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.
HSFI ‘CARED FOR’
GOAL – RELATIONSHIPS & REALNESS
● CREATE SAFE SPACES FOR YOUR STUDENTS USING BEST PRACTICES FROM ‘NOT
LIGHT, BUT FIRE’
You are not going to be able to
challenge your new students academically unless they know they are learning in
a safe space where they know you cared about and have their best interests at
heart. Use the best practices highlighted
in the ‘Not Light, But Fire’ book to get to know these students and build
community in your classroom – this investment of time and energy will go a long
way when you want to ramp up the rigor with your students. They will follow you anywhere academically
when they know there is that level of care.
HSFI ‘CHALLENGED’
GOAL – RIGOR & RELEVANCE
● NEED TO COMBINE RIGOR & FUN
Let’s continue to try
and make school fun and social for our students – just like us who might have
been cooped up for the past 11 months, our students need to be engaged and
enjoy what they are doing. Our students
want to make new friends and reconnect with old friends. A great lesson of our successful clubs and
activities has been fostering ‘Student Choice’ and ‘Student Leadership’ as much
as possible.
BLACK HISTORY MONTH RESOURCES FROM MS. DAHILL
Ms. Dahill organized this
interactive virtual Black History Month Library.
RESPECT FOR ALL WEEK THIS WEEK
Respect
for All isn’t just one week in February; it is also a permanent initiative at
the HSFI. During Respect for All Week beginning on Monday, February 8 to
Thursday, February 11, 2021, we have the opportunity to highlight and build
upon ongoing programs that work towards understanding of diversity. In honor of
Black History Month and Respect For All Week, our SEL coordinators are planning
a variety of events and activities for our students to showcase and celebrate
this year’s theme: Black Family. In addition, Mr. Blank has continues to share
honorees and links to resources from the Association for the Study of African
American Life and History.
On
February 10, 2021, the GSA is hosting Jewish Heritage Museum Virtual Field
Trip: The Persecution of Gay Men in Nazi Germany." This tour will
introduce students to the history of Nazi persecution of various groups,
including gay men. Students will explore artifacts from the Museum's collection
and beyond that illustrate the ways in which the Nazis isolated, dehumanized,
and ultimately imprisoned gay men in concentration camps.
ReachOut
is an online mental health service for young people and their parents. They
have shared these actionable class room tips that promote respect and well-being:
1. Let
all your students know that you respect and care about them. Try it: Start a
conversation with a student in your class whom you don’t know well.
2. Set
up a classroom culture of inclusion and respect. Try it: Reach out to a student
in your class who appears withdrawn or doesn’t seem to be included in
classmate’s friendship groups.
3.
Acknowledge students who demonstrate kindness, respect and thoughtfulness. Try
it: Identify and acknowledge a student when you notice they are using kindness,
respect and thoughtfulness in the classroom.
4. Use
positive approaches when educating students about acceptable and unacceptable
behaviors. Try it: Provide one-on-one feedback to your students, instead of
reprimanding them in front of their classmates for unacceptable behavior.
5.
Encourage your students to practice using social and emotional skills in the
classroom. Try it: Give your students opportunities to practice using Breathe
in class or momentary pause to help them manage their emotions.
6.
Work with students to develop their classroom expectations. Try it: Develop
with your students a list of behaviors they’d like to see in their class.
7.
Provide an opportunity for students to take responsibility for their learning.
Try it: Give your students a chance to develop a group solution to a
school-related concern they have.
8.
Provide an opportunity for students to recognize and acknowledge a classmate’s
strengths. Try it: Ask students to acknowledge and name one strength they see
in a classmate.
HOW TO SUPPORT OUR VALENTINE’S DAY EVENT – MESSAGE FROM MS. MOLLOY
& MS. PARISSE
As you may have seen, we are converting
our much loved Valentines Day event into a virtual one. We are reaching out for
your help to make this year's event successful:
□ If you have some
flexibility in your curriculum, please consider offering students the option to
complete a Valentine’s Day card for extra credit or use the activity as a brain
break in class. While many of our most popular cards in the past have
centered on Valentine’s Day puns, positivity is our primary theme so quotes or
kind messages are highly encouraged!
□ If you don’t have any
room to incorporate this activity in class, we'd appreciate it if you could
announce it to students or take a moment to share our flyer/video in your class
since many students do not adequately read their emails.
You are also welcome to
submit entries so if you are feeling creative or want to spread some cheer,
please feel free to upload a Valentine as well!
In addition to students, staff members
will also receive Valentines so we greatly appreciate any assistance you can
provide to make our entire community feel loved this Valentine’s Day!
For your convenience we’ve reattached all
relevant links and supports below.
□ Valentine’s Submission
Form: https://forms.gle/KH2UTWMjo6s8KYZe9
□ Valentine’s Day Promo
Video: https://view.genial.ly/6019bed50ca7ad0d5af838cf
□ Valentine’s Day Flyer: https://drive.google.com/file/d/1Mm6_s9GdQBdMCIyAyEN6T0XYCNzEd9F4/view?usp=sharing
□ Ideas for Valentine’s
Day Puns: https://docs.google.com/document/d/1p0wz8y2WGaXYJyfhbx3lJXNqJ5a4PecWwMM8bGiTeiE/edit?usp=sharing
BEST PRACTICES FOR SUBMITTING STUDENT REFERRALS / TEACHER NOTES /
HIGH PRIORITY TEACHER NOTES
Best
Practices for Submitting Student Referrals
A Referral is defined as the process to get students additional assistance
to resolve an issue.
□ Can be long term or short term
□ Impacts student academic performance,
safety and/or health
*Counselors will provide
follow-up to families and students regarding unresolved issues in a timely
manner and provide updates/suggestions for resolution. Counselors will serve as
a liaison between all parties involved.*
A Teacher Note is defined as a general update regarding teacher outreach
conducted and student progress made.
A High Priority Teacher Note is defined as information that impacts
a student's well-being or health that is urgent and important.
□ High Priority Teacher Notes are
automatically shared via email with a high priority designation to the
student’s teachers and counselor.
Referrals vs. Teacher Notes vs. High Priority Teacher Notes
|
Referral |
Teacher Note |
High Priority Teacher Note |
|
Spoke to student’s mother at
(XXX)XXX-XXXX. Told her that student has not been attending class. She
mentioned that student does not need the math credit so I
suggested following up with her guidance counselor. Made it clear
that I would be happy to help student get back on track. |
Spoke to student's mother about the
importance of student attending class regularly and making up all missing
assignments. |
Student’s mom contacted me that she had
a medical emergency and went to the doctor today. Everything is fine but mom
said Student is home recovering and will not be able to attend the remainder
of her classes today. Mom texted me the doctor’s note. |
|
Student wrote the following on her ELA
workload survey: "I'm also really depressed and it's hard to even have
the motivation to get out of my bed." student has been struggling to
submit work. She attends class, but she is missing several assignments, and
she does not actively engage in class. Student has had some recent
doctor's appointments. |
I called home to let mom know that student
is in danger of failing. Mom let me know that she is having tech issues. |
During my mandated counseling session
with Student, they mentioned that teachers are still not using the correct
pronoun which impacts their mood and day. In school, please refer to student
as XXXX and use the they/them pronouns and when contacting mom or family
members, use XXXX and she/her pronouns. |
|
During a New Year Goal setting activity,
this student expressed they have been struggling with their mental health. I
can see that the mental health stressors of COVID 19 have impacted them, and
feel they can use some extra support. |
Spoke with mom, checked in on
student because we missed her on Monday. Mom and student are on their way
home from Atlanta, and student should be back in class tomorrow. |
Student did attend period 5
today and logged in at 2:31pm. In our conversation, she sounded very sick --
coughing, groggy, etc. She reported muscle aches and fatigue. She has not
been tested, but she was traveling to Houston over the holidays. |
|
Currently on track to receive NX in
English due to lack of attendance - student # not able to receive calls; left
voicemail for parent checking in on Student, letting them know when the
semester ends and outlining a plan for prioritizing assignments to help
Student bring her grade up as easily as possible. |
Student is attending class but isn't
engaged or responsive to direct outreach during class. The student is at risk
of receiving an NX. |
Student’s mom emailed me on Jan 18th
that she will be absent from school on Tuesday, Jan 19th because she is
having oral surgery. Mom asked me to inform all teachers. |
|
I have reached out to student several
times about attending class and handing in work. Student has not attended
class due to broken computer and needing a new computer. I have told the
student several times to put in a technology request using her phone to
access her email and internet. She never did. I put in a technology request
for her and called father then home again today. |
Student is not handing in the required
work for 12th grade government and is in danger of receiving an NX. |
|
|
I received an email from Student's after
school art program Free Arts that Student opened up about having some safety
concerns in her household. They talked to her today and she said she is
somewhere safe now, but that things have been hectic at home. I emailed
Studenty today to check in on her since she did not attend my class. I
provided the link of all counseling services. |
Student is currently failing my class
and missed the last three classes. She has not been attending regularly or
completing work. |
Prior to submitting a referral:
□ Get
accurate phone numbers for student & parents/guardians.( Review Jupiter, HSFI Data
Dashboard and/or the HSFI Family Contact List for current
contact information )
□ Make a phone
call home and remember to leave a voicemail with a call back number if
no one answers. Consider using a Google Voice number so that families can
easily return your call. Remember to document the call using Teacher Notes!
□ Allow at least 24 hours after leaving a
voicemail before submitting a referral on the HSFI Data Dashboard. Consider
sending a follow-up email first and cc-ing the student’s counselor.
□ Follow-up
Email Script: Hello,
this is [insert teacher name]. I called about [insert student name and
reason for call]. Please give me a call at your convenience, or provide me with
a good time & number to call. Please feel free to respond to this email or
call me at [insert Google Voice number].
□ Schedule a
conference with the student.
□ Create a success plan of action.
Consider providing an alternative option for completing missing work (i.e. a
project) to avoid any possible NXs.
□ If possible/necessary invite that
student's counselor to the conference for support and student accountability.
□ Add any outcomes/goals set to “Teacher Notes” on the HSFI Data Dashboard
□ Make
sure all assignments and grades are up to date on Jupiter.
□ Counselors will use this information to
set academic goals with students and families.
□ Distinguishing
what merits a guidance referral vs security referral .
□ Security referrals are for student
safety issues that may require immediate attention
Submit a Referral If…
□ Your student has been absent for 2 consecutive
classes or more
during remote learning and you have allowed at least a 24 hour turnaround for
the student and/or parent to return your call or respond to a follow up email
and phone call.
□ You reviewed Jupiter, HSFI Data
Dashboard and/or the HSFI Family Contact List for current contact information and there is none
available.
□ You held a conference with
the student and/or parents and the student has not shown progress.
□ If you believe your student requires guidance follow up.
Overall Best Practice for Submitting Referrals:
□ If a parent/guardian has already been
contacted for a particular issue, refrain from submitting a referral that may
lead to a repetitive call to the parent, who has already been notified about
that issue. Be sure to make a teacher note.
□ Please submit the correct phone number
used to reach and speak with the parent so the person reviewing the notes knows
the best form of communication.
□ What
to include in a referral:
□ Outreach details:
Date/Time of outreach / Mode of outreach /
Parent phone number
Callback number provided if outreach made
via phone / Specific information regarding
missing assignments
□ When entering a referral, remember to
stick to specific low inference details about student performance,outreach
made and description of outcome and goals created if applicable.
□ Tutoring/Office hours link
NEXT CLUBS & ACTIVITIES DATE IS FEBRUARY 24
I am working on a
Spring Calendar to send out soon – due to this Monday being a PD Day, we will
have Monday classes next Wednesday so there will be No Clubs & Activities
next week / the following week there is no school on Friday, Feb. 12 (Lunar New
Year) – we will have Friday classes on that Wednesday so there will be No Clubs
& Activities that week. The next
Clubs & Activities date is February 24 – I apologize for not getting you this
information earlier. Please let your students in your clubs and
activities know.
SUPPORTING
STUDENTS WITH IEPs
With
the beginning of the second semester we want to remind you of how to determine
which students in your class have an IEP. 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.
You can access your students IEP by logging onto SESIS
(https://sesis.nycenet.edu/userlogin.aspx?WorkspaceID=NYCONFIG) with your
NYCDOE credentials.
PARTICIPATING IN IEP MEETINGS & TEACHER FORMS
We
will continue 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 legally mandated
participant in meetings and individuals have been selected based on Wednesday
schedule availability. Prior to meetings you will also 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. When 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 and content or your class.
WEDNESDAY ACTIVITIES & IEP MEETINGS
With
our Wednesday clubs taking place, please know you will be invited to IEP
meetings during your department PD period(s). There will be some exceptions to
this as some of our students only have one general education teacher and the
meeting may take place during your club or tutoring. If this occurs, you will
receive an email ahead of time to plan for the day and your participation in
the meeting.
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
THIS
WEEK’S CALENDAR:
|
MONDAY |
TUESDAY |
WEDNESDAY |
THURSDAY |
FRIDAY |
|
FEBRUARY 8 *Regular Bell Schedule |
9 *Regular Bell Schedule |
10 * Regular Friday
Schedule / No Clubs & Activities |
11 *Regular Bell Schedule |
12 *NO SCHOOL LUNAR NEW YEAR |
MID-WINTER BREAK from February 15-19 / School Begins again on
February 22
HSFI FAMILY CONTACT LIST
A new HSFI Family Contact list for
2020-21 is now accessible with this link:
https://docs.google.com/spreadsheets/d/1J1vQRwmtNjBGgbigc_xtIE8QJ6y1iCRpaRstOEoskjM/edit#gid=0
All faculty have been shared on
this link. The HSFI Main Office has focused a lot of effort this year in making
sure Jupiter is updated and aligned with current student records.
If you
come across a disconnected email, number, or address change, please contact
Assistant Principal Danielle Silva at dsilva@hsfi.us.
MANDATORY
WEEKLY COVID-19 IS COMING TO HSFI
To ensure schools remain a safe and healthy place to learn, all
schools will have 20% of students and staff tested on a weekly basis. As
required by the DOE, the COVID-19 testing consent form is required by the first
day you report to the building. It is
advisable that all staff complete this form, regardless if you are remote or
otherwise.
To obtain access to the consent form, click on the hyperlink and
scroll down to number 3 where it says ‘Staff Consent’ - Mandatory Weekly COVID-19 Testing
You must log in with you DOE credentials and click the tab that
says “consent”. Unfortunately, the automatic response feature is not
activated, so you will not be able to receive a response that the information
was collected.
Failure to comply with this request may
lead to the DOE placing you on unpaid leave.
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
IMPORTANCE OF CONFIDENTIALTY
Breaches
of confidentiality are taken very seriously by the New York City Department of
Education. Unauthorized disclosures of student information must be documented
and may result in HSFI being in non-compliance with federal, NYS, and NYC
regulations and policies. Outside of staff within our school who have
legitimate educational interests in the student, the following information
should not be shared with any third party:
(1) Any
medical records or information you may have access to, including any disability
or accommodation related to learning or otherwise.
(2) Disciplinary
records
(3) Any
information from a student's education record (without permission from the
parent or student)
IMPORTANT MANDATED REPORTING PROCEDURES – PLEASE READ OVER
In the event that any staff member receives an email
or receives information on a school program used for messaging students i.e.
Jupiter, Google meets, gmail.. or while remote conferencing, from a student
which indicates that the student is in crisis (e.g. alleged child
abuse/neglect, suicidal ideation, self- harm), please follow these steps:
#1 - Before any session, ensure you check any means for student contact
information to make sure you have updated parent / guardian / emergency contact
information.
#2 - Call 911 to report a SUICIDAL IDEATION immediately and
provide the police with student information (make sure the student is not left
alone during this time) INFORM MR RASCHILLA AND
YOUR DIRECT SUPERVISOR IMMEDIATELY.
#3
- As soon as possible, call and email your
administrator(s), copy that student's Guidance Counselor.
#4
- In the case YOU SUSPECT alleged child
abuse/neglect, you must call the Mandated Reporter Hotline (800-635-1522) to
report the alleged incident. Ask for the name of the person that you are
speaking with and the case ID number, MAKE RECORD OF THIS.
Any questions, you can also call ACS Safety First (718- KID-SAFE)
543-7233.
#5
- Upon completing the above steps, you must send a
brief informational email to your administrator(s).
#6
- If a report for child abuse is called, the
following required form would need to be completed and it can be
downloaded at the link below: https://ocfs.ny.gov/main/Forms/cps/LDSS-2221A.docx
#7 - The form should be completed electronically and emailed to
your administrator(s) and borough field support representative(s) for ACS * Guidance can assist with this.
PLEASE REMEMBER, YOU ARE ALL MANDATED REPORTERS DESPITE NOT BEING
PHYSICALLY IN THE BUILDING.
Chancellor Regulation A-750 - Child Abuse and Maltreatment
Prevention https://www.schools.nyc.gov/docs/default-source/default-document-library/a-750-9-28-2017-final-remediated-
wcag2-0
Chancellor Regulation A-755 - Suicide Prevention / Intervention
https://www.schools.nyc.gov/docs/default-source/default-document-library/a-755-english
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
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.
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.
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.
NON-CHARGEABLE TIME FOR GETTING THE VACCINATION
During work hours, staff are entitled up to two hours in each
instance for administration of each vaccine.
Documentation including date and time is required. Time
beyond that will be charged against sick time.
W-2 FORMS AVAILABLE ELECTRONICALLY
Electronic W-2 forms can now be accessed/printed from
NYCAPS/ESS.
Paper forms will be mailed by the DOE to address on record.
EMERGENCY CONTACT
INFORMATION
Even if you have provided emergency contact information at HSFI,
DOE strongly suggests entering this information in NYCAPS ESS as well.
After logging in, click "Personal Details" and then "Emergency
Contacts."
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 MS. VACCARO, MS. DAMIAN & MS. SERRANO for all their hard work with the Virtual Enterprise students who
made into the second round of the Business Plan citywide competition.
Thank
you to our entire staff Diversity, Equity & Inclusion Team - MS. KASS, MR. JONES, MS. SAN JORGE, MS. POWELL, MS. DAVID, MS. ROJAS,
MS. CUYA, MS. ROCHFORD, MS. SEIFERT, MS. DE LA ROSA, MS. PATWARY, MS. GREENE,
MR. MATELUS, MR. TRIMPE, MS. WADE, MR. CENTENO, MS. CUFFIE, MS. DAMIAN, MS.
SOSTRE, MS. SCHLEIN, MS. MOKIM & MR. DIXON for meeting before the school day to continue our Race and Equity
work in the HSFI community.
Thank
you to MS. JOHNSON, MS. JACKSON & MS. KASLOW for working together to coordinate student support groups to
ensure all students feel cared for!
Thank
you to MS. SAN JORGE for always
asking the tough questions and pushing the counseling team to be its best.
Thank
you to MS. PADRON for always
being supportive of the guidance team and thinking of out of the box ways to be
innovative.
Thank
you to MS. CARTER for her
resilience and care when supporting families.
Thank
you to MS. CHAVEZ, MS. SERRANO & MS. PARISSE for helping to set up the NX Spring plan within the CTE
department for students.
Thank
you to MS. RICCI, MS. VACCARO & MS. POWELL for writing and submitting a grant to The Gap. We hope to buy new
photo studio equipment to help support the college portfolio development for
all majors.
Thank
you to MS. MINSKY for working
with to get all CTE teachers access to the new CTE Tracking System.
Thank
you to the Work Based Learning Team - MS. CISSE, MS. SAN JORGE, MR.
LACHOK, MR. DIXON, MS. MINSKY & MS. VELEZ for creating a lesson on mail etiquette which will be taught to
all students next week within their CTE class.
Thank
you to MS. CARTER & MS. RICCI for working so hard to get students accepted into the Orchids
Foundation (mentorship program). The students accepted were: Naima Jean-Louis,
Cindy Perlata, Jessica Dapaah, Marelyn Capulin, Pricilla Ortiz and Sara Smith.
Thank
you to MS. KASS for Thank
you Ms. Kass for hosting a Valentine Workshop for our HSFI students with
Fashion Cares on your Friday evening. We really appreciate your dedication to
serving the students of our school community.
Thank
you to MR. MONTENEGRO, MR. MENCIA & MR. ABDALLAH for their work with school device distribution and
exchanges for students.
Thank
you to MS. LOOSER for assisting
a student in time of personal crisis.
Thank
you to MS. SMITH & MR. LACHOK for sharing examples of their online lessons for our Diversity,
Equity and Inclusion Planning.
Thank
you to MS. ARCAMAY for creating the Respect For All SPARK flyer.
Nominated
by MS. PARISSSE, Thank you to MS. ROCHFORD for making an amazing flyer for the SEL Fashion Feels Event. She
always goes above and beyond to be a part and support the SEL efforts at our
school.
Nominated
by MS. CISSE, Thank you to MS. MINSKY, MR. DIXON & MS.
VELEZ for
being wonderful new members of the
WBL Team.
Nominated
by MR. CENTENO, Thank you to MS. CHAVEZ - Ms. Chavez is always someone I can go to for advice and
clarity on navigating during remote teaching. She is always more than willing
to help, even beyond school hours which I find very selfless and generous of
anyone during our current climate.
Nominated
by MS. VACCARO, Thank you to MS. DAMIAN for working on ensuring that Course Outlines are updated and
ready for Program Approval.
Nominated
by MS. VACCARO, Thank you to MR. JIMENEZ for seamlessly transitioning into the CTE department and ensuring
that Ms. Noble's classes are being covered while she is on maternity leave.
Nominated
by MS. DAVID, Thank you to MS. ROCHFORD for sharing a wealth of resources that will make instruction
and engagement with my students smooth for this coming semester and I
appreciate her greatly. :)
Thank
you to MS. JOHNSON for rejoining
the English Department to fill in for Ms. Russell and keep our level of
instruction and support high!
Nominated
by MR. LACHOK, Thank you to MR. SIA for his very detailed
outreach emails to students and parents. Not only me, but I know a lot of other
teachers appreciate it as well.
Thank
you to MS. GARCIA, MR. KALISCH & MR. ROBINSON for
hosting an IEP meetings.
Thank
you to MS. INCE, MR. CLANCY & MS. HUSTED for supporting those IEP meetings this week.
Thank
you to MS. MOKIM, MS. FECSKO, MS. SCHLEIN, MS. WEISS, MR. DIXON &
MR. SIA for
participating in IEP meetings.
ADDITIONS
TO THE BLOG
If you are interested in adding
something to the Weekly Bulletin Blog, please email Angela Ianniello – AIanniello@schools.nyc.gov – by Wednesday of that week. Submissions emailed after this deadline will
be placed in the following week’s Blog.
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