Assessment Binder-Bottom line
Expectations for Assessment:

All Classroom teachers will be expected to maintain a Class Assessment Binder for Reading,
Writing, Math.
     The Reading Assessment Binder will contain: Predictive and Interim assessments in
       ELA (Grades 3-6); Rigby Benchmarks; Running Records; Reading Conference Notes,
       Reading Interest Surveys; Guided Reading Tracking Sheets, Independent Reading
       Tracking Sheets; Renaissance quizzes, AIS services for Level I and II students;
     The Writing Assessment Binder will contain: Writing Conference Notes for each
       student ; Rubrics for each genre; Sample writing for each marking period rough and
       final drafts; oral language checklist; Dolch Word List Assessment;
     The Math Assessment Binder will contain: Predictive and Interim Math Assessments;
       EDM/Impact Baseline Assessments; Students’ Self-Assessments; Teacher-made
       Acuity Quizzes; Math Conference Notes; Written Assessment/Open Response tasks
       at the end of each unit;

Bilingual/Dual Language Program:

Bilingual/Dual Language Teachers will be expected to maintain a Language and Academic
Profile Assessment Binder to identify ESL proficiency levels and modalities that require
additional intervention as well as NLA literacy proficiency levels.

Evidence of Student Work/Progress: Student Work Folders

All classroom teachers will be expected to organize and have available student work sample
folders for ELA, Math, Science and Social Studies for each marking period. The work folder
should contain an independent reading log to record the 25 books required by the
NYSED. The work folders should be neatly organized, current, and presentable for Parent-
Teacher Conferences, Pupil Personnel Committee meetings; grade supervisors, and DOE
supervisory staff.




Evidence of Student Work/Progress: Student Goal-Setting Conferences

This year we will institute Student Goal-Setting as a strategy for monitoring student
progress. Teachers will meet with each child to set goals for instructional/independent
reading levels for each marking period and for writing. Class Goal-Setting charts will
be displayed to focus students on their goals.


                                                                                             5
Academic Policy #3

Criteria for Promotion

Promotional Policy for Grades 1-2 will be as follows:
Please be advised that in addition to 90% attendance, there are additional requirements for
promotion in grades 1-2:

For students in grades 1-2:

What: Reading Evidence: For a Satisfactory Rating will require:

      Written evidence of a minimum of 25 books read (Reading Log)
      Achieving a Fountas and Pinnel Text Gradient Level for
       Grade 1: Level D
       Grade 2: Level J
   .


   ECLAS/DIBELS Benchmarks:

   Grade K reach Level 1
   Grade 1 reach Level 3
   Grade 2 reach Level 5


For students in grades 3-6:

Please be advised that in addition to 90% attendance, achievement of at least Level 2 in the
NYS ELA and Math Assessments, there is an additional promotional criteria regarding
student Work in ELA and Math.

P.S. 192M School-wide Promotional Criteria for “Other” Evidence in ELA.

What: Reading Evidence: a Satisfactory Rating will require:

      Written evidence of minimum of 25 books read (Reading Log)
      Achieving a Fountas and Pinnel Text Gradient Level for :

                                                      Grade 3:   Level L
                                                      Grade 4:   Level O
                                                      Grade 5:   Level S
                                                      Grade 6:   Level V
   Math Promotional Standards in Grades 3-6

   Evidence for a Satisfactory Rating will require:
       Math Journals – ongoing journal entries from September 2008-June 2009.
       Mastery as evidenced by End of Unit Mathematics Assessments (passing score).
       Student class work as documented by evidence from Math notebooks.
                                                                                               6
      Mid-year Mathematics Assessment (passing score).
      End of year Mathematics Assessment (passing score).


Special Education Students who have modified promotional criteria in ELA and Math will
meet the modified promotional criteria that has been set for the 2008-2009 academic
school year. Please be advised that the EPC in collaboration with the classroom teacher
will designate an appropriate modified promotional criteria based on the Elements of
Learning checklist.




                                                                                          7
Academic Policy #4

Promotion-in-Doubt Letters

Teachers will identify students who are not progressing towards the grade performance
standards and are at risk for not meeting the Grade Level Promotional Criteria in June and
send the appropriate Promotion-in Doubt letter no later than the end of January 2009.
Teachers are to make parent-teacher conference appointments to discuss the rationale
for issuing the Promotion-in-Doubt letter to identified students. As part of the parent-teacher
Promotion-in-Doubt conference, teachers are to present data from the Reading, Writing, and
Math Assessment Binders and evidence of student work from student work folders, a
description of class/school intervention strategies and progress reports from the intervention
teacher(s).

Academic Policy #5

Distribution of Report Cards

Student Report Cards will be distributed three times during the year: November, March and
June. It is expected that you submit student report cards to your grade supervisor by the
designated deadline. This year the fall Parent -Teacher Conferences will be held on
Thursday November 20, 2008 from 1:00-3:00 p.m. and from 5:30-8:00 p.m. The spring
Parent- Teacher Conference will be held on Thursday, March 19, 2009 from 1:00 – 3:00
p.m. and from 5:30-8:00 p.m. All teachers including cluster, AIS, SETTS, Librarian,
Speech and Language Teachers, are expected to make specific appointments to see parents
during the conference hours. Cluster teachers are expected to give their grades to the
classroom teacher at least one week in advance from the deadline given to the classroom
teachers. Report cards are to be distributed only during the scheduled Parent-Teacher
conferences and given only to the adult who is responsible for the student.

Academic Policy #6

Homework

Homework is part of the instructional program and reinforces learning. It serves as a means
for clarifying and reviewing material learned in class, for providing motivation and opportunity
for individual growth, and for creating experiences of in-depth study and supplementary
reading. Homework should be assigned and checked each day school is in session. Parents
should be informed that you require them to check and sign their child’s homework each day.
The suggested time allotments for homework (written and study) are as follows:

              Grades K – 2 (20-30 minutes);
              Grades 3 – 4 (30- 40 minutes).
              Grades 5-6   (50-60 minutes)


In addition, students are expected to read independently and complete their reading
log each night and bring their completed log each day as part of their homework. A
sample log will be distributed separately.

                                                                                               8
Academic Policy #7

Teachers are expected to integrate test sophistication strategies during the literacy and math
blocks in preparation for the NCLB New York State Assessments and New York City Periodic
Assessments.


The following assessments will be given throughout the year:

September LAB-R for New Students who are identified as English Language Learners
October   Grades 1-2 NYC ECLAS 2 Assessment
November Grade 5      NYS Social Studies Test
          Grades 3-6 ELA Predictor Assessment
December Grades 3-6 ITA in ELA and Math
January   Grades 3-6 NYS ELA Test
February  Grades 3-6 Math Predictor
          Grades 3-6 ITA in ELA and Math
March     Grades 3-6 NYS Math Test
April-May Grades K-2 NYC ECLAS 2/EPAL/ELSOL
May       Grades K-6 NYSESLAT Test for English Language Learners
June      Grades 3-6 ELA and Math Predictors for 2008/2009 placement

Mid year formative NYC science assessment for grades 3, 4 and 6 and summative NYC
science assessments for Grades 3 and 6 will be given. (see attachment for the
comprehensive Citywide testing program)

Academic Policy #8

Instructional Programs:

Balanced Literacy (see attached schedule for the literacy block period)

P.S. 192M has been designated as a School In Need of Improvement for the past four years.
The school was restructured for a second time in July 2005. This year’s focus will be on
developing and implementing integrated curriculum maps to support literacy instruction in
Grades K-6. Last year we instituted a balanced literacy book room with leveled guided
reading books to support the instructional levels of all students. Teachers are expected to
plan guided reading lessons for identified groups of students within their classrooms. This
year we will use the AUSSIE Monthly and Weekly Curriculum Planner to plan for integrated
ELA instruction. Teachers are expected to use the leveled guided reading books on a daily
basis and follow the guided reading presentation framework that has been designed by the
school’s Literacy/Professional Development Team in consultation with our AUSSIE
consultant. Teachers are expected to maintain running records and reading/writing
conference binders for their reading groups and articulate with the ECCR, ESL, and
Reading Teacher to determine student progress and needs for classroom
interventions. The implementation of Balanced Literacy must be done through a 90-minute
literacy block in which teachers are expected to alternate the implementation of the following
components of balanced literacy instruction each week (see attached sample AUSSIE
schedule):
                                                                                              9
      Read Aloud (fiction and nonfiction books/topics are expected to be read to students on
       a daily basis)
      Shared Reading
      Guided Reading approximately 20 minutes per group—Introducing the text, Reading
       the Text, Reviewing the Text, and Responding to the Text (see different groups on
       alternate days)
      Independent Reading with Literacy Circles for the upper grades
      Time for Writers Notebooks for grades 3-6 and Writers Folders for Grades K-2
      Writers Workshop (30-40 minutes a minimum of 3-4 periods per week)
      Learning Center Activities: Listening, Writing, Library, Word Study, Computer Station,
       Creative Arts Center, Acuity Skill Sophistication Center as we did last year.
      Classes are scheduled to attend the Robin Hood Library bi-weekly at a minimum.

The classroom environment should include but should not be limited to (see attachment):

      Class meeting area with a rug, easel, and overhead projector for mini-lessons.
       Grades 5-6 are exempt from having a rug. Teachers can use alternate strategies
       to gather their students in these grades.
      Leveled Classroom Library with books categorized by genre and others by levels
      Interactive Student-Generated Word Wall for grades K-2 only. Grades 3-6 will use
       individual portable word walls. See Mr. Feltman for a sample portable word wall.
      Small Group Area for Guided Reading
      Desks grouped into clusters to facilitate small group instruction
      Bulletin Boards attractively decorated with student work that reflects current units of
       study from the grade level curriculum maps core curriculum work sample that illustrate
       learning standards, and appropriate rubrics.
      Current Reading/Writing Strategy charts and mini-lesson process charts
      Current Units of Study Genre Chart
      In grades 3-6 back bulletin boards are to be used to display student work in all
       curriculum areas and Technology projects.

ELA Strategy of the Week will be done through writing this year. Reading Aloud must be
done during the balanced literacy block to develop listening skills. Book baskets for different
skills will be distributed monthly by the Literacy Coach.




                                                                                              10
Academic Policy #9: ELA Skills Sophistication and Sustained Silent Reading:

The schedule for ELA Skills Sophistication and Sustained Silent Reading will be as
follows:
Skills Sophistication: Monday, Tuesday, Wednesday from 8:15-8:45 Sustained Silent
Reading with Partner Share: Thursdays and Fridays from 8:15-8:45
Grades K-2 will continue to do Sustained Silent Reading on daily basis from 8:15-8:30
and then from 8:30-8:45 Interactive Read Aloud.




   Mathematics Instruction (see attached Math Block framework):

   All teachers in Grades K-6 will be expected to follow the Math Workshop Model for the
   teaching of mathematics. Using the Everyday Mathematics Program in Grades K-5
   teachers will follow the required daily math activities to support the attainment of basic
   and higher order mathematics thinking skills. During the math workshop 75-minute block
   teachers will present a math warm-up activity, do a mini-lesson to model a math strategy,
   provide an investigation student activity, and allow for a share/reflect session at the end of
   the workshop. Impact Mathematics the new edition will be used in Grade 6 and teachers
   will be expected to implement the strategies and activities delineated to support the
   workshop model. All teachers are expected to administer the baseline assessments
   before each unit and the end of the unit assessments. Teachers are expected to meet
   with the Assistant Principal, Test Coordinator, and Math Coach to analyze the results of
   the unit assessments and the new math Periodic Assessments and plan for classroom
   interventions to meet the needs of students who are at risk of not meeting the math
   performance standards. A MATH CENTER AND WORD WALL MUST BE SET UP IN
   SEPTEMBER.

  Science Instruction:

   This year we will be implementing the FOSS hands-on inquiry-based science program
   and the Scott Foresman Science program as per DOE directives. The New York City
   Department of Education will administer a citywide science exam in grades 3 and 6. Next
   year grade 5 will be added to the grades being tested in science. We also follow the Core
   Curriculum from the New York State Education Department. Science will be integrated
   with technology and mathematics whenever possible.
   ALL TEACHERS WILL BE RESPONSIBLE FOR TEACHING SCIENCE IN THEIR
   CLASSROOMS. PERIOD REVIEW OF PLANBOOKS WILL BE DONE BY THE
   ADMINISTRATION TO MONITOR THE IMPLEMENTATION OF SCIENCE
   INSTRUCTION. A SCIENCE CENTER MUST BE SET UP IN THE CLASSROOM BY
   THE END OF SEPTEMBER. The 3-6 CLUSTER TEACHERS WILL PROVIDE HANDS
   ON EXTENSION ACTIVITIES IN OUR SCIENCE LAB. IT IS THE RESPONSIBILITY OF
   THE CLASSROOM TEACHER TO COORDINATE UNITS WITH THE SCIENCE
                                                                                          11
TEACHERS DURING COMMON PREP or THE PROFESSIONAL ACTIVITY PERIOD.


The schedule for science teaching is the following:

Grades K-2 teachers will teach science 3 periods per week in the classroom and the

Grades 3-4 teachers will teach science 2 periods per week in the classroom and the cluster
teachers will teach 1 or 2 periods per week in the science lab;

Grades 5-6 teachers will teach science 3 periods per week in the classroom and the cluster
teacher will teach 2 periods per week in the science lab.

The FOSS program will have a specific scope and sequence for each grade level.
Student lab notebooks have been sent by the DOE to be used as part of the FOSS
Program (see attachment). Leveled libraries for the classrooms have been ordered to be
used during classroom science instruction and during the 90-minute literacy block. It is
expected that all students be given access to these science library books during independent
reading or shared reading. An emphasis on science vocabulary and science process skills
development will be expected during science lessons. As a school-wide culmination activity
in May all classes will be involved in the P.S. 192M Science and Technology Fair.

Social Studies Instruction:

We will continue to use the Scott Foresman Social Studies program and also use the
New York State Core Curriculum in Social Studies as the framework to support inquiry-based
teaching in social studies. All classroom teachers are responsible for teaching a minimum of
three periods of social studies per week following the NYC/NYS Scope and Sequence
(attachment provided). All classroom teachers are expected to integrate Social Studies
skills and strategies with ELA skills and strategies via the monthly Curriculum Map Units. All
classroom teachers are expected to cover the grade level core curriculum for Social Studies
via library/internet resources and the Scott Foresman textbook. Teachers in grades 4-6 will
emphasize writing in Social Studies, specifically responding to DBQ’s and vocabulary
development via the use of strategies such as concept maps, graphic organizers, summary
frames, and quick writes in response to class discussions of current world events. Students
will use the Robin Hood Library as a resource for unit reports and papers

Arts Education:

The New York City Department of Education requires the implementation of Arts education
through its Blueprint Framework for the various art areas: Vocal/Instrumental Music/ Visual,
Performing/Dance. Teachers are expected to integrate arts instruction via ELA, Social
Studies, Science and Math. Special assembly programs highlighting the various arts strands
in connection to the core curriculum will be required throughout the year. This year through
our partnership with Harlem School of the Arts.




                                                                                             12
Health/ Physical Education/HIV/AIDS CURRICULUM:

Teachers are required to provide health instruction via the science curriculum throughout the
year. Lessons on healthy eating habits, physical exercise, and balanced nutrition should be
integrated with the ELA and science core curriculum.

A minimum of one lesson per month should be devoted to health education. Research topic
on healthy living should be assigned as part of long-term homework projects and connected
to the resources in the Robin Hood Library.

The Department of Education and New York State Education Department require the
teaching of age-appropriate instruction on HIV and AIDS to all students in Grades K-6
needed to meet the five lesson requirement. Mandated HIV/AIDS lessons must be completed
by mid-March 2009.

Technology Education:

As 21st Century educators, we are responsible for supporting student learning via
technology/internet resources that will help them access information to solve problems and
become higher order thinkers. As 21st century educators, we must model effective learning
strategies using the currently technology, i.e. Smart Board. As students move up in their
grade levels it is expected that they use technology resources to enhance their learning via
core curriculum research projects and writing. Teachers are expected to develop their
technology skills and knowledge of excellent internet resources such an Intel Education to
support their teaching.




Thanks to a RESO Grant made possible by one of our City Council Representatives
(Miguel Martinez), we now have 10 additional Smart Boards to use for instruction.
Professional development will be provided via TEquipment and Ms. Familia. It is
expected that all teachers use the Smart Board as another tool to enhance student
learning. The Smart Boards are located in the following classrooms. Teachers should
make their own arrangements to borrow the Smart Board from these rooms.

Rooms:      M 3, 125, 127, 220, 221, 230, 322, 321, 323, 325.

Academic Policy # 11:
Extended Day Program: Tuesdays, Wednesday, Thursdays from 2:20-3:10

Our Extended Day Program will focus on literacy, social studies, and math strategies for all
students who students in grades 3-6. Specific students will also receive instruction to support
test-taking skills in science and social studies. Teachers are expected to read the
instructional materials and plan for appropriate instruction for their groups that is based on
daily student performance and student performance data. Teachers are expected to record
student attendance, and maintain a log of instructional activities for their groups. It is
expected that extended day teachers contact parents to provide progress reports
                                                                                               13
about their children’s academic performance and behavior during the extended day
period. Please read the newly updated Extended Day Memorandum 9/08 (in
Attachments Section).




                                                                                   14
Policy #10: Class Program Schedule

All classroom teachers must submit a program schedule in duplicate to the Principal for
approval no later than September 15, 2008 to Ms. Carter. Each teacher must post his/her
program card on the classroom door, Funded program teachers must meet with the
Principal for grade/class assignments and scheduling no later than September 5, 2008. If
you need assistance in completing your program card, please see Mr. Kravetz or Ms.
Pacheco.

                                   Instructional Periods

ELA or ESL            2 periods daily or 90 minutes (this your balanced literacy block
                      (including Read Aloud, Guided Reading/ Acuity work, AR quizzes)

Math                  75 minutes daily (this is your math workshop block)

Social Studies        minimum of 3 periods per week

Science               Grades K-2 3 periods per week
                      Grades 3-5 4 periods per week
                      Grade 6    5 periods per weeks

Music                 minimum of 1 period per week

Art                   minimum of 1period per week

Physical Education minimum of 1 period per week

Native Language Arts minimum of 4 periods per week (for Bilingual classes only)

Instruction should be integrated with other disciplines whenever possible to maximize
instructional time. You will be expected to use your grade level Curriculum Map as the
framework to deliver the core curriculum.




                                                                                           15
STAFF School Policies



                 School Schedule: This year we will have an 8th Period Day


Policy # 1
Classroom teachers are required to report to their classes in the gym no later than 8:00 a.m.
All staff members are expected to be at their posts by no later than 8:00 a.m. There is
no “Grace Period” for lateness unless there is a city transportation or weather
emergency.

This year’s schedule is the following:

Students will eat breakfast in the cafeteria from 7:40-8:00 a.m. Mr. Kravetz will monitor
breakfast line up at 7:40 a.m.

8:00-8:10    Morning Line Up in the Gym for Grades 1-6
              Kindergarten 011 and 021 will line up inside the mini-school by their classroom
             door. Kindergarten 012 will line up in the gym.
             Self-contained Special Education Classes will line up in the cafeteria at
             8:00 a.m. Ms. Estrella, Ms. Cunningham and Ms. Linares will support student
             safety of Special Education students who are bussed to school in the
             CAFETERIA AT 8:00 A.M. At 8:00 a.m. STAFF MEMBERS MUST REPORT
             TO THE GYM FOR MORNING LINE UP
             (INCLUDING CLUSTER TEACHERS AND SUPPORT TEACHERS (ESL,
             Reading, SETSS). Mr. Feltman, Ms. Cruz and Ms. Pacheco will supervise
             Gym morning line-up.

A. Opening Exercises

In accordance with the Chancellor’s Regulations, everyone must participate in the daily
morning opening exercises which will consist of the Pledge to the flag, School Pledge, and
important announcements. Students from each class will be selected to lead the Pledge of
Allegiance in the Gym. Please teach the Pledge and school pledge to the students the first
days of school.

Period 1     8:00-8:45
       2     8:45-9:30
       3      9:30-10:20           Lunch Hour for Grades 1 and 2 *
       4     10:20-11:10           Lunch Hour for Kindergarten including Special Ed K-1
       5     11:10-12:00
       6     12:00- 12:50          Lunch Hour for Grades 3-6 *
       7     12:50-1:35
       8     1:35-2:20
               2:10                Dismissal in the Gym Grades 1-2 and K in the mini-school


                                                                                             16
                            * Classroom teachers are responsible for taking their classes to lunch
                            and picking them up after lunch




              2:20-3:10        Extended Day Schedule for 2008-2009: Tuesdays,
                               Wednesdays and Thursdays from 2:20-3:10
                               Extended Day will begin for Grades 3-6 in their classrooms
                               starting Tuesday, September 9, 2008.All classroom teachers,
                               cluster, paraprofessionals, support teachers and staff will stay
                               in school the first week for Extended Day Staff Development
                               from 2:20-3:10 on September 2, 3, and 4, 2008.
                              All teachers and Paraprofessionals will be assigned to small
                              groups of 10 or less students (see staff assignment list).
                              Teachers in Grades K-2 will report to their assigned rooms for
                              the Extended Day program. All teachers are required to take
                              student attendance on the ATS roster and submit it to Ms. Viñas
                              each day.




                 On Mondays and Fridays the school day is from 8:00-2:20

Teachers are to escort their classes for dismissal in an orderly manner and remain in the
back of the line to supervise all students. Students who are not picked up on time are to be
brought to the Auditorium and seated in the last 5 rows on the right hand side of the
auditorium. Make sure that you tell the supervising (Ms. Lee, Ms. Gonzalez, Mr. Kravetz)
staff that there are students who have not been picked up.


Morning Arrival Procedures:

Policy #2
Moving Time Cards:

Upon morning arrival to the school, all staff is required to place their time cards in the plastic
container on the counter. The school day begins at 8:00 a.m. You are required to be at your
post at exactly 8:00 a.m. If your card is not in the plastic container by the time you are
required to be at your post, it will be removed from the time card rack. Late arrivals will be
required to report to Mr. Kravetz or Ms. Marte to retrieve their time card and punch in. The
time of arrival will be the time you are seen by Mr. Kravetz, or Ms. Marte. Please be advised
that there is no “grace period” policy for late arrival.


                                                                                                     17
Communication Policies:
Policy #1
Checking Your Mailbox:

All staff members are required to check their mailboxes upon arrival in the morning, during
their lunch hour, and before leaving for the day. Mailboxes are used to relay important school
related information.

Policy #2

Reading the School White Board:

The White board outside our main office is used to provide important information about the
day’s schedule, administrative items that are due, and changes in the daily programming or
emergency situations. Staff members are responsible for being aware of the items listed on
the White board.

Policy #3

Electronic access of the Weekly Bulletin and other information via DOE Email:

As educators, it is necessary to continue to develop computer technology skills, if we are to
be role models for our students in this area. It is expected that all staff members acquire a
DOE email account and use the DOE website to access their school emails. You should call
the DOE Help Desk at 718 935-5100 to obtain a DOE email account. You are expected to
check your DOE email at least once a day. The Weekly Bulletin, Job postings, Professional
Development Announcements, and other pertinent school information will be transmitted
electronically. Please use our school’s website https://ps192.r10nycdoe.org to access
information and post information on a regular basis




Staff Attendance and Punctuality:


      Policy #1 CHANCELLOR’S REGULATIONS REGARDING PEDAGOGICAL
      PERSONNEL (see attached Chancellor’s Regulation C- 603 for additional
      information on DOE employee responsibilities)

      The success of a school community depends on a number of factors, including
      consistency and continuity of quality instruction. A high level of absenteeism by staff
      members impacts on the tone of the building and delivery of meaningful instruction,
      and school budget. Please be mindful that under the UFT contract you are allowed 10
      days of absences for self-treated illnesses. Three of those days can be used for
      personal business provided reasonable advance notice of at least two weeks is
      given to the Principal. You must submit a Request for a Personal Day form to the
      Principal for her approval. Self-treated days do not require medical documentation,
      however, absences beyond 10 will require official medical documentation. Failure to
      provide appropriate medical documentation for absences beyond 10 days may result
                                                                                              18
      in disciplinary action including a letter to your personnel file, a DOE Fine, and a
      possible U-Rating for the year. A pattern of absences (two or more occurrences)
      before and after a weekend or holiday may lead to disciplinary action including a
      disciplinary letter to your file, paying the DOE a fine and or receiving a U-Rating
      for the year. A pattern of latenesses may lead to disciplinary action including a letter
      to your file, receiving a U-rating for the year or a DOE fine. If you have extenuating
      personal circumstances that require you to be absent from work, please make
      an appointment to meet with the Principal. Options will be explored to avoid any
      disciplinary action.

      Jury Duty:

      If you are called to serve on Jury Duty, you are expected to show your court
      appearance form to Ms. Marte, and you are expected to call the school each day by
      3:00 p.m. to inform Ms. Marte or Mr. Kravetz of your current Jury Duty status (if you
      will be required to serve additional days or if you will be returning to school the next
      day, etc).


      Taking a Leave of Absence:

      In the event you have a personal situation which will require you to take additional
      days from work above your 10 days, you must file for a Leave of Absence under the
      Family and Medical Leave Act of 1993 (see FMLA attachment for the application
      procedure and requirements). See Ms. Marte for the procedure to follow for an
      application to take a leave of absence.


      Policy #2- Deduction for Fractional Absence (refer to Chancellor’s Regulation
      601 on Recording Time):

      Other than fractional absence which should have been approved at the discretion of
      the principal as non-attendance (as, for example, in cases of transportation delay),
      personal business (as, for example, in case of illness of a teacher’s child), or the
      personal illness of the employee, all fractional absences occasioned by late arrival
      must be recorded for possible payroll deduction. The payroll secretary will be
      responsible for maintaining accurate records of staff time. As further set forth year will
      not result in an actual deduction from salary but, when the aggregate is greater than
      30 minutes within a school year, a salary deduction will result.


Policy #2- Calling in an Absence:

If you are going to be absent for the day, you will be expected to call in your absence to SUB
CENTRAL no later than 6:30 a.m. If you anticipate being absent, please inform Ms. Marte or
Mr. Kravetz before you leave the school for the day in order to set up the best possible
substitute teacher in advance. If your absence is of a longer duration than one day, you are
expected to inform Ms. Marte, the school payroll secretary, Mr. Kravetz, or Ms. Pacheco.
(See attached Chancellor’s Regulations C-603 for employee responsibilities)

                                                                                                 19
Policy #3- Calling in a Lateness:

If you are going to be late, you will be expected to inform the school office as soon as
possible before 7:30 a.m.


Policy #4- Signing the CAR Book:

All teachers and paraprofessionals, supervisors, guidance counselors, social workers
must see Ms. Marte to sign the CAR book upon their return from their absence.


Policy #5-Anticpated Absence:

If you know that you will be absent beforehand, call in your absence to SUBCENTRAL and
please inform Mr. Kravetz or the school payroll secretary before you leave for the day.
Please leave a folder with instructions, procedures, classroom assignments, homework, and
a Flow of the Day schedule for the substitute teacher.

Recording Student Attendance

Policy #1-Submission of Daily ATS Roster:

Student attendance should be taken upon arrival to the classroom and the ATS scan
sheet submitted to Ms. Viñas NO LATER THAN 9:30 A.M.

              1. Sign all attendance ATS forms in INK and bubble all other information with a
                 #2 pencil.
              2. Bubble in attendance taken A.M. and P.M.
              3. Bubble in “Released” on ½ days only.
              4. Bubble in A if absent, L if late, No mark if child is present.
              5. Make any necessary corrections for children who have arrived after
                 attendance was submitted for the previous day.
              6. If the child’sname does not appear on ATS attendance list, please submit
                 name on a separate sheet of paper.

       Recording Student Attendance on the ATS Scan Sheet:

              1. Indicate absence by putting A, or L if late, in the date opposite the name of
                 child.
              2. Place an NS – No Show next to any student who has yet to come in.
              3. Keep New Admissions/Discharges computer forms in your attendance
                 folders.

Please ensure that you are recording student attendance accurately. Parents get very upset
when school attendance information is inaccurate and the school loses funding for inaccurate
attendance reporting.

                                                                                             20
Student Lateness:

All students are expected to be on line in the gym, cafeteria or mini-building by 8:00 a.m.
Children arriving after 8:10 a.m. will have to obtain a Late Pass from Ms. Viñas in the school
cafeteria. Late passes must be kept on file by the classroom teacher. Teachers must
contact the parent regarding the child’s excessive lateness. If the parent is unresponsive or
the lateness continues, the classroom teacher must report the case to Ms. Vinas or Ms.
Rosario. If the student continues to be late, the matter will then be forwarded to Ms. Rosario
or Ms. Estrella.


Lunch Recess Procedures:

Lunch Hours

Classes are to be escorted by the classroom teacher or cluster teacher to either the cafeteria
or the Auditorium in an orderly fashion. Please practice lunch line up procedures with your
class the first week of school. Cluster teachers who have classes after the lunch period are
responsible for picking up their classes either in the Auditorium, Cafeteria or outside yard.

Lunch Schedule:

Policy #1- Staff Leaving the Building:

All staff leaving the building during the school day for ANY reason, MUST SIGN OUT in THE
STAFF SIGN OUT BOOK in the main office.
If you are leaving early due to personal illness or business you MUST CLOCK OUT.

Policy #2- Escorting/Picking Up Students to the Cafeteria and or Auditorium:

   1. Classes going directly to the lunchroom: All classes will be escorted by the teacher in
      charge into the cafeteria and classes will be seated at their designated tables. The
      school aide in charge of the class will be waiting by the table.
   2. Classes going directly to the auditorium: All classes will be escorted by the teacher
      into the auditorium and students will be seated at their designated rows by the teacher.
      The school aide in charge of the class will be waiting by the designated section in the
      auditorium.
   3. Classes going directly to the upper yard: All classes will be escorted by the teacher
      into the yard and students are to remain lined up at all times. Only when the school
      aide in charge gives her permission will students be allowed to leave the line for
      outdoor play. The school aide in charge of the class will be waiting by the designated
      section in the school yard.
   4. Students who are scheduled to stay in during lunch recess are to remain with their
      classes. They are to then be directed to the lunch room by the school aide in charge of
      the class and to pick up their lunch and instructed to walk to the Guidance Office.




                                                                                             21
Picking Up Students After Lunch:

   1. All students must be accounted for by the teacher and school aide in charge.
   2. Classes in the cafeteria are to be picked up inside the cafeteria by the teacher in
      charge.
   3. Classes in the auditorium are to be picked up inside the auditorium by the classroom
      teacher.
   4. Classes in the upper yard are to be waiting on line for the classroom teacher. The
      teacher is to ensure that the class is orderly before proceeding to the building.
   5. Students in the Guidance Office are to be sent back their classrooms by the guidance
      staff with a pass indicating the date and time only after the classroom teacher calls the
      guidance office to let the counselors know that the class is in the room.

Other Lunch Recess Items:

   A. School Aides are to report to their assigned areas on time and be prepared to receive
      their assigned classes.
   B. Toilet pupil prior to lunch especially in grades K-2
   C. During inclement weather students will be staying inside. Have them bring reading
      material.
   D. Do not release any child to an adult without written permission from the
      parent/guardian.
   E. Lunch Forms – Teachers are responsible to see that all applications are completed
      correctly before forwarding to the main office to Ms. E. Lee. Classes with completed
      lunch forms will be given a special reward.


Classroom Keys:

Each teacher is responsible for his/her keys. Notify your immediate supervisor as soon as
possible if they are lost. If you leave the school permanently, please submit your keys to Ms.
Marte in the Main Office.

Student Information/Records:

Policy #1 –Student Information

Personal information regarding a child (address, telephone number, home conditions,
academic status, health status) may not be given to any person other than staff members.

Policy #2- Student Records

Official pupil records, portfolios, and other documents must not be removed from the school
premises.




                                                                                             22
Personnel Information:

Policy #1-Yearly Personal Emergency Contact Form:

 All staff members are required to update their personal emergency contact information
yearly. Please complete the attached Personal Emergency Contact Form to update
personal data. Return the form to Ms. Marte no Later than September 12, 2008.


Payroll Checks Security Distribution:

      (Board of Education Regulations)
      Checks which are normally distributed to employees by the payroll secretary may be
      mailed to the employee only upon receipt of a written request and a self-addressed
      stamped envelope. An envelope alone does not constitute a written request. Co-
      workers may be given another employee’s check only upon receipt of a written
      authorization by the employee stating why the employee cannot pick up the check
      him/herself.

Per Session Employment:

Policy #1-Acquiring OP-175 Application:

All teachers applying for school-based per session jobs must access and submit the OP 175
application along with the appropriate Per Session Posting and Resume. Selection of
candidates will be based on Satisfactory performance rating, attendance and experience in
the assignment.




Preparation Periods:

Policy #1-Leaving the Building:

Preparation periods are to be used for professional activities. Authorization to leave the
building during a prep period must be obtained by the Principal or Assistant Principal.
Personal business may not be conducted in the school building during school hours.

Teachers must sign out in the staff Sign-Out Book if they are leaving the building during a
preparation period.

Policy #2-Changing Prep Schedule:

Teachers are not to change and/or alter preparation periods without the permission of the
principal.




                                                                                              23
Policy #3-Escorting Classes to Prep Class:

Class teachers must escort the class to the room of the cluster teacher. Classes must be
picked up promptly at the end of the preparation period.


Telephone Use:

Personal telephone calls are prohibited unless they are of an emergency nature. However, if
any personal calls are made, they are to be charged to the caller’s telephone account (NOTE:
The charge must be verified by an operator at the caller’s home prior to placing the call). If
the call is not charged to a home telephone number, the caller must submit a check in the
amount of the call (payable to the New York City Department of Education) and forwarded to
the person responsible at the Regional Office for processing telephone bills. Directory
Assistance calls must be avoided whenever possible. All long distance calls charged to the
New York City Department of Education telephone, must be recorded on the telephone Toll
Call Report/Log Sheet on a call-by-call basis.

In accordance with district-wide policy regarding telephone usage, please note the following:
Telephone calls to party lines (dateline, Gabb Line, Love Line, Rock-line, Porno-line) and all
other interactive information services are strictly forbidden. The district has made valid
attempts to block all interactive information service lines, but has not been 100% successful.
Anyone caught making such phone calls will be strictly disciplined.

Faculty Conferences:

All faculty conferences will be held on the first Monday every month whenever possible. from
2:25-3:10 p.m. September and June faculty conferences will be held during the day as per
U.F.T. contract. All staff members with the exception of school aides and paraprofessionals
are required to attend. It is strongly recommended that paraprofessionals attend the Faculty
Conferences to obtain information that may impact on their classroom responsibilities for
student learning.


For the 2008-2009 school year the following dates have been designated as Faculty
Conference Days:

October 7, 2008 January 5, 2009 April 7, 2009
November 3, 2008     February 2, 2009         May 4, 2009
December 1, 2008     March 2, 2009




                                                                                             24
Grade Level Conferences:

Teachers will be required to attend one (1) grade conference per month as per U.F.T.
contract. Grade conferences will be held during a common prep period. Attendance to
additional grade conferences is strictly voluntary, however, it is expected that teachers
obtain and implement the information that is presented.

Teachers will also meet once a month for grade level meetings during their Professional
Activity Period under Circular 6.


Instructional Planning:

Planning is an essential part of effective instruction. Teachers should plan extensively to
avoid any gaps in the instructional process. Planning should reflect adherence to the course
of study, New York State Learning Standards and continuity between previous and current
lessons. This year all teachers will be required to follow their grade level ELA curriculum map
outlines as the framework for their instructional planning. The curriculum maps have been
revised to reflect student needs and teacher feedback. Teachers are expected to plan guided
reading lessons for identified groups of students within their classrooms. This year we will
use the AUSSIE Monthly and Weekly Curriculum Planner to plan for integrated ELA
instruction. (see attachment for the components of an effective lesson plan). New York City
ELA, Math Science and Social Studies scope and sequence are available online at:
http//ps192.r10nycdoe.org

Policy #1

Plans must be available to DOE supervisors, Ms Pacheco and Mr. Kravetz upon request.

   A. Student Work folders and Class Assessment Binders for ELA, Math, Writing must be
      maintained current and made available to supervisors/DOE supervisory staff upon
      request.

   B. Cluster teachers, Reading, AIS, ESL teachers, paraprofessionals, and the Math and
      Literacy Coaches should maintain instructional logs for their programs and student
      progress reports that be in alignment with school and district guidelines.
   C. Special Education teachers are responsible for planning instruction based on the goals
      and objectives of their individual students IEPs. Periodic lesson planning reviews will
      be made by the Principal, Assistant Principal, Special Education Supervisors to
      determine if instructional planning is aligned with each student’s IEP. Special
      Education paraprofessionals are responsible for maintaining their own instructional
      planning logs to show evidence that they play an active role in student learning.

Policy #2 SUBSTITUTE FOLDER LESSON PLANS

In order to maintain the structure, consistency and continuity of the instructional program
when teachers are absent, we are requesting that all teachers maintain a substitute plan
folder in the main office. This folder should be updated once a month. The folder should
include the following items: Current unit in Math, social studies, science and ELA, a daily
schedule of activities including prep period, a list of your students names, and special alerts,
                                                                                               25
a list of your extended day students and the location of extended day materials, activity
sheets for homework.

Policy #3 Formal and Informal Teacher Observations

The purpose of formal observations is to support professional growth and ensure that there is
a clear understanding in the implementation of best practices at the school-wide level. It
also serves to assess the level of growth of students in a particular class, and ensure that
students are receiving the necessary resources to support their growth.

      Satisfactory Tenured teachers will be observed once a year.
      Unsatisfactory tenured teachers will be observed as needed to assess growth in
       identified areas of need.
      Probationary teachers will be observed three times during the year provided that their
       formal observations are rated Satisfactory.

To support your daily planning and planning for formal observations please refer to the
attachment on Lesson Planning, the Pre-Observation Conference Plan, and the Post-
Observation Conference Sheet.

However, please be mindful that monitoring of teaching and learning will be on ongoing
process that does not end with a formal observation. It is the supervisor’s responsibility to
assess and evaluate professional growth and student growth through informal observations
and individual teacher conferences.

Class First Month Class Orientation Procedures:

I. Set Clear Expectations

       A.    Establish appropriate class tone and routines: i.e. line-up, entrance dismissal,
             lunch procedures, etc. Practice walking in the hallways.
       B.    Develop your classroom code of behavior with your students. Review the P.S.
             192M Code of Behavior (see attachment). Role play positive and negative
             discipline scenarios and have a class discussion.
       C.    Review Fire Drill Safety Rules and Procedures. Role play a poor and good Fire
             Drill scenario.
       D.    Delineate appropriate use of supplies, material and text. All hard cover texts
             must be covered.
       E.    Classroom Organization and routines: i.e.
                I. Provide permanent location for register, attendance, daily plan, class rules,
                    etc.
               II. Establish learning centers one at a time and have the students practice the
                    proper use of materials and how to clean up after their use.
              III. Assign seats, desk, clothing hooks, area for small groups, independent
                    work and instructional materials.
              IV. Assign weekly or monthly classroom monitors to help with classroom
                    routines/jobs.
               V. Ensure that all garbage is placed in the trash basket and that the
                    chalkboard is washed daily.

                                                                                                26
    D. Distribute and collect Blue Emergency Cards/lunch applications daily.


    F. Use the Uniform school heading. It should be used by all pupils beginning in the
       second grade. This heading should be as follows:


              P.S. 192 M                                      First and Last Name
              Class                                           Date

Policy # 1- Flow of the Day Chart:

        All classrooms teachers must have a posted Flow of the Day chart that reflects the
        Balanced Literacy Block: Read Aloud, Shared Reading, Independent Reading,
        Guided Reading, Writers Workshop, Math, Science, Social Studies and the scheduled
        time.
.
                                     Sample Flow Chart

Time:              Activity
                   Skill Sophistication: Inferring or Sustained Silent Reading or Read Aloud
8:00-8:45
                   Strategy Lesson: Questioning the Text
                   Math Workshop: Unit 1 Problem Solving using Unifix Cubes
8:45-9:30
                   Lunch if Grade 1-2 or Continue with Math Workshop for 20 more minutes
9:30-10:20
                   Literacy Block: Guided Reading/Independent Reading/Read Aloud
10:20:11:20
                   Lunch if Grade K
                   Prep: Science, Computer, Gym Once a week you will get an additional
11:20:12:00
                   prep for your Professional Activity Period
                   Lunch if Grades 3-6
12:00-12:50
                   Social Studies Unit on The First Americans: Introducing New Vocabulary
12:50-1:35
                   or Science
                   Literacy Block: Writer’s Workshop: Genre: Memoir Writing Pre-Writing
1:35-2:20
                   Activity
                   Extended Day on Tuesdays, Wednesdays, Thursdays
2:20-3:10


        II. Daily Classroom Procedures:

Each teacher should set up a classroom management system that will address these areas.
Daily procedures should be reviewed with the students, and monitors should be assigned to
ensure compliance. We appreciate your cooperation in ensuring that each classroom is
inviting to children and visitors and above all conducive to learning.

        1. Upon arrival all students should hang up their outerwear, unpack their books, and
           place their book bags in the closet. Coats and jackets should not remain on
            the back of students’ chairs.

                                                                                               27
      2. Closet doors should be closed immediately following morning arrival and remain
         closed until dismissal.
      3. The library corner should be kept neat and clean. Books should be on shelves in
         baskets in a tidy fashion. All books should be returned to proper place after use.
      4. ELA and Mathematics Performance Standards must be clearly posted in each
         classroom.
      5. Windows should be opened during the day to provide proper ventilation and
         closed at the end of each day.
      6. The teacher’s desk should be cleared of clutter.
      7. Students’ desks should be cleaned twice a month.
      8. Children should be reminded to pick up after themselves and make sure there are
         no papers, pencils, crayons or books on the floor.

Policy # 1: Assignment of Class Helpers to support an organized classroom environment.
All Classroom teachers are expected to develop a Class Helper Chart and to maintain it
throughout the year.

Sample Chart:                 Classroom Helper Chart

                                               Names

Waste Basket Monitor


Closet Monitor
Library Monitor


Homework Monitor
Listening Center Technician
Computer Technician
Chalkboard
Attendance Assistant
Class Secretary
Office Monitor




Policy #2: Teaching Points:

Write the Teaching Point for each lesson clearly on the chalkboard in terms of:
          What good readers, writers, listeners, mathematicians do and the skill or
          strategy to be learned.

          i.e. Good readers make predictions before they read a story.
               Good writers reread their writing to make sure it makes sense.


                                                                                          28
            Good listeners create pictures in their heads as they listen to a story to
            help them remember the story.
            Good mathematicians draw models to solve word problems.

Policy #3: Bulletin Boards: Evidence of Student Learning

      Classroom bulletin boards are expected to be organized with an attractive border,
      have a title, and student work that reflects current units of study across the curriculum
      areas. Hallway and classroom bulletin boards are expected to be updated on a
      monthly basis. New student work should be displayed by the 10th of each month.
      Cluster teachers, AIS, SETSS, ESL, Reading, Librarian, Guidance, Testing
      Coordinator, Parent Coordinator, and Math & Literacy Coaches are expected to
      display student work on their designated bulletin board. Mr. Kravetz will assign bulletin
      boards to all teachers and staff in September.

          Expected Elements for Standards-based Hallway Bulletin Board Displays




                 Title and Class
                 Student Work on Construction Paper Backing Neatly Arranged
                 Description of Task and Standards
                 Grading Rubric
                 Teacher Feedback on Post-it Note


Policy #4: Bathroom Procedures:

For Grades K-2 classes should be escorted as a class to the bathroom once before lunch
and once after lunch. Unless there is an extraordinary emergency, NO CHILD SHOULD
LEAVE THE CLASSROOM TO GO TO THE BATHROOM BEFORE 9:00 A.M. NO CHILD
SHOULD LEAVE THE CLASSROOM AFTER 2:00 P.M.


For Grades 3-6 THERE SHOULD NOT BE MORE THAN TWO STUDENTS PERMITTED TO
GO TO THE BATHROOM AT ANY ONE TIME AND EACH STUDENT MUST SIGN OUT
THE CLASSROOM SIGN OUT BOOK. MONITOR TIME STUDENTS TAKE TO GO TO THE
BATHROOM. FIVE MINUTES SHOULD BE THE TIME ALLOWED.

                                                                                            29
Policy #3: Students Leaving the Classroom:

ALL STUDENTS ARE REQUIRED TO HAVE A CLASSROOM PASS WHEN LEAVING THE
ROOM.

EACH FLOOR WILL HAVE A COLOR PASS:

First Floor:         YELLOW
Second Floor:        BLUE
Third Floor:         RED

Policy #5: Classroom Celebrations/Parties:

Please be advised that in order to implement the instructional program effectively and adhere
to scheduled time frames, we are limiting classroom celebrations and parties. Friday
afternoons from 1:00-2:00 p.m. will be the only designated time for birthday parties and/or
celebrations. Teachers must notify the administration (Ms. Pacheco, Mr. Kravetz) one week
before for final approval. If a parent approaches you regarding their child’s birthday party,
please inform that parent about school policy, and time frame for such events.

Medical Emergencies/Student Accidents:

Policy #1
Responding to Student Illness:

Read student cum record cards for special health alerts. Ask parents if there are
any medical issues regarding their child’s health that they wish to share with you.
If a student becomes ill and is able to walk to the nurse’s office on his/her own, send that
child to the nurse with another student, with the appropriate Medical Referral Form. If a
child becomes seriously ill, call the main office immediately and request help
extension 1190 or call the Principal’s extension – 1210. If you can not reach anyone in
the main office, send a student down with a note stating that there is a medical
emergency in your class. Do not administer medication to any student.


Policy #2
Student Accidents/Incidents:

Report all accidents at once to the Principal or Assistant Principal, Ms. Gonzalez or Ms.
Estrella. The staff member in charge of the class or group at the time of the accident must
complete an OORS Accident Report Form and attach witness statements within 24 hours.
The packet will be submitted to the Principal or Assistant Principal and Ms. Estrella or Mr.
Kravetz will enter the report online and fax the witness statements to the appropriate office at
DOE. The staff member must also call the student’s parent/guardian to inform him or her of
the accident before the child goes home. If you cannot reach a parent or guardian write a
note home and send it with the student. Ask Ms. Gonzalez, our Parent Coordinator to
continue to call the home to make contact with the parent/guardian. As a courtesy, you
should call the parent once you are home to ensure that the parent has been notified by the
school. It is imperative that the school reach out to the parent and explain the situation clearly
and calmly.
                                                                                                30
If the accident or incident occurred during a prep period or pull-out class session, the
teacher in charge of the class or group at the time must inform the classroom teacher
of the event.

Policy #3

Medication:

The school is not allowed to provide any kind of medication. If a child comes to school with
medication to be taken during the school day, it must be accompanied by a note from the
parent or guardian and the child’s doctor. The medication will be stored in the nurse’s office
and dispensed by the nurse to the child as per the Doctor’s instructions. Children requiring
long-term medication must have Form 504 on file with the school. Administration of
medication will be done by the school nurse only. The teacher should keep the medication
when it is brought in locked in a closet during the day.

Student Dress Code:

At P.S. 192M students are mandated to wear their uniforms on a daily basis. There are
no exceptions to this rule. Teachers will receive copies of uniform non compliance forms to
be completed and sent to Ms. Gonzalez on a daily basis if a student is not wearing his/her
required uniform (see attached sample form). The parent/guardian will be required to bring
the child’s uniform to school. Letters will be sent to parents of students who chronically
refuse to wear their uniform. Please inform the students that not wearing a school uniform
will result in disciplinary action, including exclusion from special class activities, and lower
grades for Citizenship. The uniform for the students in Grades Pre K-6 is the following:


Boys: Yellow Shirt/knit shirt, navy blue pants, black or navy blue socks and black shoes or
       sneakers
Girls: Yellow blouse, navy blue skirt or slacks or jumper, navy blue or white socks, black
       shoes or sneakers.

Heelies( sneakers with roller skates), head bands, turbans, hooded sweaters, large
hoop earrings, thick gold chains, earrings for boys are not allowed. Please
communicate this to the students and their parents.

Teacher Requests:
Lunch Applications:                       Ms. E. Lee/Ms. Vado
Student Information:                      Ms. Vinas/Ms. Carter
Class Trip Busses                         Ms. Mazin
Personnel Information:                    Ms. Marte
Math Curriculum Materials:                Ms. M. Cruz
ELA Units of Study/Guided
Reading Books/Touch Tone Texts:           Mr. Feltman
Extended Day Materials:                   Mr. Feltman, Ms. Mazin, Mr. Kravetz
Science/Social Studies Books              Mr. Kravetz
Student Test Data                         Ms. Mazin
LAB-R/NYSESLAT Scores:                    TBD

                                                                                              31
Emergency Cards:                         Ms. Vinas
Basic Supplies:                          Ms. Diaz
Duplication:                             Ms. De Leon/Ms. Frias (need to get approval from
                                         Ms. Pacheco or Mr. Kravetz)
Request for Repairs:                     Fill out form in Request Binder in the main office
Per Session Forms                        Ms. Marte


REQUESTING XEROX COPYING:

Policy #1:

All requests for copying must be first approved by the Principal or Assistant Principal before
submission to Ms. De Leon. Requests for copies must be submitted at least 3 days prior to
expected date of use. Original copies must be placed in a folder label with the teacher’s
name and quantity of copies needed. The folder is placed in the Principal’s or Assistant
Principal’s mailbox for approval. The request, if approved, will be submitted to Ms. De Leon.


CLASS TRIPS:

Appropriate and effective class trips require thoughtful planning and preparation. All class
trips must be aligned with your grade’s Core Curriculum and New York State Learning
Standards:


Policy #1 Scheduling Class Trips:

Each teacher, grades Pre K – 6 may plan a minimum of three (3) trips during the school year.
All members of the class should be scheduled to participate in the class activity. All trip
requests must be submitted to your immediate supervisor for approval four weeks ahead of
time. Out-of-town trips must be approved by the District Superintendent. Written parent
permission must be on file for neighborhood trips. Please plan trips that all children in the
class can afford. (Use attached Trip Request Form). Ms. Mazin will reserve school buses for
the class trips. We need 3 weeks advanced noticed to reserve a school bus. Ms. E. Lee will
require a Trip Lunch Form to reserve school lunches for your class.


Policy #2 Leaving Students Behind:

Please be advised that all students are to participate on class trips unless there are safety
issues which may jeopardize the safety of students in the class as well as the child’s own
safety. In the event you have a student that can not participate on a class trip for the above
 reason, you must inform the parents in writing and provide the parents with an option to
 accompany their child on the trip or to designate another adult to accompany the child. All
 parents must be notified prior to the date of the trip. You are expected to provide Ms.
 Pacheco or Mr. Kravetz with a copy of the notice you sent to the parent prior to the trip. You
 are also required to submit a copy of your signed trip permission slip.

CLASSROOM AND SCHOOL CLEANLINESS: IT’S ALL ABOUT PRIDE
                                                                                               32
Policy #1-School Appearance:

Your cooperation and the cooperation of your pupils will be necessary in order to maintain an
attractive school appearance.

       A.     Instill in pupils appreciation for our school environment. Standards of
              cleanliness must be upheld.
       B.      NO GUM CHEWING IS ALLOWED INSIDE THE BUILDING.
       C.     Decorate bulletin boards with current student work, a Title, Task, and rubric for
              rating student work. Make sure the rubric matches the task.
       D.     Allow time for quick “clean-up” prior to dismissal. No garbage should be left on
              the floor at the end of the day.
       E.     Request, in writing, needed repair: forward information to principal via form
              located in a white binder in the main office.


Policy #2 – Microwave Ovens and Refrigerators

Due to the poor electrical wiring and insufficient electrical current in the building and
chronic pest infestations, we cannot allow personal micro wave ovens or refrigerators
in the classrooms. Please use the micro wave oven and refrigerator in the third floor
staff lounge.


Policy #3-Items Prohibited in School (Classroom, Cafeteria, Gym, Auditorium,
Computer Lab, Library):

Items prohibited at P.S. 192. Please review the follow list of items on a daily basis.

      WALK-MAN PLAYERS/IPODS
      CELL PHONES
      CD PLAYERS/GAMEBOY
      GAME CARDS
       HEAD BANDS/HOODS/EARRINGS (BOYS)
       GUM CHEWING
       CANDY
       POTATO CHIPS/OR OTHER CHIPS
       SODAS
      Large Hoop earrings (5th and 6th grade girls are guilty of this)
      Tight fitting jeans with short blouses

IF THESE ITEMS ARE BROUGHT TO SCHOOL, THEY WILL BE CONFISCATED BY
EITHER MS. PACHECO, MR. KRAVETZ, OR ANY OTHER ADULT. THE PARENTS WILL
HAVE TO COME IN TO SIGN FOR THEM.




                                                                                             33
STUDENT SUPERVISION AND SAFETY:

      School Safety Team: Ms. Regan, Ms. Reeves, Mr. Kravetz,, Ms.
      Pacheco, Ms. Carrasquillo. Ms. Gonzalez, Ms. E. Lee.
      Student safety is everyone’s business. We need to use our collective skills and talents
      to maintain a safe and calm learning environment at P.S. 192M.

Policy #1 -Missing Students:

All teachers, paraprofessionals, cluster teachers, school aides are responsible for the
whereabouts of each student under their direct supervision. If a child is missing from your
classroom or line, you must contact the main office immediately. No child is allowed to leave
his/her classroom without a pass. Students leaving the classroom or school building without
appropriate authorization must be reported to: a supervisor, School Safety Agents: Ms.
Regan, Ms. Reeves, Parent Coordinator, Ms. Gonzalez or Ms. Estrella immediately. The
parents will be contacted and a conference will be scheduled to discuss the incident and
implement the appropriate consequences. You must ensure that all students are with the
class or extended day group during dismissal. You are not to release a student without
knowing who the student is leaving with. All K-3 must be picked up by an approved adult
from the Blue Emergency Card. If a student walks away from the line, you must inform the
immediate supervisor or office staff, and call the child’s home immediately.

Policy #2- Students Leaving the Classroom:

All students must have an appropriate pass to leave the classroom: classroom teachers are
required to have a STUDENT SIGN-OUT BOOK IN THE CLASSROOM to record: Date,
Student’s Name, and Time the student left the classroom. Check this notebook periodically
to determine any unusual patterns. Classroom Passes are to be color coded using Stock
paper as follows:

      First Floor –        YELLOW
      Second Floor-        BLUE
      Third Floor-         RED

Special Passes:
              In situations where room passes are not available (auditorium, etc.) teachers
              must write out a pass for the child leaving. The pass must contain the
              following information:

Student’s Name: _________________________________            Class:____________________
Date: _____________      Time: _______
Teacher’s Signature________________________


Policy #3-Unauthorized Release of Student:

No child may be sent home alone or with an adult other than the parent or guardian without
authorization from the Principal or Assistant Principal.


                                                                                             34
Policy #4- Unauthorized After-school Student Detention:

No child should be kept beyond dismissal time without prior approval from the parent
and notification of the Principal or Assistant Principal. All teachers must dismiss their students
on time.


Policy #5- Exclusion from Mandated Programs:

Children assigned to an Extended Day program or a funded school-based, after-school
program may not be suspended or excluded without prior notification to the parent and
approval from the Principal.

Policy #6 –Unauthorized Early Dismissal:

No class may be dismissed before the designated dismissal time without authorization from
the Principal or Assistant Principal.

Policy #7       REPORTS OR SUSPECTED CHILD ABUSE AND MALTREATMENT
                Regulations of the Chancellor and A-750 (see Full Version at the end)

ABSTRACT
This regulation updates and supersedes the regulation of the Chancellor A-750, dated June 30, 1993. New York
State’s Social Service Law (S.S.L. § 411 et. seq.), commonly called The Child Protective Services Law,
mandates that school personnel report all cases of suspected child abuse and neglect immediately. This
regulation updates and sets forth the obligations of school personnel to report and cooperate with investigations
conducted by child protective service workers. The development and implementation of a child abuse
intervention and prevention school plan is an essential requirement of this regulation. The plan must include
educational programs on child abuse prevention for school personnel, parents and students. Superintendents
and Office Heads must provide all staff with a copy of the revised Highlights of Chancellor’s Regulation A-750
(Appendix H). In addition, Superintendents must provide a copy of this complete regulation to every member of
the Child Abuse Prevention and Intervention Teams within their jurisdiction. This regulation must be
permanently posted in each school and office and must be provided to any staff member who requests a copy.


Policy #8 CORPORAL PUNISHMENT-REGULATION OF THE CHANCELLOR A-420 (see
          Full Version at the end)

The by laws of the New York City Board of Education 10.4 reads as follows:

NO CORPORAL PUNISHMENT SHALL BE INFLICTED IN ANY OF THE PUBLIC
SCHOOLS, NOR PUNISHMENT OF ANY KIND TENDING TO CAUSE EXCESSIVE FEAR
OR PHYSICAL OR MENTAL DISTRESS. VIOLATION OF THIS BY LAW SHALL
CONSTITUTE GROUNDS FOR DISMISSAL.

This bylaw remains in full force and cannot be waived by prior approval or consent of parent
or guardian. The principal, in consultation with the superintendent, shall file the necessary
charges against any staff member found to be in violation of the above bylaw and this
regulation.


                                                                                                              35
Policy #9
Child Verbal Abuse REGULATION OF THE CHANCELLOR A-421 (see attachment)

Verbal abuse of students is prohibited. Disruptive behavior by a student must never be punished by use of
verbal abuse. Such behavior usually reflects underlying problems that require guidance intervention. School
personnel should take steps to identify the problem(s) and, working closely with parents, help the student
receive maximum benefit from the educational program offered at the school. Matters concerning student
behavior should be addressed in accordance with Chancellor’s Regulation A-443 and the Discipline Code.

2. DEFINITIONS

Verbal abuse is not corporal punishment but is separately proscribed by this regulation.
Prohibited verbal abuse includes:

    1. Language that tends to cause fear or physical or mental distress;
    2. Language that includes words denoting racial, ethnic, religious, gender, disability, or sexual orientation
       which tends to cause fear or physical or mental distress;
    3. Language that tends to threaten physical harm; or
    4. Language that tends to belittle or subject students to ridicule.
    5. Nothing in this Regulation, however, prevents a supervisor from counseling or disciplining an employee
       for inappropriate speech or conduct that is not otherwise in violation of this regulation


BUILDING SECURITY/SAFETY MEASURES (If you see something, say something)

        A.      Teachers are urged to discuss with the administrative staff their observation
                and suggestions regarding security at our school.
        B.      Security is everyone’s business. Employ the following:

             1. Discourage alumni from visiting the school. If they do, send back to the main
                 office.
             2. Insist that all visitors have passes from the office.
             3. Supervise your pupils when they leave the building at lunchtime or afternoon
                 dismissal.
             4. Question adults in the building who you feel may not have obtained a pass from
                 the office.
             5. Only the Main Entrance may be used to exit and re-enter the building
                 throughout the day.
             6. Inform the Principal or Assistant Principal if you are remaining after school. All
                 staff members should leave the building no later than 5:30 p.m. unless there is
                 a special event taking place.
             7. Secure handbags, cell phones, collected funds, and other valuables in locked
                 areas; never leave money overnight
             8. Lock doors and turn off lights when leaving rooms. Lock windows at the close of
                 the day. Never leave an outside exit ajar. Maintain keys in your possession; do
                 not allow children to handle keys.
             9. Report any unsafe physical condition as noted.
             10. Contact a nearby teacher or the office in an emergency; never leave children
                 unsupervised.
             11. Do not allow parents without an appointment or office pass to your classroom.
                 Politely ask them to get an office pass or to call to schedule an appointment.


                                                                                                               36
           12. Do not entertain parents or guardians during the morning line up. Do not allow
               students to come up before 8:00 a.m. to your classroom. Report students who
               do so to Mr. Kravetz, Ms. Pacheco or Ms. Marte, or Ms. Gonzalez.

SCHOOL CODE OF BEHAVIOR:

Policy #1: Use of Discipline Binder:

P.S. 192M will implement the DOE’s Citywide Standards of Discipline and Intervention
Measures (Blue Booklet). It is the staff’s responsibility to become familiar with the five levels
of behavior infractions and possible consequences. In your black Discipline binder is the
DOE’s citywide discipline code for your review. Teachers are encouraged to revisit their
classroom rules periodically with their students and make adjustments as needed.

                                   P.S. 192 School-wide Rules

   1.   We will show respect to all adults and other students.
   2.   We will keep our hands and feet to ourselves.
   3.   We will come to school on time and prepared to learn.
   4.   We will wear our uniform every day.
   5.   We will walk in a quiet and orderly manner inside the school building.
   6.   We will ask an adult for help when we have a problem.
   7.   We will keep our school clean and beautiful.



                                   P.S. 192M School Pledge

I pledge that I will show respect to others.
I pledge that I will come to school on time.
I pledge that I will be responsible.
I pledge that I will behave in school.
I pledge that I will try my best because I have the potential to learn.
I pledge that I will do and complete all my homework and class
work.
I will try my best to live up to my pledge for success.
Created by: The P.S. 192M
Student Council, October 2007




                                                                                                37
Policy #2- Use of Parent Carbon Copy Behavior Report Forms:

All classroom teachers, cluster teachers, Support Teachers, Guidance Counselor, Social
Worker, librarian, related services teachers, school aides, paraprofessionals, and the
administration will follow the procedures for recording and reporting student misconduct using
the forms in the black binder that was instituted last spring. The staff is responsible for filling
out the parent report form and setting up an appointment with the parent for a student
discipline conference. The form should be given to the Pupil Accounting Secretary, Ms.
Carter for mailing.


Policy #3 - Reporting of Serious Incidents

Behavior incidents involving violent behavior, leaving school premises, bringing a weapon or
dangerous object or substance must be reported to Mr. Kravetz, Ms. Estrella, Ms. Pacheco,
Ms. Marte, Ms. Carter, Ms. Gonzalez IMMEDIATELY as one becomes aware of the situation.
DO NOT LEAVE A NOTE IN THE ADMINISTRATION’S MAIL BOXES. IF THE
ADMINISTRATION IS UNAVAILABLE, GIVE THE NOTE TO A SECRETARY MARKED
“URGENT”. ALL INCIDENTS MUST BE REPORT ON OORS THE SAME DAY.

Policy #4 – Discipline Ladder of Referral:

Discipline issues at the Level I Category and some Level 2 Category should be handled
through progressive discipline and address according to the following ladder of referral:

Classroom Teacher-Student
Classroom Teacher-Student-Parent
Classroom Teacher-Parent-Student- Guidance Counselor
Classroom Teacher-Parent –Student-Assistant Principal
Classroom Teacher –Parent-Student-Principal

It is imperative that the classroom teacher maintain his/her authority as the person in
charge of monitoring and preventing student misbehavior in the classroom.

Policy #5

No child is to be sent out to stand in the hallway unsupervised as a “time-out” strategy. This
practice is considered a form of Corporal Punishment. If you need to remove a student
from the classroom, send a note to a buddy teacher or call the main office. Removing a
student from your classroom early on will send the wrong message to the student. Avoid
having to do this unless the child’s behavior is a danger to himself or others.




                                                                                                38
Policy # 6 SAVE ROOM Removal: This year there will not be a SAVE Room
Coordinator. We will place students in alternate classrooms for removals and
Principal’s suspensions.

Student Removal Plan to the SAVE Room Alternate Classroom Setting will involve the
following steps:

 Prior to the student’s removal:

   1. Mr. Kravetz, Ms. Pacheco or Ms. Estrella will conference with the teacher, student to
      discuss the issue and consequence. Mr. Kravetz or Ms. Estrella will gather anecdotal
      records and accompanying documentation which may include a list of strategies used
      to try to correct the child behavior, as well as a copy of the infraction sheet).
   2. The guidance counselor will meet with the parent, teacher and child to discuss the
      behavior issue and agree on the appropriate consequence.
   3. The classroom teacher will be informed at least one day in advance that a student will
      be removed from the classroom so that (s)he can prepare work for the student to
      complete in an alternate classroom setting.
   4. Mr. Kravetz will make arrangements for student removal after prior notification has
      been given to the parent.
   5. Mr. Kravetz will deliver the student to the alternate classroom setting daily.

 After the Removal Period:

Mr. Kravetz, Ms. Estrella, or Ms. Pacheco will meet with the student, teacher and parent to
develop a behavior intervention plan and contract.


Immediate Removal Situations: The student(s) are a danger to himself or others. The
teacher calls the Main Office 1190, 1210, Ms. Estrella 1280 or Mr. Kravetz 2190.

   1. Immediate Removal procedure, (to be used exclusively in the case of physical
       violence/aggression, (or threat thereof). The teacher in charge must document the
       incident and report it to the Assistant Principal, Guidance Counselor or Principal.
      They in turn:

                 i. Conducts Interviews on lined paper from all participating parties and at
                     least two witnesses.
                ii. Investigate all sources of statements.
               iii. Consult Code of Conduct (Citywide Standards of Discipline and
                    Intervention Measures)
               iv. Severity will be analyzed on a case-by-case basis, potentially resulting in
                    time in a Principal’s suspension.
   2. Special Education/IEP students:
                                                                                              39
                    i. In some cases, the child may already have a Behavioral Plan
                          (BIP) in place. It may need to be revisited.
                   ii. A Functional Behavioral Assessment (FBA) may have to be
                         Initiated.

   3. Children may only come to guidance office when escorted by Guidance Personnel.

   4. Students will be monitored in the classroom by guidance counselor or social worker.


               The P. S 192 Policy Governing Student Conduct and Discipline

   I.       Statement of Purpose

         The purpose of our school’s policy for student conduct and discipline is to provide an
         environment that is safe, orderly, and nurturing so that all students, staff members,
         and parents can become productive members of our learning community.


   II.      Contents of P.S. 192 Policy Governing Student Conduct and Discipline

            P.S. 192 will embrace a conduct and discipline philosophy in which all students will
            be discipline according to a “discipline with dignity” approach.
            In particular P.S. 192 will adhere to the following DOE school-wide discipline
            guideline:

            “No corporal punishment shall be inflicted in any of the public schools in
            District Six, punishment of any kind tending to cause excessive fear or physical or
            mental distress (Section 10.4 of the by-laws of the Department of Education
            (DOE)”.

            “Codes and statements should be translated for non-English speaking students
            and parents.”

A. 1. Student Rights

        All students have a right to a safe, constructive classroom and school environment in
         which his/her teacher may teach and students can learn.
        Students have the right to dignity as individuals, counseling services, school record
         access, in accordance with Chancellor’s Regulation No. A-820 be informed of reasons
         for suspension or probation, a hearing in suspensions or probation, a hearing in a
         superintendents’ suspension as prescribed by law and Chancellor’s regulations, be
         informed of the basis for grades, a voice in school subject to Department of Education
         regulations, appeal rights to the principal and superintendent.
        Students should have an opportunity to exercise the right to free speech so long they
         do not interfere with the operation of regular school programs.
        Students should dress appropriately with the season, should not wear provocative nor
         revealing attire that interferes with the leaning process.


                                                                                                  40
      Students have a right to participatory representation in school affairs through an
       elected student government organization, such as general organization or student
       council, etc.

A. 2. Student Responsibilities:

      Students must attend school regularly and punctually.
      Students must be prepared for classes with appropriate books, pens and homework.
      Students must help to preserve, maintain and improve the school environment,
       respect school property and not vandalize or deface.
      Students must not bring distracting or dangerous items such as radios or weapons to
       school.
      Students must abide by the school conduct and discipline code(see Attachment)
      Students must not verbally abuse others and refrain from using obscenities.
      Students must observe the basic standards of cleanliness, good grooming, and dress
       appropriately for school activities.
      Students must follow dress guidelines established for safety reasons.
      Student representative to the elected student government must work positively and
       constructively to be responsible to the entire student body.


B. School Discipline Code

              P.S. 192 will follow the New York City Department of Education
              (DOE) Citywide Standards of Discipline and Intervention Measures (The
              Discipline Code).

                 1. Early in September the Administration will present during a faculty
                    conference on the topic of “Implementation of the School-wide Discipline
                    Code” and the DOE’s Citywide Standards of Discipline and Intervention
                    Measures. Staff will received a copy of the DOE Discipline Code as well
                    as the DOD Curriculum Guide for teaching the Citywide
                    Standards and Intervention Measures (The Discipline Code).

                 2. Early in September the Parents’ Association will devote one of its
                    parent’s meetings to the topic of “school discipline” and the DOE’s
                    Citywide Standards of Discipline and Intervention Measures.


C. Roles and Responsibilities

Administrators

             to enforce the discipline code.

             to ensure that all staff are thoroughly familiar with the discipline code.

             to ensure that school rules and regulations which are developed in cooperation
              with teachers, parents, and students support the discipline code.
                                                                                            41
              to review the code annually and recommend necessary changes.

              to review annually, school regulations to ensure that they are in consonance
               with the discipline code.

              to recommend changes in the discipline code to make it more responsive to
               school needs.

              to ensure that students develop a sense of responsibility.

              to ensure that parents are informed of the applicable discipline policy.

Teachers

              to work with supervisors, and administrators, parents and students in the
               development of the discipline code.

              to ensure that their students are thoroughly familiar with the applicable
               discipline code.

              to develop a set of classroom routines which would support school rules and
               regulations.
              to work closely with pupil personnel and other support staff to help students
               exhibiting disruptive behavior.

              to involve their students, beginning with the earliest grades, in developing class
               rules to enable them to have a sense of responsibility for their own behavior.

              to enforce the discipline code including referring students to appropriate
               guidance services.

              to work with students to help them develop a sense of social responsibility.

              to keep parents informed of the behavior of their children.


Parents

              to work with teachers, administrators, and the Parents’ Association
               in the development of a discipline code.

              to participate in the school’s goals process committee

              to support the school in the implementation of the discipline code.

              to instill in their children a sense of responsibility, respect, and
               honesty in working with adults and other students in the school.


                                                                                               42
D. Ladder of Referral

              A written log will be maintained for all serious infractions, separate
              and apart from the student’s permanent records. A temporary folder will
              be kept by the teacher and/or Assistant Principal to document serious
              infractions requiring formal Principal’s and Superintendent’ suspensions.


Step I- For student behavior infraction at Level I only.
        After three (3) infractions of Level I offenses all teachers
        paraprofessionals, school aides, and safety officers will implement
        Steps a-d including e.

         a. Speak to the student regarding inappropriate behavior or infraction and give a
            warning of the possible consequences if the behavior persists.
         b. Implement the following consequences if the behavior persists: contact parent
            and inform the parent of the student’s infraction.
         c. Schedule a parent conference (for aides, ask assistant principal and principal to
            contact the parent) and ask the parent for his/her support in helping the student
            improve his/her behavior.
         d. Consult with the Guidance Counselor or Social Worker for behavior modification
            strategies and/or possible academic intervention strategies.
         e. Maintain an anecdotal record of student behavior and progress (see attached
            ABC anecdotal form)

Step II- For student behavior infractions at Levels II-V. After three (3) infractions of
Level I offenses all teachers, paraprofessionals, school aides, and safety officers will
implement Steps a-d including e.

         a) Contact the assistant principal, principal or Guidance Counselor immediately to
            report dangerous student behavior.
         b) The above persons will conference with the student and teacher.
         c) The Assistant Principal, Principal, Guidance Counselor, Parent Coordinator will
            contact parent for a parent conference to inform parent the infraction committed
            and implementation of the appropriate consequences, as per the citywide DOE
            discipline code, i.e. principal’s in-house suspension or Superintendent’s
            suspension.
         d) Follow up to a principal’s suspension will be provided to the student through
            appropriate counseling and elated academic intervention services in and out of
            the classroom, i.e. short-term counseling for student and parent, behavior
            modification strategies, and positive behavior reinforcement.
         e) Maintain an anecdotal record of student behavior and progress.




                                                                                           43
Step III-Infractions Requiring a Superintendent’s Suspension (Level IV and V):

         a. The principal or assistant principal will conduct an investigation of the infraction
            to determine the level of severity of the infraction and appropriate
            consequences.
         b. The principal or assistant principal will contact the student’s parents for a pre-
            suspension hearing or conference.
         c. The principal or assistant principal will explain the consequences of the
            infraction and the administration of the appropriate consequences based on the
            DOE’s Discipline Code of Conduct.
         d. The principal or assistant principal will request a superintendent’s suspension if
            warranted.
         e. For a superintendent’s suspension, the Assistant Principal, Guidance
            Counselor, Pupil Accounting Secretary will contact the appropriate district staff
            to report the infraction and will submit a superintendent’s suspension incident
            report to the DOE or superintendent’s designee.
                           .
Preventive Strategies:

1. Communication of clear expectations for appropriate school behavior via:

              a. grade level assembly programs early in September by the Principal,
                 assistant principal, Conflict Resolution Teacher Guidance Counselors, and
                 social worker.
              b. parent orientation meetings at the beginning of the school year to explain
                 the New York City Department of Education Discipline Code.
              c. ongoing parent meetings to share strategies for positive student behavior
                 and self-discipline.
              d. school discipline/environment committee to problem-solve and strategize
                 issues related to student discipline.
              e. ongoing meetings with school aides to determine areas in need of
                 improvement for student discipline during lunch recess.
              f. posting of classroom rules and consequences for infractions and rewards for
                 appropriate student behavior.
              g. posting of school-wide rules for behavior throughout the school building.
              h. use the Extended Day program to provide small group or individual
                 counseling sessions to high needs students.


2. Building students’ self-esteem and school morale:

          a. awarding class commendation cards for appropriate line-up and general display
             of positive student behaviors.
          b. displaying student’s autobiography on Principal’s special bulletin board
          c. awarding commendation cards/certificates for perfect attendance.
          d. assigning students to special clubs based on academic work and behavior
          e. participation in special school-wide celebrations, i.e. holiday sing- along
          f. enlisting the aid of community organizations, etc.
          g. providing appropriate academic interventions to ensure that all students feel
             successful academically.
                                                                                           44
                   h. implementing the NYCDOE Curriculum Guide for Teaching the
                       Citywide Standards of Discipline and Intervention Measures
                    i. implementing the Pyramid for Success and Student Pledge
                    j. Student clubs for grades 3-6
                    k. Class/individual student conduct weekly sheets


We will continue to implement our Pyramid for Success Initiative by focusing on the
different character values to be a Successful Citizen of PS 192.

                                                    THE PYRAMID FOR SUCCESS

                                                             YOU HAVE REACHED
                                                            YOUR PERSONAL BEST



                                                      POISE                          CONFIDENCE
                                                  Just be yourself            You must believe in yourself if
                                                                              you expect others to believe in
                                                                                           you.


                                       FITNESS                        SKILL                     TEAM SPIRIT
                               Act, eat, and think right.     Practice makes perfect.        Be eager to help your
                                                                                                    team.



             SELF-CONTROL                        ALERTNESS                              ACTION                     DETERMINATION
         Control yourself so others     What you learn. After you know          Be quick, but don’t hurry.      Slow and steady gets you
               won’t have to                 it all, is what counts                                                     ready.



                                                                                                  COOPERATION
        HARD WORK                    FRIENDSHIP                        LOYALTY              Be more interested in finding       ENTHUSIASM
     Failing to prepare is        To make friends, be a              Be trustworthy          the best way, not in having     Make each day special.
       preparing to fail                friend.                                                       your way.




STUDENT SUPPORT SERVICES

Request for Pupil Personnel Committee Consultation:

Role of the Pupil Personnel Committee:

Members of the Pupil Personnel Committee are skilled professionals who possess an
understanding and mastery of:
    Classroom Management/behavior modification and conflict resolution techniques
    Stages and theories of child development
    Techniques to ensure collaborative decision-making takes place
    Varied teaching and learning styles
    School and community resources
    Cultural diversity and community issues



                                                                                                                                               45
The members of P.S. 192 PPC consists of the Principal, School psychologist, Guidance
Counselor, Social Worker, I.E.P. teacher, SETSS teacher, AIS teacher, and a reading/
teacher. PPC meetings will be held every other week for one hour. Cases to be discussed
will be previously assigned to allow for research and strategy planning.


Policy #1-Referral Process (As per DOE Directives):

A request for consultation with the PPC is initiated after on-going classroom Tier I
intervention strategies have been DOCUMENTED to be unsuccessful. A completed Pupil
Personnel Team Consultation Request Form with attached anecdotes, informal assessments,
parent outreach/involvement notes, etc. is submitted to the Principal and serves to advise
the PPC that support and assistance are being officially request (see attached Intervention
Process Chart and Request for Pupil Personnel Team Consultation Request Form). After the
PPC receives the request and meets to discuss the issues at hand, an Intervention Plan is
developed by the PPC and put in place for the student. The Intervention Plan is shared with
the teacher and parent for consideration and approval. The student’s case is assigned to a
member of the PPC team and student progress is reviewed at subsequent meetings. If after
a reasonable amount of time (4-8 weeks) it is determined that a Referral to Special Education
is warranted,


Policy #2- Requirements Prior to PPC Consultation Request:

All classroom teachers must prepare a student packet that contains evidence of classroom
intervention strategies and their results prior to requesting intervention from the PPC. The
packet may include but is not limited to: running records, teacher-made tests, writing
samples, math work, reading and writing workshop conference notes, student behavior
anecdotes, home-intervention strategies. The responsibility falls on the teacher to present a
compelling case for a more aggressive intervention plan to meet the student’s needs.


ESL:

ESL Push-in and Pull-Out mandated program for English Language Learners in the
mainstream classroom. Instruction in literacy is integrated and thematic according to
the four language skills areas and based on each student’s level of English proficiency.

Counseling

Small group or individual counseling sessions are provided to students in need based on
the PPC pre- referral intervention plan. Our new partnership with St. Luke’s Hospital
Child Mental Health Clinic will provide counseling services to our students and their families.

Speech and Language

Small group or individual Speech and Language therapy sessions are provided to at-risk
students and IEP students based on identified need.

Title I Reading Services
                                                                                              46
A reading specialist provides small group guided reading intervention to identified Level 1 and
2 students in Grades 5, and 6 as a Tier II intervention strategy.




SETSS- Resource Room-

Small group instruction in Core Curriculum based on student’s IEP goals and objectives.
This is a Least Restrictive Environment strategy for students with special learning needs. A
formal Special Education Referral must be done before a student can receive SETTS
services.


PARENTS AND SCHOOL AS PARTNERS

School Policy #1:

      Maximum parent-school and school-parent contact through the year should be
      maintained. Accentuate the positive. Please note the following procedures regarding
      visitors.
                      A. Early in September identify two parents who would like to
                         volunteer as class parents. These parents will contact other
                         parents in your class to help with special events and activities.
                      B. Enlist the support of our Parent Coordinator to begin to form a
                         group of parent volunteers who will work in your classroom on
                         assigned tasks/days.
                      C. We encourage parents to visit the school to observe our
                         instructional programs and get their input. Classroom teachers
                         will be notified whenever possible when Parent visitors will be
                         coming to the school. If you are interested in showcasing your
                         classroom, please inform the Principal or Assistant Principal

SCHOOL-WIDE INITIATIVES:

      I. SCHOOL-WIDE COMMITTEES 2008-2009:

      Please encourage your colleagues to join a school committee with you to help plan
events and problem solve building issues.

          Parent Involvement Committee - contact Ms. Gonzalez
          School Building/Safety Committee – contact Mr. Kravetz/Ms. Carrasquillo
          Professional Development/ Literacy Committee - contact Mr. Feltman/Ms.
          Procope/Ms. Cruz
          Technology Committee- contact Ms. Bernier/Ms. Familia
          School Event Committee – contact Ms. Cruz/ Ms. Tavarez
          Data Inquiry Team – contact Ms. Mazin/Ms. Pacheco
          Mainstreaming Committee-contact Ms. Linarez/Ms. Hernandez
          Bilingual/ESL Program Committee- contact Ms. Cruz-Romero
                                                                                             47
II. STUDENT INCENTIVES:




       Adopt A Student Initiative: Staff members are encouraged to participate in this
wonderful initiative to make connections with some of our most vulnerable students
who are at risk for academic failure or experience significant social issues that
interfere with their learning. Details on how this will work will follow.


Honor Roll:
     Teachers will identify students who have excelled in ELA, Math, Social Studies,
     Science, Art, Music, and Technology in June for a special recognition assembly
     program. Teachers must use grade level rubrics and the results of formative
     assessments to identify appropriate candidates for this award.

Perfect Attendance Awards:
        Students averaging 95%-100% will be recognized in a special assembly in June.

Student of the Month:

        Student of the Month is a new incentive this year to recognize one student in each
class who has made significant improvement in reading, mathematics, writing, science, social
studies, citizenship, behavior, attendance, homework, and is an exemplary role model for
the rest of the class. Please submit your selection by the 1st of every month to me in my
mailbox. Students who are selected will be invited to have lunch with the principal each
month. A Student of the Month Bulletin Board will be displayed on every floor.

Class/Student Commendation Cards:

In order to promote a positive learning environment, we will continue to use Commendation
cards to recognize positive and responsible class behavior. Classes will be able to obtain
Commendation Cards for exhibiting Project Character Behaviors: Responsibility, Respect,
Kindness, Effort, Tolerance, Self-Control/Self-Discipline and Honesty. Classes will be able to
obtain Commendation cards for exhibiting these behaviors during morning line up, lunch
recess, hallway travel, extended day classes, and during cluster programs. Staff members
should inform the administration when the class deserves a Commendation card as well.
Classroom teachers should inform students of this incentive program during the first week in
September.



                                                                                            48
Each classroom will be able to receive an incentive once they reach their grade’s identified
goal. Incentives will include: school supplies, snack parties, special movie or a free period.

All teachers will be expected to display their Commendation cards in or outside of their
classrooms. A Commendation Card Chart will be displayed in the main floor to show how
many Commendation cards each class has for the month. Teachers will be expected to
submit a monthly commendation card count to Ms. Frias (school aide) by the 1 st of every
month. The class with the most commendation cards for the month for their grade will be
announced over the loud speaker.

                        Commendation Cards Grade Goals for the Month

      Pre K & Kindergarten                             10 Cards
      Grades 1 & 2                                     15 Cards
      Grades 3 & 4                                     20 Cards
      Grades 5 & 6                                     25 Cards


      Vocabulary Bee/Parade: To focus on the Word of the Day
      February Essay Contest: Civil Rights
      Sports Teams: Basket ball, Baseball, Girls Soccer, Cheer Leaders Group
      Student Council - Student representatives from grades 3-6 will be elected to
      form the Yearly P.S. 192 Student Council.

III. Monthly School-wide Events for 2008-2009:        Book of the Month:




 Each month a staff member will select an appropriate children’s book as a read aloud to be
shared with the entire school community. Teachers will be responsible for obtaining the book,
reading it to their classes and conducting a class discussion about the book. Teachers will
invite students to respond to the selection by writing their reactions, connections to their
personal lives, connections to other texts, and other appropriate responses about the book
including art, music, drama, etc. Writing responses will be submitted to Ms. Pacheco for
display on the “Book of the Month” Bulletin Board.

             Proposed 2008-2009 Book of the Month:
September 2008: Big Plans by Bob Shea and Lane Smith (Mr. Feltman’s recommendation);
October 2008:   And To Think That we Thought That We’d Never Be Friends by Mary Ann
                Hoberman (Ms. Cruz-Romero’s Recommendation);
November 2008: The Story of Roy Campanella: Campy by David A. Adler (Ms. Pacheco’s
                Recommendation);
December 2008: Read All About It by Laura and Jenna Bush
                 (Mr. Feltman’s recommendation)
January 2009:   TBD
February 2009:   TBD
March 2009:     TBD
                                                                                   49
April 2009        TBD
May 2009          TBD
June 2009         TBD




Good Reads Bulletin Board by Staff and Students- We will set up a bulletin board for
staff members and students to share good books and make recommendations.

             *Proposed School-wide Activities for 2008-2009:

September 18, 2008     Adopt a Student Opening Ceremony
September 26, 2008:    Wear a Funny Hat Day
October 24, 2008:      Read Aloud Day-Invite Parents/Community Members to read
                       to your class
October 29, 2008        Pre K and K will plant Magic Seeds in the garden
October 31, 2008:      Parade of Characters for K-3
November 1, 2008       Penny Harvest
November 25 & 26, 2008 Hispanic Heritage Assembly
November 26, 2008:     Classroom Fall Harvest Celebration
December 4, 2008:      Family Literacy Night: Remember to wear your Pajamas!
December 17 & 19, 2008 Holiday Music Concert
January 30, 2009:      Brotherhood Celebration (Ideas needed)
February 5, 2009:      Family Math Night
February 12, 2008      One Hundred Day of School Celebration
February 26, 27, 2009  Dominican Heritage Assembly Program
March 13, 2009:        Dr. Seuss Parade/Women’s History Month Celebration
April 2, 2009:         Career Day
April 24, 2009:        Poetry Celebration
May 21, 2009:          Vocabulary Bee
May 22, 2009:          Vocabulary Parade
May 29, 2009:          Science-Technology Fair
June 10, 2009:         School Field Day – Riverbank State Park
June 11, 2009:         Senior Trip to Rye Play Land
June 12, 2009:         Pre K Moving Up Ceremony/ Staff End Term Party
June 17, 2009:         Honor Roll and Adopt A Student Celebration
June 19, 2009:         Grade 6 Graduation
June 23, 2009:          Kindergarten Graduation


*Please volunteer to be the Chairperson of a Monthly Activity Committee with a group
of your colleagues.
                                                                                    50
                                          P.S. 192M

                                 FIRE DRILL PROCEDURES
                                        2008-2009

   1. Teachers are to review fire drill safety rules with their students the first week of school
      and regularly thereafter. Role play a fire drill scene as you review the procedures.
      Appoint two line monitors who will lead the line. The teacher is to remain at the back
      of the line to ensure student safety and discipline.
   2. Familiarize yourself with the designated exit your class will be using when a fire drill is
      held. See Attached chart.
   3. Silence must be maintained throughout a fire drill.
   4. Everyone is to leave the building and remain away from the building until the fire drill is
      completed. This is required even if you are on a Prep period or lunch recess.
   5. Classroom teachers must lock their classroom doors.

STAFF ASSIGNMENTS OF POSTS:

Exit 1              Doorway of Exit 1 – 138th Street:
                    1st Floor: Ms. Rosario
                    2nd Floor: Ms. Mazin
                    3rd Floor Ms. Cruz
Exits 2 & 3         Main Stairway—1st Floor landing: Ms. Estrella & Mr. Feltman
Exit 5              135th Street—Ms. Procope
Lunchroom           Ms. Sanz
Gym                 Ms. Linarez/ Mr. Wingate

Mini-School         Ms. Hernandez

Floor Sweepers:

Main Floor/Outside Main Exit (P.S: 192 wing): Ms. Cunningham
Second Floor:      Ms. Mazin
Third Floor:       Ms. Cruz
Mini School:       Ms. Hernandez




                                                                                               51
Street Assistants:

Amsterdam Avenue & 138th Street   Ms. Ms. Vinas
Corner of 138th Street            Ms. E. Lee
Steps Bottom of 138th Street      Ms. Z. Gonzalez




                                                    52
NEW YORK CITY DEPARTMENT OF EDUCATION

Regulation of the Chancellor
Category: STUDENTS Number: A-420
Subject: PUPIL BEHAVIOR AND DISCIPLINE – CORPORAL PUNISHMENT Pages: 1 of 1
Issued: 11/16/04
SUMMARY OF CHANGES
This regulation supersedes A-420 dated 12/08/97, 9/05/00, 7/01/01 and 1/9/03.
It enforces Department of Education Bylaws and includes reporting requirements
established under Regulations of the Commissioner §100.2(l)(3)(ii) concerning the use of
physical force upon a student for punishment purposes.
Eliminated Provisions:
Reference to the use of language that belittles or subjects students to ridicule, or is abusive
or threatening verbal communication, has been removed from this regulation. The issue of
verbal abuse is dealt with in Chancellor’s Regulation A-421.
Changes:
Contact information has been changed.




                                                                                               53
NEW YORK CITY DEPARTMENT OF EDUCATION

Regulation
of the Chancellor
Category: STUDENTS Number: A-420
Subject: PUPIL BEHAVIOR AND DISCIPLINE – CORPORAL PUNISHMENT Pages: 1 of 5
Issued: 11/16/04
ABSTRACT
This regulation updates and supersedes Regulation of the
Chancellor A-420, dated July 1, 2001, regarding prohibition of
corporal punishment. It enforces Department of Education Bylaws
and includes reporting requirements established under Regulations
of the Commissioner §100.2(l)(3)(ii) concerning the use of physical
force upon a student for punishment purposes. The Chancellor
may change this Regulation consistent with applicable federal and
state laws.
1. INTRODUCTION
Corporal punishment is prohibited. Disruptive behavior by a student must never be
punished by use of physical force. Such behavior usually reflects underlying problems
that require guidance intervention. School personnel should take steps to identify the
problem(s) and, working closely with parents, help the student receive maximum benefit
from the educational program offered at the school. Matters concerning student
behavior should be addressed in accordance with Chancellor’s Regulation A-443 and
the Discipline Code.
2. DEFINITIONS
Regulations of the Commissioner §100.2(I)(3)(i) define corporal punishment as any act
of physical force upon a pupil for the purpose of punishing that pupil. Such term shall
not mean the use of reasonable physical force for any of the following purposes:
1. to protect oneself from physical injury;
2. to protect another pupil or teacher or any other person from physical injury
(e.g. breaking up a physical altercation without using excessive force);
3. to protect the property of the school or of others; or
4. to restrain or remove a pupil whose behavior is interfering with the orderly
exercise and performance of school district functions, powers or duties, if
that pupil has refused to comply with a request to refrain from further
disruptive acts, provided that alternative procedures and methods not
involving the use of physical force cannot be reasonably employed to
achieve the purposes set forth in 1 through 3 above.




                                                                                          54
NEW YORK CITY DEPARTMENT OF EDUCATION

Regulation
of the Chancellor
Category: STUDENTS Number: A-420
Subject: PUPIL BEHAVIOR AND DISCIPLINE – CORPORAL PUNISHMENT Pages: 2 of 5
Issued: 11/16/04
Further, the Bylaws of the City Department of Education state the following:
NO CORPORAL PUNISHMENT SHALL BE INFLICTED
IN ANY OF THE PUBLIC SCHOOLS, NOR PUNISHMENT
OF ANY KIND TENDING TO CAUSE EXCESSIVE FEAR
OR PHYSICAL OR MENTAL DISTRESS. VIOLATION
OF THIS BYLAW SHALL CONSTITUTE GROUNDS FOR
DISMISSAL.
This Bylaw remains in full force and effect and cannot be waived by prior approval or
consent of parent or guardian. Nothing in this Regulation, however, prevents a
supervisor from counseling or disciplining an employee for inappropriate conduct that is
not otherwise in violation of this regulation.
3. NOTIFICATION TO STAFF
The principal must bring to the attention of all members of the staff the Board’s policy
and rules with respect to corporal punishment.
4. REPORTING AN ALLEGATION OF CORPORAL PUNISHMENT
A. Report to the Office of Special Investigations:
Office of Special Investigations
49 Chambers Street – 6th floor
NY, NY 10007
Voice: (212) 374-5900
Fax: (212) 374-1229/0932
The Chancellor’s Office of Special Investigations is responsible for intake,
evaluation, review, follow-up, and dissemination of information to various offices
within this agency and other appropriate entities with respect to allegations of
corporal punishment. All allegations of corporal punishment of students by
Department of Education employees, custodial employees, or others must be
reported immediately to the Office of Special Investigations by the supervisor or
designee.1 Telephone communication must occur before an investigation is
commenced by the supervisor or designee.
1For purposes of this Regulation, “supervisor” means the person acting in a supervisory capacity to the
Department of Education employee alleged to have engaged in corporal punishment. If the person who is
alleged




                                                                                                          55
NEW YORK CITY DEPARTMENT OF EDUCATION

Regulation
of the Chancellor
Category: STUDENTS Number: A-420
Subject: PUPIL BEHAVIOR AND DISCIPLINE – CORPORAL PUNISHMENT Pages: 3 of 5
Issued: 11/16/04
At the time of the communication the supervisor will be advised whether to
conduct an investigation or await an investigation by the Office of Special
Investigations. Further instruction will be given with respect to completing the
A-420/A-421 Form – Alleged Corporal Punishment and/or Verbal Abuse – Report
of Investigation (see Appendix), and to whether the staff member who is alleged
to have engaged in corporal punishment should be removed from the classroom
pending further inquiry. If the supervisor is not the Principal or site supervisor
and the alleged corporal punishment occurs on or around school property, the
principal or site supervisor must be notified. The principal, in turn must notify the
superintendent.
In the event the supervisor is instructed to conduct the investigation, the Office of
Special Investigations will provide guidance and instruction at any stage of the
inquiry, as needed.
In general, a supervisor should take the following steps, among others:
Take written statements from the victim and all witnesses as quickly
as practicable;
Separate witnesses prior to taking such statements;
Meet with the subject of the investigation and give him or her an opportunity
to review statements from the victim(s);
Evaluate all of the evidence and the credibility of all witnesses including the
subject of the investigation before substantiating or unsubstantiating a
complaint.
The supervisor must reach and state a conclusion on the A-420/A-421 Form.
During the course of the investigation, the employee should be removed from
the classroom whenever appropriate to safeguard the health, welfare, and
safety of students. In determining whether to remove a teacher, the
supervisor should consider the prior record of the employee, the likely
penalty should the allegations be substantiated, and any other factors
relevant to this determination. An employee who has been removed from the
classroom pending investigation shall be informed in writing of the nature of
the investigation no later than five days after their removal.
to have engaged in corporal punishment is not an employee of the Department of Education, the “supervisor” is
the person who is in charge of the site where the incident is alleged to have occurred.




                                                                                                           56
NEW YORK CITY DEPARTMENT OF EDUCATION

Regulation
of the Chancellor
Category: STUDENTS Number: A-420
Subject: PUPIL BEHAVIOR AND DISCIPLINE – CORPORAL PUNISHMENT Pages: 4 of 5
Issued: 11/16/04
Supervisors should consult with OSI whenever technical assistance or other
assistance is needed.
The A-420/A-421 Form, completed as instructed, and bearing an original
signature of the site administrator, must be filed with the Office of Special
Investigations no later than five working days from the report of the incident.
However, a supervisor must complete his or her investigation and determine
whether discipline is warranted even if he or she fails to file the report within five
days. A duplicate of the A-420/A-421 Form must be forwarded to the
Superintendent.
The A-420/A-421 Form (Alleged Corporal Punishment and/or Verbal Abuse –
Report of Investigation) should be completed and transmitted by e-mail or fax to
the Office of Special Investigations and the Superintendent. The accurate
transmission of the completed form is the responsibility of the supervisor. If the
A-420/A-421 Form is transmitted by e-mail, the principal must print, sign, and
maintain a hard copy.
Whether the investigation is conducted by the Office of Special Investigations or
the supervisor, the person alleged to have engaged in corporal punishment must
be afforded an opportunity to appear with representation and address the
allegations upon 48 hours written notice prior to any action being recommended
or taken.
The Principal, in consultation with the Superintendent, and with the Office of
Legal Services, or the Office of Appeals and Review must take appropriate action
against any staff member found to be in violation of the above Bylaw and this
Regulation.
When it has been concluded after an inquiry either by the supervisor or the Office
of Special Investigations that the staff member has not committed corporal
punishment, or the evidence does not support the allegation, the staff member
must be so notified, in writing. If the employee was reassigned during the
investigation and there is no other reason for reassignments, the employee must
be returned to his or her regular assignment.
B. Report to the State
The Regulation of the Commissioner of Education regarding corporal punishment
requires a semi-annual report to the Commissioner by January 15th and July 15
of each year. The report sets forth the substance of each complaint about the
use of corporal punishment received by the local school authorities during the




                                                                                         57
NEW YORK CITY DEPARTMENT OF EDUCATION

Regulation
of the Chancellor
Category: STUDENTS Number: A-420
Subject: PUPIL BEHAVIOR AND DISCIPLINE – CORPORAL PUNISHMENT Pages: 5 of 5
Issued: 11/16/04
report period, the results of each investigation and the action, if any, taken by the
local school authorities in each case.
The Summary Corporal Punishment/Verbal Abuse Form is to be completed by
December 15th and June 15th of each year. It is to be signed by the Principal and
forwarded to the appropriate Superintendent for signature. The Superintendent is
to forward the form to the Office of Special Investigations, Corporal Punishment
Unit by December 30th and June 30th of each year.
5. INQUIRIES
Inquiries pertaining to this regulation should be addressed to:
Telephone
212-374-5900
Office of Special Investigations
NYC Department of Education
49 Chambers Street – 6th floor
NY, NY 10007
Fax
212-374-1229
212-374-0932
Form A-420/A-421
Page 1 of 5
OFFICE OF SPECIAL INVESTIGATIONS
49 CHAMBERS STREET, 6th FLOOR
NEW YORK, NEW YORK 10007
PHONE# (212) 374-5900
FAX# (212) 374-1229/0932/0993
ALLEGED CORPORAL PUNISHMENT AND/OR VERBAL ABUSE
REPORT OF INVESTIGATION
Date of Report
Report Number
(Obtained from Office of Special Investigations (OSI)
(212) 374-5900)
EMPLOYEE INFORMATION
Name
File Number
Position
Social
Security #
Home Address
Date of Birth
License(s)
School District Boro Region
Years of Service
                                                                                        58
Tenured
Prob CPT PPT Per Diem
EMPLOYEE HISTORY
Prior Adverse Ratings/Actions Yes No If yes, explain, including date(s)
Form A-420/A-421
Page 2 of 5
Previous Allegations of
Corporal Punishment or Verbal
Abuse
Yes
No
If yes, explain, including date(s)
and Report number(s)
STUDENT (COMPLAINANT) INFORMATION
Name Grade Age
Date of Birth
Has student made prior allegations? Yes No
If yes, explain, including date(s) and report number(s)
Narrative of student performance (conduct, etc.)
PARENT/GUARDIAN CONTACT INFORMATION
Name
Address
Home Telephone
Business Telephone
Date Parent/Guardian notified of incident
School staff member who made contact
Form A-420/A-421
Page 3 of 5
WITNESS INFORMATION
Name
Position
NOTE: If witnesses are students, on a separate sheet of paper, please list the students’
names
with the contact information for their parent(s)/guardian(s).
INCIDENT
If student and/or staff members made written statements, copies of the statements
must be
attached.
Date of Incident: Time:
Location:
Description of Incident
After initial review of the incident, I concluded the following:
ACTION TAKEN
For investigations not conducted by the Office of Special Investigations, the following must be
completed. If necessary, additional information can be included on a separate sheet of paper
and
attached.
The allegations were not substantiated. The subject was so advised by letter dated
Form A-420/A-421
Page 4 of 5
                                                                                             59
OR
The allegations were substantiated.
In all cases where an allegation of corporal punishment and/or verbal abuse has been
substantiated or where it has been concluded that poor judgment was used,
disciplinary
action must be taken.
TENURED STAFF
The subject is a Tenured teacher Tenured administrator
In the case of tenured teachers or tenured administrators, the punishment may include a
verbal
reprimand, letter of reprimand to file or charges under State Education Law §3020-a. If it has
been
determined that §3020-a charges might be warranted because of the serious or repetitive
nature of
the misconduct or other factors concerning the teacher’s or administrator’s performance, the
Deputy Counsel, Administrative Trials Unit of the Office of Legal Services must be consulted.
[(718) 935-3612]. Counsel should also be consulted if it is not clear what action may be
appropriate.
The subject was verbally reprimanded on
(date)
The subject received a letter to file, a copy of which is attached, on
(date)
OR
The Office of Legal Services was consulted on
(date)
Upon consultation, a letter to file, a copy of which is attached, was recommended.
Upon consultation, a Technical Assistance Conference was scheduled for
(date)
Upon consultation, other action was recommended (Explain on a separate sheet)
NON-TENURED PEDAGOGUES AND OTHER STAFF
In the case of a substantiated allegation against a non-tenured pedagogue or other staff
member,
the Office of Appeals and Review [(718) 935-2991] must be consulted before any further
action is
taken.
The Office of Appeals and Review was contacted on
(date)
Upon consultation, a letter to file, a copy of which is attached, was recommended.
Upon consultation, the staff member was terminated on
(date)
Upon consultation, other action was recommended. (Explain on separate sheet
and attach)
Form A-420/A-421
Page 5 of 5
Report preparer’s signature Title
Date prepared
Revised November 2004




                                                                                            60
NEW YORK CITY DEPARTMENT OF EDUCATION

Regulation
of the Chancellor
Category: STUDENTS Number: A-421
Subject: PUPIL BEHAVIOR AND DISCIPLINE – VERBAL ABUSE Pages: 1 of 6
Issued: 01-09-03
SUMMARY OF CHANGES
This regulation defines and prohibits the use of verbal abuse upon students. It sets forth the
reporting requirements for allegations of verbal abuse of students by Department of
Education
employees or other staff members
NEW YORK CITY DEPARTMENT OF EDUCATION

Regulation
of the Chancellor
Category: STUDENTS Number: A-421
Subject: PUPIL BEHAVIOR AND DISCIPLINE – VERBAL ABUSE Pages: 2 of 6
Issued: 01-09-03
ABSTRACT
This regulation defines and prohibits the use of verbal abuse
upon a student. The Chancellor may change this Regulation
consistent with applicable federal and state laws.
1. INTRODUCTION
Verbal abuse of students is prohibited. Disruptive behavior by a student must never be
punished by use of verbal abuse. Such behavior usually reflects underlying problems
that require guidance intervention. School personnel should take steps to identify the
problem(s) and, working closely with parents, help the student receive maximum benefit
from the educational program offered at the school. Matters concerning student
behavior should be addressed in accordance with Chancellor’s Regulation A-443 and
the Discipline Code.
2. DEFINITIONS
Verbal abuse is not corporal punishment but is separately proscribed by this regulation.
Prohibited verbal abuse includes:
1. Language that tends to cause fear or physical or mental distress;
2. Language that includes words denoting racial, ethnic, religious, gender,
disability, or sexual orientation which tends to cause fear or physical or
mental distress;
3. Language that tends to threaten physical harm; or
4. Language that tends to belittle or subject students to ridicule.
Nothing in this Regulation, however, prevents a supervisor from counseling or
disciplining an employee for inappropriate speech or conduct that is not otherwise in
violation of this regulation.
3. NOTIFICATION TO STAFF




                                                                                             61
NEW YORK CITY DEPARTMENT OF EDUCATION

Regulation
of the Chancellor
Category: STUDENTS Number: A-421
Subject: PUPIL BEHAVIOR AND DISCIPLINE – VERBAL ABUSE Pages: 3 of 6
Issued: 01-09-03
The principal must bring to the attention of all members of the staff the Department’s
policy and rules with respect to verbal abuse.
4. REPORTING AN ALLEGATION OF VERBAL ABUSE
A. Report to the Office of Special Investigations:
Office of Special Investigations
65 Court Street, Room 922
Brooklyn, NY 11201
Voice: (718) 935-5157
Fax: (718) 935-5149
The Chancellor’s Office of Special Investigations is responsible for intake,
evaluation, review, follow-up, and dissemination of information to various offices
within this agency and other appropriate entities with respect to allegations of
verbal abuse. All allegations of verbal abuse of students by Department of
Education employees, custodial employees, or others must be reported
immediately to the Office of Special Investigations by the supervisor or
designee.1 Telephone communication must occur before an investigation is
commenced by the supervisor or designee.
At the time of the communication the supervisor will be advised whether to
conduct an investigation or await an investigation by the Office of Special
Investigations. Further instruction will be given with respect to completing the
A-420/A-421 Form - Alleged Corporal Punishment and/or Verbal Abuse – Report
of Investigation (see Appendix), and to whether the staff member who is alleged
to have engaged in verbal abuse should be removed from the classroom pending
further inquiry. Removal from the classroom pending investigation into
allegations of verbal abuse will only occur in extreme cases.
If the supervisor is not the Principal or site supervisor and the alleged verbal
abuse occurs on or around school property, the principal or site supervisor must
be notified. The principal, in turn must notify the superintendent.
1Forpurposes of this Regulation, “supervisor” means the person acting in a supervisory capacity to the
Department of Education employee alleged to have engaged in verbal abuse. If the person who is alleged to
have engaged in verbal abuse is not an employee of the Department of Education, the “supervisor” is the
person
who is in charge of the site where the incident is alleged to have occurred.




                                                                                                            62
NEW YORK CITY DEPARTMENT OF EDUCATION

Regulation
of the Chancellor
Category: STUDENTS Number: A-421
Subject: PUPIL BEHAVIOR AND DISCIPLINE – VERBAL ABUSE Pages: 4 of 6
Issued: 01-09-03
In the event the supervisor is instructed to conduct the investigation, the Office of
Special Investigations will provide guidance and instruction at any stage of the
inquiry, as needed.
In general, a supervisor should take the following steps, among others:
• Take written statements from the victim and all witnesses as quickly
as practicable;
• Separate witnesses prior to taking such statements;
• Meet with the subject of the investigation and give him or her an opportunity to review
statements from the victim(s);
• Evaluate all of the evidence and the credibility of all witnesses including the subject of the
investigation before substantiating or unsubstantiating a complaint.
• The supervisor must reach and state the conclusion on the A-420/A-421
Form.
• During the course of the investigation, the employee should be removed fromthe classroom
whenever appropriate to safeguard the health, welfare, and safety of students. In determining
whether to remove a teacher, the supervisor should consider the prior record of the
employee, the likely penalty should the allegations be substantiated, and any other factors
relevant to this determination. Removal from the classroom pending investigation into
allegations of verbal punishment will only occur in extreme cases. An employee who has
been removed from the classroom pending investigation shall be informed in writing of the
nature of the investigation no later than five days after their removal.
• Supervisors should consult with OSI whenever technical assistance or other assistance is
needed.
The A-420/A-421 Form, completed as instructed, and bearing an original signature of the site
administrator, must be filed with the Office of Special Investigations no later than five working
days from the report of the incident.




                                                                                               63
NEW YORK CITY DEPARTMENT OF EDUCATION

Regulation
of the Chancellor
Category: STUDENTS Number: A-421
Subject: PUPIL BEHAVIOR AND DISCIPLINE – VERBAL ABUSE Pages: 5 of 6
Issued: 01-09-03
However, a supervisor must complete his or her investigation and determine whether
discipline is warranted even if he or she fails to file the report within five days. A duplicate of
the A-420/A-421 Form must be forwarded to the Superintendent.
The A-420/A-421 Form (Alleged Corporal Punishment and/or Verbal Abuse –
Report of Investigation) should be completed and transmitted by e-mail or fax to the Office of
Special Investigations and the Superintendent. The accurate transmission of the completed
form is the responsibility of the supervisor. If the
A-420/A-421 Form is transmitted by e-mail, the principal must print, sign, and maintain a hard
copy.
Whether the investigation is conducted by the Office of Special Investigations or the
supervisor, the person alleged to have engaged in verbal abuse must be afforded an
opportunity to appear with representation and address the allegations upon 48 hours written
notice prior to any action being recommended or taken.
The Principal, in consultation with the Superintendent, and with the Office of Legal Services,
or the Office of Appeals and Review must take appropriate action against any staff member
found to be in violation of the above Bylaw and this Regulation.
When it has been concluded after an inquiry either by the supervisor or the Office of Special
Investigations that the staff member has not committed verbal abuse, or the evidence does
not support the allegation, the staff member must be so notified, in writing by the principal. If
the employee was reassigned during the investigation and there is no other reason for
reassignments, the employee must be returned to his or her regular assignment.
B. Reports
The Summary Corporal Punishment/Verbal Abuse Form is to be completed by December
15th and June 15th of each year. It is to be signed by the Principal and forwarded to the
appropriate Superintendent for signature. The Superintendent is to forward the form to the
Office of Special Investigations by December 30th and June 30th of each year.
5. INQUIRIES
Inquiries pertaining to this regulation should be addressed to:




                                                                                                 64
NEW YORK CITY DEPARTMENT OF EDUCATION

Regulation
of the Chancellor
Category: STUDENTS Number: A-421
Subject: PUPIL BEHAVIOR AND DISCIPLINE – VERBAL ABUSE Pages: 6 of 6
Issued: 01-09-03
Telephone
(718) 935-5157/
5158
Office of Special Investigations
65 Court Street
Room 922
Brooklyn, New York 11201
Fax
(718) 935-5149
Form A-420/A-421
Page 1 of 5
OFFICE OF SPECIAL INVESTIGATIONS
65 COURT STREET, ROOM 922
BROOKLYN, NEW YORK 11201
PHONE# (718) 935-5157/5158
FAX# (718) 935-5149
ALLEGED CORPORAL PUNISHMENT AND/OR VERBAL ABUSE
REPORT OF INVESTIGATION
Date of Report
Report Number
(Obtained from Office of Special Investigations (OSI)
(718) 935-5157 or 5158)
EMPLOYEE INFORMATION
Name
File Number
Position
Social
Security #
Home Address
Date of Birth
License(s)
School District Boro
Years of Service
Tenured
Prob CPT PPT Per Diem
EMPLOYEE HISTORY
Prior Adverse Ratings/Actions Yes No If yes, explain, including date(s)
Form A-420/A-421
Page 2 of 5
Previous Allegations of
Corporal Punishment or Verbal

                                                                          65
Abuse
Yes
No
If yes, explain, including date(s)
and Report number(s)
STUDENT (COMPLAINANT) INFORMATION
Name Grade Age
Date of Birth
Has student made prior allegations? Yes No
If yes, explain, including date(s) and report number(s)
Narrative of student performance (conduct, etc.)
PARENT/GUARDIAN CONTACT INFORMATION
Name
Address
Home Telephone
Business Telephone
Date Parent/Guardian notified of incident
School staff member who made contact
Form A-420/A-421
Page 3 of 5
WITNESS INFORMATION
Name
Position
NOTE: If witnesses are students, on a separate sheet of paper, please list the students’
names
with the contact information for their parent(s)/guardian(s).
INCIDENT
If student and/or staff members made written statements, copies of the statements
must be
attached.
Date of Incident: Time
Location
Description of Incident
After initial review of the incident, I concluded the following:
ACTION TAKEN
For investigations not conducted by the Office of Special Investigations, the following must be
completed. If necessary, additional information can be included on a separate sheet of paper
and
attached.
The allegations were not substantiated. The subject was so advised by letter dated
OR
The allegations were substantiated.
Form A-420/A-421
Page 4 of 5
In all cases where an allegation of corporal punishment and/or verbal abuse has been
substantiated or where it has been concluded that poor judgment was used,
disciplinary
action must be taken.
TENURED STAFF
The subject is a Tenured teacher Tenured administrator
                                                                                             66
In the case of tenured teachers or tenured administrators, the punishment may include a
verbal
reprimand, letter of reprimand to file or charges under State Education Law §3020-a. If it has
been
determined that §3020-a charges might be warranted because of the serious or repetitive
nature of
the misconduct or other factors concerning the teacher’s or administrator’s performance, the
Deputy Counsel, Administrative Trials Unit of the Office of Legal Services must be consulted.
[(718) 935-3612]. Counsel should also be consulted if it is not clear what action may be
appropriate.
The subject was verbally reprimanded on
(date)
The subject received a letter to file, a copy of which is attached, on
(date)
OR
The Office of Legal Services was consulted on
(date)
Upon consultation, a letter to file, a copy of which is attached, was recommended.
Upon consultation, a Technical Assistance Conference was scheduled for
(date)
Upon consultation, other action was recommended (Explain on a separate sheet)
NON-TENURED PEDAGOGUES AND OTHER STAFF
In the case of a substantiated allegation against a non-tenured pedagogue or other staff
member,
the Office of Appeals and Review [(718) 935-2991] must be consulted before any further
action is
taken.
The Office of Appeals and Review was contacted on
(date)
Upon consultation, a letter to file, a copy of which is attached, was recommended.
Upon consultation, the staff member was terminated on
(date)
Upon consultation, other action was recommended. (Explain on separate sheet
and attach)
Form A-420/A-421
Page 5 of 5
Report preparer’s signature Title
Date prepared
                            Revised July 2002




                                                                                            67
NEW YORK CITY DEPARTMENT OF EDUCATION
Regulation of the Chancellor
Category: STUDENTS Number: A-830
Subject: FILING INTERNAL COMPLAINTS OF UNLAWFUL DISCRIMINATION/HARASSMENT Page: 1 of 1
Issued: 2/13/04
SUMMARY OF CHANGES
This regulation replaces and supercedes A-830 dated 12/11/03.
It establishes an internal review process to be followed by employees, parents of students,
and
students within the jurisdiction of the Department of Education of the City of New York who
wish to file complaints of alleged discrimination or unlawful harassment.
Changes:
The regulation was revised to streamline the process for filing internal complaints of
discrimination or unlawful harassment in light of the current Department of Education
governance structure.
Three forms (complaint, conciliation, interim relief) were consolidated into one.
New Provisions:
The “gender (sex)” definition has been broadened to specifically include “gender
identification” language found in the City Human Rights Law.
Supervisors are advised that they are required to report any oral or written allegations of
discrimination or discriminatory harassment to OEO.




                                                                                                68
NEW YORK CITY DEPARTMENT OF EDUCATION
Regulation of the Chancellor
Category: STUDENTS Number: A-830
Subject: FILING INTERNAL COMPLAINTS OF UNLAWFUL DISCRIMINATION/HARASSMENT Page: 1 of 5
Issued: 2/13/04
ABSTRACT
This Regulation supersedes and replaces Chancellor’s Regulation A-830,
Procedures for Filing Complaints of Alleged Discrimination/Harassment, dated
July 1, 2001, and establishes an internal review process for employees, parents of students,
and students within the jurisdiction of the Department of Education of the City of New York
who wish to file complaints of unlawful discrimination or harassment, or retaliation based on
such complaints. Allegations of discrimination/harassment by one student against another
must be pursued through Chancellor’s Regulation A-831, Peer Sexual Harassment, and/or
through the discipline process as set forth in Chancellor’s Regulation A-443, Student
Discipline Procedures, and the Discipline Code.
I. POLICY AND LAW
A. It is the policy of the New York City Department of Education to provide equal educational
and employment opportunities without regard to race, color, religion, creed, ethnicity, national
origin, alienage, citizenship status, age, marital status, disability, sexual orientation, gender
(sex), or prior record of arrest or conviction, except as permitted by law, and to maintain an
environment free of harassment on any of the above-noted grounds, including sexual
harassment or retaliation, and to comply with all laws and provisions in the Department of
Education collective bargaining agreements prohibiting discrimination.
B. It is also the policy of the Department of Education to prohibit retaliation against any
individuals for utilizing these internal complaint procedures, filing complaints with one of the
governmental human rights agencies or commencing litigation under available discrimination
laws. Retaliation against individuals for providing information related to or assisting in the
investigation of complaints of discrimination/harassment is also prohibited.
C. In order to develop and maintain a positive and supportive learning and working
environment that is free of discrimination, harassment, retaliation and intimidation, the full
cooperation of every staff member is necessary. Employees are expected to be exemplary
role models in the schools and offices in which they serve. Supervisors are required to
maintain an environment free of unlawful discrimination or discriminatory harassment.
Supervisors are also required to report instances and any oral or written complaints of such
discrimination or discriminatory harassment to the Department’s Office of Equal Opportunity
(“OEO”). Advice and assistance on




                                                                                               69
NEW YORK CITY DEPARTMENT OF EDUCATION
Regulation of the Chancellor
Category: STUDENTS Number: A-830
Subject: FILING INTERNAL COMPLAINTS OF UNLAWFUL DISCRIMINATION/HARASSMENT Page: 2 of 5
Issued: 2/13/04
how to proceed will be provided as needed. Any employee found to be in violation
of this policy may be subject to legal sanctions and appropriate disciplinary action.
II. DEFINITIONS/BASES OF UNLAWFUL DISCRIMINATION
(See Attachment 1 for definitions/bases of unlawful discriminatory behavior.)
A. Local Equal Opportunity Coordinators (LEOCs)
1. A LEOC is responsible for providing information on matters affecting equal
educational and employment opportunities and for conciliating and investigating
complaints of unlawful discrimination as defined in this Regulation. LEOCs
receive training, supervision and support from OEO regarding their
responsibilities. Complainants may request the assistance of LEOCs or OEO
when filing complaints, as noted below.
2. Schools, offices and instructional regions must have one or more designated
LEOCs for each site.
a. Each high school principal will appoint a LEOC for his/her school.
b. Each executive director, director or head of an office will appoint a LEOC for
each central office/division.
c. Each instructional region must have one or more designated LEOCs. The
Director of the Regional Operational Center (“ROC”) will appoint these
LEOCs for the ROC as well as for the instructional regions and elementary
and middle schools under his/her jurisdiction.
3. Under the guidance of the OEO, LEOCs report the findings of their investigations
and make appropriate conclusions and recommendations to their appointing
officials. (See Section III. A. 2. below)
III. COMPLAINT PROCEDURES
In order to facilitate the prompt, thorough and fair resolution of complaints of unlawful
discrimination, all complaints must be filed with OEO for necessary review and
processing as soon as possible after an alleged incident has occurred in order to
ensure effective investigation and resolution. A complainant may request that his/her
claim of discrimination be addressed through either (1) formal investigation or (2)
conciliation. Attached to this Regulation is the relevant Complaint Form that contains
the options for both investigation and conciliation. See Attachment 2. If a complainant
believes that irreparable injury will occur before the complaint can be fully investigated




                                                                                             70
NEW YORK CITY DEPARTMENT OF EDUCATION
Regulation of the Chancellor
Category: STUDENTS Number: A-830
Subject: FILING INTERNAL COMPLAINTS OF UNLAWFUL DISCRIMINATION/HARASSMENT Page: 3 of 5
Issued: 2/13/04
and resolved, he/she may indicate so on the Complaint Form and request that OEO
facilitate appropriate interim relief.
A. Request for a Formal Investigation of Complaints
1. A complainant may seek formal investigation of a complaint by filing the
Complaint Form with OEO as soon as possible after the alleged incident has
occurred. If a complaint is filed with a LEOC, he/she will forward it immediately
to OEO for appropriate review and processing. OEO will determine whether the
complaint alleges a violation of this Regulation and, if so, will either forward the
complaint to the appropriate LEOC for investigation or conduct the investigation
itself. Investigations shall generally not exceed twenty (20) working days unless
OEO extends the time period for investigation.
2. Following the investigation, the LEOC/OEO will prepare a written report that
describes the complaint, explains the evidence presented during the
investigation, concludes whether the evidence presented supports a violation of
this Regulation, and recommends any corrective action, including appropriate
disciplinary action. In the event the complaint and/or evidence do not rise to the
level of unlawful discrimination or harassment but, rather, constitute workplace
disharmony, a recommendation for resolving those difficulties may also be made.
The appointing official and the appropriate supervisor (e.g., principal, LIS) will
confer with OEO and decide if any disciplinary or corrective action will be
recommended. For LEOC investigations, OEO must review draft reports and
findings before they are submitted to the appointing official (and supervisor, if
needed) for approval. Relevant parties will be provided with notice of the
determination/results of the investigation. OEO will ensure that appropriate
corrective action is implemented.
B. Conciliation Requests
In the alternative, a complainant may seek to resolve a complaint through
conciliation by noting that option on the Complaint Form and requesting in writing
the assistance of OEO or the LEOC to resolve the complaint. If a Conciliation
Request is filed with a LEOC, the request must be forwarded immediately to OEO
for appropriate review and processing. If warranted, OEO will direct the request to
the appropriate official for good faith conciliation efforts, or conduct the conciliation
itself. Conciliation efforts to resolve the complaint shall generally not exceed twenty
(20) working days unless OEO extends the time period. If conciliation efforts
succeed, a written agreement may be signed by the relevant parties. If conciliation




                                                                                            71
NEW YORK CITY DEPARTMENT OF EDUCATION
Regulation of the Chancellor
Category: STUDENTS Number: A-830
Subject: FILING INTERNAL COMPLAINTS OF UNLAWFUL DISCRIMINATION/HARASSMENT Page: 4 of 5
Issued: 2/13/04
efforts fail, the complainant may request in writing that his/her complaint be
investigated formally. See section A. above.
C. Anonymous Complaints
A complainant may file an anonymous complaint with OEO alleging that a particular
practice or policy is discriminatory. To the extent practicable in light of information
provided by the complainant, OEO will review such complaints in order to determine
how they should be processed.
D. Complaints Filed With OEO for OEO Investigation
If a complainant feels that his/her complaint is particularly sensitive or that there is a
conflict of interest with the LEOC investigating the complaint, the complainant may
request that OEO handle the case directly. OEO will determine whether to grant
such requests.
E. Confidentiality
It is the Department of Education’s policy to respect the privacy of all parties and
witnesses regarding complaints brought under this Regulation. However, the need
for confidentiality must be balanced against the obligation to cooperate with lawful
investigations, to provide due process to the accused, and/or to take necessary
action to conciliate, investigate, or resolve the complaint. Therefore, information
regarding the complaint may need to be disclosed in certain appropriate
circumstances.
IV. APPEALS
A. A complainant will be provided with written notice of the right to appeal a “No
Violation” determination as set forth below.
1. A complainant who wishes to challenge a “No Violation” determination from a
LEOC investigation may appeal to OEO by submitting a written statement that
clearly sets forth the specific justifications/reasons for the appeal within ten (10)
working days of receipt of the determination.
2. A complainant who wishes to challenge a “No Violation” determination from an
OEO investigation may appeal to the Chancellor, c/o the Office of Legal
Services, 52 Chambers Street, Room 308, New York, New York, 10007, by
submitting a written statement that clearly sets forth the specific




                                                                                             72
NEW YORK CITY DEPARTMENT OF EDUCATION
Regulation of the Chancellor
Category: STUDENTS Number: A-830
Subject: FILING INTERNAL COMPLAINTS OF UNLAWFUL DISCRIMINATION/HARASSMENT Page: 5 of 5
Issued: 2/13/04
justifications/reasons for the appeal within ten (10) working days of receipt of the
determination.
B. Decisions on appeals should be issued within twenty (20) working days of receipt of
the complete record.
V. DISSEMINATION OF THESE PROCEDURES
The Department’s non-discrimination policy, this Regulation and the name and contact
information of the appropriate LEOC are to be given the widest possible dissemination
to students, parents of students, and employees. Accordingly, each office and school
must post a copy of this Regulation and the Public Notification of the Department’s
Nondiscrimination
Policy (which identifies the name and location of the LEOC and OEO) in
prominent places where the notice can be seen by employees, students, and parents.
See Attachment 3. Appropriate information may also be posted on the school, office or
region website. Notice of the Department’s non-discrimination policy and internal
complaint procedures will be given to all employees annually.
VI. ALTERNATIVE COMPLAINT PROCEDURES
These procedures do not deny the right of any individual to pursue other avenues of
recourse that may include filing charges with any of the following agencies:
New York City Commission on Human Rights
U.S. Department of Education, Office for Civil Rights
U.S. Equal Employment Opportunity Commission
New York State Division of Human Rights
U.S. Department of Labor, Office of Federal Contract Compliance Programs
VII. INQUIRIES
Inquiries pertaining to this Regulation should be addressed to:
Telephone
(718) 935-3220
Office of Equal Opportunity
NYC Department of Education
65 Court Street - Room 923
Brooklyn, New York 11201
Fax
(718) 935-2531
Toll Free
(718) 332-4845
Website address:
www.nycenet.edu/offices/oeo/
TTY
(718) 935-5385
Chancellor’s Regulation A-830
Attachment #1
Page 1 of 3
SUMMARY OF PROHIBITED DISCRIMINATION
Discrimination on the basis of race, color, creed, religion, ethnicity, national origin, alienage,
                                                                                                 73
citizenship status, gender (sex), age, marital status, disability, prior record of arrest or
conviction, or sexual orientation is prohibited by various Federal, State and City laws, as well
as by policies adopted by the Department of Education and by provisions of collective
bargaining agreements. Harassment on any of these bases, and retaliation for making a
claim
of discrimination, are also impermissible and unlawful. Chancellor's Regulation A-830 sets
forth the procedures by which employees, students and parents can raise and resolve claims
of such discrimination within the New York City public school system. The following
information is intended to provide guidance to assist people in avoiding discriminatory
practices but is not, however, exhaustive.
It is unlawful to discriminate against an individual in any aspect of employment or in
the
provision of educational and related services on the basis of that person’s:
Race/Color: actual or perceived race or color.
Disability: actual or perceived disability, or history of disability. The term “disability” means
any physical, medical, mental or psychological impairment or history or record of such
impairment, or a condition regarded by others as a disability. It is not discriminatory for an
employer to require that any employee or applicant be able to perform the essential functions
of a job with or without reasonable accommodation.
If a person believes that he/she has a qualifying disability and is in need of a reasonable
accommodation in order to fulfill the essential functions of his/her position, that person should
contact the Department’s Medical Bureau or OEO’s Disability Coordinator for additional
information.
Gender (Sex): actual or perceived gender (sex), pregnancy, or conditions related to
pregnancy or childbirth. The prohibition against gender discrimination includes sexual
harassment.
The term “gender” shall also include a person’s gender identity, self-image, appearance,
behavior or expression, whether or not that gender identity, self-image, appearance, behavior
or expression is different from that traditionally associated with the legal sex assigned to that
person at birth.
Ethnicity/National Origin: actual or perceived national origin or ethnic identity. National
origin is distinct from race/color or religion/creed because people of several races and
religions
– or their forbearers -- may come from one nation. The term "national origin" includes
members of all national groups and groups of persons of common ancestry, heritage or
background; it also includes individuals who are married to or associated with a person or
persons of a particular national origin.
Chancellor’s Regulation A-830
Attachment #1
Page 2 of 3
Alienage/Citizenship: actual or perceived immigration status or status as a citizen of a
country other than the United States of America. It shall not be an unlawful discriminatory
practice for any person to discriminate on the ground of alienage or citizenship status or to
make inquiry as to a person's alienage or citizenship status or to give preference to a person
who is a citizen or native of the United States when such preference is expressly permitted or
required by a federal, city or state law or regulation.
Religion/Creed: actual or perceived religion or creed (set of fundamental beliefs, whether or
not they constitute a religion).
Age: actual or perceived age.
Marital Status: actual or perceived marital status.
                                                                                               74
Sexual Orientation: actual or perceived sexual orientation. The term sexual orientation
means heterosexuality, homosexuality or bisexuality.
Prior Arrest/Conviction: It may be unlawful to deny employment because of a conviction
record unless there is a direct relationship between the offense and the job or unless hiring
would create an unreasonable risk. However, there are allowances in the law to review a
person’s arrest or conviction record under certain circumstances.
Sexual Harassment
A. Sexual Harassment between Employees
Sexual harassment of one employee by another consists of unwelcome sexual advances,
requests for sexual favors, and other verbal or physical conduct or communication of a
sexual nature when:
1. submission to such conduct is made either explicitly or implicitly a term or condition of
an individual's employment;
2. submission to or rejection of such conduct by an individual is used as the basis for
employment decisions affecting such individual; or
3. such conduct has the purpose or effect of unreasonably interfering with an individual's
work performance or creating an intimidating, hostile or offensive working environment.
B. Sexual Harassment of Students by Employees
Sexual conduct between an adult employee and a student can never be considered
welcome or appropriate. Sexual harassment of a student by an employee consists of
sexual advances, requests for sexual favors and other verbal and physical conduct of a
sexual nature. It includes situations where:
1. condition of the student's advancement or obtaining an education;
2. submission to or rejection of such conduct by a student is used as a basis for
evaluating or grading a student or as a factor in decisions affecting the student's
education; or
Chancellor’s Regulation A-830
Attachment #1
Page 3 of 3
3. such conduct has the purpose or effect of unreasonably interfering with a student's
education or creating an intimidating, hostile or offensive educational environment.
Sexual harassment may take different forms, including explicit sexual propositions or
threats, sexual innuendos, sexually suggestive comments, sexually oriented jokes,
obscene gestures, displays of pornographic or obscene visual or printed material, and
physical contact, such as touching, patting, pinching or brushing against another's
body. These behaviors can constitute sexual harassment whether they are directed at
persons of the same or opposite sex and may also constitute criminal behavior.
Chancellor’s Regulation A-830
Attachment #2
Page 1 of 2
CHANCELLOR’S REGULATION A-830
NEW YORK CITY DEPARTMENT OF EDUCATION
COMPLAINT OF ALLEGED DISCRIMINATION
Complainant:
Please complete every appropriate item and submit it as soon as possible after the
incident of alleged discrimination or harassment to:
Office of Equal Opportunity
Complaint Unit
65 Court Street, Room 923
Brooklyn, NY 11201
Fax #718-935-2531

                                                                                                75
(Please print clearly all requested information. Also attach additional pages and
supporting documentation if necessary.)
Check (✔) One: ❍ Employee ❍ Student ❍ Parent ❍ Other
Name/Title: _____________________________________________________
Student’s Name: _______________________________________________________
(If complaint is being filed by parent.)
Home Address:____________________________________________________
Phone #: Home______________________/Work______________________
Complaint Request: (Please circle A or B)
A. Investigation Request: This is a request for a formal investigation of a complaint of
alleged discrimination.
B. Conciliation Request: This is a request for OEO and/or the Local Equal Opportunity
Coordinator (LEOC) to conciliate/resolve a complaint of alleged discrimination.
Name of LEOC or Principal:____________________________________________________
School/Office/Region: __________________________________________________________
School/Office Phone #: ( )____________________________________________________
Chancellor’s Regulation A-830
Attachment #2
Page 2 of 2
Nature of Complaint:
1. Check below why you believe you were discriminated against.
❍ Age ❍ Marital Status
❍ Arrest/Conviction ❍ Race
❍ Color ❍ Religion
❍ Creed ❍ Retaliation (for complaint)
❍ Disability ❍ Sexual Harassment
❍ Ethnicity/National Origin ❍ Sexual Orientation
❍ Gender/Sex ❍ Other__________________
❍ Alienage/Citizenship Status
2. Name(s)/Title(s) of person(s) you believe discriminated against you.
3. Where did it take place?
_____________________________________________________________
4. Date (s) on which alleged act(s) of discrimination occurred.
Month: _________ Day ___ Year ______; Month: ________ Day ___ Year _______
5. Explain what happened. (Attach extra pages if needed.)
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
6. What relief or corrective action are you seeking?
________________________________________________________________
________________________________________________________________
Signature _____________________________/Date ________________
Chancellor’s Regulation A-830
Attachment #3


                                                                                           76
PUBLIC NOTIFICATION OF
NON-DISCRIMINATION POLICY
It is the policy of the Department of Education of the City of New York to provide educational
and
employment opportunities without regard to RACE, COLOR, RELIGION, CREED,
ETHNICITY/NATIONAL
ORIGIN, ALIENAGE AND CITIZENSHIP STATUS, AGE, MARITAL STATUS, DISABILITY,
SEXUAL
ORIENTATION, GENDER (SEX), PRIOR RECORD OF ARREST OR CONVICTION
(EXCEPT AS
PERMITTED BY LAW), AND TO MAINTAIN AN ENVIRONMENT FREE OF UNLAWFUL
HARASSMENT, INCLUDING SEXUAL HARASSMENT, AND RETALIATION. This policy is
in
accordance with Title VI and Title VII of the Civil Rights Act of 1964, Title IX of the Education
Amendments
of 1972, Age Discrimination in Employment Act of 1967, Section 503 and Section 504 of the
Rehabilitation
Act of 1973, Fair Labor Standards Amendments of 1974, Immigration Reform and Control Act
of 1986, The
Americans with Disabilities Act of 1990, Civil Rights Act of 1991, New York State and City
Human Rights
Laws and Provisions of Non-Discrimination in Collective Bargaining Agreements of the
Department of
Education of the City of New York.
Any person who believes they have experienced discrimination MAY FILE A COMPLAINT in
accordance
with Chancellor’s Regulation A-830 by contacting the Office of Equal Opportunity (“OEO”) or
the Local
Equal Opportunity Coordinator (“LEOC”):
Name _____________________________________________________ The Office of Equal
Opportunity
New York City Department of Education
Address ___________________________________________________ 65 Court Street – Suite
923
Brooklyn, New York 11201
Office _____________________________________________________ Telephone (718) 935-3320
Fax (718) 935-2531
Phone # ___________________________________________________ Website:
www.nycenet.edu/offices/oeo/
N.Y.C. Commission on Human Rights
40 Rector Street
New York, New York 10006
(212) 306-7500
N.Y.S. Division of Human Rights
1 Fordham Plaza - 4th Floor
Bronx, New York 10458
(718) 741-8400
U.S. Department of Education
Office for Civil Rights
                                                                                              77
75 Park Place - 14th Floor
New York, New York 10007-2146
(212) 637-6466
U.S. Equal Employment
Opportunity Commission
New York District Office
33 Whitehall Street, 5th Floor
New York, New York 10004
(212) 336-3620
U.S. Department of Labor
Office of Federal Contract
Compliance Programs
201 Varick Street - Room 750
New York, New York 10014
(212) 337-2006 Revised (10/21/03)




                                    78
NEW YORK CITY BOARD OF EDUCATION

Regulation
of the Chancellor
Category: STUDENTS Number: A-831
Subject: STUDENT TO STUDENT SEXUAL HARASSMENT Issued: 7/01/01
SUMMARY OF CHANGES
This regulation supersedes and replaces A-831 - dated 10/01/84, 9/05/00 and 12/28/00.
This is a new regulation. It establishes a procedure for the filing, investigation, and
resolution of complaints of peer sexual harassment at the school level. In the past,
such complaints were handled primarily as a discipline matter.
NEW YORK CITY BOARD OF EDUCATION

Regulation
of the Chancellor
Category: STUDENTS Number: A-831
Subject: STUDENT TO STUDENT SEXUAL HARASSMENT Page: 1   of 5
Issued: 7/01/01
ABSTRACT
It is the policy of the New York City Board of Education to
maintain a safe and supportive learning and educational
environment that is free from sexual harassment committed by
students against other students. Such harassment is
unacceptable conduct and will not be tolerated. It is a violation of
this Regulation for a student to harass another student through
conduct or communication of a sexual nature, as defined below.
Students found guilty of violating this Regulation will be subject to
appropriate disciplinary action consistent with the Discipline Code
and Chancellor’s Regulation A-443. Sexual harassment of a
student by an employee is prohibited, as set forth in Chancellor’s
Regulation A-830.
I. DEFINITIONS
A. Student-to-student sexual harassment is conduct and/or communication by
a student directed against another student. It consists of unwelcome and
uninvited sexual advances, requests for sexual favors, sexually motivated
physical conduct and other verbal, non-verbal or physical conduct or
communication of a sexual nature which is sufficiently severe, pervasive or
persistent to: (1) substantially interfere with a student’s ability to participate
in or benefit from an educational program, school sponsored activity or any
other aspect of a student’s education; or (2) create a hostile, offensive, or
intimidating school environment; or (3) otherwise adversely affect a
student’s educational opportunities. Such behavior can constitute sexual
harassment whether it is directed at persons of the same or opposite sex.
B. Sexually harassing behavior may take many forms, including but not limited
to:
engaging in physical conduct of a sexual nature such as patting,
pinching, grabbing, brushing up against another person in a sexual way;
making sexual comments, remarks, insults, and/or jokes;
                                                                                      79
displaying, or distributing sexually oriented or suggestive objects,
pictures, drawings;
making obscene gestures;




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NEW YORK CITY BOARD OF EDUCATION

Regulation
of the Chancellor
Category: STUDENTS Number: A-831
Subject: STUDENT TO STUDENT SEXUAL HARASSMENT Page: 2   of 5
Issued: 12/28/00
pressuring for sexual activity;
spreading rumors of a sexual nature;
engaging in sexually violent or coercive behavior (assault, rape).
II. REPORTING PROCEDURES
1. It is the responsibility of each principal to designate a staff member to whom
reports of student-to-student sexual harassment can be made. Complaints
of harassment may be made in writing or verbally (see attached complaint
form).
2. Any student who believes that he/she has been the victim of sexual
harassment by another student should immediately report the incident to
the designated staff member or to any other school employee.
3. Any staff member who witnesses student-to-student sexual harassment or
who has knowledge or information or receives notice that a student may
have been the victim of sexual harassment by another student is required to
immediately report the alleged act to the designated staff member.
4. The designated staff member is responsible for reporting all complaints of
student to student sexual harassment to the principal/designee.
5.. Where the principal/designee believes that the alleged conduct constitutes
criminal activity, he/she must contact the police. The principal/designee
may consult with The Office of Legal Services.
6. If the complaint cannot be investigated at the school level due to the nature
and seriousness of the allegation(s), the principal/designee should consult
with the Office of Equal Opportunity.
III. INVESTIGATION
1. Complaints of sexual harassment must be investigated promptly.
2. As soon as possible, but not later than five days following the receipt of
the complaint, the principal/designee must take the following investigative
steps:




                                                                                    81
NEW YORK CITY BOARD OF EDUCATION

Regulation
of the Chancellor
Category: STUDENTS Number: A-831
Subject: STUDENT TO STUDENT SEXUAL HARASSMENT Page: 3   of 5
Issued: 12/28/00
(a) interview the alleged victim and document the conversation;
(b) ask the alleged victim to prepare a written statement which includes
as much detail as possible, including a description of the behavior,
when it took place and who may have witnessed it;
(c) interview the accused student and advise him/her that if the conduct
has occurred, it must cease immediately;
(d) ask the accused student to prepare a written statement;
(e) interview any witnesses and obtain their written statements.
3. The principal/designee must advise the parents of both the alleged victim
and the accused of the allegation(s).
4. In determining whether the alleged conduct constitutes a violation of this
Regulation, it is necessary to evaluate the totality of the circumstances
surrounding the conduct. The following facts should be considered:
the ages of the parties involved;
the nature, severity and scope of the behavior;
Is the conduct sexual in nature?
Is the conduct offensive?
Is the conduct unwelcome?
the frequency and duration of the behavior;
the number of persons involved in the behavior;
the context in which the conduct occurred;
where the conduct occurred;
whether there have been other incidents in the school involving the
same students;
whether the conduct adversely affected the student’s education.
5. Following completion of the investigation, the principal/designee must issue
a written report of his/her findings. The report shall include a determination
of whether the allegations have been substantiated and whether they




                                                                                  82
NEW YORK CITY BOARD OF EDUCATION

Regulation
of the Chancellor
Category: STUDENTS Number: A-831
Subject: STUDENT TO STUDENT SEXUAL HARASSMENT Page: 4   of 5
Issued: 12/28/00
appear to be violations of this Regulation. This report must be issued within
ten school days of receipt of the complaint. A copy of this report should be
sent to the appropriate superintendent and the Office of Pupil Personnel
Services of the Division of Student Support Services.
6. The school shall report the results of its investigation of each complaint filed
under these procedures in writing to the complainant in accordance with
state and federal laws regarding data or records privacy and consistent with
the privacy rights of the alleged harasser.
IV. FOLLOW-UP ACTION
1. Where appropriate, the complaining student and/or the accused student
should be referred to the school social worker, psychologist or other
appropriate school staff.
2. Where appropriate, the principal/designee should utilize informal resolution
methods (e.g. mediation, sensitivity training, counseling) to resolve the
complaint.
3. Students who have been found to have violated this Regulation will be
subject to appropriate disciplinary action pursuant to the Board of
Education’s Discipline Code and Chancellor’s Regulations A-440, A-441
and A-445.
4. The principal/designee must follow-up to ensure that the sexually harassing
conduct has stopped.
V. NOTIFICATION
1. Each school must conspicuously post a copy of this Regulation and a notice
explaining the Board of Education’s policy with respect to student-to-student
sexual harassment in a place accessible to students, parents and staff.
This notice must contain the name of the staff member designated to
receive reports of sexual harassment (see sample notice, Attachment A).




                                                                                      83
NEW YORK CITY BOARD OF EDUCATION

Regulation
of the Chancellor
Category: STUDENTS Number: A-831
Subject: STUDENT TO STUDENT SEXUAL HARASSMENT Page: 5   of 5
Issued: 12/28/00
2. A copy of this notice must be distributed annually to parents and students.
Parents/students entering the school during the school year must receive a
copy upon registration.
3. Each principal/designee must ensure that the policy and procedures set
forth in this Regulation are discussed with students and staff members at
the beginning of each school year.
4. A copy of this Regulation should be made available to parents, school staff
and students upon request.
VI. CONFIDENTIALITY
It is Board of Education policy to respect the privacy of all parties and witnesses
to complaints brought under this Regulation. However, the need for
confidentiality must be balanced against the obligation to cooperate with police
investigations, to provide due process to the accused, and/or to take necessary
action to investigate or resolve the complaint. Therefore, information regarding
the complaint may be disclosed in appropriate circumstances.
VII. REPRISAL
Appropriate action will be taken against any student who retaliates against
another student, teacher or school employee who reports an incident of alleged
student-to-student sexual harassment or who participates or assists in an
investigation relating to such harassment.
VIII. INQUIRIES
Inquiries pertaining to this regulation should be addressed to:
Telephone
(718) 935-3415
Division of Student Support
Services
110 Livingston Street - Room 512
Brooklyn, New York 11201
Fax
(718) 935-5489
Chancellor’s Regulation A-831
Attachment “A”
NOTICE
It is the policy of the New York City Board of Education to maintain a safe and supportive
learning and educational environment that is free from sexual harassment committed by
students against other students. Sexual harassment is unacceptable conduct and will not
be tolerated. It is a violation of this policy for a student to harass another student through
conduct or communication of a sexual nature.
If you feel that you have been the victim of such behavior by another student, please let
your teacher, counselor, or someone else on the school staff know. _______________ is
the staff member at the school designated to handle these matters. You may also make
a written report. Copies of the complaint form are available in the principal’s office.
                                                                                                 84
Your complaint will be investigated and the school will take appropriate action to eliminate
the discrimination and/or harassment. Retaliation against a student for filing a complaint
or participating in an investigation of a complaint is prohibited. Any student who engages
in retaliatory behavior (e.g. threats, intimidation) will be subject to immediate disciplinary
action.
A complete copy of the Chancellor’s Regulation A-831 is available in the principal’s office.
Student to Student Sexual Harassment Complaint Form\GPU\DKING\GENCORRE
Chancellor’s Regulation A-831
Attachment “B”
STUDENT TO STUDENT SEXUAL HARASSMENT
COMPLAINT FORM
NAME OF STUDENT: ______________________________
DATE: _________________________________________________
SCHOOL: ______________________________________________
Name of the person who you believe is responsible for the harassment: ____________________________________
Date(s), time(s) and place the incident occurred: _____________________________________________________
_____________________________________________________________________________________________
Describe the incident(s) as clearly as possible. Include such details as: whether force was used; whether verbal
statements or threats were involved; and, if any physical contact or touching occurred. (Attach additional pages if
necessary.)
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
List any witnesses who were present or who have knowledge about the incident.
_______________________________________ ____________________________________
_______________________________________ ____________________________________
_______________________________________ ____________________________________
_______________________________________ ____________________________________
_______________________________________ ____________________________________
_______________________________________ ___________________________________
Signature of Student Date
Received By: ___________________________ ___________________________________
Date
Title: _________________________________




 (718) 935-5489
Chancellor’s Regulation A-831
Attachment “A”
NOTICE
It is the policy of the New York City Board of Education to maintain a safe and supportive
learning and educational environment that is free from sexual harassment committed by
students against other students. Sexual harassment is unacceptable conduct and will not
be tolerated. It is a violation of this policy for a student to harass another student through
conduct or communication of a sexual nature.
If you feel that you have been the victim of such behavior by another student, please let
your teacher, counselor, or someone else on the school staff know. _______________ is
the staff member at the school designated to handle these matters. You may also make
a written report. Copies of the complaint form are available in the principal’s office.
Your complaint will be investigated and the school will take appropriate action to eliminate
the discrimination and/or harassment. Retaliation against a student for filing a complaint
or participating in an investigation of a complaint is prohibited. Any student who engages
in retaliatory behavior (e.g. threats, intimidation) will be subject to immediate disciplinary
                                                                                                                      85
action.
A complete copy of the Chancellor’s Regulation A-831 is available in the principal’s office.
Student to Student Sexual Harassment Complaint Form\GPU\DKING\GENCORRE
Chancellor’s Regulation A-831
Attachment “B”
STUDENT TO STUDENT SEXUAL HARASSMENT
COMPLAINT FORM
NAME OF STUDENT: ______________________________
DATE: _________________________________________________
SCHOOL: ______________________________________________
Name of the person who you believe is responsible for the harassment: ____________________________________
Date(s), time(s) and place the incident occurred: _____________________________________________________
_____________________________________________________________________________________________
Describe the incident(s) as clearly as possible. Include such details as: whether force was used; whether verbal
statements or threats were involved; and, if any physical contact or touching occurred. (Attach additional pages if
necessary.)
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
List any witnesses who were present or who have knowledge about the incident.
_______________________________________ ____________________________________
_______________________________________ ____________________________________
_______________________________________ ____________________________________
_______________________________________ ____________________________________
_______________________________________ ____________________________________
_______________________________________ ___________________________________
Signature of Student Date
Received By: ___________________________ ___________________________________
Date
                                     Title: _________________________________




                                                                                                                      86
NEW YNEW YORK CITY BOARD OF EDUCATION              Regulation
of the Chancellor
Category: STUDENTS Number: A-750
Subject: REPORTS OF SUSPECTED CHILD ABUSE Issued: 09/05/00
SUMMARY OF CHANGES
This regulation updates and supersedes A-750 - dated 06/30/93.
It sets forth the obligations of school personnel with respect to reporting and
cooperating with investigations conducted by child protective service workers. It
stresses the development and implementation of a child abuse intervention and
prevention school plan, which must include education programs on child abuse
prevention for school personnel.
Changes:
For clarity, language was streamlined and the format was revised.

NEW YNEW YORK CITY BOARD OF EDUCATION              Regulation
of the Chancellor
Category: STUDENTS Number: A-750
Subject: REPORTS OF SUSPECTED CHILD ABUSE Page: 1 of 17
Issued: 09/05/00
ABSTRACT
This regulation updates and supersedes the regulation of the Chancellor A-750,
dated June 30, 1993.
New York State’s Social Service Law (S.S.L. § 411 et. seq.), commonly called
The Child Protective Services Law, mandates that school personnel report all
cases of suspected child abuse and neglect immediately. This regulation
updates and sets forth the obligations of school personnel to report and
cooperate with investigations conducted by child protective service workers.
The development and implementation of a child abuse intervention and
prevention school plan is an essential requirement of this regulation. The plan
must include educational programs on child abuse prevention for school
personnel, parents and students. Superintendents and Office Heads must
provide all staff with a copy of the revised Highlights of Chancellor’s Regulation
A-750 (Appendix H). In addition, Superintendents must provide a copy of this
complete regulation to every member of the Child Abuse Prevention and
Intervention Teams within their jurisdiction.
This regulation must be permanently posted in each school and office and must
be provided to any staff member who requests a copy.

NEW YNEW YORK CITY BOARD OF EDUCATION              Regulation
of the Chancellor
Category: STUDENTS Number: A-750
Subject: REPORTS OF SUSPECTED CHILD ABUSE Page: 2 of 17
Issued: 09/05/00
INDEX
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Preface - Summary Definitions
1. Procedures for Reporting to the New York State Central Register for Child Abuse
and Maltreatment
1.1 Making a report
1.2 Procedures for cases of imminent danger
1.3 Procedures when SCR declines a report and/or refers report to police
1.4 Obligation to Report Misconduct to Special Commissioner of Investigation
1.5 Procedures for reporting educational neglect
2. Procedures for Cooperating with the Local Child Protective Service (CPS)
Investigations of Suspected Child Abuse
2.1 Investigations by CPS
2.2 Removal of children from school
3. Legal Issues for Mandated Reporters
3.1 Immunity from liability and legal representation
3.2 Liability and penalties for failure to report
3.3 Service of subpoena upon school staff
4. Child Abuse Prevention and Intervention Teams
4.1 Establishment of teams
4.2 Responsibility of Child Abuse Prevention and Intervention Teams
5. Training Program and Parent and Student Information
5.1 Training program
5.2 Parent participation
5.3 Student education
6. Reports to the Chancellor
7. Technical Assistance

NEW YNEW YORK CITY BOARD OF EDUCATION             Regulation
of the Chancellor
Category: STUDENTS Number: A-750
Subject: REPORTS OF SUSPECTED CHILD ABUSE Page: 3 of 17
Issued: 09/05/00
8. Inquiries
9. Appendices:
A. Legal definitions
B. DSS Forms 2221 & 2221 A - Report of suspected child abuse or maltreatment
C. Joint policy statement on Educational Neglect
D. ACS Form - Protective Custody (Emergency Removal)
E. Child Abuse and Neglect Intervention and Prevention Program Plan
CSD/HS Superintendency Plan
F. Superintendent’s Monthly Child Abuse Report Form
G. What You Can Do to Stop and/or Prevent Child Abuse Suggestions
H. Highlights of Chancellor’s Regulation A-750 & Chart of physical and behavioral
indicators of abuse

NEW YNEW YORK CITY BOARD OF EDUCATION             Regulation
of the Chancellor
                                                                                     88
Category: STUDENTS Number: A-750
Subject: REPORTS OF SUSPECTED CHILD ABUSE Page: 4 of 17
Issued: 09/05/00
PREFACE
Below are summary definitions of abuse, neglect and maltreatment. Additional legal
definitions are provided in Appendix “A” to the Regulation.
THE LAW:
A child is considered abused or maltreated if the child is less than 18 years old (21 years
old or less if in a residential placement) and a parent or other person legally responsible for
the child’s care harms the child, creates substantial risk of harm, or fails to exercise a
minimum degree of care to protect the child.
PHYSICAL ABUSE:
The non-accidental physical injury of a child inflicted by a parent or legal caretaker which
ranges from superficial bruises and welts to broken bones, burns, serious injuries and, in
some cases, death.
PHYSICAL NEGLECT:
The withholding of, or failure to provide a child with adequate food, shelter, clothing,
hygiene, medical care, and/or supervision needed for optimal growth and development.
SEXUAL ABUSE:
The sexual exploitation of a child by a parent, guardian, relative, caretaker, or other person
which may range from non-touching offenses, such as exhibitionism, to fondling,
intercourse, or use of a child in the production of pornographic materials.
EMOTIONAL ABUSE:
Acts or omissions that cause or could cause serious intellectual, behavioral or
psychological dysfunction as a result of such parent’s or caretaker’s behavior. Emotional
neglect – the withholding of physical and emotional contact to the detriment of the child’s
normal emotional development. Must be attributed to unwillingness or inability of the parent
or custodian to exercise a minimum degree of care toward the child.
EDUCATIONAL NEGLECT:
The failure of a person in parental relation to a child to ensure that child’s prompt and
regular attendance in school or the keeping of a child out of school for impermissible
reasons.

NEW YNEW YORK CITY BOARD OF EDUCATION             Regulation
of the Chancellor
Category: STUDENTS Number: A-750
Subject: REPORTS OF SUSPECTED CHILD ABUSE Page: 5 of 17
Issued: 09/05/00
1. Procedures for Reporting to the New York State Central Register for Child
Abuse and Maltreatment
1.1 Making a Report
1.1.1 All pedagogical and non-pedagogical school personnel are mandated
reporters.
a. As a mandated reporter, when a child comes before you in an
official or professional school related capacity and you have
reasonable cause to suspect that the child has been abused,
maltreated or neglected (“child abuse”), you are required to notify
the principal or designee immediately. You are not required to

                                                                                                  89
possess certainty before a report is made, only reasonable
suspicion. As used in this regulation, “principal” shall also refer to
the office head of a non-school site, and “designee” must be a
member of the Child Abuse Prevention and Intervention Team and
designated annually. For Educational Neglect referrals, please
see Section 1.5 below.
b. Mandated reporters are also obligated to make a report if a parent,
guardian, custodian or other person legally responsible for such
child comes before you in your professional or official capacity and
states from personal knowledge facts, conditions or circumstances
which, if correct, would render the child an abused or maltreated
child.
1.1.2 The principal has the primary responsibility for reporting suspected
cases, and when notified by school staff of a suspected case of abuse,
the principal must immediately report the suspicion to the New York
State Central Register (SCR) for Child Abuse and Maltreatment in
Albany by telephoning the toll-free number:
1-800-635-1522

NEW YNEW YORK CITY BOARD OF EDUCATION             Regulation
of the Chancellor
Category: STUDENTS Number: A-750
Subject: REPORTS OF SUSPECTED CHILD ABUSE Page: 6 of 17
Issued: 09/05/00
The principal must ensure that a report of suspected child abuse is
made whether or not he/she personally agrees that the information
indicates reasonable suspicion of abuse. The principal or his/her
designee shall place the oral report to the SCR. Upon completing the
oral report, the caller shall ask the SCR for the “Caller I.D.” number.
The principal or designee shall inform the staff member of the “Caller
I.D.” number for their records within one school day. If the principal or
designee fails to inform the staff member of the SCR’s “Caller I.D.” number
within one school day, the school staff member, as a mandated reporter, is
obligated to call in the report to the SCR.
1.1.3 When reporting a case of suspected child abuse to the SCR for a child
who is receiving special education services, the following information
must also be provided: a description of the child’s disabilities and the
required medical or related services. This information must also be
included in the written report (See Section 1.1.4 below).
1.1.4 The principal/designee or staff member then must prepare a written
report (see Forms OCFS 2221A or 2221, attached as Appendix “B”)
within 48 hours after the phone call to the SCR. Include the “Caller
I.D.” number provided by the SCR on the report form. This report
must be mailed or faxed to the local Child Protective Service (CPS)
field office in the borough where the child’s custodial parent/guardian
lives.
Reports concerning children in residential care facilities should be
sent to the OCFS, P.O. Box 4480, Albany, New York 12204-0480, and

                                                                              90
reports concerning children in foster care should be sent to the Office
of Confidential Investigations at 150 Williams Street, New York, New
York 10013. A copy of all reports shall be kept in a separate file
labeled Reports of Suspected Child Abuse, and stored in a secure
place accessible only to the principal or his/her designee. A copy of
the report is also to be sent to the district/ superintendency liaison.
1.1.5 Reports made by mandated reporters to the SCR are confidential, but
reports cannot be made anonymously (S.S.L. §422 (4) (a) ).
Therefore, mandated reporters must identify themselves to the SCR.
Local CPS workers are prohibited from releasing the name of the
person making the report or the school affiliation to the parent or
person in a parental relationship. In addition, school employees are

NEW YNEW YORK CITY BOARD OF EDUCATION             Regulation
of the Chancellor
Category: STUDENTS Number: A-750
Subject: REPORTS OF SUSPECTED CHILD ABUSE Page: 7 of 17
Issued: 09/05/00
prohibited from disclosing the name of the mandated reporter to the
family or any unauthorized individual. The identity of the reporting
person may only be given to the local CPS, to a court, grand jury,
district attorney, police or other agencies allowed access by the Social
Services Law.
Immediately report to the Board’s Office of Legal Services any breach
of confidentiality by a CPS worker in regards to the identity of the
mandated reporter to the family under investigation.
1.1.6 If additional incidents of abuse or neglect occur involving the same
child, such incidents must be also reported whether or not reports
have been made in the past.
Addresses of the respective borough field CPS offices (for mailing of
Forms OCFS 2221 A) are:
Local Register Local Register
Manhattan Field Office Brooklyn Field Office
Application Unit Application Unit
150 William Street - 3rd Floor 210 Joralemon Street - 4th Floor
New York, NY 10038 Brooklyn, NY 11201
Local Register Local Register
Bronx Field Office Queens Field Office
Application Unit Application Unit
1775 Grand Concourse 165-15 Archer Avenue - 3rd Floor
8th floor Jamaica, NY 11433
Bronx, NY 10453
Local Register
Staten Island Field Office
Application Unit
350 St. Mark’s Place - 3rd Floor
Staten Island, NY 10301
1.1.7 In reporting suspected child abuse, principals or their designees may
                                                                              91
take, or cause to be taken, at public expense, photographs of trauma
visible on the child who is the subject of a report. This will help
preserve evidence for a subsequent investigation. Photographs taken
are to be sent to the appropriate local CPS field office via certified mail
or given to the investigating case worker.

NEW YNEW YORK CITY BOARD OF EDUCATION             Regulation
of the Chancellor
Category: STUDENTS Number: A-750
Subject: REPORTS OF SUSPECTED CHILD ABUSE Page: 8 of 17
Issued: 09/05/00
1.1.8 School personnel may not request the assistance from, nor cooperate
with, the Society for the Prevention of Cruelty to Children (SPCC) in
the reporting or the investigation of a suspected child abuse or neglect
case. While the SPCC is still in existence, this entity is are no longer
contracted by the local CPS to conduct child abuse investigations.
Therefore, “reporting to private Society for the Prevention of Cruelty to
Children is not an acceptable alternative and does not comply with the
legal reporting requirements.” * All reports of suspected child
abuse must be made to the State Central Register.
1.2 Procedures for Cases of Imminent Danger to a Child
1.2.1 If a CPS worker has not responded by 3:00 p.m. and it is determined
that the child’s life and/or safety is in imminent danger if returned
home, the principal or designee must call 911 for emergency police
assistance, after consulting with the superintendent or his/her
designee.
1.2.2 At any time, emergency medical service may be requested when
warranted.
1.3 Procedures When SCR Declines a Report* and/or Refers a Report to
Police
1.3.1. If an SCR operator declines to accept a report, the caller may request
that an SCR supervisor review the report. In some situations, after restating
the facts, the report will be accepted by the supervisor. In
certain cases, SCR will instead refer the call to the New York City
Police Department when the SCR worker determines that the person
allegedly responsible for the abuse is other than the parent, guardian
or other legally responsible person and cannot be the subject of a
child abuse report, but determines that the alleged act or circumstance
described may constitute a crime or an immediate threat to the child’s
safety.
1.3.2 When the SCR refers certain calls to the New York City Police
Department, school officials must cooperate with the police
investigation and district attorney’s office. A child’s records may be
* Source: The New York City Administration for Children’s Services


NEW YNEW YORK CITY BOARD OF EDUCATION             Regulation
of the Chancellor
                                                                                92
Category: STUDENTS Number: A-750
Subject: REPORTS OF SUSPECTED CHILD ABUSE Page: 9 of 17
Issued: 09/05/00
released if the police or district attorney informs the school that it is
investigating an allegation of child abuse or neglect. School officials
must call the Superintendent’s office before releasing any records to
the police or district attorney. Parental consent is not required in
these circumstances because of an exception in the federal Family
Educational Rights and Privacy Act of 1974 which states, “An
educational agency or institution may disclose personally identifiable
information from the education records of a student to the appropriate
parties in connection with an emergency if knowledge of the
information is necessary to protect the health and safety of a student
or other individuals.” [ 45 CFR 99.36 (a) ]
1.4 Obligation to Report Misconduct to Special Commissioner of
Investigation
Every employee or officer of the Board of Education has an affirmative
obligation to immediately report to the Special Commissioner of Investigation
for the New York City School District any information concerning sexual
abuse and/or misconduct involving students by Board of Education
employees or others connected with school programs or services, whether on
or off school premises. The knowing failure of an employee or officer to
report said misconduct is cause for removal from office or employment.
The Special Commissioner of Investigation may be reached at:
(212) 510-1400
25 Broadway, 8th Floor
New York, New York 10004
1.5 Procedures for Reporting Educational Neglect
1.5.1 Procedures for filing an educational neglect report with the SCR are
contained in a Joint Policy Statement on Educational Neglect between
the New York City Board of Education and the New York City
Administration for Children’s Services (See Appendix “C”).
1.5.2 School officials are to cooperate with Board of Education attendance
teachers in regard to educational neglect referrals and provide access
to school records, including but not limited to the student’s permanent
record and attendance record.

NEW YNEW YORK CITY BOARD OF EDUCATION             Regulation
of the Chancellor
Category: STUDENTS Number: A-750
Subject: REPORTS OF SUSPECTED CHILD ABUSE Page: 10 of 17
Issued: 09/05/00
1.5.3 All questions regarding educational neglect referrals should be
directed to the Office of Attendance, 110 Livingston Street, Room
506B, Brooklyn, New York 11201, (718) 935-3356.
1.5.4 The procedures outlined in the Joint Policy Statement, including
thorough investigation of the circumstances surrounding the absence,
must be followed by Board of Education officials before making a

                                                                                93
referral for educational neglect.
2. Procedures for Cooperating with the Local Child Protective Services (CPS)
Investigations of Suspected Child Abuse
2.1 Investigation by CPS
2.1.1 School personnel are legally obligated to cooperate in investigations
of alleged child abuse, whether or not the allegations are reported by
school personnel. Investigations may be conducted by local child
protective services workers who are representatives of the Office of
Children and Family Services, or the New York City Administration for
Children’s Services. Due to confidentiality restrictions imposed by
state law, CPS workers are prohibited from sharing information with
any entity except those specified in the Social Service Law.
If a CPS worker is constrained from disclosing information to school
staff, school personnel are nonetheless required to cooperate with
CPS workers to the best of their ability. The following procedures are
to be followed when investigations are conducted on school grounds:
1. Verify the CPS worker’s credentials by asking to the see his/her
Photo I.D. card and by calling the individual’s supervisor.
2. Permit CPS workers to have access to all school records relating to
the child or siblings. Parental consent is not required to release a
child’s records to CPS workers conducting an investigation.
3. Allow CPS workers to interview and examine, on school property,
children who have been reported abused or their siblings,
regardless of the reporting source. A member of the school staff
familiar to the child may be present during the interview if the child

NEW YNEW YORK CITY BOARD OF EDUCATION             Regulation
of the Chancellor
Category: STUDENTS Number: A-750
Subject: REPORTS OF SUSPECTED CHILD ABUSE Page: 11 of 17
Issued: 09/05/00
appears uncomfortable being alone with the caseworker.
4. Although CPS workers are authorized to remove a child’s outer
garments, if in their professional opinion such removal is necessary
to determine the nature and extent of abuse, under no
circumstances is a child’s outer garments to be removed by a CPS
worker unless there is a second CPS worker or another school
official present. If a child’s undergarments need to be removed to
conduct an examination, the child must be taken to a hospital or
Child Advocacy Center for such an examination.
2.2. Removal of Children from School
2.2.1 The school must permit CPS workers to take children into their
custody, upon their presentation of a court order, parental consent, or
a written statement which indicates that emergency circumstances
exist that pose an immediate threat of harm to the child or children
(See Form CS- 701 c, Appendix “D”). The written statement should be
signed by the caseworker or supervisor, declaring their intention to
take into custody the specified child or children, in accordance with
                                                                               94
their statutory powers.
2.2.2 Principals or designees must adhere to the following procedures when
CPS workers appear on the school premises to take children into
custody:
1. Verify the CPS worker’s credentials by asking to the see his/her
Photo I.D. card and by calling the individual’s supervisor.
2. Immediately inform and forward a copy of the court order or letter
authorizing the removal to the District, High School
Superintendency, or Citywide Special Education Child Abuse
Liaison.
3. Each superintendent must keep a record of each case in which a
child is removed from school. A copy of the court order or letter
must be retained by the superintendent in a secure place.
4. A member of the school staff may follow the child and caseworker
to the indicated destination if the child appears uncomfortable

NEW YNEW YORK CITY BOARD OF EDUCATION             Regulation
of the Chancellor
Category: STUDENTS Number: A-750
Subject: REPORTS OF SUSPECTED CHILD ABUSE Page: 12 of 17
Issued: 09/05/00
leaving with the CPS caseworker or if the child requests that a
member of the school staff accompany him/her.
5. Notify the parent, guardian or the designated emergency contact
person by telephone immediately after the child is removed from
school by the CPS caseworker. If a parent or guardian cannot be
reached by phone prior to the end of the school day, school
officials MUST NOTIFY the police precinct of the child’s residence
so that if the child is reported missing by the parent, the police can
inform the parent as to the whereabouts of the child.
3. Legal Issues for Mandated Reporters
3.1 Immunity from Liability and Legal Representation
Under Social Service Law, any school employee participating in good faith in
the making of a report, the taking of photographs, or the removal or keeping
of a child, will have immunity from any liability, civil or criminal, which might
otherwise result by reason of such action. Good faith of the reporter is
presumed, provided such persons are acting in the discharge of their duties,
within the scope of their employment, and that liability does not result from
the willful misconduct or gross negligence of such persons. The malicious
filing of a report is strictly prohibited and is not protected by law. Legal
representation will be provided to good faith mandated reporters who are
sued for reporting a suspected case of child abuse.
3.2 Liability and Penalties for Failure to Report
Under Social Service Law, the willful and/or knowing failure to report child
abuse may result in criminal action or civil liability if the employee had
reasonable cause to suspect it. It may also result in Board disciplinary action
against the employee.
3.3 Service of Subpoena Upon School Staff
                                                                                    95
School staff must comply with all lawfully issued subpoenas. In the event a
staff member receives a subpoena to appear in court or to provide documents
in connection with a child abuse case, he/she must immediately contact the
district/high school superintendency liaison for child abuse and the Office of
Legal Services at (718) 935-3690 for further information and assistance. If

NEW YNEW YORK CITY BOARD OF EDUCATION             Regulation
of the Chancellor
Category: STUDENTS Number: A-750
Subject: REPORTS OF SUSPECTED CHILD ABUSE Page: 13 of 17
Issued: 09/05/00
the subpoena is from a governmental agency, the staff member should
contact the attorney named on the subpoena and request that he/she be
placed on telephone alert for the pending court appearance. Telephone alert
allows the staff member to remain in school until his/her personal appearance
is required. It is recommended that you speak with the government attorney
before your court appearance regarding what to expect from the hearing.
You may also request that the attorney arrange for you to wait at the
courthouse in a separate private room prior to your testimony.
4. Child Abuse Prevention and Intervention Teams
4.1 Establishment of Teams
4.1.1 Each superintendent must establish, in consultation with the UFT and
CSA representatives, a District, High School Superintendency or
Citywide Special Education Child Abuse and Maltreatment Prevention
and Intervention Team. The team should include but is not limited to:
the Supervisor of Guidance, DASE, representatives from Council of
Supervisors and Administrators and United Federation of Teachers,
Attendance Coordinator, Drug Program Coordinator, District
Supervising Nurse, Parent Representative and, as an ex-officio
member, a local CPS representative. This team will review, evaluate
and approve each school’s child abuse prevention plan.
4.1.2 Each superintendent must designate a team member to serve as a
liaison with the SCR and the local CPS.
4.1.3 School teams shall also be established and selected under the joint
agreement of the school principal and the UFT chapter leader. The
school team shall include, but is not limited to, an administrator,
guidance counselor, UFT representative, parent representative and
other pupil personnel services representative(s),and the SBM/SDM
team.
4.1.4 Each principal shall designate a staff member from the child abuse
school team to act as a liaison to the District, High School
Superintendency or Citywide Special Education Child Abuse Team.
4.1.5 All teams must receive intensive training by the Division of Student
Support Services and/or by the District or High School

NEW YNEW YORK CITY BOARD OF EDUCATION             Regulation
of the Chancellor
                                                                                 96
Category: STUDENTS Number: A-750
Subject: REPORTS OF SUSPECTED CHILD ABUSE Page: 14 of 17
Issued: 09/05/00
Superintendency.
4.2 Responsibility of the Child Abuse Prevention and Intervention Teams
4.2.1 The District, High School Superintendency and Citywide
Special Education Teams Shall:
1. Develop and implement a child abuse prevention and intervention
plan. This plan shall be reviewed annually and submitted to the
Division of Student Support Services by May 1st. The Division shall
recommend any appropriate modifications by June 1 st.
2. Establish a working relationship with the local CPS and community
agencies to improve communication and services for school staff,
parents and students.
3. Receive reports from principals on all cases reported to the SCR
and maintain close communication with the local CPS.
4. Provide ongoing support and training on child abuse prevention to
school administrators and school teams. This training should
include preparing schools for a staff development day which is to
be held before October 31st of each year.
4.2.2 School Teams Shall:
1. Develop, implement and update on an annual basis a child abuse
and prevention and intervention plan. This plan shall be submitted
to the District, High School Superintendency or Citywide Special
Education Child Abuse Team by April 1st. (See Appendix “E”).
2. Facilitate mandated reporting by providing training, materials and
guidance on child abuse prevention and intervention to all school
staff. Teams may use, at the discretion of the principal, faculty
conferences and prep time, consistent with contractual
requirements, to prepare and present to staff relevant issues
regarding child abuse prevention.
3. Assist in planning and presentation of an annual child abuse
prevention program at a scheduled staff development day

NEW YNEW YORK CITY BOARD OF EDUCATION             Regulation
of the Chancellor
Category: STUDENTS Number: A-750
Subject: REPORTS OF SUSPECTED CHILD ABUSE Page: 15 of 17
Issued: 09/05/00
dedicated to mental health issues by October 31st.
4. Utilize local social service agencies to provide services/training to
staff, students and parents on child abuse prevention.
5. Training Programs and Parent and Student Education
5.1 Training Programs
Training programs on child abuse prevention and intervention must provide
all school personnel with the information necessary to enable them to carry
out their reporting responsibility appropriately. Training shall include:
1. Signs of physical and sexual abuse, physical neglect and emotional

                                                                              97
maltreatment.
2. How to make a report and cooperate with local CPS investigations.
3. Characteristics of abusers and abusive families.
4. Techniques for managing and working with students and parents before,
during and after reporting incidents of child abuse.
5. Understanding the family: cultural, religious and socio-economic factors.
6. Legal aspects and implications relating to reporting child abuse.
5.2 Parent Participation
5.2.1 All plans must include a parent education component. Parents should
be informed of the law relating to the school’s role in child abuse
prevention and intervention, and specifically, of the school’s obligation
to report suspected cases of abuse or neglect. Such component may
include the establishment of a school-parent support group and
activities to develop parenting skills.
5.2.2 Parent education activities should be presented positively and
delivered in terms of what the school is prepared to do to protect
children and help families.
5.2.3 Resources in the school and in the community should be used to offer

NEW YNEW YORK CITY BOARD OF EDUCATION             Regulation
of the Chancellor
Category: STUDENTS Number: A-750
Subject: REPORTS OF SUSPECTED CHILD ABUSE Page: 16 of 17
Issued: 09/05/00
both direct and indirect support to parents and students.
5.3 Student Education
All plans must include a student education component through existing health
and safety programs to include at least the following :
5.3.1 Age-appropriate information and activities for students about child
abuse, sexual abuse and assault.
5.3.2 Various approaches to develop personal safety skills and prevention
strategies. To help personnel implement a student education
component, a curriculum framework for abuse prevention was
developed by the Board of Education.
Seasons of Peace: Curriculum Frameworks for Abuse Prevention
Education in Pre-Kindergarten - High School has been developed to
help students resist, and find help in coping with, child abuse and
neglect, abduction, domestic violence, and dating violence. It enables
students to seek assistance and intervention in the event they, or
someone they know, is abused or suffers some form of family violence.
Copies of the Seasons of Peace may be obtained by contacting the
Child Abuse and neglect Prevention Program at the Central Office.
6. Reporting to the Chancellor
Monthly Child Abuse Reports
Each District, High School Superintendency and the Citywide Special Education
Program shall use the attached form (Appendix “F”) to prepare a monthly report on
child abuse for every school under its jurisdiction. This report shall include the
number of reported cases registered in the previous month. If a school has not
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reported cases, this too must be indicated. Completed forms shall be forwarded by
the 10th day of each month to:
Citywide Coordinator
Child Abuse/Neglect Prevention Program
110 Livingston Street - Room 502
Brooklyn, New York 11201

NEW YNEW YORK CITY BOARD OF EDUCATION             Regulation
of the Chancellor
Category: STUDENTS Number: A-750
Subject: REPORTS OF SUSPECTED CHILD ABUSE Page: 17 of 17
Issued: 09/05/00
7. Technical Assistance
The Division of Student Support Services can provide to Districts, High School
Superintendencies and the Citywide Special Education Program, assistance in
developing a child abuse prevention plan, training, and educational materials on
child abuse prevention. (See Appendices “G” & “H”). For technical assistance
contact the Citywide Coordinator of Child Abuse/Neglect Prevention Program.
8. INQUIRIES
Inquiries pertaining to this regulation should be addressed to:
Telephone
(718) 935-4058
Citywide Coordinator
Child Abuse/Neglect Prevention
Program
110 Livingston Street - Room 502
Brooklyn, New York 11201
Fax
(718) 935-3198
Appendix “A” to Chancellor’s Regulation – A-750
Page 1 of 3
LEGAL DEFINITIONS
These definitions appear in the New York State Social Services Law, Section 412, and the
New York
State Family Court Act, Section 1012(e).
Abused Child – means (1) a child under eighteen or (2) a child twenty-one or younger with
a
handicapping condition who is in residential care in a school or facility due to his/her
handicapping
condition whose caretaker:
1. inflicts or allows to be inflicted upon the child non-accidental physical injury which causes
or
creates a substantial risk of death, or serious or protracted disfigurement, or protracted
impairment of physical or emotional health of protracted loss or impairment of the function
of any bodily organ: or
2. creates or allows to be created a substantial risk of non-accidental physical injury to such
child which would be likely to cause death or serious or protracted disfigurement, or
protracted impairment of physical or emotional health of protracted loss or impairment of
                                                                                                99
the functions of any bodily organ; or
3. commits or allows to be committed a sex offense against the child, as defined in the penal
law; allows, permits, or encourages the child to engage in any act described in Sections
230.25, 230.30 or 230.32 of the Penal Law (Promoting Prostitution in 3rd, 2nd and 1st
Degree, respectively); commits any act described in Section 255.25 of the Penal Law
(Incest); or allows such child to engage in act described in Article 263 of the Penal Law
(Sexual Performance by a Child).
Neglected Child – means a child under eighteen whose physical, mental or emotional
condition
has been impaired or is in imminent danger of becoming impaired as a result of the failure of
the
parent or other person legally responsible to exercise a minimal degree of care:
1. in supplying the child with adequate food, clothing, shelter, education, medical, dental,
optometrical or surgical care, although financially able to do so, or offered financial or other
means to do so; or
2. in providing the child with proper supervision or guardianships, by unreasonably inflicting
or
allowing to be inflicted harm, or a substantial risk thereof, including the infliction of
excessive corporal punishment; or by misusing drug(s) or alcohol to the extent that he/she
loses self-control of his/her actions; or by any other act of a similar serious nature requiring
the aid of the court.
Appendix “A” to Chancellor’s Regulation – A-750
Page 2 of 3
A “Neglected Child in Residential Care” – is a child whose custodian impairs, or
places in
imminent danger of becoming impaired, the child’s physical, mental or emotional condition:
1. by intentionally administering to a child any prescription drug other than in substantial
compliance with a physician’s or physician’s assistant’s or nurse practitioner’s prescription;
or
2. by failing to adhere to standards for the provision of food, clothing, shelter, education,
mental, dental, optometrical or surgical care, or for the use of isolation or restraint; or
3. by failing to adhere to standards of the supervision of children by inflicting or allowing to be
inflicted physical harm or substantial risk thereof; or
4. by failing to conform with applicable state regulations for appropriate custodial conduct.
Maltreated Child – means a child under eighteen who:
5. is defined as a neglected child; or
6. has had serious physical injury inflicted upon him/her by other than accidental means; or
7. has been abandoned [S.S.L. § 384 (b)], by his/her parent or other person legally
responsible for his/her care.
Reasonable Suspicion – is defined as what an ordinary and prudent person would
suspect under
similar circumstances. Proof that a child is abused or neglected is not required.
Good Faith – is defined as a person who is acting without malice.
Person Legally Responsible – includes the child’s parent, custodian, guardian, or any
other
person responsible for the child’s care at the relevant time. Custodian may include the
custodian at


                                                                                                100
a residential facility or any person continually or at regular intervals found in the same
household as
the child when the conduct of such person causes or contributes to the abuse or neglect of
the child.
“A person legally responsible” is also defined to include:
an operator, employee or volunteer in a home or facility operated by:
1. authorized child care agency (Foster Care)
2. The Division for Youth
3. Office of the Department of Mental Hygiene
4. day services program
5. family day care home
6. day care center
Appendix “A” to Chancellor’s Regulation – A-750
Page 3 of 3
Impairment of Emotional Health or Impairment of Mental or Emotional
Condition –
includes a state of substantially diminished psychological or intellectual functioning in relation
to, but
not limited to, such factors as failure to thrive, control of aggressive or self-destructive
impulses,
ability to think and reason, or acting out or misbehavior including: incorrigibility,
ungovernability or
habitual truancy, provided, however, that such impairment must be clearly attributed to the
unwillingness or inability of the parent or custodian to exercise a minimum degree of care
toward the
child. [Family Court Act, § 1012 (h)].
Subject of the Report – means any parent, guardian, or custodian of a child or other
person
eighteen years of age or older responsible for causing injury, abuse or maltreatment to such
child, or
who allegedly allows such injury, abuse or maltreatment to be inflicted on such child, or an
operator
of, or employee or volunteer in, a home operated or supervised by an authorized agency, the
Division
for Youth, or the Office of the Department of Mental Hygiene, or in a family day care home, a
day
care center, a group family day care home or day services program who allegedly is
responsible for
causing injury, abuse or maltreatment to a child.




SAMPLE
Appendix “C” to Chancellor’s Regulation – A-750
Page 1 of 3


                                                                                               101
A JOINT POLICY STATEMENT BETWEEN THE ADMINISTRATION FOR
CHILDREN’S
SERVICES AND THE BOARD OF EDUCATION REGARDING EDUCATIONAL
NEGLECT
The Board of Education (BOE) is responsible for assuring that all minors between the age of
6 and 17
years of age receive educational services, and when evidence of educational neglect exists,
to file an
abuse/neglect report with the State Central Register (SCR). The Administration for Children’s
Services (ACS) is responsible for investigating allegations of abuse/neglect. The following is
adopted
in order to strengthen the cooperative effort of these two agencies in meeting the social and
educational needs of the children of the City of New York.
DEFINITION OF EDUCATIONAL NEGLECT
Educational neglect is defined as a failure of a person in parental relation (Educational Law
§3214) to
a child to ensure that child’s prompt and regular attendance in school or the keeping of a
child out of
school for impermissible reasons.
I. INITIATION OF AN EDUCATIONAL NEGLECT INVESTIGATION
A. A BOE attendance teacher (AT), upon receipt of a school absence report from a school
official
will initiate an investigation.
The investigation shall include: (1) a minimum of one successful visit to the child’s home to
ascertain the reason(s) for the child’s absence from school, and (2) discussions with the
child’s
guidance counselor or other personnel to gain a thorough history of the child.
1. If a parent/caretaker is willing to cooperate with the AT to ensure regular attendance by the
child, the AT shall refer the family to an appropriate service provider for support/counseling
services. The AT may also recommend to the parent alternative instructional services that
are available to the child. The BOE will monitor participation and future school attendance.
2. If the parent/caretaker refuses to cooperate with the AT, the AT must telephone and file a
report of educational neglect with the SCR. The report must detail the attendance history
of the child and the efforts the BOE has made to assist the family.
B. In the event the AT observes any other evidence of abuse or neglect (e.g., suspicious
marks or
bruises or young children left unsupervised), the AT must report his/her observations to the
SCR in accordance with Chancellor’s Regulation A-750.
II. ACS INVESTIGATIONS
Upon referral of a report of educational neglect, a Child Protective Services (CPS) case
worker
will initiate an investigation into the allegation(s) reported by the BOE. The BOE, Office of
Attendance, will indicate by letter whether the allegations are substantiated. If the caseworker
determines that educational neglect exists and that there is no indication of other abuse or
Appendix “C” to Chancellor’s Regulation – A-750
Page 2 of 3
neglect, a conference shall be scheduled in cooperation with the school district Supervisor of
Guidance (SOG), parent/caretaker and student. This conference shall be used to discuss
                                                                                            102
alternative services, such as counseling, home management or daycare, to assist parent/
caretaker in fulfilling their educational obligation.
III. ACS/BOE SERVICE PROVISION
1. If the parent/caretaker agrees to accept the recommended services, ACS will monitor the
parent/caretaker’s cooperation with an ACS contract service provider through ACS’s Office
of Contract Agency Case Management.
2. BOE will monitor the child’s school attendance and the parent/caretaker’s cooperation with
school personnel.
IV. CONTINUED ATTENDANCE PROBLEM BY CHILD
A. BOE will report to the SCR any continued attendance problem by the child, and the CPS
will investigate and determine: (1) the reasons for the child’s continued absence from
school; (2) compliance by parent/caretaker to the original service plan, and (3) the
adequacy of the original service plan.
B. If the parent/caretaker is in compliance with the original plan and there is no other
indication of abuse/neglect, but irregular attendance continues, the ACS worker will
schedule a second conference with the SOG, the parent/caretaker and the child to consider
a revised plan. The conference will discuss the legal and non-legal steps that may be
taken to ensure a resumption of regular attendance by the child.
1. If the parent agrees to cooperate with ACS and BOE to ensure the child’s regular
attendance and there is no indication from the child that he/she will not resume regular
attendance, a revised service plan will be established to assist both parent and child.
2. ACS will refer the family to the service provider and ACS will monitor the case with an
ACS contracted provider through ACS’s Office of Contract Agency Case Management.
The BOE will monitor the child’s school attendance and parent/caretaker’s cooperation
with school personnel.
V. POSSIBLE COURT ACTIONS
1. BOE will report to the SCR any continued attendance problems by the child. ACS will
investigate the allegation to determine if the parent is in compliance with the revised service
plan. If there is no further indication of neglect or abuse, the ACS worker will refer the case
back to BOE for a Family Court PINS (Person(s) In need of Supervision) Referral.
2. If the parent/caretaker is not in compliance with the agreement and the child’s attendance
problem continues, ACS will initiate an Article X Neglect Petition against the
parent/caretaker, requesting Court-Ordered Supervision (COS) or removal. BOE may
Appendix “C” to Chancellor’s Regulation – A-750
Page 3 of 3
contact the borough Family Court unit of ACS’s Office of Legal Affairs to assist and/or
confirm initiation of court action. If the COS is ordered, the case will be monitored in ACS’s
COS units for the length of the court order. ACS may request an extension of this time
period if it is deemed warranted to ensure continuous school attendance. The COS unit
worker will request regular updates from the BOE on attendance of the child (Form W700).
3. In those cases in which the BOE, AT and the ACS caseworker disagree on whether ACS
should initiate Article X proceedings, the disagreement will be resolved as follows: the AT
will refer the issue to the director of the BOE’s Office of Attendance, Family Court Unit. The
ACS caseworker will refer the issue to the ACS deputy director assigned to the
caseworker’s zone. The director of the Office of Attendance and the deputy director for
ACS will confer and attempt to resolve the disagreement. If they cannot agree, the deputy
director will refer the matter to the associate general counsel in ACS’s Office of Legal
Affairs (OLA) in charge of the OLA Family Court Units. The director of the Office of
Attendance will refer the matter to the BOE’s Office of Legal Services (OLS). The OLA
                                                                                            103
associate general counsel and the counsel for the OLS will confer and attempt to resolve
the disagreement. If they cannot agree, the OLA associate general counsel will make the
final determination of whether ACS should initiate Article X neglect proceedings. This
provision is not meant to preclude the BOE or the OLA associate general counsel from
bringing the issue to a higher level within their respective agencies, if either deems it
appropriate.
Appendix “D” to Chancellor’s Regulation – A-750
Page 1 of 1
ADMINISTRATION FOR CHILDREN’S SERVICES
PROTECTIVE CUSTODY (EMERGENCY REMOVAL)
TO: Principal,
School
TO: Administrator,
Hospital
Pursuant to the authority given to me as a “designated employee” of a city Department of
Social Services, under section 417 of the Social Services Law, Article 6, Title 6, and under
section 1024 of the Family Court Act, I am taking into protective custody (emergency
removal):
Name of Child Date of Birth
This action is based upon the above statutes in that the designated Supervisor of
Administration for Children’s Services named below has determined that the circumstances
or condition of the child are such that continuing in his/her place of residence or in the care
and custody of the parent, guardian, custodian or other person responsible for the child’s
care presents an immediate danger of serious harm to the child.
Signature of Caseworker
ACS Office Address
Name of Supervisor
Supervisor’s Telephone Number
Date
Appendix “E” to Chancellor’s Regulation – A-750
Part I – Page 1 of 2
NEW YORK CITY BOARD OF EDUCATION DIVISION OF STUDENT SUPPORT
SERVICES
CHILD ABUSE/NEGLECT PREVENTION PROGRAM
CHILD ABUSE AND NEGLECT INTERVENTION AND PREVENTION PROGRAM PLAN
COMMUNITY SCHOOL DISTRICT/HIGH SCHOOL SUPERINTENDENCY PLAN
C.S.D.# HIGH SCHOOL SUPERINTENDENCY: DATE:
DIRECTIIONS:
The following areas pertain to how your district/superintendency is implementing a child
abuse and
neglect intervention plan as per State Law and Chancellor’s Regulation A-750. Please
complete
this form and submit it by May 1st to the Division of Support Services, Child Abuse/Neglect
Prevention Program, 110 Livingston Street, Room 502, Brooklyn, New York 11201.
1. List the names and titles of the District/High School Superintendency CA/N Team
Members
(including a parent member):
Team Members Title
Child Abuse and Neglect Liaison: Telephone#:
                                                                                               104
2. Highlights of the District/High School Superintendency plan for child abuse and neglect
intervention (goals, approach, resources, etc.). Use additional sheet if necessary.
Appendix “E” to Chancellor’s Regulation – A-750
Part I – Page 2 of 2
3. District/High School Superintendency activities to support and enhance the school’s plan
for
child abuse/neglect prevention, intervention and education. Use additional sheets if
necessary.
4. Intensive training for school team. List dates and hours.
5. Linkages with local agencies to support students, parents and staff. List agencies. Use
additional sheets, if necessary.
Superintendent’s Name (Please Print):
Superintendent’s Signature:
Date:
Superintendent’s CA/N Liaison (Please Print):
Superintendent’s CA/N Liaison Signature:
Superintendent’s CA/N Liaison Telephone #:
()
Appendix “E” to Chancellor’s Regulation – A-750
Part II – Page 1 of 3
NEW YORK CITY BOARD OF EDUCATION
DIVISION OF STUDENT SUPPORT SERVICES
CHILD ABUSE/NEGLECT PREVENTION PROGRAM
CHILD ABUSE AND NEGLECT INTERVENTION AND PREVENTION SCHOOL PLAN
C.S.D.# HIGH SCHOOL SUPERINTENDENCY: DATE:
DIRECTIIONS:
The following areas pertain to how your school is implementing a child abuse and neglect
intervention plan as per the State Law and Chancellor’s Regulation A-750. Please complete
this
form and submit it to your district/high school superintendent’s office by April 1 st.
6. List the names and titles of the school CA/N Team Members (including a parent member):
Team Members Title
Child Abuse and Neglect Liaison: Telephone#:
7. School protocol for reporting suspected child abuse and neglect.
8. Highlights of the school plan for child abuse and neglect prevention and intervention
(goals,
approaches, resources, etc.). Use additional sheets if necessary.
Appendix “E” to Chancellor’s Regulation – A-750
Part II – Page 2 of 3
9. Mandatory training activities on child abuse and neglect for all pedagogical and
nonpedagogical
staff. Include dates and hours.
10. Training and distribution, to all school staff, of the revised Chancellor’s Regulation A-750.
Include the date(s).
11. Intensive training for the school CA/N Team. List dates and hours.
12. Activities for parental involvement and support.
13. Activities for student education on child abuse and neglect prevention (personal safety).
Appendix “E” to Chancellor’s Regulation – A-750
Part II – Page 3 of 3
14. Linkage with local agencies to support students, parents and staff. List agencies. Use
                                                                                               105
additional sheets if necessary
Principal’s Signature:
Date:
School CA/N Liaison:
Date:
Appendix “F” to Chancellor’s Regulation - A-750
SUPERINTENDENT’S MONTHLY CHILD ABUSE REPORT
District # ____ High School Superintendency __________________ Month/Year_____________
Instructions: List the # of incidents by school and grade, and submit to Division of Student Support
Services, Child Abuse/Neglect Prevention Program, 110 Livingston Street, Room 502,
Brooklyn, New York 11201 on the 10th day of every month.
School
Incident Type
Pre-K
K
1
2
3
4
5
6
7
8
9
10
11
12
Sp. Ed.
Total
Physical Abuse
Neglect
Sexual Abuse
Physical Abuse
Neglect
Sexual Abuse
Physical Abuse
Neglect
Sexual Abuse
Physical Abuse
Neglect
Sexual Abuse
Physical Abuse
Neglect
Sexual Abuse
Physical Abuse
Neglect
Sexual Abuse
Physical Abuse
Neglect
Sexual Abuse
Physical Abuse
Neglect
Sexual Abuse
Physical Abuse
Neglect
Sexual Abuse
Physical Abuse
Neglect
Sexual Abuse
Totals
Preparer’s Name: ____________________ Title:_________________________ Tele #:( )___________
Preparer’s Signature: _______________________________ Date: ______________________
Appendix “G” to Chancellor’s Regulation – A-750
Page 1 of 1
WHAT YOU CAN DO TO STOP AND/OR PREVENT CHILD ABUSE
                                                                                                       106
SUGGESTIONS
1. Identify and report suspected child abuse and neglect as soon as possible. The law
purposely
requires only “reasonable cause to suspect that the child is abused or neglected.” The child
protective agency is responsible for investigating and making the actual determination of the
child’s condition. The kind and amount of information about observed indicators of the child
and
family, provided by the school staff when reporting, will guide the investigation process as
well as
help with the determination.
2. You can help stop children from hurting. After the home, the school is the most important
place
for children to learn about themselves. Educators are role models of both attitude and
behavior.
With appropriate care and training, you can help children overcome some of the personal and
social deficits in their lives. Educators can use a variety of approaches to develop child safety
or
abuse prevention without using sensational or frightening cases.
3. Develop and maintain an active partnership among the school staff, parent association and
local
community agencies to form a network for prevention and intervention of child abuse.
4. Hold frequent parent workshops and meetings. Organize parent support groups in your
school.
5. Introduce curricula and programs for students on child abuse and neglect, how to protect
themselves and what to do about it. Enable students to identify caring and trusting adults in
their
schools and the community.
6. Develop age-appropriate activities for students about abuse, sexual abuse and assault.
Provide
opportunities for the students to express themselves and make decisions when confronted
about
possible abuse.
7. Empower students to resist unwanted and inappropriate sexual activity by taking these
actions:
- Say “No,” - Get Away - Tell an adult what happened -
8. Always encourage the use of pro-active discipline; it is fair, consistent and developmentally
appropriate. Unfair treatment and pressure can cause children and teenagers to seek escape
in
dangerous ways (i.e., drugs, alcohol or perhaps even suicide).
9. THE SOONER SUSPECTED ABUSE OR NEGLECT IS REPORTED THE BETTER THE
CHANCES FOR PROTECTING THE CHILD AND REHABILITATING THE FAMILY.
Appendix “H” to Chancellor’s Regulation – A-750
Page 1 of 2
NYC BOARD OF EDUCATION - HIGHLIGHTS OF CHANCELLOR’S
REGULATION
A-750
(NEW YORK CITY BOARD OF EDUCATION)
If you have reasonable cause to suspect maltreatment:

                                                                                             107

Report to Principal or Designee
Discuss your suspicions with designated person and school child abuse team


Principal or Designee Calls State Central Register 1(800) 635-1522
All calls are CONFIDENTIAL - neither name of person making the report nor school affiliation can be released
to
parent or person in parental relation. The principal or designee asks the State Central Register for the “Caller
I.D.
Number” which is to be provided to staff member who requested the report. If the principal refused to call, you
must
call as a mandated reporter.


Submit Written Report OCFS - 2221 A within 48 hours
Principal or designee prepares written report after the telephone report. The report is mailed or faxed to the
Administration for Children’s Services (ACS) in the borough where the child’s mother lives.


Report to District Liaison
Copy of the written report must be submitted to the District Liaison. District and/or School Liaison will act as a
liaison to
ACS to provide additional information where necessary and to receive feedback when requested. Staff are to
cooperate fully with ACS.


Local Child Protective Services Investigation Process
ACS investigates all reports of suspected child abuse and neglect and offers a broad range of services to
children and
families when family circumstances threaten the well-being of children.


State Central Register Transmits Report to the Local ACS Application Section
ACS receives report from the SCR and immediately determines if the family is currently known or previously
known to
ACS. ACS enters this information on the report and immediately assigns it to a Field Unit for investigation. ACS
is
mandated to initiate an investigation of the allegation(s) within 24 hours of receiving report. The reporter must be
contacted.


Protective/Diagnostic Field Unit Supervisor
Reviews report and immediately assigns the case to a caseworker for investigation.


Protective/Diagnostic Caseworker
Discusses report with the Supervisor, initiates investigation, does a complete assessment and makes a
determination
as to whether or not, based on the investigation, some credible evidence has been found to support the report.
Based
on assessment, a service plan is developed. ACS has up to 60 days to a make a determination.
Obligation to Report Sexual Misconduct to the Special Commissioner of Investigation
(212) 510-1400
In addition to the legal obligation to report suspected child abuse or neglect by parents or guardians, every
employee has an affirmative obligation to immediately report to the Special Commissioner of Investigation any
information concerning sexual abuse and/or misconduct involving students by Board of Education employees or

                                                                                                                 108
others connected with school programs or services, whether on or off school premises.
A copy of the entire Chancellor’s Regulation A-750 is available upon request of the
principal.
This quick reference guide is to alert you to the typical indicators of child abuse and neglect. New York State law defines a maltreated child as a
child
under 18 years of age who has had serious physical injury inflicted upon him/her by other than accidental means, or who is defined as a
neglected
child.
This is not exhaustive. Neither does the presence of a single indicator prove that maltreatment exists. However, the repeated presence of an
indicator,
the presence of several indicators in combinations, or the appearance of serious physical injury, should alert school personnel to the possibility
of
a situation of child maltreatment.
Unexplained bruises and welts:
on face, mouth, lips, torso, back, buttocks, thighs
in various stages of healing
clustered forming regular patterns
reflecting shape of article used (electric cord, belt buckle)
regularly appears after absence, weekend or vacation
Unexplained swelling/dislocation sprains
ankles, wrists, other joints
Unexplained Burns
cigar, cigarette, especially on soles, palms, back or buttocks
immersion burns (sock-like) doughnut-shaped on buttocks
or genitalia
rope burns on neck, arms, legs or torso
Unexpected fractures
to skull, nose, facial structure
in various stages of healing
multiple or spiral fractures
Unexplained lacerations
to mouth, lips, gums, eyes, external genitalia
Wary of Adult Contacts
Apprehensive When Other Children Cry
Behavioral Extremes:
- Aggressiveness
- Withdrawn
Frightened of Parents
Afraid to Go Home
Reports Injury By Parent
Wears Long Sleeved or Similar Clothing to Hide
Injuries
Consistent hunger, poor hygiene, inappropriate dress
Consistent lack of supervision, especially in dangerous
activities for long periods
Unattended dental or medical needs
Inadequate guardianship
Abandonment
Delayed mental and motor development
Begging, stealing food
Alcohol or drug abuse
Extended stay at school
Early arrival – Late departure
Constant fatigue, listlessness or falling asleep in
class
Delinquent (e.g., thefts)
Physical
Neglect
Difficulty in walking or sitting
Torn, stained or bloody underclothing
Pain or itching in genital area

                                                                                                                                              109
Bruises or bleeding in external genitalia, vaginal or anal
area
Venereal disease
Pregnancy
Unwilling to change for gym/participate
Withdrawal, fantasy/infantile behavior
Bizarre, sophisticated/unusual sexual behavior
Poor peer relationships
Delinquent or runaway
Reports Sexual Abuse
Speech Disorder
Lags in Physical Development
Failure to Thrive
Sexual
Neglect
Emotional
Maltreatment
Attendance in school infrequent
Child’s unexplained absences are not the result of the
child’s desire to truant
Educational
Neglect
PHYSICAL INDICATORS BEHAVIORAL INDICATORS
Physical
Abuse
Appendix “H” to Chancellor’s Regulation A-750
Page 2 of 2
Habit Disorder (antisocial, destructive, etc.),
Developmental Lags
Behavioral Extremes: Compliant, Shy, Aggressive,
Demanding
Overly Adaptive Behavior: Inappropriately Adult or
Infantile
Attempted Suicide
                                          Physical and Behavioral Indicators of Child Abuse and
                                     Neglect




                                                                                                  110
NEW YORK CITY BOARD OF EDUCATION

Regulation
of the Chancellor
Category: PEDAGOGICAL PERSONNEL Number: C-601
Subject: ATTENDANCE AND SERVICE OF SCHOOL STAFF Issued: 09/05/00
SUMMARY OF CHANGES
This regulation supersedes and replaces C-601 – dated 3/31/87
The regulation sets forth the attendance and service required of pedagogical
employees
in schools, including procedures in cases of lateness and fractional absence from
duty.
Changes:
Procedures to be followed in reporting the attendance and service of pedagogical
employees in schools have been updated.
NEW YORK CITY BOARD OF EDUCATION

Regulation
of the Chancellor
Category: PEDAGOGICAL PERSONNEL Number: C-601
Subject: ATTENDANCE AND SERVICE OF SCHOOL STAFF Page: 1 of 8
Issued: 09/05/00
ATTENDANCE AND SERVICE OF SCHOOL STAFF
This regulation sets forth the attendance and service required of pedagogical employees in
schools together with procedures in cases of lateness and actual absence from duty.
Section and Description Page
1) Service Required in Schools……………………………………………………… 2
2) Hours of Service in Schools………………………………………………………. 2
a. Work Schedules …………………………………………………..……..…… 2
b. Unauthorized Absence……………………………………………………..... 3
3) Lateness and Related Fractional Absence of Classroom Teachers……….... 4
a. Normal Workday for Teachers………………………………………….…… 4
b. Conference Days…………………………………………………………...... 4
c. Teachers with Special Schedules…………………………………….…..… 4
d. Reporting for Duty…………………………………………………………….. 5
e. Deductions for Fractional Absence……………………………………….… 5
f. Fractional Absence Excused as Non-Attendance………………………... 5
g. Fractional Absence Excused as Personal Illness………….…………..…. 5
(1) Deductions from C.A.R.……………..………………………………….. 5
(2) Deductions from Pay………………………………………………..…... 6
4) Lateness and Related Fractional Absence of Non-Teaching School Staff…. 6
a. Reporting for Duty………………………………………..…………..….…… 6
b. Deductions for Fractional Absence…………………………….…………… 6
c. Fractional Absence Excused as Non-Attendance………………………... 6
d. Fractional Absence Excused as Personal Illness………………….…...… 6
e. Lateness………………………………………………………….………….... 6
                                                                                         111
5) Fractional Absence of All School Staff Commencing During the Day…..….... 6
a. Required Notice and Computation of Time Lost..………………………… 6
b. Deduction for Early Departure…………………………………………...….. 7
c. Early Departure for Non-Attendance During the Day…………………….. 7
d. Early Departure for Personal Illness During the day……………………… 7
e. Early Departure without Notice-Unauthorized Absence……….………… 8
6) Compensatory Time Not Generally Authorized for School Staff…………..…. 8
7) Overtime Pay Not Authorized for School Staff…………………….……..……. 8
8) Inquiries……………………………………..…………………………………..….. 8




                                                                                112
NEW YORK CITY BOARD OF EDUCATION

Regulation
of the Chancellor
Category: PEDAGOGICAL PERSONNEL Number: C-601
Subject: ATTENDANCE AND SERVICE OF SCHOOL STAFF Page: 2 of 8
Issued: 09/05/00
1. Service Required in Schools
During the hours established for such service, each member of the pedagogical staff
employed in a school or equivalent organizational unit shall perform the duties of the
position as prescribed by the principal or organizational unit head. Similarly, each
principal or organizational unit head shall perform the duties prescribed by the
Chancellor, responsible superintendent or executive director.
a. To ensure continuity of instruction, an essential element of employment in the
pedagogical service is regular attendance and service. Appointment or assignment
to the pedagogical service and the acceptance of such employment is contingent
upon the ability and the willingness of the employee to render continuous service.
b. Unauthorized absence constitutes grounds for disciplinary action which may include
dismissal from the service for that cause alone.
c. While actual absence which has been excused in accordance with regulations does
not, of and by itself, constitute grounds for disciplinary action, absences which are so
numerous as to limit the effectiveness of service may lead to disciplinary action for
incompetent service or unfitness to perform obligations properly to the service. The
fact that excuse or leave was applied for and granted properly does not preclude
disciplinary action which may range from adverse rating to the institution of
proceedings for dismissal or termination of service. Such disciplinary action shall not
be precluded even when the cause of absence is a medical or physical condition.
2. Hours of Service
a. Work Schedules
Each principal or equivalent organizational unit head shall establish a schedule of
hours of work for each employee actually serving within the school unit. This
schedule shall take into account the needs of the instructional program, the hours of
service including conference time pursuant to regulations or contractual agreement
and the annual school calendar adopted by the Board of Education.
1) For teachers in schools, the school day shall be six hours and twenty minutes
inclusive of the lunch period and such additional time not exceeding forty
minutes as the principal, with the approval of the responsible superintendent,
may require. Teachers in elementary schools, including special education
teachers in such schools and teachers in the School for the Deaf, shall be given
a duty-free lunch period of fifty minutes. Teachers in intermediate schools, junior
high schools and high schools, including special education teachers in such
schools, shall be given a duty-free lunch period.
2) For school secretaries, school secretary assistants, and substitute school
secretary interns in schools, the working day shall be seven hours inclusive of
NEW YORK CITY BOARD OF EDUCATION

Regulation
                                                                                           113
of the Chancellor
Category: PEDAGOGICAL PERSONNEL Number: C-601
Subject: ATTENDANCE AND SERVICE OF SCHOOL STAFF Page: 3 of 8
Issued: 09/05/00
the lunch period. School secretaries and school secretary assistants shall be
given a duty-free lunch period equal to that of teachers in the same school.
School secretaries and school secretary assistants shall be given a relief period
of ten minutes during the morning session and ten minutes during the afternoon
session each day.
3) For guidance counselors in schools, the work day shall be six hours exclusive of
the lunch period and such additional time, not exceeding thirty minutes, as the
principal, with the approval of the responsible superintendent, may require. The
lunch period shall not in any case be less than thirty minutes.
4) For laboratory specialists and laboratory technicians in schools, the working day
shall be six hours and thirty minutes exclusive of the lunch period and such
additional time, not exceeding thirty minutes, as the principal, with the approval
of the superintendent in charge, may require. Laboratory specialists and
laboratory technicians shall be given an uninterrupted duty-free lunch period
equal to the length of the lunch period of classroom teachers. In addition,
laboratory specialists and laboratory technicians shall be given a total of thirty
minutes relief time each day and such time may be scheduled for one or more
relief periods during the day, as approved by the supervisor.
5) For teachers of agriculture who qualify for the ten percent salary differential
accorded to such staff, the work day during the summer vacation period shall not
exceed eight hours inclusive of a duty-free lunch period.
6) School psychologists and social workers in schools shall have a continuous work
day of six hours and forty minutes exclusive of the lunch period. The work day
shall be scheduled to start no earlier than 8:00 a.m. and to end no later than 4:00
p.m., taking into account the preference of the employee. The lunch period shall
be no less than thirty minutes per day and no longer than the lunch period at the
school or facility in which they are serving. As an exception to subdivision 6 of
this regulation relative to compensatory time, school psychologists and school
social workers who give approved in-service courses shall be given equivalent
compensatory time off.
7) Education evaluators shall have a continuous work day of six hours and forty
minutes per day exclusive of lunch, which shall be no less than thirty minutes per
day and no longer than the lunch period at the school or facility in which they are
serving. Such work day shall be scheduled to start no earlier than 8:00 a.m. and
end no later than 4:00 p.m., taking into account the preference of the employee.
b. Unauthorized Absence
Except as noted below or when properly applied for and excused as absence, nonattendance
or leave, the failure of any member of the teaching, supervisory or other
NEW YORK CITY BOARD OF EDUCATION

Regulation
of the Chancellor
Category: PEDAGOGICAL PERSONNEL Number: C-601

                                                                                     114
Subject: ATTENDANCE AND SERVICE OF SCHOOL STAFF Page: 4 of 8
Issued: 09/05/00
staff in a school or equivalent organizational unit to be present and to perform any
portion of assigned duties constitutes unauthorized absence. No salary payment is
due for unauthorized absence and the period of any such absence must be reported
for appropriate payroll deduction. Such deduction shall not preclude any disciplinary
action which the Chancellor, responsible superintendent or executive director deems
appropriate, including preferral of charges of unauthorized absence from duty and/or
excessive lateness.
3. Lateness and Related Fractional Absence of Classroom Teachers
a. Normal Workday for Teachers
On a day during which no additional time is required, the school day for teachers in
school is six hours and twenty minutes including the lunch period. For a school with
a normal schedule and dismissal time of 3:00 p.m., teachers must report for service
no later than 8:40 a.m. regardless of whether or not they have a specific class
assignment or coverage at that time. If a teacher reports at 8:43 a.m., this teacher is
considered three minutes absent.
b. Conference Days
On a day during which additional time is required as, for example, when a school
conference is scheduled following dismissal, such additional time does not alter the
time at which service for the day must commence. If teachers are required to report
for duty at 8:40 a.m. on a day when there is no conference, they must also report for
duty at 8:40 on a conference day.
c. Teachers with Special Schedules
In certain cases, a teacher may be assigned a schedule which requires
commencement of service prior to the time for teaching or possible coverage of
classes. In such cases, a classroom teacher who reports after the time set for
reporting for duty but before the time fixed for teaching or possible coverage of
classes, shall be considered late. Should such a teacher report after the time fixed
for teaching or possible coverage of classes, the teacher shall be considered absent
for the entire period of actual absence from duty.
Example: Mr. Jones is assigned to a school with an 8:40 a. m. to 3:00 p.m. class
schedule. However, Mr. Jones has a special schedule which calls for arrival to
perform non-teaching duties at 8:10 a.m. in the morning an departure 2:30 p.m. each
day. One day, Mr. Jones arrives seven minutes later than usual. He reports for duty
at 8:17 a.m. instead of 8:10 a.m. On that day, Mr. Jones is seven minutes late.
Because he reported before class began, Mr. Jones is not considered fractionally
absent.
NEW YORK CITY BOARD OF EDUCATION

Regulation
of the Chancellor
Category: PEDAGOGICAL PERSONNEL Number: C-601
Subject: ATTENDANCE AND SERVICE OF SCHOOL STAFF Page: 5 of 8
Issued: 09/05/00
Example: On another day, Mr. Jones (with the same schedule as given in the
previous example) arrives 38 minutes later than usual and reports for duty at 8:48
a.m. instead of 8:10 a.m. because he reported not only after 8:10 a.m. but after 8:40

                                                                                          115
a.m. when classes began, Mr. Jones may not be considered “late” but must be
reported as “fractionally absent.” On the day in question, Mr. Jones is 38 minutes
absent.
d. Reporting for Duty
For purposes of service, “reporting for duty” means reporting to the location where
assigned duties are to be performed and not merely signing or clocking in. Thus, a
teacher who is assigned to take charge of students at 8:40 a.m. must be in the
designated classroom or pick-up area not later than 8:40 a.m. regardless of the time
the teacher clocked or signed in.
e. Deductions for Fractional Absence
Other than fractional absence which has been approved at the discretion of the
principal as non-attendance (e.g., transportation delay), personal business (e.g., the
illness of a teacher’s child), or the personal illness of the employee, all fractional
absences occasioned by late arrival must be recorded for possible payroll deduction.
Fractional absence totaling 30 minutes or less during a school year will not result in
an actual deduction from salary but will be recorded as a lateness. When the total is
greater than 30 minutes within a school year, a salary deduction will result.
For details concerning the technical procedures for timekeepers to follow, please
refer to the EIS Timekeeping User Guide (page 89).
f. Fractional Absence Excused as Non-Attendance
Fractional absence at the start of the day which is excused as non-attendance is
recorded and reported for pay in accordance with regulations. In general, there is no
deduction in such cases.
g. Fractional Absence Excused as Personal Illness
Fractional absence at the start of the day which is excused on account of the illness
of the employee is recorded and reported as indicated below. However, a teacher
with classroom responsibilities who is sick early in the day may not report for duty
later without permission from the principal or equivalent organizational unit head.
1) When the sick leave balance (or C.A.R.) permits, fractional absence for personal
illness shall be charged to the C.A.R. and no deduction from pay is required. All
fractional absence which is to be charged to the C.A.R. must be recorded but an
immediate deduction from the C.A.R. is not always required.
NEW YORK CITY BOARD OF EDUCATION

Regulation
of the Chancellor
Category: PEDAGOGICAL PERSONNEL Number: C-601
Subject: ATTENDANCE AND SERVICE OF SCHOOL STAFF Page: 6 of 8
Issued: 09/05/00
a) When the total of fractional absences charged to the C.A.R. is six hours or
more, one day must be deducted from the C.A.R. for each six hours of
fractional absence recorded during the same school year.
b) When the total (or the remainder after deduction of each such six hours) is
less than six hours but more than 3 hours 20 minutes at the close of the
school year or upon cessation of service, one day must be deducted from
the C.A.R.
2) When the sick leave balance in the C.A.R. is not sufficient to cover the time,
fractional absences resulting from personal illness must be reported for
                                                                                         116
deduction from pay of the amount which corresponds to the actual time lost.
4. Lateness and Related Fractional Absence of Non-Teaching School Staff
Any non-teaching member of the staff of a school or equivalent organizational unit who
reports within five minutes after the time set for reporting for duty at the beginning of the
day, or within three minutes after the time set for reporting for duty after the lunch period,
shall be considered late, but any such member who reports later than the five or three
minutes specified, shall be considered absent for the whole period of time lost.
a. For the purpose of service, “reporting for duty” means reporting to the assigned work
location and not merely signing or clocking in.
b. Other than for non-attendance, or the illness of the employee, a fractional absence
occasioned by late arrival must be reported for deduction from pay in the amount
corresponding to the duration of the fractional absence.
c. Fractional absence at the start of the day which is excused as non-attendance is
recorded and reported for pay in accordance with regulations. In general, there is no
deduction in such cases.
d. Fractional absence at the start of the day which is excused on account of the illness
of the employee is reported and compensated for either by a charge to the sick leave
balance or by a payroll deduction in the manner prescribed by subdivision 3g. above.
e. In cases when a payroll deduction is not required, the lack of such deduction shall
not preclude any disciplinary action which the Chancellor, responsible superintendent
or executive director deems appropriate, including preferral of charges of excessive
lateness.
5. Fractional Absence of School Staff Commencing During the Day
a. Required Notice and Computation of Time Lost
Any member of the teaching or non-teaching staff who ceases to perform duty before
the scheduled time of departure at the end of the day must inform the principal or
equivalent organizational unit head as soon as the need becomes apparent and
NEW YORK CITY BOARD OF EDUCATION

Regulation
of the Chancellor
Category: PEDAGOGICAL PERSONNEL Number: C-601
Subject: ATTENDANCE AND SERVICE OF SCHOOL STAFF Page: 7 of 8
Issued: 09/05/00
before leaving the school premises. Fractional absence commencing after the start
of the day is computed on the basis of service time lost.
1. If absence commences at or before the beginning of the lunch period,
fractional absence is calculated from the actual time of departure through the
normally scheduled time of departure less the time scheduled for lunch on the
day in question.
Example: Ms. Brown has an 8:40 a.m. to 3:00 p.m. schedule including a lunch
period of 40 minutes. One day, she is excused and leaves at 11:10 a.m. (before
the lunch period). For service reporting purposes, Ms. Brown is considered 3
hours and 10 minutes absent (3 hours and 50 minutes actually out of school less
the 40 minutes scheduled for lunch).
2. If absence commences at or following the end of the lunch period, fractional
absence is calculated from the actual time of departure through the normally
scheduled time of departure. The length of the lunch period has no bearing in
                                                                                                 117
such cases.
3. If absence commences during the lunch period, fractional absence is
calculated from the end of the lunch period through the normally scheduled time
of departure.
b. Other than for non-attendance or the illness of the employee, all fractional absence
commencing during the day must be reported for deduction from pay in the amount
corresponding to the duration of fractional absence.
c. When early departure is excused as non-attendance, the time lost is recorded and
reported for pay in accordance with regulations. In general, there is no deduction in
such cases.
d. When early departure is excused on account of the illness of the employee, the time
lost is reported and compensated for in either of the following two ways:
1) When the sick leave balance (or C.A.R.) permits, fractional absence for personal
illness shall be charged to the C.A.R. and no deduction from pay is required. All
fractional absence which is to be charged to the C.A.R. must be recorded but an
immediate deduction from the C.A.R. is not always required.
a. When the total of fractional absences is less than six hours but more than 3
hours 20 minutes at the close of the school year or upon cessation of
service, one day must be deducted from the C.A.R.
b. When the total of fractional absences is six hours or more, one day must be
deducted from the C.A.R. for each six hours of fractional absence recorded
during the same year. If, after deducting 1 day for each 6 hours of fractional
NEW YORK CITY BOARD OF EDUCATION

Regulation
of the Chancellor
Category: PEDAGOGICAL PERSONNEL Number: C-601
Subject: ATTENDANCE AND SERVICE OF SCHOOL STAFF Page: 8 of 8
Issued: 09/05/00
absence, more than 3 hours and 20 minutes remain in the C.A.R., an
additional day must be deducted.
2) When the sick leave balance in the C.A.R. is not sufficient to cover the time,
fractional absences resulting from personal illness must be reported for
deduction from pay in the amount which corresponds to the actual time lost.
e. Early departure without notice and permission constitutes unauthorized absence and
neglect of duty. The time lost must be recorded for payroll deduction as
unauthorized absence.
6. Compensatory Time Not Generally Authorized for School Staff
Because school service is directly related to the provision of instruction, compensatory
time off for overtime work is not authorized and may not be taken by pedagogical
employees who work in a school or equivalent organizational unit nor may time lost be
made up by additional service at a later date. The sole exception to this prohibition is set
forth in subdivision 2a (6) relative to the work for which provision is made by contract with
the U.F.T.
7. Overtime Pay Not Authorized for School Staff
Because normal salary of school staff takes into account the need for preparation outside
of actual duty hours, overtime payment for work which constitutes part of normal duties or
functions but which is performed outside normal duty hours is not authorized and may not
                                                                                                118
be claimed by pedagogical employees who work in a school or equivalent organizational
unit, nor may payment be authorized for such work which is performed during vacation
periods.
8. Inquiries
Inquiries concerning this regulation should be directed to:
Office of Support Services
New York City Board of Education
65 Court Street - Room 504
Brooklyn, New York 11201
                           Telephone: (718) 935-5878




NEW YORK CITY BOARD OF EDUCATION

Regulation
of the Chancellor
Category: PEDAGOGICAL PERSONNEL Number: C-603
Subject: RESPONSIBILITIES OF ABSENT EMPLOYEES Issued: 08/01/02
Summary of Changes
This regulation supersedes C-603 – dated 02/02/88 and 9/05/00
                                                                                        119
The regulation sets forth the responsibilities of pedagogical employees in schools,
community school district and Board of Education offices, when absent from duty.
Changes:
The revised regulation redesignates the office to which to submit a request for a waiver of
the regulations regarding prohibition of employment during sabbatical leave.
NEW YORK CITY BOARD OF EDUCATION

Regulation
of the Chancellor
Category: PEDAGOGICAL PERSONNEL Number: C-603
Subject: RESPONSIBILITIES OF ABSENT EMPLOYEES Page: 1 of 7
Issued: 08/01/02
Summary and Contents
This regulation sets forth the responsibilities of pedagogical employees in schools and Board
of Education and community school district offices when actually absent from duty.
Section and Description Page
1. Notice by Absent Employees……………………………………………………. 2
2. Application for Excuse or Leave……………………………………………..….. 2
3. Employee’s Responsibility for Continuing Contact During Leave…………… 3
4. Failure to Resume Service Upon Expiration of Excuse or Leave…………… 3
5. Resumption of Service Prior to Expiration of Excuse or Leave……………… 4
6. Prohibition on Gainful Employment During Absence or Leave……………… 4
7. Prohibition on Studying for Another Trade or Profession…………………….. 5
8. Prohibition on Employment During Sabbatical Leave………………………… 5
9. Prohibition on Leaving New York City Area During Health Leave…………… 6
10. Required Certification of Illness or Disability ………………………………….. 6
11. Inquiries…………………..…………………………………………………..……. 7
NEW YORK CITY BOARD OF EDUCATION

Regulation
of the Chancellor
Category: PEDAGOGICAL PERSONNEL Number: C-603
Subject: RESPONSIBILITIES OF ABSENT EMPLOYEES Page: 2 of 7
Issued: 08/01/02
1. Notice by Absent Employees
a. Each employee is responsible for informing the principal or office head of the nature
and probable duration of any actual absence or leave as soon as possible.
(1) If the absence can be anticipated, the employee must inform the supervisor as
soon as possible and submit the required application prior to the commencement
of the period of actual absence.
(2) If the absence cannot be anticipated, the employee must inform the supervisor as
soon as possible by telephone or similar means and submit the required
application as directed by the supervisor.
b. The importance of early notification and application for excuse of absence or leave
cannot be overemphasized.
(1) Absence may require the employment of a substitute teacher or the adjustment of

                                                                                            120
an office work schedule.
(2) Pending receipt and approval of the required application for excuse or leave, time
lost must be considered unauthorized absence.
(3) The submission of any application, of and by itself, does not constitute
authorization for absence or leave prior to approval. Therefore, to expedite
processing and to minimize withholding of pay, applications for excuse or leave
must be submitted as early as possible. In any case, an application for excuse or
leave may not be accepted or acted upon when it is received by the school or
office supervisor more than thirty calendar days after the date of return to duty.
Thus, failure to submit the required application on time may result in permanent
loss of pay and impairment of status.
(4) Teachers and supervisors who are absent for twenty consecutive school days (or
work days for headquarters and district staff) without notice shall be deemed to
have resigned unless they have reasonable cause for failure to notify.
2. Application for Excuse or Leave
An application normally consists of the prescribed form, properly completed together with
any related documentation. For example, an application for extended sick leave would
consist, at a minimum, of the Application for Sick Leave (on Form OP 198) and also the
Confidential Medical Report (on Form OP 407). In this case, until both documents have
been submitted, the application is incomplete and cannot be acted upon. (In some cases
of limited use, where there is no printed application form, application is by letter and such
a letter, properly prepared and with any related documentation, serves in place of a
printed application form.)
NEW YORK CITY BOARD OF EDUCATION

Regulation
of the Chancellor
Category: PEDAGOGICAL PERSONNEL Number: C-603
Subject: RESPONSIBILITIES OF ABSENT EMPLOYEES Page: 3 of 7
Issued: 08/01/02
a. Since it is impossible to act upon an application which has not been received, it is the
responsibility of the employee to ensure proper delivery to the principal or office head.
(In many schools, the principal has designated the school secretary as the one to
receive applications for excuse of absence or leave. In such cases, submission of an
application to the school secretary satisfies the requirement.)
b. Care and accuracy are essential in the preparation of applications for excuse or leave.
Submission of an application which is incomplete, inaccurate or which contains false
information does not constitute proper or timely application for excuse or leave.
Moreover, submission of an application or related documentation which includes false
information may constitute a violation of the penal code of the State of New York for
which the employee, whether tenured or not, may face serious disciplinary action
including dismissal or termination of service.
3. Employee’s Responsibility for Continuing Contact During Leave
During any period of absence or leave, particularly, one of prolonged duration, the absent
employee is responsible for maintaining contact with the school or office to which
assigned and for apprising the principal or office supervisor of any development which
might affect the absent employee’s status or of any change of the address at which the
employee may be reached.
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4. Failure to Resume Service Upon Expiration of Excuse or Leave
Each employee is required to resume actual service upon the expiration of any period of
excused absence or leave. Failure to do so without permission constitutes unauthorized
absence as from the date the approval for absence or leave expires. Should it become
apparent that it will not be possible to resume service by the date originally projected, the
employee must notify the principal or office supervisor of that fact and submit such
additional application for excuse or leave as the supervisor directs.
a. An employee whose absence has been excused or who has been granted leave of
absence may not assume that the excuse or leave will be extended automatically.
Thus, for example, the fact that a community school district has granted one year of
leave of absence without pay for adjustment of personal affairs may not be construed
as binding the same district to renew or extend that leave when it expires. Renewals
or extensions must be applied for and may be granted or denied according to
circumstances and the needs of the school system at the time.
b. Because of a change in circumstances during a period of absence or leave, an
employee may apply for a change in the type or purpose thereof.
(1) Generally, except for Terminal Leave and as further provided by subdivision (2)
below, an employee may not be granted a change from unpaid to paid leave
status without the intervention of a period of actual and personal service.
NEW YORK CITY BOARD OF EDUCATION

Regulation
of the Chancellor
Category: PEDAGOGICAL PERSONNEL Number: C-603
Subject: RESPONSIBILITIES OF ABSENT EMPLOYEES Page: 4 of 7
Issued: 08/01/02
(2) As an exception to the rule set forth in subdivision (1) above, an employee who
was granted a leave of absence for a purpose other than restoration of health
may be granted paid sick leave at the expiration of such leave provided the
employee’s cumulative absence reserve has not been exhausted and the
employee is medically certified as unable to resume actual and personal service.
However, an employee may not be permitted to terminate an unexpired leave and
receive paid sick leave immediately thereafter.
5. Resumption of Service Prior to Expiration of Excuse or Leave
Should it become apparent that it will be possible to resume service earlier than the date
originally projected, the employee must notify the principal or office supervisor of that fact
as soon as possible.
a. Generally, an employee who has been absent for an extended period on account of
illness is permitted to resume service whenever the attending physician indicates
sufficient recovery of health. When the School Medical Director has indicated that
return is subject to prior approval by the Medical Bureau, the employee must be
directed to the Medical Bureau to secure the required permission.
b. Generally, a pedagogical employee in a school who is granted extended leave other
than for reason of health may not return during a term since that would disrupt
instruction
c. Termination of a leave of absence without pay, sabbatical or other leave of absence
requires application to, and approval by, the authority which granted the leave.
Termination of a leave granted for restoration of health also requires approval by the
                                                                                                 122
School Medical Director.
Note: Should an employee have been transferred from one district to another subsequent
to the grant of a leave of absence, the new district assumes jurisdiction with respect to
renewals or terminations of such leave.
6. Prohibition on Gainful Employment During Absence or Leave
a. Except with the explicit, written approval of the Chancellor or the appropriate
Superintendent or, in accordance with the specific terms and conditions of the grant of
leave, no employee may engage in remunerative employment of any type or receive
compensation, directly or indirectly, or enter into any agreement, express or implied,
during the period of any type of leave of absence without pay, maternity leave, child
care leave or sabbatical leave during periods of excused absence or leave of
absence. This prohibition includes the following:
(1) All full or part-time work regardless of whether or not such employment was
engaged in or permitted prior to the period of excuse or leave during which the
employee is actually absent from normal duty.
NEW YORK CITY BOARD OF EDUCATION

Regulation
of the Chancellor
Category: PEDAGOGICAL PERSONNEL Number: C-603
Subject: RESPONSIBILITIES OF ABSENT EMPLOYEES Page: 5 of 7
Issued: 08/01/02
(2) Afternoon or evening activities of the Board of Education or any community
school district, but the absence of a teacher during the day would not necessarily
preclude attendance at an evening parent-teacher conference by a teacher who
wished to do so, and absence from any afternoon or evening activity shall not
preclude service in the primary position during the normal school day.
Note: Most leaves of absence other than for health are granted with permission to
perform occasional per diem substitute service during the leave.
b. As an exception to the foregoing prohibition, employment during a leave of absence
for restoration of health may be authorized when the School Medical Director certifies
in writing that the employment is consistent with a continuing disability or medical
condition which precludes normal teaching service. Thus, a teacher who was unable
to move about sufficiently to teach, might be permitted to engage in light office work
during the health leave until sufficiently recovered to resume teaching duties. This
exception does not apply to sabbatical leaves for restoration of health.
c. Should an employee engage in remunerative activity or employment in violation of this
subdivision, the Executive Director of Human Resources or appropriate
Superintendent may terminate the grant of leave or excuse of absence and take other
appropriate action; any time lost after the effective date of such termination shall be
recorded and reported for payroll deduction as unauthorized absence.
7. Prohibition on Studying for Another Trade or Profession
Employees shall not engage in study for another trade or profession during the period of
any type of leave of absence or sabbatical leave, except as provided for by the terms of
the leave agreement or by regulations.
8. Prohibition on Employment During Sabbatical Leave
a. Except as provided in Chancellor’s Regulation C-650, no pedagogical employee who
has been granted sabbatical leave of absence for any purpose may engage in any
                                                                                            123
gainful employment or occupation during the leave nor may such an employee study
for another trade or profession. The prohibition on employment during sabbatical
leave includes any full or part-time work regardless of whether or not such
employment was engaged in or permitted prior to the period of sabbatical leave.
b. Employees who are taking sabbatical leaves of absence may be eligible to receive a
waiver of the regulations from the Division of Human Resources, Attention Office of
Field Services and Information, by submitting a letter documenting continuous outside
employment for at least three years prior to taking the sabbatical and proof of any
approval to take the sabbatical. In the event that the three year criteria is not met, but
the proposed activity would benefit directly the Board of Education, a waiver may be
granted upon the presentation of appropriate documentation.
NEW YORK CITY BOARD OF EDUCATION

Regulation
of the Chancellor
Category: PEDAGOGICAL PERSONNEL Number: C-603
Subject: RESPONSIBILITIES OF ABSENT EMPLOYEES Page: 6 of 7
Issued: 08/01/02
c. Employees who work while on leave without obtaining a waiver will be subject to
disciplinary action, and possible recoupment of monies received.
9. Prohibition on Leaving New York City Area During Health Leave
Since an employee seeking approval of actual absence on account of illness or physical
disability must be available for examination by the Medical Bureau, no such employee
may relocate either permanently or temporarily to any place remote from the employee’s
home of record without the express, written permission of the Chancellor or School
Medical Director. For this purpose:
a. “Home of Record” means the last home address filed, as prescribed by regulations,
with the school or office payroll secretary prior to the absence; and
b. “Remote Location” means a place which is more than one hour of travel time from
New York City. However, and provided the school or office is notified of the change in
writing and in accordance with regulations, permission is not required for relocation
from one New York City address to another within the City.
10. Required Certification of Illness or Disability
All applications for excuse or leave for medical reasons must be accompanied by a
certification of the nature of the illness or disability. All such certifications are subject to
review and approval by the Medical Bureau. Regardless of the nature of the certification,
the Medical Bureau may require examination of an applicant for excuse of absence or
health leave by the Medical Bureau in order to determine whether there is sufficient
medical reason for approval. For the purposes of health related leave:
a. “Medical Certification” or “Medical Certificate” means the written attestation as to the
illness or physical disability of an employee which is executed by a physician who is
duly licensed to practice medicine by the State of New York or the state where the
applicant resides. Certificates may also be accepted from osteopaths; from dentists
or podiatrists, when appropriate and within their professional spheres of competence,
and from Christian Science practitioners listed in the Official Christian Science
Journal. Certificates that are executed by any other practitioner, regardless of
designation, licensure, or registration, are not acceptable. All medical certificates are
subject to review and approval by the Medical Bureau and the submission of such a
                                                                                                   124
certificate shall not preclude the Medical Bureau from requiring the applicant to
undergo examination by the Medical Bureau.
b. “Self Certification” or “Self Treatment” means the written attestation as to the
individual’s own illness or physical disability in cases where the employee is not
required to visit a physician and “self certification” or “self treatment” is authorized by
regulation. All self certifications are subject to review and approval by the Medical
NEW YORK CITY BOARD OF EDUCATION

Regulation
of the Chancellor
Category: PEDAGOGICAL PERSONNEL Number: C-603
Subject: RESPONSIBILITIES OF ABSENT EMPLOYEES Page: 7 of 7
Issued: 08/01/02
Bureau and the submission of such a certificate shall not preclude the Medical Bureau
from requiring the applicant to undergo examination by the Medical Bureau.
Note: In some schools, the employee attests to illness on the regular sick leave
application (Form OP 198). In other schools, the employee attests to illness by
initialing or signing the record of teacher’s absence (“CAR Card” or Form OP 104).
Either method constitutes “self certification.”
c. When required, Medical Bureau approval does not, of and by itself, constitute the
grant of excuse or leave of absence. Approval by the Medical Bureau signifies only
that it would be proper to excuse absence or grant leave provided all administrative
requirements have been satisfied and only in accordance with regulations governing
excuse of absence or leave for restoration of health. Such excuse or leave may be
granted only if the Medical Bureau approves, but it is the Chancellor or community
school district which actually grants the leave and not the Medical Bureau.
11. Inquiries
Inquiries concerning this regulation should be directed to:
Office of Support Services
New York City Board of Education
65 Court Street - Room 504
Brooklyn, New York 11201
                           Telephone: (718) 935-5878




                                                                                              125
NEW YORK CITY DEPARTMENT OF EDUCATION

Regulation
of the Chancellor
Category: PERSONNEL Number: C-810
Subject: SMOKE–FREE ENVIRONMENT POLICY Page: 1 of 1
Issued: 5/3/05
SUMMARY OF CHANGES
This regulation replaces and supersedes C-810 dated 9/5/00. The New York City
Smoke-Free Air Act of 2002, effective March 30, 2003, prohibits smoking in all city
offices, on city property (including school grounds), and in city vehicles.
Changes:
• Use of any tobacco product, including chewing tobacco, is always prohibited in all
school buildings, office buildings, structures, grounds and facilities under the
jurisdiction of the Department of Education in which children are provided instruction,
and employees work, including the provision of related services.
• Smoking is also prohibited in any motor vehicle owned, operated or leased by the
Department of Education which is used to transport students or Department of
Education personnel.
• Smoking is prohibited in areas of any building for educational use to which
employees, students and the public are allowed, including but not limited to
restrooms, stairwell, etc.
• Smoking is prohibited in employee cafeterias, lunchrooms and lounges.
• Smoking is prohibited in employee work areas of any building used for administrative
use only.
• Smoking is prohibited on all school grounds and other DOE outdoor facilities,
including playing fields, school yards, entrances and exits to buildings, parking lots,
and the like.
• Teachers are reminded that they serve as role models for students, and as such
should refrain from smoking on the sidewalks in front of school buildings.
NEW YORK CITY DEPARTMENT OF EDUCATION

Regulation
of the Chancellor
Category: PERSONNEL Number: C-810
Subject: SMOKE–FREE ENVIRONMENT POLICY Page: 1 of 4
Issued: 5/3/05
ABSTRACT
A Smoke-Free Environment Policy has been developed to comply
with the New York City Smoke-Free Air Act (Title 17, Chapter 5 of
the Administrative Code of the City of New York) and New York
State Clean Indoor Air Act (Article 13-E of the New York State
Public Health Law), and to protect all students, employees and
visitors from secondhand smoke. The policy set forth below is
effective for all New York City Department of Education locations.
Administrative Code, Title 17, section 17-622, has prohibited the
                                                                                          126
use of tobacco products on school premises since April 1993. In
addition, it is strictly prohibited for staff and students 18 years old
or older to purchase tobacco products for or provide them to any
student under the age of 18.
I. SMOKE-FREE ENVIRONMENT POLICY
All areas of the New York City Department of Education are now smoke-free
without exception. Smoking, or use of any tobacco product, including chewing
tobacco, is not permitted anywhere within the Department of Education, including
all indoor and outdoor facilities and city vehicles. Smoking is not permitted in
private enclosed offices, conference and meeting rooms, cafeterias, lunchrooms,
or employee lounges. Smoking is not permitted anywhere on school grounds and
other DOE outdoor facilities including playing fields, schoolyards, entrances and
exits to buildings, parking lots, etc. Smoking is prohibited by employees while they
are on duty supervising children, whether they are on or off school grounds.
II. COMPLIANCE
Compliance with the Smoke-Free Environment Policy is mandatory for all students,
employees and persons visiting Department of Education facilities and property.
There are no exceptions. Employees who violate this policy are subject to
disciplinary action.
Smoking by students is also prohibited and is a Level 2 Infraction (A10 for grades
K-5; B12 for grades 6-12) under the Department of Education Student Discipline
Code.
NEW YORK CITY DEPARTMENT OF EDUCATION

Regulation
of the Chancellor
Category: PERSONNEL Number: C-810
Subject: SMOKE–FREE ENVIRONMENT POLICY Page: 2 of 4
Issued: 5/3/05
III. IMPLEMENTATION OF POLICY AND REGULATIONS
A. Each official in charge of an office, or principal of a school, or his/her
designee in a school building shall take the following actions:
1. Post “NO SMOKING” signs prominently throughout school premises.
“NO SMOKING” signs are available in accordance with procedures
established by the Office of Purchasing Management;
2. Supply a copy of the Smoke-Free Environment Policy (Attachment A)
upon request to all employees or prospective employees and
disseminate it to all employees and to all new employees when hired;
and
3. Upon request, provide a copy of this Regulation to employees of the
New York City Fire Department and the Departments of Health,
Buildings, Consumer Affairs, Environmental Protection, and Sanitation,
who have been designated by their agency as enforcement officers.
B. Each official in charge of an office, or his/her designee in buildings for
administrative use only shall take the following actions:
1. Post “NO SMOKING” signs at all major entrances. “NO SMOKING”
signs are available in accordance with procedures established by the
Office of Purchasing Management;
                                                                                       127
2. Prominently post the Smoke-Free Environment Policy (Attachment A) in
the work area and supply a copy of the Smoke-Free Environment Policy
upon request to all employees or prospective employees and to
disseminate it to all employees and all new employees when hired;
3. Upon request, provide a copy of this Regulation to employees of the
New York City Fire Department and the Departments of Health,
Buildings, Consumer Affairs, Environmental Protection, and Sanitation,
who have been designated by their agency as enforcement officers.
IV. DISPUTE RESOLUTION PROCEDURES
Employee disputes arising out of implementation of the Smoke-Free Environment
Policy and regulation shall be addressed and resolved in the following sequence.
A. Employee disputes shall be addressed to the employee’s immediate
supervisor who will examine the dispute and attempt to resolve the problem.
NEW YORK CITY DEPARTMENT OF EDUCATION

Regulation
of the Chancellor
Category: PERSONNEL Number: C-810
Subject: SMOKE–FREE ENVIRONMENT POLICY Page: 3 of 4
Issued: 5/3/05
B. A dispute not resolved in accordance with “A” above, shall be submitted to
the appropriate person as designated below:
1. in a school, the Principal;
2. in a Learning Support Center or Regional Operations Center, the
Director of the ROC;
3. in a central division or office, the Executive Director or Director.
C. A dispute still not resolved shall be submitted in writing to the Office of Labor
Relations and Collective Bargaining, 49 Chambers Street, New York, New
York 10007. After examining the facts of the dispute, a finding will be made
and a recommendation for the solution of the problem will be submitted to
the Chancellor.
D. The Chancellor or his/her designee shall issue an order to resolve the
dispute. There shall be no appeal from the decision of the Chancellor or
his/her designee.
V. PROTECTION FROM ADVERSE PERSONNEL ACTION
Employees or applicants for employment who exercise or attempt to exercise any
rights granted under this Smoke-Free Environment Policy pursuant to this
Regulation shall be protected from any retaliatory adverse personnel action.
Such adverse personnel action includes, but is not limited to dismissal, demotion,
suspension, disciplinary action, negative performance evaluation, any action
resulting in loss of staff, compensation or other benefit, failure to hire, failure to
appoint, failure to promote, or any transfer or assignment or failure to transfer or
assign against the wishes of the affected employee. Existing established
procedures may be invoked to obtain redress for any such adverse personnel
action taken against an employee in retaliation for that employee’s attempt to
exercise his or her rights under this Regulation.
VI. APPLICABILITY OF COLLECTIVE BARGAINING PROCEDURES
Nothing in this Regulation shall be construed to impair, diminish, or otherwise
                                                                                         128
affect any collectively bargained procedure or remedy available to an employee
existing specifically with respect to disputes arising under the Department of
Education Smoke-Free Environment Policy or with respect to established
procedures for redress of any adverse personnel action taken against an
employee in retaliation for that employee’s attempt to exercise his or her rights
under this Regulation.
NEW YORK CITY DEPARTMENT OF EDUCATION

Regulation
of the Chancellor
Category: PERSONNEL Number: C-810
Subject: SMOKE–FREE ENVIRONMENT POLICY Page: 4 of 4
Issued: 5/3/05
VII. INQUIRIES
Inquiries pertaining to this regulation should be addressed to:
Telephone
(718) 935-5878
Office of Support Services
New York City Department of Education
65 Court Street – Room 504
Brooklyn, New York 11201
Fax
(718) 935-5472
Chancellor’s Regulation C-810
Attachment A
Page 1 of 1
Smoke-Free Environment Policy
Purpose A Smoke-Free Environment Policy has been developed to comply with the
New York City Smoke-Free Air Act (Title 17, Chapter 5 of the Administrative
Code of the City of New York) and New York State Clean Indoor Air Act
(Article 13-E of the New York State Public Health Law), and to protect all
students, employees and visitors from secondhand smoke. The policy set
forth below is effective for all New York City Department of Education
locations.
Smoke-Free
Environment
All areas of the New York City Department of Education are now smoke-free
without exception. Smoking, or use of any tobacco product, including chewing
tobacco, is not permitted anywhere within the Department of Education,
including all indoor and outdoor facilities and city vehicles. Smoking is not
permitted in private enclosed offices, conference and meeting rooms,
cafeterias, lunchrooms, employee lounges, or anywhere on school grounds
including playing fields, schoolyards, entrances and exits to buildings, parking
lots, etc. Smoking is prohibited by employees while they are on duty
supervising children, whether they are on or off school grounds. In addition, it
is strictly prohibited for staff and students 18 years old or older to purchase
tobacco products for or provide them to any student under the age of 18.
Compliance Compliance with the Smoke-Free Environment Policy is mandatory for all
students, employees and persons visiting Department of Education facilities
and property. There are no exceptions. Students and employees who violate

                                                                                    129
this policy are subject to disciplinary action.
Any employee disputes involving smoking should be handled through the
Department’s procedure for resolving other work-related problems. In
accordance with Dispute Resolution Procedures outlined in Chancellor’s
Regulation C-810, if the problem persists, an employee can speak to his/her
supervisor, the principal in a school, or to the Director of the Regional
Operations Center (ROC). The employee may then submit a written complaint
to the Office of Labor Relations. An employee may also lodge an anonymous
complaint by calling 311, the New York City governmental information line, or
on the web at http://www.nyc.gov/html/doh/html/smoke/smoke-complaint.html.
The law prohibits employers from retaliating against employees who invoke
the law or who request management’s assistance in implementing it in the
workplace.
Smoking Cessation
Opportunities
The New York City Department of Education encourages all smoking
employees to quit smoking. Smoking cessation information is available from
311 or the New York State Smokers’ Quit Line at 1-866 NY QUITS
(1-866-697-8487).
Questions Any questions regarding the Smoke-Free Environment Policy should be
directed to the Office of Support Services, New York City Department of
Education, at (718) 935-5878.




                                                                                130
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