CALL
TO ACTION
Every week, I will share with you a
‘Call To Action’ around our school goals that will help drive our work for that
week.
Call
To Action #1 – Camera Bullying
It has been reported that students say part of the reason they
won't turn on cameras is that others in the school are taking pictures of them
and posting them with negative comments. Students will use their phone
device to record others in the class, pull out a freeze frame and then make a
meme that disparages the student. Make sure that you make a referral if you
are aware this is taking place.
Call
To Action #2 – Getting Our NX Students On Track
There
is educational data that says that if a student fails the first marking period,
they wind up failing the class 90% of the time.
For our students that means receiving a NX grade at the end of the term
and for many of our students that may mean additional NX(s) to what they
already have. Please work with students
to give them an opportunity to pick up their grades right now before the ‘NX
Snowball Effect’ makes catching up impossible.
Call
To Action #3 – Helping Our Students Who Are Struggling
We
have been given a lot of leeway with our jobs in the switch to remote learning
– our formal evaluations have been removed to give us the space to figure out
how to navigate this new world we are in – it is entirely appropriate to
provide this leeway to our students and their families as they navigate their
new worlds.
PROTOCOLS IN AN EVENTUAL RETURN TO SCHOOL
As you probably heard on the news, there are plans to have all
students up to 5th grade and all District 75 students come back to
school starting next week. Right now,
this does not apply to high schools. When
our schools reopen, here are some actions that the NYC Department of Education
has committed to in order to keep schools open and safe:
Weekly Testing: All schools will have
20% of students and staff randomly tested on a weekly basis.
Student Consent: All students in
grades 1 and higher are required to provide consent for testing by their first
scheduled in-person learning day. Families can submit consent using NYC Schools
Account or this consent form attached. Students
who do not submit consent will be transitioned to remote only learning.
Staff Consent: All staff are
required to provide consent by the first day they report to their school
building.
USING TECHNOLOGY REQUEST TO SUPPORT INDIVIDUAL STUDENTS WITH TECH
NEEDS
If you know of a student that is
having technology issues, please use Technology Request Form to tell the tech
team of the issue. Include the student
name, technology issue and importantly, a contact number that the tech team can
reach the student / family.
https://docs.google.com/forms/d/e/1FAIpQLSf2WT0fizVk9Ttdn9MPeocvT-0K7qDL5NHRKva3dcLQsjl1HA/viewform
Spreadsheet that shows the Status
of Technology Requests
Reviewed means that the Technology dept. is
aware of the situation / looked at the ticket.
In
Progress means the
Technology dept. working on it
On
hold means that
the Technology dept. is either waiting for the NYC Department of Education or
currently no solution
Done
is for closed
tickets
Any
red status bar
means that the Technology dept. had not seen this ticket yet.
ENTERING THE BUILDING ON REMOTE DAYS
Permits
are required for staff to enter the building on days when the entire school
community is approved to be remote. Staff members are also asked to share their
intentions to be in the building with their direct supervisor. Please do not
arrive to the building on remote days without a permit in place. We need to
make sure that adequate security is present, and that custodial members are not
deep cleaning the building.
In
keeping with safe building operations, all staff will be required to sign the visitor's
logbook and submit to COVID-19 related entry procedures. Masks remain
required PPE during building entry.
Permits
are prepared by Angela Ianniello, secretary to the Principal. Students are not
permitted in the building on days of remote learning.
WEDNESDAY SCHEDULE WILL BEGIN THIS WEDNESDAY, DECEMBER 2
Students have signed up for their Wednesday
activities.
For those teachers leading an activity
with a pre-set roster, please contact these students and let them know which
period(s) the activity is taking place. The schedule is on this spreadsheet:
https://docs.google.com/spreadsheets/d/1LVVSU8UqsA1egvWSDfhmr2e_ygGd14fxFjF48Wu9ZRo/
To ensure only the students on your roster
are placed in your activity, these students will select “StudyHall” so they can
submit a full schedule but you will place them into your Jupiter
Extracurricular Activity.
To keep track of participation, we will be
utilizing Jupiter’s extracurricular activity feature.
On December 1st, you will be provided a
list of StudentIDs per activity. To create the extracurricular,
(1) Go to Setup =>
Classes/Subjects
(2) Click the New
Team/Club button
(3) When selecting the
period from the dropdown, use the period numbers prefixed with W (for
Wednesday). This will make sure you’re only able to take attendance for these
activities on the correct day of the week. For activities that meet for
multiple periods, scroll to the bottom and click “Multiple…” and select the
periods (prefixed with W) the activity meets.
(4) From the Team/Club
dropdown, select “Other…” and then type the name of your activity, as it
appears on the Google Form.
(5) For Tab, enter “W-_”
where _ is the period.
(6) To add students,
click on the new tab you created and then to Setup=>Students.
(7) For the Office Hours
you’re setting up, you can check off all of your classes to add.
(8) For the club(s)
you’re setting up, copy and paste the StudentIDs
(9) Finish by clicking
the add button.
(10) If you’re
co-facilitating, contact dstampone@hsfi.us with the name of your
activity and the co-facilitator and he will add that person.
(11) When taking
attendance in Jupiter, you will only mark off the students who were present --
you do not need to mark students who did not attend. The student might be
participating in a different activity that week during that period.
COLLEGE LETTERS OF RECOMMENDATION
Our
Seniors are hard at work on their college applications and may ask you for a
letter of recommendation. You will submit letters in two different ways:
#1
If
students are applying to CUNY Queens College or the Macaulay Honors program at
CUNY, they will request a letter through the CUNY Application portal and you
will get an email from CUNY with information on how to upload your letter.
#2
All
other requests will come through SCOIR. You need to register for an account.
You were sent an email inviting you to SCOIR.
SCOIR
Teacher Overview Video: https://vimeo.com/415356548/b536589846
Note:
If you receive a Common Application request from a student please DO NOT submit
anything through the Common Application, contact Ms. McKeon (kmckeon4@hsfi.us) or the student and advise them to invite you
through SCOIR.
THIS
WEEK’S CALENDAR:
|
MONDAY |
TUESDAY |
WEDNESDAY |
THURSDAY |
FRIDAY |
|
NOVEMBER 30 *Regular Bell Schedule |
DECEMBER 1 *Regular Bell Schedule |
2 *Beginning of Wednesday
Schedule |
3 *Regular Bell Schedule |
4 *Regular Bell Schedule Student Town Hall Period 4 |
NEXT
WEEK’S CALENDAR:
|
MONDAY |
TUESDAY |
WEDNESDAY |
THURSDAY |
FRIDAY |
|
DECEMBER 7 *Regular Bell Schedule |
8 *Regular Bell Schedule |
9 *Special Wednesday Schedule |
10 *Regular Bell Schedule |
11 *Regular Bell Schedule Staff Town Hall Period 4 |
DATA
DASHBOARD CORNER
Mr. Stampone has done
it again to support all of us at HSFI – he redesigned the Data Dashboard – here
is the new link - https://hsfi-datadashboard-v3.herokuapp.com
Thank you Mr. Stampone – the Data
Dashboard is a game changer for our community.
HSFI’s RACE & EQUITY WORK CONTINUES…
HSFI CULTURAL CONNECTIONS CLASSROOM
We would like to introduce you to
the HSFI Cultural Connections Classroom! On this page you will find
resources to guide your culturally responsive teaching practices. These
resources are a small piece of our overall work and mission to be more
cognizant in our planning as it relates to students and their
experiences. We know many of you also have great resources and this is a
great forum to share those with our HSFI community.
The materials currently uploaded are
aligned to the NYS Culturally Responsive-Sustaining Education (CR-SE)
framework which helps educators create student-centered learning environments
that: affirm racial, linguistic and cultural identities; develop student'
abilities to connect across lines of difference; elevate historically
marginalized voices; prepare students for rigor and independent learning; and
empower students as agents of social change.
The New York State guidelines for
culturally responsive-sustaining education are rooted in a vision of an
education system that fosters:
-Students who experience academic
success
-Students who are socio-politically
conscious and socio-culturally responsive
-Students who have a critical lens
through which they challenge inequitable systems of access, power, and
privilege.
GUIDANCE VIRTUAL WEBSITE
Please
take a look at the Guidance Virtual Website created by Ms. Padron where
students can look up important information and make appointment with their
counselors. Teachers should free to post this on their Google Classrooms to
raise student awareness of this valuable resource:
www.tinyurl.com/hsfiguidancehome
All Students:
Events will be rolling out all month, so make sure to check social media and
daily announcements for exciting activities.
For Teachers: Alison
Kaslow from Partnership with Children is offering “drop-in” services for your
students at the start of your periods. If you’d like to have her provide your
class with a brief 2-5 minute guided meditation send an email request at
pwc@hsfi.us. Please include Class Name, Class Time, Room Number (In-Person),
and/or Link for you virtual class (Remote). If you’re wondering when might be a
good day for one, perhaps consider an exam day when stress is already high!
SOCIAL
EMOTIONAL LEARNING SUPPORTS
We hope that you are doing
well and having a great beginning to the school year. We know that this
year has been full of challenges to say the least. The Social Emotional
Learning team wanted to supply you with some resources to hopefully make
the transition a smoother one. Please as always, feel free to reach out to us
for any questions or support you may need throughout the year. We will keep
passing along any tools that you may find helpful. Wish you all the best!
https://www.rulerapproach.org/2020_backtoschool/
Also, remember that you have access
to the Yale Ruler Learning Platform. If you did not participate in the professional
development a few years ago, you will sign up using your HSFI email.
Registration Code:
7wpzk3
When signing up please select
staff.
HSFI SEL Team
Ms. Molloy, Ms. Parisse, Ms.
Stambouly & Ms. Rochford
SUPPORTING
STUDENTS WITH IEPs
We
wanted to provide you with some information regarding how IEP meetings will be
hosted this year and how to identify your students with IEP's. Thank you to
those who have already participated in meetings this school year. We plan to
host IEP meetings on Wednesday, unless parents request another day, via Google
Meet with participants receiving calendar invitations the week before the
meeting. A general education teacher is a mandatory participant in meetings and
individuals have been selected based on Wednesday schedule availability. In
preparing for meetings, you can review your Teacher Form responses in order to
share specific information about the students’ progress as it relates to the
skills in your content and class. Prior to meetings you will receive a Teacher
Form to complete. The teacher form is the foundation of an IEP and clearly
outlines students’ strengths and areas in need of additional support,
especially this school year. Please complete these forms as you receive them as
they help guide the writing of the IEP and meeting. You can easily determine
which students in your class have IEP's by reviewing your class roster.
Students who are placed in ICT classes have the letter at the end of their
official (ex-45P) and our Self-contained students will continue to have the
letter at the beginning of their official class. In addition, when logging onto
the Dashboard, students with an IEP' have a blue icon alongside their name
Students within our D75 Inclusion Program will have an L as the first letter of
their official class and at this time will not appear when you log-in to SESIS.
Thank you for your continued support and as always, feel free to reach out to
Ms. McGuinness with any questions you may have regarding Special Education and
services
SUICIDE PREVENTION / INTERVENTION
If you
have knowledge that a student is considering harming themselves (or someone
else) you must report this information to your supervisor, Assistant Principal
Raschilla, or Principal Blank immediately. This directive applies regardless of
whether or not the student has requested that you not share it with anyone. You
cannot maintain assurances of confidentiality with respect to suicidal ideation
and/or intent. Information related to suicidal ideation, intent, or attempts
should be shared with one of the above persons by direct phone contact (do not
leave voicemail) or in-person immediately.
PLEASE DO NOT report this information via email
or voicemail.
Current
circumstances increase the likelihood that information regarding suicidal
ideation and/or intent may be shared virtually. It is crucial when assessing
the risk of suicide in a virtual manner that you determine the location of the
student and if there is anyone else with the student with whom you may speak.
Warning
Signs: Warning signs are behaviors that may signal the presence of suicidal
thinking. These might be considered “cries for help” or “invitations to
intervene.” Warning signs indicate the need to inquire directly about whether
the individual has thoughts of suicide or self-injury immediately.
Common
warning signs include but are not limited to:
□ Statements
such as: “I wish I were dead,” “If such and such doesn’t happen, I will kill
myself,” or “What is the point in living?”
□ Talking
or writing about suicide in text messages, on social media, in chat rooms, in
school assignments, poems, or music lyrics
□ Looking
for a way to attempt suicide, including trying to buy a gun, researching ways
to die, or seeking/buying pills
□ Rapid
shift in mood (e.g., from sullen or depressed to feeling “at peace”) ·
□ Giving
away prized possessions and/or saying final goodbyes
□ Increased
or recent signs of depression or anxiety
□ Making
comments or off-hand remarks that the person feels like a burden
□ Feeling
trapped and unable to see a way out
□ Increased
and/or excessive drug and alcohol use
□ Neglecting
personal appearance
□ A
drop in grades
□ Increased
absences
COMMUNICATION WITH STUDENTS
I wanted to share with
you an email that I received from a student. The email has an important
message of communication between teacher and student. We highly encourage
you to communicate with families, but do not bypass direct communication with
students as the first line of outreach. Please read below – thank you!
Good Afternoon Mr. Blank,
Constantly, Teachers have sent
emails or communicated directly with parents before even emailing students. I
do not have the best relationship with my parents, and before anything reaches
my parents I would like to handle everything with the teacher first, THEN
teachers should email parents.
How do teachers know what student’s
home life are like? Thankfully I am safe in my home, but imagine what life is
like for students that are being raised in abusive households? Imagine how some
parents treat their children, and one way we can prevent any altercations at
home is through better student communication. We can assume that students
are happy at home, but it’s simply not the case for all. Teachers need to have
better communication with students before communicating with parents. I’m not
asking for teachers to never interact with parents, but we aren’t second
graders, and they shouldn’t have to go parents before coming to us. If teachers
constantly tell us they are preparing us for college, then teachers should be
able to connect with students like a professor would.
After teachers communicate with us,
and we don’t communicate back/don’t commit to our work after communication,
then go to our parents.
GSA PODCAST HAS DROPPED!
The
December GSA (Gay Straight Alliance) podcast has dropped! The GSA talks
growing up, coming out and LGBT advocacy with Eric Vaughan the LGBT Program
Manager at the NYC Department of Education.
Check it
out on Spotify today! https://open.spotify.com/show/7dpdJ2lhvFWCwz8R6BlNBW
In January
we’ll be speaking with Kenny Nguyen, Youth Program Manager at the New York
Civil Liberties Union. We’ll be discussing student rights and recent court
cases affecting the LGBTQ+ community.
Follow
us on Instagram to keep up to date on all things GSA & LGBTQ+. Instagram:
HSFI_GSA
REPORTING CHILD ABUSE
A
mandated reporter is a person who, because of his or her profession, is legally
required to report any suspicion of child abuse or neglect to the relevant
authorities. These laws are in place to prevent children from being abused and
to end any possible abuse or neglect at the earliest possible stage. New York
State law requires all teachers to report suspected child abuse and neglect to
the state hotline, the New York State Central Register (SCR), directly at
1800.342.3720. If you believe the child is in immediate danger, call 911. If
the SCR believes the report warrants an investigation, the SCR will direct ACS
to begin a child protective investigation. Staff filing reports will be given a
case number that should be shared with their immediate supervisor and Assistant
Principal Giovanni Raschilla. Additionally, individuals reporting a matter to
the SCR should record the name of the representative who took the report.
Important
Facts:
□
Confidentiality: The Social Services Law provides confidentiality for all
sources, including mandated reporters of child abuse and maltreatment reports.
□
Penalties for failure to report: Mandated reporters who fail to report
suspected abuse or neglect can be charged with a crime.
□
Immunity from liability: The Child Protective Service Act states that “any
person, official, or institution participating in good faith in...the making of
a report...pursuant to this title shall have immunity from any liability, civil
or criminal that might otherwise result by reason of such actions.”
□
Malicious and false reporting is against the law
BLOODBORNE PATHOGENS
OSHA’s
Bloodborne Pathogens standard is a federal OSHA regulation (29 CFR 1910.1030)
that prescribes safeguards to protect workers against the health hazards from
exposure to blood and other potentially infectious materials, and to reduce
their risk from this exposure. Example health hazards include but are not
limited to Hepatitis B, Hepatitis C, HIV, Malaria, Brucellosis, Syphilis, West
Nile Virus, etc. If you believe you have been exposed to a bloodborne pathogen:
□
Immediately wash hands and other skin surfaces with soap and water.
□ If
the eyes are splashed, irrigate the eyes with large amounts of clean water or
sterile saline.
□ If
the mouth or nose is involved, flush with plain water and/or mouthwash if
available
□
Report the injury to your supervisor and Assistant Principal Giovanni
Raschilla.
□ Seek
medical evaluation / treatment AS SOON AS POSSIBLE, during school hours-if
necessary.
If you
have any questions regarding the Bloodborne Pathogens standard or would like
more information on training, please contact Giovanni Raschilla.
SAFETY
& SECURITY IMPORTANT REMINDERS
EVACUATION
DRILLS
Emergencies
may happen that will require us to evacuate the building. It is important that
we practice drills so that we become familiar with the process. Often, the fire
alarm system alerts staff and students to start an evacuation. However, there
may also be times when a public address announcement starts an evacuation.
Announcements over a PA system are repeated twice and begin with “Attention”
followed by specific directions. Students should be asked to form a single
line. In cold weather students should be reminded to take their coats and
personal belongings. Staff members should also remember to take attendance
sheet and assembly card. Attendance is taken before, after, and during a drill.
Lastly, staff members are reminded to report injuries, problems, or missing
student to their immediate supervisor and Giovanni Raschilla. As we leave the
building, staff should seek out Peace teachers and building response team
members wearing bright orange vests to lead them away from the building, past
the scaffold and to the corner of the block. If conditions become crowded,
staff may extend the line around the block. Please view the safety video
attached to this bulletin.
ENTERING
THE BUILDING ON REMOTE DAYS
Permits
are required for staff to enter the building on days when the entire school
community is approved to be remote. Staff members are also asked to share their
intentions to be in the building with their direct supervisor. Please do not
arrive to the building on remote days without a permit in place. We need to
make sure that adequate security is present, and that custodial members are not
deep cleaning the building. Permits are prepared by Angela Ianniello, Secretary
to the Principal.
KEEP
SPACES FREE OF HAZARDS
Classrooms,
hallways and other school areas should be kept organized and free of hazards.
Report dangerous situations to Assistant Principal G. Raschilla (graschi@schools.nyc.gov)
and to your immediate supervisor. In an effort to raise fire safety awareness,
please do not place items on radiators.
WHAT
TO DO WHEN AN INCIDENT OCCURS
Incidents
and accidents can happen at any time to anyone, even those who take safety
seriously. When an incident occurs or a hazard presents itself, staff should
report issues quickly and in writing to Assistant Principal G. Raschilla
(graschi@schools.nyc.gov) and their immediate supervisor, to lessen their
effects.
DOOR
ALARMS
With
the exception of the center door, all perimeter doors are locked and alarmed.
In the event that a door alarm is triggered, please alert a member of our
School Safety Team, and Assistant Principal G. Raschilla (graschi@schools.nyc.gov). We also ask that you note the time you happen
to observe the incident, so that we could review the incident.
OPERATIONAL
NEED TO KNOW
● EXTERIOR CONSTRUCTION PROJECT RESUMES WORK
The Exterior
Construction Project has resumed work. On the 24th Street side, they will begin
pointing on the 9th floor. On the 25th Street side, they will continue to build
the scaffolding. Please make certain to shut the windows and security valuables
before you leave for the day.
● CALLING IN AN ABSENCE
Staffing
is always a concern. This is a reminder of our preferred procedure for calling
in an absence is:
□ Send an email
to your supervisor with date(s) / Copy Linda Herzog and Assistant Principal J.
Tallone on the email
□ State
Reason For absence
● UPDATING STAFF RECORDS
We are
always updating our staff contact records and ask that you take the time to
share the details of any changes (telephone, address), with your immediate
supervisor and Linda Herzog
● CHECK YOUR DOE & HSFI EMAILS EVERYDAY
The expectation is that ALL STAFF check your DOE emails daily –
not your HSFI email - responsible for follow-up items sent to your email
BEST PRACTICE: Forward your HSFI
emails to your DOE email
● SUPPLY REQUESTS
https://docs.google.com/forms/d/e/1FAIpQLSeKQ2M7fZ3XNtCJB6FRxLTR-Y8-Snw2jgUFqVKGzpxhupmZZA/viewform
● TECHNOLOGY REQUESTS
https://docs.google.com/forms/d/e/1FAIpQLSf2WT0fizVk9Ttdn9MPeocvT-0K7qDL5NHRKva3dcLQsjl1HA/viewform
Spreadsheet that shows the Status
of Technology Requests
Reviewed means that the Technology dept. is
aware of the situation / looked at the ticket.
In
Progress means the
Technology dept. working on it
On
hold means that the
Technology dept. is either waiting for the NYC Department of Education or
currently no solution
Done
is for closed
tickets
Any
red status bar
means that the Technology dept. had not seen this ticket yet.
● CUSTODIAN REQUESTS
https://goo.gl/forms/sQGqPAoqGeI86H132
Depending on the severity of the
request. Expect a one to two days before fixing or notification of the
issue.
Spreadsheet that shows the Status
of Custodian Requests
https://docs.google.com/spreadsheets/d/1xWhZel2F2yaXRZF8z0N_GX-hBzjWxuoRBq3ZcA1W7FQ/edit?usp=sharing
● EMERGENCY PREPAREDNESS
Here
are the links to the Emergency Preparedness videos. This series of safety videos are useful tools
that demonstrate how Building Response Teams operate, and how school buildings
use the General Response Protocols during an emergency. Please take the time to
watch the following videos to ensure that you are well equipped in the event of
an emergency.
Full Safety Preparedness
video: Vimeo.com/nycschools/safetypreparedness
Assembly Card video: Vimeo.com/nycschools/assemblycard
Lock Down video: Vimeo.com/nycschools/lockdown
Evacuate video: Vimeo.com/nycschools/evacuate
Shelter In video: Vimeo.com/nycschools/shelterin
● PROTOCOLS FOR RESPONDING TO CLASSROOM
INCIDENTS
In the event of an incident in your classroom that creates
disruption (student is defiant and / or uncooperative) but is NOT A THREAT
to student and/or staff safety, the following protocol should be followed:
□ Classroom management,
i.e., using your skills as an educator to move on from the situation, followed
by
□ A phone call to your
Supervisor informing them of the incident and the steps you have taken to
address the matter, followed by
□ A referral to the Peace
Center and/or the Guidance Department via Google Docs., followed by
□ Outreach to parents,
informing them of their child’s misbehavior, and request for family support to
correct the matter.
In the event of an incident in your classroom that involves an immediate
THREAT to student and/or staff safety, the following protocol should be
followed:
□ A phone call to the Peace Center (x1491 or x1431) informing
available staff of the incident and requesting assistance, followed by
□ A phone call to School Safety (x1341) informing them of the
location and nature of the incident and requesting assistance, followed by
□ A call to your Supervisor informing them of the incident and the
steps you have taken to address it.
STAFF MEMBERS WHO SOARR
Here
are some SOARRing staff that are going beyond the call of duty for HSFI!
Thank
you to MR. STAMPONE for organizing
the new Wednesday schedules.
Thank
you to MS. SEVERINO-NORTMAN for producing a list of resources for the SS and PE departments ‘Not
Light, But Fire’ book club.
Thank
you to MS. BLAKE for coordinating
a visit from a Holocaust survivor through The Museum of Jewish Heritage for her
and her colleagues classes. This will provide students with an unparalleled
experience hearing an essential story from a generation that will soon be lost
to us.
Nominated
by MS. CISSE, Thank you to MS. CHAVEZ, MR. DIXON, MS. DAVID,
MS. PARISSE & MS. BATTS for who
have continued to help Ms. Cisse with all and any computer questions/issues
that she had over the past year. As Ms. Cisse says, "I have grown
digitally, and I want to give a special "Thank You" and "Shout
Out" to these five caring and patient teachers."
Nominated
by MR. RUSSELL, Thank you to MS. POWELL
for filling in as Graphics
& Illustration Coordinator and as Mr. Russell says, "Doing an amazing
job!"
Thank
you to MS. ARCAMAY for helping
with Admissions, meetings, Virtual Open Houses and outreach.
Thank
you to MS. MINSKY for being such a huge help in the Graphics and Illustration department. She has
taken on a lot of responsibility in helping the department with in-person work.
Ms. Minsky has lifted a large burden with supply pick-ups and helping to create
the art kits. She is helpful, trustworthy & self-sufficient. We been so
grateful having her as part of the department.
Nominated
by MS. DAVID, Thank you to MS. JOHNSON (RAPP Coordinator) for
recently hosted an outstanding 3 day session in Ms. David's class where she
talk to students about Relationship Abuse Prevention. The series was thoroughly
informational, engaging and relevant to the current needs of our students. Ms.
David looks forward to a continued co-teaching collaboration with Ms Johnson.
Nominated
by MR. CENTENO, Thank you to MS. CHAVEZ
for being truly supportive to
CTE staff with technology and understanding programs.
Thank
you to MS. DAHILL for continuing
to provide our school community with valuable resources that increases student
engagement. From ordering Ebooks, connecting staff and students to virtual
museums and now currently she is creating a connection with Little Island a new
outdoor all-inclusive art space in the Chelsea Community in NYC.
Thank
you to MR. VILLAONA for his
ongoing work to assist students with their devices.
Thank
you to MS. VELEZ & MR. MONTENEGRO for their efforts to collect lunch applications.
Thank
you to MS. URENA for continuing
to support the Special Education department through parent-student outreach!
Thank
you to MR. KALISCH, MS. KANG, MR. LACHOK, MS. MAGNER, MR. ROBINSON,
MS. RUSSELL & MS. VARRICHIO for hosting an IEP meetings.
Thank
you to MR. CLANCY, MS. DYE, MS. HENEY, MS. HUSTED, MS. INCE, MS.
GARCIA, MS. KANG, MS. O’BRIEN & MS. VARRICHIO for supporting those IEP meetings this week.
Thank
you to MS. SEIFERT, MS. WEISS, MS. KLEPACKI, MS. PADRON, MS. DONLON,
MS. FECSKO, MS. LEVENSTEIN, MS. McGOLDRICK, MS. MOKIM, MS. YOUNKMAN, MS. CARTER,
MS. BARNABEE, MR. JONES, MR. CENTENO, MS. HERRICK, MS. SAN JORGE, & MS. MUSARRA for participating in IEP meetings.
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