Parent Handbook 2017-2018
Table of Contents
Letter from Chief Academic Officer
School Introduction and Philosophy
Charter School Overview
Student Support Services
School Policies and Procedures
Disciplinary Policies and Procedures
Grievance Policy & Parent Concern Form
Letter from the Chief Academic Officer
I am thrilled to welcome you to the 2017-2018 school year. I am humbled to have the privilege and responsibility of ensuring all children educated at Global Community Charter School receive a high-quality education that will put them on a predictive path to educational and personal success. I am deeply committed to making a positive difference in the lives of children as we not only promote academic excellence but strive to instill the ten attributes of the International Baccalaureate learner profile: open-minded, inquirers, knowledgeable, thinkers, communicators, principled, balanced, risk-taker, caring, and reflective. There comes a time in every parent’s life when they have to make one of the most important decisions they will ever make – where to send their child to school. Thank you for selecting Global Community Charter School!
At Global, when each of our students looks in the mirror, we want the person staring back at him or her to know in their mind and believe in their heart that they are capable of both academic and personal excellence. We strive to develop in each student the bold intellect and self-confidence that will guide each student to and through college completion. At GCCS, whether your child is one of our Kindergarten students learning to count to 100 or one of our 5th graders developing the skills to make a strong claim and support it with evidence, we will require every child to think and work hard every single day. The home-school partnership is integral to the success of every student. We look forward to working closely with each and every GCCS family so that every child can develop into a leader who is ready to take on the challenges and opportunities in the community at large.
This handbook was put together in an effort to provide you with important information that you may need to refer to in order to understand and support our Mission, Goals and Expectations for this school year resulting in a safe, supportive and stimulating learning environment. Please read through this handbook carefully and talk to your child about Global Community Charter School. When you have completed reading the handbook, we ask that both parents and students sign the Student/Parent Handbook agreement form located at the end of the Handbook and return the signed copy to your child’s classroom teachers.
I am honored to be starting my first year at Global Community Charter School, the first and only free, public International Baccalaureate school in Manhattan. I will lead the school alongside Bill Holmes, the Chief Operating Officer. Bill and I are joined by a team of teachers and directors who bring a huge amount of expertise, commitment, and energy to our school. We look forward to a year full of learning and fun!
Kristan Norgrove, Chief Academic Officer
Board of Trustees of GCCS
The Staff of GCCS
Global Community Charter School
2350 5th Avenue
New York, NY 10037
Phone: 646-360-2363 Fax: 646-390-6036
Main Office Phone - 646-360-2363 ext 100
Security - 646-360-2363 ext 105
Community Resource Developer - 646-360-2363 ext 303
Nurse - 646-360-2363 ext 800
Director of Teaching and Learning - 646-360-2363 ext 403
Operations Manager - 646-360-2363 ext 404
Supervisor of Student Support Services - 646-360-2363 ext 304
Chief Operating Officer - 646-360-2363 ext 412
Chief Academic Officer - 646-360-2363 ext 500
Global Community Charter School (GCCS) serves the communities of Harlem by providing students in grades K-5 with an education that is rigorous, inquiry-based, and that teaches students and their families to work successfully together across differences in language, culture, economic background, age, and nationality. Our school prepares students for admission to a challenging secondary education and to exhibit the courage and conviction to make a difference.
School Introduction and Philosophy
Global Community Charter School (GCCS) is designed to foster focused learning experiences for students with diverse backgrounds and languages to become inquirers, knowledgeable and supportive of each other. GCCS offers a learning environment that is engaging, relevant, challenging and significant in order to meet the diverse needs of our students. We use a balanced literacy and project-based approach to teaching. We employ a trans-disciplinary model, where themes of global significance frame the learning throughout the school. This means that students are encouraged to make connections between subject areas and traditional curriculum areas that are also used as lenses to help students’ inquiry into big ideas. Through inquiry, students are encouraged to question, wonder, doubt, speculate and generalize as part of their learning journey to construct meaning. We aim to meet the needs of the whole child by intentionally supporting their academic social and emotional needs.
Charter School Overview
Global Community Charter School has been approved by the New York State Board of Regents in compliance with the New York State Education Department as a charter school. A charter school is a public school which is established by an independent group of educators who hope to increase learning and achievement for students while providing parents with greater choice in the educational opportunities that their children receive. As a public school, charter school students do not pay tuition to attend. Any child who is qualified to attend public school is also qualified to attend charter school. To enroll in a charter school, students must submit an application. In the event that the number of applications for admission exceeds the school capacity for students, applications are accepted based on a random lottery selection process.
A charter school must meet all state standards and the requirements of all state and federal laws regarding health, safety, civil rights, and student assessment. Additionally, a charter school must comply with the specific academic goals and procedures set forth in their charter, which is a document approved by the state that allows the school to operate as a charter school. Thus, in exchange for an increased level of independence, charter schools are held to higher levels of accountability than traditional public schools.
After the state approves the goals and policies established by a newly formed charter school, a charter will be granted for a period of 5 years. At the end of this 5 year period, a review process is conducted to determine whether the charter school has attained the goals outlined in its original application.
Design Elements of Our Program: Students at GCCS will engage in a curriculum that focuses on language and skill development, while also integrating additional resources and programs to meet the needs of urban students. What is apparent to us is the reality that when young children are taught an organized, coherent, engaging curriculum, they will succeed in large numbers. However, extra time is needed to master skills, approaches, attitudes and internalize the ability to read, write, discuss, and think mathematically, scientifically, and critically. Our curriculum is aligned with the New York State Common Core Learning Standards. Most of our students achieve grade-level mastery and respond to challenges readily. We encourage teacher created collaborative units of study and lessons. Charter schools are constantly evolving entities that require a higher level of teaching experience and skill than a more traditional setting. To implement our model, additional features were selected to support our students, teachers and families.
Two teachers per classroom: Collaborative team-teaching is our model for inclusion classrooms with two teachers in every classroom. Team teaching enhances opportunities for professionals to share observations, knowledge, and experiences. At least one teacher per class has specialized knowledge of teaching in an inclusion setting and meeting the needs of children with Special Education services as well as English Language Learners. GCCS encourages teachers to work together to design tasks, to facilitate group work, to confer with individual students, and to differentiate ways in which students participate in class activities.
Multiple forms of evidence: GCCS uses performance assessments, including projects, portfolios, multimedia presentations, state mandated tests, and written tasks to inform instruction and measure progress towards learning goals. Teachers gather baseline data at the beginning of the year and will use this data to develop an Individualized Student Learning Plan. Teachers meet regularly throughout the school year to discuss data and make adjustments to each student’s individual plan. In addition to standardized tests aligned to NYS Common Core State Learning Standards, students are given opportunities to share their knowledge and growth in multiple formats based on benchmarks and goals established by teachers.
Visual and performing arts integration: The arts are an important area of learning, and as such, students will learn about the arts (the skills and processes involved) and through the arts (artists, perspectives, themes, and ideas using the arts). This approach helps to integrate the arts into the curriculum studied and places the arts inside the everyday life of the students. GCCS has art, dance and music teachers who collaborate with our classroom teachers to provide students with multiple opportunities to explore their own artistic abilities and to appreciate those of others.
Student Support Services
Identifying English Language Learners (ELL): GCCS seeks to enroll and support English Language Learners. Once a student has enrolled in GCCS, a family interview with a representative of the school meets with the family to determine whether a student might need ELL services. The family fills out a Home Language Questionnaire Form. Additionally, each student is assessed using BRIGANCE Early Childhood Screening Assessment to determine the students range of developmental, academic and physical skills. Teachers may also assess a student’s language capability through knowledge and observation. When a student is identified as having a Home Language other than English, the New York State Identification Test for English Language Learners (NYSITELL) is administered to determine the student’s English language skills.
Receiving English as a Second Language Services: The NYSITELL determines whether a student will be eligible for ESL services. Students who do not score at a Proficient Level or higher will be eligible for services. If your child is eligible for ESL services, an individual plan will be developed to determine how to best increase the students capability in language development. Each year, the student’s English performance will be assessed using the New York State English as a Second Language Achievement Test (NYSESLAT) to determine progress and areas where additional support is needed.
English Language Learners Program: According to New York State Education Department guidelines, ELL students will receive at least 360 minutes of ESL services per week or 72 minutes of ESL services per day. In order to comply with time requirements, ELL students are served by the inclusive and/or small group instruction. GCCS desires to maximize the time ELL students spend with their mono-lingual English peers since modeling between peer groups have shown to be advantageous.
Additional Language Services: For students who show no need for ESL support, GCCS provides another type of language support. Students continue to develop their native language skills in our multi-lingual environment. Native language facilitation will be provided by teachers and staff who speak specific native languages.
Special Education Program: GCCS is committed to providing support for students with special needs in inclusion settings. We use an Integrated Co-Teaching Model, one teacher per classroom is certified in Special Education in addition to being certified in elementary education in order to provide services to Special Education Students (SPED) students. SPED students are supported through small group instruction, direct instruction, modeling and scaffolding. Our school can accommodate students with Individual Education Plans (IEP) that mandate a general education classroom and specialized education teacher support services. In order to comply with legal requirements, GCCS reviews all school records and evaluations, and will determine whether students require special education services.
Students with Disabilities: GCCS aims to comply with all procedures mandated by Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act to ensure that all students receive the services they need. If parents or families have concerns about student accommodations, they should not hesitate to contact the Coordinator of Student Support Services.
School Policies and Procedures
Absences, Attendance, and Tardiness
New York state law requires parents/guardians to make sure that their children between the ages of 5 to 18 attend school regularly. Daily attendance is a factor in student success, thus any absence from school is an educational loss to the student. These policies are meant to minimize student absenteeism and create an environment for academic success. If a medical or dental appointment is unavoidable, a note from the doctor’s office must be submitted to the school upon the child’s return. Absences due to family trips during school hours will be considered unexcused.
Timely arrival at GCCS is a student and parent responsibility. Students who arrive after 8:00AM are considered late. After three marked tardies, the family and student will be required to discuss tardiness with the Family Worker to develop a plan to avoid further tardiness.
The GCCS student school day begins Monday- Friday at 8:00AM dismissal starts at 4:00PM.Students are expected to attend school during these hours. Breakfast will be served starting at 7:30AM Monday-Friday. All students who arrive prior to 7:55AM will go straight to the cafeteria. After 7:55AM students can report to their classrooms. We expect students to arrive on time to prepare and settle in for class activities by 8:00AM. Attendance is mandatory at GCCS on all scheduled school days.
The school is required to maintain proof of attendance and absences of students. This information is reviewed regularly by both the New York City Department of Education and by the New York State Education Department.
Chronic Lateness and absences are serious matters that will result in home visit by a Behavior Specialist. Action Plans will be developed to assist families with increasing frequency of on-time regular attendance. Lack of improvement in this area will result in involvement with school reporting to Administration for Children’s Services (ACS) for additional support.
If a child is unable to attend school for any reason, the school office must be notified of the absence by 9:00AM on the day of the absence. Students who are late or absent must provide the school with a note from their parents or the appropriate authority. Students who are not in school by 9:00 AM will receive a phone call home from a school official verifying the absence. Students who are chronically absent may be subject to home visits conducted by the Family Worker and the Behavior Specialist.
Any students who are not picked up by 4:15PM will have a Late Pick-Up Form filled out and a phone call made to parents or guardians. This notice will be have to be signed by the individual who is responsible for picking up the child. Continued late picks up will result in a conference with school administration.
GCCS believes that school attendance is essential for students’ growth and development. Your cooperation in scheduling appointments or other events around the school’s schedule is important. Family vacations must abide with the school calendar.
After School Program
GCCS has a voluntary after school program that runs from Monday through Thursday from 4:00PM-5:45PM. Students are able to participate in this program for free. We hope that many parents will involve their students in this program. If you are interested, forms will be available on the school website on the first day of school. The after school form must be filled out in its entirety and submitted via the school website prior to the first day of attendance to the program. All applications are taken on a first- come, first –serve basis. There are 25 available seats per grade, all together a total of 150 students will be part of the program.
Those who do not make the first round of selections will be put on a wait list and will be contacted as space becomes available for that particular grade.
All participants are expected to be picked up at 5:45PM by the parent, guardian, or chosen individuals as listed on page one of the GCCS After school application. Parents are responsible for arranging transportation for their children at the end of the program each day. Failure to do adhere to this may result in the suspension of that child from the after school program. Any problems or concerns should be reported directly to the after school Coordinator in advance.
Each child’s birthday is marked in some special way at school. Our celebrations are simple and quiet, with no decorations or candy bags. Parents are invited to come to school and bring a special snack, such as small muffins or cupcakes for the birthday celebration. The teacher will contact families to plan for birthday celebrations during the last 30 minutes prior to dismissal.
Cell Phones, Electronic Devices, and Toys
If a parent chooses to have a student carry a cellular phone, it must be turned off and stored out of sight during the school day, including after school activities. Electronic devices will not be allowed on any school field trips or at recess. Cell phones, tablets, and other devices will be collected by the teachers and stored in a locked cabinet for the day. If a cellular phone is seen or heard by any adult, the student will be asked to turn in the phone immediately. A parent or designee must come to school to retrieve the cellular phone that is confiscated.
If a student needs to make a phone call while in school, the student may ask for permission to use the phones in the main office for emergencies only. Students will not be permitted to use those phones on a regular basis. Families should be sure to make arrangements each day before students leave for school.
Toys or electronics are not permitted while students are in school, except in the case where written or verbal permission is given by the classroom teacher to use the device in connection with the academic curriculum. GCCS does not take responsibility for valuables left unsecured in the building. If toys or electronic devices are brought to school or used during the school day without permission, the item will be confiscated and a parent must come to school to retrieve the item.
GCCS Uniform Policy
The purpose of the GCCS School Uniform Policy is to provide opportunities for safety, to improve the school culture, to create a sense of responsibility to the families and encourage them to be part of the GCCS community. It will also reduce school clothing costs.
The GCCS uniform consists of the following polo shirt colors.
- Kindergarten (K) - Royal Blue
- First Grade (1) - Kelly Green
- Second Grade (2) -Teal
- Third Grade (3) - Purple
- Fourth Grade (4) - Navy Blue
- Fifth Grade (5) - Black
All students must wear their grade color polo shirt with the GCCS logo. These are to be purchased from the school vendor. Parents may purchase dark gray pants or jeans for boys. Girls may wear dark gray skirts, leggings, or pants. Students’ attire should be seasonally appropriate, comfortable clothing that allows students to move safely and easy. Children should wear sneakers or other rubber-soled shoes. Any color shoes and socks are permitted.
- High heels
- Backless shoes
- Mini skirts
- Excessive Jewelry
- Hats and outer garments of any kind unless used for religious purposes
- Nail Polish can be worn but cannot be applied at school
As a courtesy, all students who attend school without the GCCS uniform will be asked to change in to a uniform shirt provided by the school. GCCS will contact the family to inquire about missing uniform and remind them of the GCCS uniform policy. Exceptions can be made in the first 2 weeks of school if it’s related to vendor issue, but parents need to provide evidence of their order.
If the school is not aware of any significant reason for the student to not have their uniform, families will be required to bring in the proper clothing. Students who break the uniform policy consistently (more than 3 times within the school year) will be subject to a mandatory parent meeting.
Financial Assistance: Families experiencing financial hardship may qualify for financial assistance for school uniforms. The school will offer a payment plan, or other incentivized options as provided by the school by going to parent workshops or volunteering at the school. Please contact the school Family Worker or Community Resource Developer for more information.
Emergency Closing/Weather Closing Information
In the case of weather emergency, or any emergency that would result in the decision to close or delay school: If conditions become severe enough we will take closing the school in to consideration for the travel safety of staff, students and their families. In the case that we should decide to close school, you will be contacted by the school the night before.
Parents/Guardians can tune in to ABC, CBS, and CBS RADIO for announcements on school closing, delays, and early dismissals. Parents/Guardians can also visit the school web site at www.globalcommunitycs.org or call the school directly at 646-360-2363 for a recorded message that would specifically indicate that we are closed for the day. The school will also send out an email, text, and automated phone message. If the New York City mayor announces that ALL PUBLIC SCHOOLS ARE CLOSED, WE ARE ALSO CLOSED AS RESULT.
If you do NOT receive a phone call, text message, email message from the school automated system, see the announcement on the previously mentioned TV stations, see it announced on our website or in a recorded message assume that we are open.
Students are expected to adhere to honesty, trustworthiness, and personal integrity at all times. Cheating, plagiarism, or any form of academic deceit will not be tolerated. Students who cheat or provide answers to others will not earn any credit on the assignment, project, or exam. Repeated infractions of academic dishonesty will result in a parent conference and could lead to suspension.
Field trips are an important component of instruction and a memorable and valued part of the teaching and learning processes. Field trips are used to enrich and extend classroom instruction. Field trips may also be used to reward student achievement. All students will have an equal opportunity to participate in school field trips; however, students with chronic behavior or attendance problems may be excluded. While on field trips students will be held accountable for all of the rules and regulations found in the GCCS student handbook. A signed permission slip must be submitted before leaving for any field trip requiring transportation. A “walking” permission slip will be kept on file for each student, which will be valid for all field trips originating at GCCS and that do not require transportation (for example, trips to the public library or playground across the street).
Fire and Emergency Drills
GCCS is required to conduct fire and emergency drills throughout the school year, in a variety of weather conditions. It is imperative that students understand the seriousness of the fire drills and behave accordingly. We expect students to move quickly, silently and in an orderly fashion under the direction of faculty to assigned assembly points during these drills. Talking, failing to follow adult’s directions, or otherwise acting inappropriately during a fire drill will result in restitution and a phone call home.
School Lockdown and Evacuations
The Charter School-Wide Safety Plan is distributed to all staff members each year. Planned and practiced responses to emergency/crisis situations occur regularly so that school personnel are prepared the following situations: fire, bomb threat, environmental threat, extraordinary event/crisis, school security (violence, weapons, and intruders), drugs and alcohol, child abuse, medical emergencies, and death in the community. Such emergency drills occur as both planned and unplanned practices at various times of the day and are recorded each year.
Training, drills, and exercises are reviewed annually in coordination with the local fire and police department to assess the viability of the procedures for each type of emergency situation. All drills are timed by the Operations Manager to assess improvement over time. The drills are reviewed by the School Safety Team to assess timing, coordination, and performance of key personnel. The Operations Manager is responsible for monitoring duration and efficacy of each drill. The Operations Manager interacts with other School Safety Team and Emergency Response Team members.
Review and conduct of drills - In accordance Section 155.17(e) (1) (xv), Global Community Charter School shall hold and evaluate fire drills (12), emergency evacuation drills (2), intruder drills (2), and other drills as deemed necessary to ensure that all students, faculty members, and other staff are familiar with each drill so that it can be activated and accomplished quickly and efficiently. These drills will be held at regular as well as inopportune times, and will utilize a variety of blocked exits, as appropriate, to take care of almost any situation. Each member of the faculty shall take his/her attendance register or class record when a drill is conducted. Immediately upon arrival at a prescribed point, the faculty member shall check the students to see that all students are present. A report of absentees shall be made immediately to the Chief Operating Officer or her designee. Drills will involve and be coordinated by local emergency responders:
NYC 32nd Police Precinct
34 W 134th St, New York, NY 10037
Phone: (212) 690-6361
The evaluation of all drills will be conducted after each and every drill. Evaluation records will be kept for each drill, including the times for the evacuation of the facility, in order to ascertain whether or not the drill is running in a timely manner and according to plan. Administrative staff and other observers will be placed to evaluate the student and staff participation in order to make recommendations for the improvement of these drills.
During certain conditions, the nature of the emergency may demand that classes be dismissed or cancelled. The nature of some events may include that students and staff be evacuated from the building. They will be housed temporarily in the evacuation site:
Address: 646 Malcolm X Blvd, New York, NY 10037
Phone: (212) 368-8400
Evacuation Procedures / Sheltering Sites (internal and external)
In the case of tornado or national emergency, or other type of emergency requiring persons to stay in the building, the Chief Operating Officer shall initiate the necessary actions upon notification that her school is threatened. Students, faculty, and other employees at the school will go immediately to their designated stations previously assigned. During certain conditions, the nature of the emergency may demand that students and staff be evacuated from the facility. They will then be moved to and housed in another alternate location, such as the evacuation site.
In certain circumstances, evacuation may mean only going outside, away from the building and waiting for danger to pass. The following is the procedure that will be followed:
The Chief Operating Officer or his designee will make the decision to “Evacuate”.
The Chief Operating Officer or his designee will notify the local police and fire departments and the Emergency Response Team, if and as appropriate.
The Chief Operating Officer will then evacuate the building.
Teachers will walk all students to the evacuation site.
Each member of the faculty shall take her/her attendance register.
Students will line up in an orderly fashion and attendance will be taken.
School personnel will be dispatched to the alternate site to prepare receiving areas.
The Chief Operating Officer or designee will notify the area media to inform the parents of the evacuation, of the site location for student transportation or pick up, and of the timetable for dismissal. Upon arrival at the alternate site, students will be directed to a specific location. Each teacher will take attendance and forward the record to the Chief Operating Officer or his designee. If conditions permit, the children will be returned to the school for a normal dismissal.
• Dismissal from the Alternate Site
If parents arrive to pick up their children, they will give the name and grade of their child to the staff member assigned to monitor the entrance of the alternate site location and then be directed to the correct area for pick up.
Food Service (Please reference Wellness Policy)
Students will eat breakfast, lunch, and healthy snacks at school. GCCS is committed to offering students high quality food while at school. Each student must submit a completed lunch form to determine eligibility to participate in the free or reduced lunch program at reduced or no cost. Breakfast will be served at 7:30AM in each morning. Lunch will be served at various times in the cafeteria. Students will also receive a healthy snack in the afternoon. Students should not bring candy, gum or unhealthy snacks or lunches to school
New York State Education Law requires a medical examination for every child who enters nursery school and kindergarten, students entering grades 1, 3, 7, 10 and students entering any grade when transferring from another school. The health examination must be documented on New York City Department of Health and Mental Hygiene Form CH 204 and must be signed by the student’s health care provider. All students attending GCCS must meet the immunization requirements set forth by New York State Law, and all immunizations must be properly documented.
Students who require medication during school hours must file a (504) Medication Administration Form, completed by the student’s health care provider, with the GCCS nurse. Prescriptions or over-the-counter medications that require daily or multiple-daily doses must be brought to the GCCS nurse practitioner in its original container, and only the nurse will be able to dispense the medication during the day.
Home Learning Activities
We believe that home-based activities are an integral part of learning. Home Learning Activities are directly related to the subject matter for which it is assigned. These assignments should be clear with a specific goal in mind and take into consideration individual student differences and be in accord with the objectives in Individual Education Plans where appropriate.
Home Learning Activities will:
● Supplement and enrich work done in the classroom
● Encourage individual interests
● Promote competency in a subject matter
● Help students learn to budget time
● Foster individual learning, self-reliance and independence
● Develop study skills
● Arrive to school on time at 8AM each morning
● Be present on all GCCS school days
● Wear complete uniform
● Complete all assignments on time
● Ask for clarification when needed
● Make your best effort to complete the assignment fully and correctly
● Read independently or with parents every night
● Ensure that students are present in school and on time at 8AM each morning
● Ensure that students are picked up at the designated dismissal time
● Notify school of any changes (phone numbers, addresses, emergency contact numbers) and reasons for absences
● Ask to see daily assignments and insist that the assignments are completed
● Encourage students to read on a daily basis
● Review progress on a long-term basis
● Maintain a connection with the school regarding your child’s progress by attending Parent Teacher Conferences, PAPA meetings, PAT meeting, and taking advantage to volunteer
Students who feel ill should notify the teacher and obtain a pass to report to the main office. Students will be allowed to rest for a short period of time and then will return to class. If a student is seriously ill and cannot remain in school, a parent/guardian will be called to pick up the student. Students who are contagiously ill should not come to school without medical clearance from their healthcare provider.
Students are required to read at home each night for at least 20 minutes in addition to regular homework assignments. Parents are expected to monitor students’ independent reading at home and are encouraged to participate by having the child read aloud to family members or by having “family reading time” each night. Research demonstrates that the only way students can improve their reading ability is through practice. As the ability to read well impacts on every academic area, as well as on life in general, it is important that students practice reading as often as possible. Having students read at home every day (including weekends, vacations, and summer months), in addition to the time spent reading in school, gives students the greatest opportunity to become fluent readers.
Lost and Found
Students should make every effort to keep track of their possessions, including those borrowed from the school. Items that are found and not claimed immediately will be stored at the lost found bin. If a student finds something, he/she should turn it in to the main office. If a student has lost something, he/she should check the lost and found bin located in the lobby area. The school does not take responsibility for valuables left unsecured in the building. Items that are not permitted in school may be confiscated and held until a parent can pick those items up.
Upon return from an excused absence, students will make-up all missed classwork in accordance with school policy. Students needing assistance with completing the work should inform their teachers that help is needed and arrange for a time before or after school to receive that assistance.
Non-Discrimination, Abuse, and Harassment Policy
GCCS is a diverse community. We are committed to maintaining a school environment free of harassment based on race, color, religion, national origin, age, gender, sexual orientation, or disability. Harassment by administration, certified and support personnel, students, vendors, and other individuals at school or at school-sponsored events is unlawful and strictly prohibited. GCCS requires all employees and students to conduct themselves in an appropriate manner with respect to their fellow employees, students, and all members of the school community.
In general, harassment includes communications such as jokes, comments, innuendos, notes, display of pictures or symbols, gestures, or other conduct that offends or shows disrespect to others based upon race, color, religion, national origin, age, gender, sexual orientation, or disability.
By law, what constitutes harassment is determined from the perspective of a reasonable person with the characteristic on which the harassment is based. What one person may consider acceptable behavior may reasonably be viewed as harassment by another person. Therefore, individuals should consider how their words and actions might reasonably be viewed by other individuals. It is also important for individuals to make it clear to others when a particular behavior or communication is unwelcome, intimidating, hostile, or offensive.
Any employee, student, or member of the public who believes that he/she has been subjected to harassment should make a complaint immediately to the school director or the Board.
Complaints will be investigated promptly and corrective action will be taken where appropriate. No member of the school community will suffer retaliation or intimidation as a result of using the internal complaint procedure.
REGULATIONS REQUIRING POSTING OF THE CHILD ABUSE HOTLINE TELEPHONE NUMBER AND DIRECTIONS TO ACCESSING THE NEW YORK STATE OFFICE OF CHILDREN AND FAMILY SERVICES WEBSITE
- School districts and charter schools are now required to post in English and Spanish the toll-free telephone number (1-800-342-3720) operated by the New York State Office of Children and Family Services (OCFS) to receive reports of child abuse or neglect, and directions for accessing the OCFS website http://ocfs.ny.gov/main/cps/.
- Questions may be directed to the Office of Student Support Services at StudentSupportServices@nysed.gov or by calling (518) 486-6090.
Progress reports will be completed and sent home once every Trimester (see calendar for dates). It is required that progress reports be signed by parents/guardians and returned to the school. The purpose of these reports is to keep parents up to date on student progress. Additional reports may be sent home as needed. The school will follow up on students who do not return completed progress reports.
Families will receive three progress reports per year outlining the student’s progress in the areas of literacy, math, other academic areas, work study skills, and social skills.
In order to move successfully from grade to grade, students must demonstrate proficiency in the core subjects. Though many children find the demands of school to be challenging, at GCCS, the structured environment, individualized instruction, the system of continuous ongoing assessment and timely intervention, extra time and supports are all designed to ensure that all students have the opportunity to acquire grade level skills. For this reason, GCCS expects that all of its students will achieve academic success each year.
Promotion will be based on students meeting grade-level knowledge and content standards, and will be determined by assessment information, teacher recommendation, and Chief Academic Officer for approval. The school reserves the right to make a decision for promotion even when standardized test scores do not match previous student achievement as seen through year-long classroom assessments or when a child demonstrates potential for continued progress with additional supports.
In the extreme case of a student who the school considers may be incapable of dealing with the demands of the next grade, there will be an initial conversation with the family in January, and a second conversation in March about the possibility of retention. All students who are candidates for retention will have a Support Plan. The school will provide additional academic support, and will monitor the student’s progress closely. If a student must be retained, then the classroom teacher, Chief Academic Officer, and family will meet to discuss how the upcoming year will offer the student different and sufficient supports to ensure the student’s success.
The Family Education Rights and Privacy Act of 1974 (FERPA) requires the school to protect a student’s privacy. The school will not disclose any information from the student’s permanent records except as authorized pursuant to FERPA, or in response to a subpoena, as required by law. The parent or legal guardian of a student under 18 years of age, or a student 18 years of age or older, is entitled to access the student’s school records by submitting a written request to the building principal. Further information concerning the disclosure of student information and limitations on such disclosure may be found in FERPA and school district policy adopted pursuant thereto.
We respect any family of our school who wishes to fulfill a religious obligation while school is in session. When possible, it is the family’s responsibility to inform he teacher of the upcoming absence.
Report cards are issued three times per year at the end of each trimester. Parents/guardians are invited to meet with their child’s teachers to assess progress and to discuss goals and student products at the time when report cards are distributed. Parent/Guardian feedback and insights are encouraged as part of the student evaluation process.
Students will have snack offered to them once a day, provided by the school. These will be nutritious, satisfying and low in calories to help our students develop alternatives to sugary, unhealthy treats. We encourage families to provide healthy snack alternatives to students to have throughout the school day.
Textbooks, School Resources and School Property
GCCS invests a significant amount of money to provide students with supplies that will contribute to their learning. Students are responsible for maintaining these items in good condition throughout the year.
Supplies given by the school to the students are also expected to be used appropriately. Students who misuse school supplies will lose the privilege of having access to those materials. If materials or books are damaged, the parent/guardian may be held responsible for the replacement or repair the item.
Student Internet Safety
1. School Responsibilities
The school will provide curriculum about appropriate online behavior, including interacting with other individuals on social networking websites and in chat rooms, and cyberbullying awareness and response.
The school will work to protect the safety and security of minors when using electronic mail, chat rooms, and other forms of direct electronic communications.
As appropriate, the school will provide students, staff and parents with guidelines and instructions for student safety while using the Internet.
2. Students Using the School Internet Systems
Students must not reveal personal information about themselves or other persons on social networking sites, in chat rooms, in emails or other direct electronic communications, or any other forum over the Internet. For example, students must not reveal their home address, or telephone or cell phone number. Students must not display photographs of themselves, or the images of others.
Students must promptly disclose to their teacher or other school employee any message or other activity they receive that is inappropriate or makes them feel uncomfortable.
Students should not use school computers to save their passwords.
3. Teachers using the school Internet Systems, including Social Media for class activities
Teachers should educate students about appropriate and safe online behavior, including interacting with individuals on social networking websites and in chat rooms and cyberbullying awareness and response. Teachers should refer to the educational Internet safety resources made available by the school.
“Social media” means any form of online publication or presence that allows interactive communication, including, but not limited to, social networks, blogs, Internet websites, internet forums, and wikis. Examples of social media include, but are not limited to, Facebook, Twitter, Instagram, YouTube, Google+, and Flickr.
Schools use a variety of online web-based interactive communication technologies to enhance students’ education and learning. Social media sites must be used only for educational and school related purposes, in connection with lessons and assignments and to facilitate communication with teachers and other students.
Although students generally will be supervised when using the schools Internet System on school property, it is not practicable for the school to monitor and enforce a wide range of social values in student use of the Internet. Parents are primarily responsible for transmitting their particular set of family values to their children, and discussing with their children what material is and is not acceptable for their children to access through Internet Systems.
Parents are exclusively responsible for monitoring their children's use of the Internet when accessed from home or a non-school location.
Prohibited Uses of the School’s Internet Systems
Users may not engage in any of the activities prohibited by this policy when using or accessing the School’s Internet Systems.
If a user is uncertain whether behavior is prohibited, he or she should contact a teacher, supervisor or other appropriate school personnel. The school reserves the right to take immediate action regarding activities that (1) create security and/or safety issues for the students, employees, schools, network or computer resources, or (2) expend school resources on content used for educational purpose, or (3) the school determines are inappropriate.
Below is a non-exhaustive list of examples of prohibited behavior:
Causing harm to others, damage to their property or Department property, such as:
Using, posting or distributing profane, lewd, vulgar, threatening, or abusive language in e-mail messages, material posted on school web pages, or professional social media sites;
Accessing, using, posting, information or materials that obscene, advocate illegal or dangerous acts, or advocate violence or discrimination. If users inadvertently access such information, they should immediately disclose the inadvertent access in a manner specified by the school; intentionally seeking information about passwords belonging to other users;
Accessing, posting or distributing harassing, discriminatory, inflammatory, or hateful material, or making damaging or false statements about others; sending, posting, or otherwise distributing chain letters or engaging in spamming; damaging computer equipment, files, data or the schools Internet System in any way, including spreading computer viruses, vandalizing data, software or equipment, damaging or disabling others’ electronic property, or engaging in conduct that could interfere or cause a danger of disruption to the schools educational or business environment.
In general, parents are responsible for ensuring that students are at school during school hours. Students who live more than ½ mile from the school may be eligible to receive daily transportation as determined by the Office of Pupil Transportation. Parents must inform the school of any changes to their child’s transportation or scheduled pick up by 2:00PM the day of the change. We can’t guarantee that we can accommodate all transportation changes and it is the parents’ responsibility to make arrangements according to the school schedule.
It is expected that students will conform to the rules set forth in this handbook when traveling to and from school. Incidents of inappropriate behavior while using school transportation to and from school may result in disciplinary action.
In providing these services to our families we do hold ourselves and our parents accountable for the supervision of rules and regulations when it comes to picking up students at the school and at their designated bus stops on time.
Students with disabilities will have access to appropriate public and supplemental transportation options as needed.
Any visitors to the school must be signed in at the security office and escorted to their destination by a school official. Visitors should have valid ID and will be required to wear a school visitor tag. Students are generally not permitted to have guests visit the school.
Disciplinary Policy and Procedures
Dear GCCS Families,
The discipline policy below is a revised version of the policy that was presented in the handbook that was distributed at the beginning of the school year. Effective December 15, 2017, the revised discipline policy will replace pages 18 - 22 of the Family Handbook.
Code of Conduct: Each classroom must have clarity of expectations and consequences in order to provide the consistency that young children need to feel safe and comfortable in their environment. Along with this aspect, continual positive communication with families is also essential to building a community of support.
To ensure that an environment is created where teaching and learning can flourish, GCCS has developed a series of expectations that address proper student behavior, maintenance or order within the school and while people are engaged in school activities, and a statement of student rights and responsibilities.
In an effort to address behaviors that disrupt the learning community, we will exercise the range of disciplinary responses listed below. GCCS will take into consideration the student’s age, maturity and previous disciplinary record as well as the circumstances surrounding an incident. We will also take into account the student’s IEP, BIP and 504 Accommodation Plan, if applicable. In most cases of infractions involving Kindergarten students, we are most likely to exercise reminders, warning, time out and phone calls home as we take the time to teach and model student expectations in a gradual manner.
The following behaviors will be immediately addressed at GCCS using a range of possible and logical approaches to the matter. All consequences are in an effort to repair the harm done and introduce the student back safely into our learning community.
The Chief Academic Officer, Chief Operating Officer and Director of School Culture reserve the right to exercise discretion and educational judgement in all cases. Infractions and their consequences are tracked in our student database.
|Level One Behaviors (Minor behaviors)|
|Infraction (Not limited to)||Range of Consequences|
|Level Two Behaviors (Behaviors that can result in an in-school or out of school suspension)|
|Infraction (Not limited to)||Range of Consequences|
|Level Three Behaviors (Behaviors hat culd result in an expulsion)|
|Infraction (Not limited to)||Range of Consequences|
Discipline Provisions for Students with Disabilities: If a special education student violates the school’s Disciplinary Code and is being considered for a suspension or removal, the school will ensure due process protections in accordance with Sections 300.530-300.537 of the Code of Federal Regulations (CFR). The school will make the provisions described below for students with special needs who engage in extreme behaviors meriting suspension or expulsion. Furthermore, a student who has engaged in behavior that violated the school’s Disciplinary Code who has not been determined to be eligible for special education services but qualifies under 34 CFR 300.534 as a student suspected of having a disability may request to be disciplined in accordance with these provisions.
For a student whose behavior merits suspension or expulsion and who is either identified as a student with special needs under 20 USC §1400 et seq. or qualifies as a student suspected of having a disability under 34 CFR 300.534, the school will:
Provide a free and appropriate education in accordance with 20 USC §1400 et seq. to students who are suspended or removed for disciplinary reasons for more than ten school days (as defined in 34 CFR 300.536);
Address behaviors that result in suspensions or removals for more than ten school days (as defined in 34 CFR 300.536) by providing functional behavioral assessments and behavioral intervention plans in accordance with 34 CFR 300.530;
Conduct a manifestation determination review in accordance with 34 CFR 300.530 to determine the relationship between the behavior and the student’s disability when a suspension or removal would result in a disciplinary change of placement;
Provide the parent of the student a copy of the procedural safeguards notice in accordance with 34 CFR 300.530 and 34 CFR 300.504;
Expedite the resolution of disagreements between parents and the school regarding certain disciplinary actions;
Ensure protections for students who qualify under 34 CFR 300.534; and
Expedite evaluations of students suspected of having a disability during the suspension period.
The school will work closely with the Committee on Special Education to establish clear guidelines for communication and decision-making on disciplinary matters. The school will maintain written records of all suspensions and expulsions of both general education students and special education students. These records will include the name of the student, a description of the behavior, the disciplinary action taken, the names of staff members involved in the incident, and the number of days a student has been suspended or removed for disciplinary reasons. Student records will be stored in locked cabinets and a record access log will be maintained listing all persons who reviewed the information and when such information was reviewed.
Suspensions and Expulsion (Includes Due Process)
Administration will proactively work with families and students to prevent a suspension or expulsion. We depend on families, as our partners, to support their son/daughter in adhering to school expectations and character development.
Suspension: Suspension is the temporary removal of a student from the regular school program because his/her behavior presents a clear and present danger of injury to his/herself or others, prevents the orderly operation of classes or other school activities, or negatively affects the health, safety, welfare and/or morals of others. A short term suspension is five days or less. A long term suspension is six days or more. For severe or repeated violations of our community expectations, students may be assigned to in-school or out-of-school suspension. If a student is assigned in-school suspension, the student is not allowed to participate with classmates in any part of the school day. Classwork and alternative instruction will be provided. The student will be separated and supervised throughout the day. If a student is assigned to out-of-school suspension, he/she may not come to school for the period of the suspension, except for the designated time for alternative instruction.
Alternative instruction (not just homework) is live instruction, provided by a teacher. During the time of an out-of-school suspension, the student, accompanied by a guardian, can come to the Culture Office for instruction. Students who attend alternative instruction will not be marked absent. The suspended student and his/her family will be informed of the reason for any planned suspension in writing, and a copy of the suspension letter will be placed in the student’s file. Whenever possible, notification will also be provided by telephone. While on suspension, in-school or out-of-school, students are not permitted to participate in any after school activities or events that are sponsored by the school.
As per our due process policy, within 24 hours of a short-term suspension, the student and his/her guardian will be given written notice of the suspension and description of the incident, as well as an offer to partake in a formal conference with the Chief Academic Officer or his/her designee. The student and/or parent may present the student’s version of the incident and/or ask questions in reference to the incident. The CAO or his/her designee reserves the right to make the final decision about the short-term suspension. The notice will also give the family information about the alternative instruction the student will receive while suspended. Pursuant to Education Law Section 2855(4), after meeting with the CAO, the family may appeal a short term suspension to the Board of Trustees by contacting the Board Chairperson, Mary Jilek at firstname.lastname@example.org. After appealing to the Board of Trustees, the family may appeal to the school’s authorizer.
Expulsion: Expulsion is the permanent removal of a student from the school. The following behaviors may result in a recommendation by the school officials for immediate student expulsion: selling, using, or possessing fireworks or contraband; selling or transferring alcohol, drugs, or other controlled substances or drug paraphernalia; possession of a weapon; assault; commission of a felony; any act which school officials reasonably conclude warrants an expulsion; repeated offenses that have resulted in short- or long-term suspensions.
An expulsion may be imposed by the school administration (or Board of Trustees, in the absence of the CAO and COO) after the student has been found guilty by a formal suspension hearing and the expulsion is confirmed by a vote of the Board of Trustees.
A guardian will be notified in writing within 24 hours of the decision to impose an expulsion. A suspension will be issued until the expulsion hearing can take place. At the formal hearing, the student and/or guardian shall have the right to be represented by counsel, question witnesses, and present evidence.
The notice to the guardians of the expelled student will include instructions regarding the need to comply with state compulsory education laws (the period of time during which a student must be enrolled in school by law) by enrolling the student in a district or other SED approved school, as well as the process and contact information that school will use to receive the student’s records from our school.
Due Process for Suspension or Expulsion: New York State students of appropriate age are entitled to a public education as a “property interest.” In order to take some part (or all) of that property interest, due process must be followed. In all cases, students must be given notice and an opportunity to be heard. A family member will be informed of their right to request an informal conference with the administration where they may present the student’s version of the incident and/or ask questions of the complaining witnesses. If the student’s presence poses a continuing danger to persons or property, an informal family conference shall take place as soon as possible after the suspension.
Record Keeping: All suspensions and expulsions will be documented in writing including the student’s name, description of incident, and disciplinary action taken. This will be recorded in the student’s permanent record which will travel with them throughout the duration of their school career.
Estimadas familias de GCCS,
La política de disciplina a continuación es una versión revisada que se presentó en el manual que se distribuyó al comienzo del año escolar. A partir del 15 de diciembre de 2017, la política de disciplina revisada reemplazará a las páginas 18 al 22 del manual de familia.
Código de Conducta: Cada salón de clases debe tener las expectativas y consecuencias claras para proporcionar la consistencia que los niños pequeños necesitan para sentirse seguros y cómodos en su entorno. Junto con este aspecto, la comunicación positiva continua con las familias también es esencial para construir una comunidad de apoyo.
Para garantizar que se cree un entorno donde la enseñanza y el aprendizaje puedan florecer, GCCS ha desarrollado una serie de expectativas que abordan el comportamiento, el mantenimiento o el orden del alumno dentro de la escuela y mientras las personas participan en actividades escolares, y una declaración de derechos y responsabilidades del alumno .
En un esfuerzo por abordar los comportamientos que interrumpen el aprendizaje, aplicaremos la gama de respuestas disciplinarias que se enumeran a continuación. GCCS tendrá en cuenta la edad del estudiante, la madurez y el registro disciplinario previo, así como las circunstancias que rodearon algún incidente. También tomaremos en cuenta el IEP del estudiante, el BIP y el Plan de alojamiento 504, si corresponde. En la mayoría de los casos de infracciones que involucran a estudiantes de Kínder, es muy probable que hagamos recordatorios, avisos, tiempo de espera y llamadas telefónicas a casa mientras tomamos el tiempo para enseñar y modelar las expectativas de los estudiantes de manera gradual.
Los siguientes comportamientos se abordarán de inmediato en GCCS usando un rango de enfoques posibles y lógicos para el asunto. Todas las consecuencias son un esfuerzo por reparar el daño causado y volver a introducir al alumno de forma segura en nuestra comunidad de aprendizaje.
El Director Académico, el Director de Operaciones y el Director de Cultura Escolar se reservan el derecho de ejercer discreción y criterio educativo en todos los casos. Las infracciones y sus consecuencias se rastrean en nuestra base de datos de estudiantes.
Nivel Uno de Comportamiento (Comportamientos menores)
Infracción (no limitado a)
Rango de consecuencias
Interrumpir el aprendizaje
Incumplimiento de seguir instrucciones
No estar en la ubicación asignada
Golpear, empujar, y otros acciones agresivas etc. (dependiendo de la edad del estudiante y la severidad del incidente)
Falta de respeto (adultos/estudiantes)
Uso inapropiado de celular/tecnologia
Dejar la clase
Omitir clases/ pasar tiempo fuera del salon
Posesión de fósforos o encendedores
“Arreglalo” (Reparar el daño)
Disculpa/ Disculpa publica/ Carta de disculpa
Medición de compañeros/ resolución de conflictos
Grupos pequeño en un círculo
Redireccion/ corrección no verbal
Reubicacion verbal/ advertencia
Reubicacion (tomar un descanso/ moverse de silla)
Salir (descanso en salon especial)
Espacio para reflexionar (dentro o fuera del salon)
Llamada a la casa
Administrador-Maestro-Conferencia con estudiante
Presencia de padres (dia completo o medio)
Exclusión de una excursión escolar
Otras consecuencias lógicas
Nivel Dos de Comportamiento (Comportamientos que pueden resultar en suspensión dentro o fuera de la escuela)
Infracción (no limitado a)
Rango de consecuencias
Pelear (incluyendo peleas fuera de la escuela que interrumpen el aprendizaje)
Pegar, patear y otros actos agresivos. (dependiendo de la edad del estudiante y la severidad del incidente)
Violencia en grupo
Uso inapropiado de celular/tecnologia (dependiendo el tipo de uso inapropiado)
Comportamiento temerario (dependiendo el tipo de comportamiento)
Alteración/activar la alarma de fuego
Toques sexuaes inapropiados
Posesión de fósforos o encendedores
Posesión de sustancias controladas o arma
Posesión de un juguete que pueda ser confundido con un arma
Repetición de comporta del nivel uno
Suspensión en la escuela
Suspensión fuera de la escuela
Otras consecuencias lógicas
Nivel Tres de Comportamiento (comportamientos que pueden resultar en suspensión)
Infracción (no limitado a)
Rango de consecuencias
Comenzar un fuego
Uso de un sustancia controlada
Pelear, patear, otras agresión física que resulta en una lesión severa hacia otro estudiante o miembro del personal
Repetición de comportamientos en nivel dos
Otras consecuencias lógicas
Disposiciones Disciplinarias para Estudiantes con Discapacidades: Si un estudiante de educación especial viola el Código Disciplinario de la escuela y está siendo considerado para una suspensión o expulsión, la escuela garantizará las protecciones del debido proceso de acuerdo
con las Secciones 300.530-300.537 del Código de Regulaciones Federales (CFR) . La escuela hará las disposiciones descritas a continuación para los estudiantes con necesidades especiales que participen en comportamientos extremos que merecen suspensión o expulsión. Además, un estudiante que ha participado en un comportamiento que viola el Código Disciplinario de la escuela a quien no se ha determinado elegible para recibir servicios de educación especial pero califica bajo 34 CFR 300.534 como estudiante sospechoso de tener una discapacidad puede solicitar ser disciplinado de acuerdo con estos provisiones.
Para un estudiante cuyo comportamiento merece suspensión o expulsión y que se identifica como un estudiante con necesidades especiales según 20 USC §1400 et seq. o califica como un estudiante sospechoso de tener una discapacidad bajo 34 CFR 300.534, la escuela:
Proporcionará una educación gratuita y apropiada de acuerdo con 20 USC §1400 et seq. a estudiantes que son suspendidos o removidos por razones disciplinarias por más de diez días escolares (como se define en 34 CFR 300.536);
Abordara los comportamientos que resultan en suspensiones o suspensiones por más de diez días escolares (como se define en 34 CFR 300.536) al proporcionar evaluaciones funcionales del comportamiento y planes de intervención del comportamiento de acuerdo con 34 CFR 300.530;
Llevará a cabo una revisión de determinación de manifestación de acuerdo con 34 CFR 300.530 para determinar la relación entre el comportamiento y la discapacidad del alumno cuando una suspensión o expulsión resultaría en un cambio disciplinario de colocación;
Proporcione al padre del alumno una copia del aviso de garantías procesales de acuerdo con 34 CFR 300.530 y 34 CFR 300.504;
Acelerara la resolución de desacuerdos entre los padres y la escuela con respecto a ciertas acciones disciplinarias;
Asegurar protecciones para los estudiantes que califican bajo 34 CFR 300.534; y
evaluará las evaluaciones de los estudiantes sospechosos de tener una discapacidad durante el período de suspensión.
La escuela trabajará estrechamente con el Comité de Educación Especial para establecer pautas claras para la comunicación y la toma de decisiones en asuntos disciplinarios. La escuela mantendrá registros escritos de todas las suspensiones y expulsiones tanto de estudiantes de educación general como de educación especial. Estos registros incluirán el nombre del estudiante, una descripción del comportamiento, la acción disciplinaria tomada, los nombres de los miembros del personal involucrados en el incidente y la
cantidad de días que un estudiante ha sido suspendido o expulsado por razones disciplinarias. Los registros de los alumnos se guardarán en gabinetes cerrados y se mantendrá un registro de acceso a los registros que enumerará a todas las personas que revisaron la información y cuándo se revisó dicha información.
Suspensiones y expulsión (incluye el debido proceso)
La administración trabajará proactivamente con las familias y los estudiantes para evitar una suspensión o expulsión. Dependemos de las familias, como nuestros socios, para apoyar a su hijo/a en adherirse a las expectativas de la escuela y al desarrollo del carácter.
Suspensión: Suspensión es la remoción temporal de un estudiante del programa escolar regular porque su comportamiento presenta un peligro claro y presente de lastimarse a sí mismo o a otros, impide el funcionamiento ordenado de las clases u otras actividades escolares, o afecta negativamente el salud, seguridad, bienestar y / o moral de los demás. Una suspensión a corto plazo es de cinco días o menos. Una suspensión a largo plazo es de seis días o más. Por violaciones severas o repetidas de las expectativas de nuestra comunidad, los estudiantes pueden ser asignados a suspensión dentro o fuera de la escuela. Si a un estudiante se le asigna una suspensión dentro de la escuela, no se le permite participar con sus compañeros en ninguna parte del día escolar. Se proporcionará trabajo de clase e instrucción alternativa. El estudiante será separado y supervisado durante el día. Si un estudiante es asignado a una suspensión fuera de la escuela, él / ella no puede venir a la escuela por el período de la suspensión, excepto por el tiempo designado para la instrucción alternativa.
La instrucción alternativa (no solo la tarea) es instrucción en vivo, proporcionada por un maestro. Durante el tiempo de una suspensión fuera de la escuela, el estudiante, acompañado por un tutor, puede ir a la Oficina de Cultura para recibir instrucciones. Los estudiantes que asisten a instrucción alternativa no serán marcados como ausentes. El estudiante suspendido y su familia serán informados por escrito de la razón de cualquier suspensión planificada, y se colocará una copia de la carta de suspensión en el archivo del estudiante. Siempre que sea posible, la notificación también se proporcionará por teléfono. Mientras están suspendidos, en la escuela o fuera de la escuela, no se les permite a los estudiantes participar en actividades o eventos después de la escuela patrocinados por la escuela.
De acuerdo con nuestra política de proceso, dentro de las 24 horas de una suspensión a corto plazo, el estudiante y su tutor recibirán un aviso por escrito de la suspensión y descripción del incidente, así como una oferta para participar en una conferencia formal con el Oficial
Académico Principal o su designado. El estudiante y / o padre pueden presentar la versión del incidente del estudiante y / o hacer preguntas en referencia al incidente. La CAO o su designado
se reserva el derecho de tomar la decisión final sobre la suspensión a corto plazo. El aviso también le dará a la familia información acerca de la instrucción alternativa que el estudiante recibirá mientras esté suspendido. Conforme a la Sección 2855 (4) de la Ley de Educación, después de reunirse con la CAO, la familia puede apelar una suspensión de corto plazo ante la Junta de Fideicomisarios comunicándose con la Presidenta de la Junta, Mary Jilek a email@example.com. Después de apelar a la Junta de Fideicomisarios, la familia puede apelar al autorizador de la escuela.
Expulsión: Expulsión es la remoción permanente de un estudiante de la escuela. Los siguientes comportamientos pueden resultar en una recomendación de los funcionarios escolares para la expulsión inmediata de estudiantes: vender, usar o poseer fuegos artificiales o contrabando; vender o transferir alcohol, drogas u otras sustancias controladas o parafernalia de drogas; posesión de un arma; asalto; comisión de un delito grave; cualquier acto que los oficiales de la escuela razonablemente concluyan justifique una expulsión; ofensas repetidas que han resultado en suspensiones a corto o largo plazo.
La administración de la escuela (o la Junta de Fideicomisarios, en ausencia de la CAO y el COO) puede imponer una expulsión después de que el alumno haya sido declarado culpable en una audiencia de suspensión formal y la expulsión sea confirmada por el voto de la Junta de Fideicomisarios.
Un tutor será notificado por escrito dentro de las 24 horas de la decisión de imponer una expulsión. Se emitirá una suspensión hasta que se lleve a cabo la audiencia de expulsión. En la audiencia formal, el estudiante y / o tutor tendrá derecho a ser representado por un abogado, interrogar a los testigos y presentar evidencia.
El aviso a los tutores del estudiante expulsado incluirá instrucciones sobre la necesidad de cumplir con las leyes estatales de educación obligatoria (el período de tiempo durante el cual un estudiante debe estar inscripto en la escuela por ley) inscribiendo al estudiante en un distrito u otro SED aprobado la escuela, así como el proceso y la información de contacto que la escuela utilizará para recibir los registros del alumno de nuestra escuela.
Debido proceso para suspensión o expulsión: Los estudiantes del estado de Nueva York de edad apropiada tienen derecho a una educación pública como un "interés en la propiedad". Para tomar parte (o todos) de ese interés en la propiedad, debe seguirse el debido proceso. En todos
los casos, a los estudiantes se les debe dar un aviso y una oportunidad para que los escuchen. Se informará a un miembro de la familia de su derecho a solicitar una conferencia informal con la administración, donde podrán presentar la versión del incidente del alumno y / o hacer preguntas
a los testigos denunciantes. Si la presencia del estudiante representa un peligro continuo para las personas o la propiedad, se llevará a cabo una conferencia familiar informal tan pronto como sea posible después de la suspensión.
Mantenimiento de registros: Todas las suspensiones y expulsiones se documentarán por escrito, incluido el nombre del alumno, la descripción del incidente y las medidas disciplinarias tomadas. Esto se registrará en el registro permanente del estudiante que viajará con ellos durante toda su carrera escolar.
Communication with Families
We hope to keep parents and guardians involved in the academic progress of their children. GCCS has implemented several procedures to ensure that families are aware of their student’s progress, including sending periodic progress reports home from class, report cards, open houses, an open door policy, and parent-teacher meetings.
Open Door Policy
At GCCS we have an open door policy in which we encourage parents and guardians to visit their child’s classroom. It is best practice to contact the school office and/or your child’s teacher prior to a classroom visit. We want to ensure that school visits do not cause a distraction or disruption in the classroom. The school may limit visitation to classrooms during times of test preparation and assessments. For the safety of the children, we have to keep all doors locked throughout the day. All parents and visitors alike must be allowed access, show proper ID, and are required to wear a visitor tag while in the building.
We encourage parents to be fully involved in their children’s total educational experience. If at any time a parent or guardian would like to meet individually with a school director or a teacher, an appointment should be made through the main office.
Parent and Guardian Participation/Parents As Partners Association (PAPA)
Parents will participate in school governance in several ways. In place of the more traditional Parent-Teacher Association (PTA), GCCS will develop Parents as Partners Association (PAPA) made up of one representative from each classroom to serve on a Parent Advisory Team (PAT) that will meet regularly with school leaders to directly address issues and concerns that arise as the school year unfolds. In addition PAT will oversee the PAPA monthly meetings at which agenda will be developed to further address concerns, present informational issues, guest speakers and activities whose topics are generated by parent surveys that will be administered at the beginning of the school year. Subcommittees will be created to plan and carry out specific projects to support the school, such as family outreach projects and community involvement. At least one seat on the Board of Trustees will be reserved for a parent of a child enrolled in the school as a voting trustee. This parent will be elected by the vote of PAPA and his/her term of office will be one year.
We ask that GCCS parents volunteer their service to the school if possible, either in the classroom, at school events, or as an ambassador for the school. Parent involvement is an integral part of a successful child’s education. We hope to offer many opportunities for parents to serve in the school, and parents should feel free to make suggestions of ways they can get involved to GCCS staff.
Frequent communication between teacher and parent is essential for ensuring that the best possible learning situation is afforded to every child. Parent-Teacher communication is essential to academic success.
● Teachers will hold office hours each week in which they are available to meet with parents/guardians in order to discuss academic progress.
● Parent-teacher conferences will be held three times a year over several days.
● GCCS will hold an open house at the beginning of the first trimester. This open house will allow parents to come to school to meet their child’s new teachers and familiarize themselves with the school day and expectations.
Under Ed. Law §2855 (4) , any individual or group that has a complaint against Global Community Charter School, alleging a violation of the Charter Schools Act, the Global Community Charter or any other provision, may bring a complaint before the Board of Trustees. All formal complaints must be in writing and include a statement detailing the nature of the offense including persons involved, time, date and locations of the issue. The complaint should also detail what relief is sought and what actions to date have been taken to address the issue.
Any complaint against a Global Community employee should seek redress from the CAO/COO to allow the issue to be resolved before involving the Board. If the complainant is dissatisfied with the CAO or COO’s resolution, he or she may bring complaint to the Board for review. The Board reviews decision on appeal from the CAO/COO and those that directly involve the CAO/COO. The Board must provide a response in writing within 30 days of receiving the complaint or by the next scheduled Board meeting. If the complainant is still dissatisfied, he or she may file a complaint with the Chancellor of the New York City Department of Education and ultimately the Commissioner of Education, as delegate to the Board of Regents, who will investigate and respond to the complaint.