TRCS+Family+Handbook

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= = =**The Renaissance Charter School**= =**FAMILY HANDBOOK**=


 * “Developing Leaders for the Renaissance of New York”**

35-59 81st Street • Jackson Heights, NY 11372 • 718-803-0060

Table of Contents About Us

1) Our History 2) Our Mission 3) Our Core Values 4) Our School and Student Body 5) Our Parents, Families and PTA 6) Our Graduates 7) Board of Trustees 8) CSG (Collaborative School Governance) and Management Team 9) Our Supporters -- Partnerships and CBO Alliances Academic Program 1) Curriculum 2) Assessment 3) Extra-Curricular Activities 4) Important School Events  Curriculum Night  Parent/Teacher Conferences  College Bound Grand Meetings  Arts Exhibition Nights  Fund Raising Activities 4) Homework 5) School Supplies Citizenship, Health and School Safety 1) Student Responsibilities 2) Discipline Policy 3) Attendance 4) Lateness 5) Dress Code 6) Plagiarism 7) Cell Phone Usage 8) Returning Books and other School Materials 9) Change of Address 10) Health • School Nurse • Medications • Immunizations • Emergency Contact Form • Elevator Keys 11) Safety • Report Safety Concerns • High School ID • Fire, Safety, Intruder Drills • Evacuation Plan • Elevator Usage General Information 1) Important School Contact Information 2) Contacting Staff 3) Pick up by Parent/Guardian 4) Visitor Policy 5) Subway, Bus, and Parking Directions 6) School Calendar Daily Schedule 7) School Closings Policy 8) Breakfast and Lunch Programs 9) School Bus 10) Metrocards 11) Personal Items and Lost and Found 12) Working Papers 13) Admission Policies 14) Class Trips


 * SERVICES FOR STUDENTS**

1) Instructional Support Services (ISS) • Individual Education Plan (IEP) • Section 504 • English Language Learners • Support for special needs students • Response to Intervention and support for at-risk students 2) Counseling Services and Guidance 3) The Student Support Team 4) The Learning Center (TLC) • The At-Risk Population • The Enrichment Program • Suspension Program 5) Supervision of in-school suspensions 6) Critical Friends Groups 7) TRCS-PTA After-School Center 8) Transportation 9) Grievances

Appendix A: Schedules and Hours Appendix B: Staff Support System Members Appendix C: School Governance Appendix D: TRCS School Calendar


 * ABOUT US**

Our History The Renaissance School, New York City’s first K-12 public school, was conceived in the early 1990s by a small group of teachers and parents who passionately believed that by taking personal responsibility and working together they could create a different, more positive educational experience for students. Fueled by a shared conviction that every child has unique and wonderful potential that can and must be developed, they determined to create a school where every person would be valued and every student could flourish. They presented their proposal, along with many hundreds of other applicants, to a foundation seeking to create several “New Visions” public schools in New York City. Their effort was successful and on March 17, 1993 the NYC Board of Education formally established The Renaissance School which opened in September 1993 with 130 students in grades 3-8. In 1996 the school moved to its current location, a beautiful facility in the heart of Jackson Heights, where it expanded to grades K-12 and a student body of more than 500. In September 2000 the school, among the first to be selected, was granted Charter status by New York State and became The Renaissance Charter School. Based on its proven success, the school’s original Charter was renewed for an additional five years in September 2006.

Our Mission “Developing Leaders for the Renaissance of New York” is the school’s motto. Underlying that motto is a belief in the power of the single individual and in the positive potential that exists within every human being. When that inherent potential is developed, or expressed, the world around the individual begins changing to reflect what is more positive and more value creative. In this way, as we change ourselves, we change our environment. The school was founded on the belief that such a change, or renaissance, in just one person can lead to the rebirth of a community, a nation and ultimately humankind. Convinced that the most powerful force for positive change were aware, educated, humanistic young people, the founders named the school “The Renaissance School” and determined to help all of its students realize their potential for positive change. The mission of the school continues to be to develop leaders who through their own personal growth and commitment will help spark a “renaissance” in the larger shared community of New York City and beyond. Toward that goal the school fights aggressively for the happiness and success of each student helping prepare them to become humanistic leaders and global citizens who respect human rights, protect the environment, and advocate for peace and sustainability.

Our Core Values Students develop best when they feel safe and known Renaissance has created a supportive, stimulating environment where youth can flourish and achieve the highest academic standards in a small, family-like atmosphere. Its K-12 program enables students and families alike to enjoy a sense of continuity and stability as they progress through the elementary, middle and high school years. Small class size and excellent faculty-student ratio help strengthen each student’s sense of belonging. In this supportive environment where individual effort and hard work is encouraged every student can succeed.

A diverse learning community that values respect and kindness opens hearts and minds

The Renaissance community reflects the cultural mosaic of New York with its staff and student body mirroring the spectrum of ethnic backgrounds, talents, and abilities that make the City so unique. In this multi-cultural setting students, working together in heterogeneous classes and small groups, learn to value diversity while developing interpersonal skills that will benefit them throughout their lives. Here students build open and trusting friendships with each other. Staff members move beyond cooperation to collaboration and become mentors to students. Parents are valued and the various levels of the school communicate and interact with one another. This environment fosters the development of deep human bonds and nurtures the hearts as well as the minds of its children.

The spirit of leadership is best transmitted through example

Renaissance values the spirit of self-motivated and collaborative action. The school was started by a group of individuals who wrote and submitted a proposal for a new theme-based school without the backing of any prominent organization. The group’s determination to make the impossible possible has continued to be a bedrock principle of the school. Renaissance honors dreams and gives full support to any member of the community—whether student, staff, or parent—who generates an idea they want to carry to fruition. Renaissance is committed not only to developing students as leaders, but also to developing parents, teachers, and support staff as educators who will help revitalize and reinvigorate our educational system.

The forums within the school must be valued and protected

Renaissance strives to be a dynamic village where all citizens participate with a collaborative spirit that is characterized by compassion and responsible dialogue. Teachers work together, classes are arranged in clusters, student voices are heard, parents volunteer, and decisions are made after thorough dialogue among many people. There are various forums where these important discussions take place: Board of Trustees meetings, Collaborative School Governance sessions, Cluster and staff meetings, PTA, Student Council, town meetings, the classroom and at informal gatherings. It is only through participation in these forums that powerful and wise decisions can be made. By becoming full citizens of this village and participating in its forums students gain immeasurable benefit and prepare for life in the “real world.”

All school constituents must work together utilizing each others strengths and talents

To foster communication, cooperation and collaboration among all its stakeholders, Renaissance adopted a multi-level Collaborative Leadership governance structure. It was designed to give voice to staff, parents and students; to develop new tiers of leadership; and to provide strong, independent oversight. The Board of Trustees, with staff/parent/community representatives makes sure the school fulfills its Charter mandates, monitors fiscal integrity, and evaluates the performance of the school’s management team. The Collaborative School Governance Committee (CSG), with staff/ parent/student representatives focuses on the quality of life in the school and reviews broad instructional policies. The Management Team of the principal and co-directors, implements these policies, handles day-to-day operations in Teaching and Learning, Instructional Support, Student Support and Operations, and serves as the Renaissance “vision keepers.” Staff members, equally involved in all aspects of school governance and administration, serve on various committees including Instructional Support, Budget, Intervention, Safety, Programming, Admissions, Teacher Support and Student Support. Staff leadership is further developed through Cluster Meetings, Critical Friends Groups, and Coordinator responsibilities. Through these mechanisms the school’s governance structure helps foster a sense of ownership and a spirit that “I am Renaissance.” Our School and Student Body

Renaissance, one of NYC’s few public K-12 schools, is a unique school that provides a very clear alternative for families. Its current student body is a rich mixture of diversity and talent reflecting the mosaic of New York and creating perfect soil for the development of leadership. TRCS serves approximately 525 students in grades K-12. Class size is approximately 25 in each class. There is one class per grade (K-4) two classes per grade (5-12). Incoming kindergarten students must attain the age of five by December 31 of the year they enter school. The classes are grouped into Clusters to form small communities and facilitate collaboration.

The K-12 pattern has many advantages. It allows families to keep children of different ages in one school. It promotes a sense of continuity and eliminates the often stressful, traumatic transfer to a new middle school or high school. It provides beneficial opportunities for multiple-age interactions with peer tutoring and cross-grade groupings. Many families benefit from the Renaissance practice of “looping” students with the same teacher for two to three years so more stable and meaningful relationships with teachers can develop. Some parents and students also find the focus on the study of New York as a unifying curricular theme lends consistency to the educational experience.

Located in Jackson Heights, Renaissance serves families from northwestern Queens and beyond. The school, enriched by a student body drawn from a wide variety of neighborhoods throughout the city, offers an increasingly rare opportunity for students to participate in a truly diverse community.

Renaissance addresses the individual needs of its students in a variety of ways:  Small class sizes  Curriculum with clear outcomes and differentiated instruction  High quality Instructional Support Services program for students with IEPs, at-risk students, and English Language Learners  Inclusion model of instruction for special needs students  The Learning Center for long and short-term support and enrichment through small group or individualized instruction  Assistive technology with ongoing support of trained professionals  Student Support Team that focuses on students in crisis or exhibiting behaviors that impede learning  Critical Friends Group professional development program which employs reflective and collaborative practices to fine tune instruction so that it is aligned to assessments and standards  Title One Targeted Assistance Program for early childhood and high school students who need academic support  Extended Day Programs with after-school tutoring and Homework Center  Extra-curricular and enrichment activities.

The school facility itself is located next to the Public Library in an active and beautiful neighborhood. It features state of the art building design, indoor playground, climbing walls, weight room, spacious classrooms, large “town square” common areas surrounded by classrooms, media centers, recording studio, gym, auditorium and dance studio, art room, music room, roof garden, and science lab.

Our Parents, Families and PTA Renaissance values the important roles that parents and family members play in the school’s successful functioning and is strongly committed to parental involvement in all aspects of school life. Appointed and elected parent representatives are members of the Board of Trustees and also comprise fifty percent of the CSG. The PTA was involved in both the original and renewal Charter School application process.

Renaissance has an active Parent-Teacher Association that is an integral, respected part of the school. The PTA affords parents and families many opportunities to be involved. The primary goal of the PTA is “to foster communication and collaboration between the parents and families of our children and the teachers and staff of TRCS and to broaden parent’s understanding of our school structure and curriculum.” The PTA has a monthly meeting, which everyone is encouraged to attend. The Parent-Teacher Association has several committees such as Fundraising and After-school Programs. In addition, parents are included in various school-wide committees including Hiring Committees, Budget, Playground Renovation, Safety, Admissions, Hospitality, Newsletter, Fund Raising, Grant Writing, Communications and Arts.

The school is organized into clusters according to grade levels, currently Cluster 1 (K-3rd), Cluster 2 (4th-5th), Cluster 3 (6th-8th), Cluster 4 (9th-12th). Each Cluster has an elected parent representative (the PTA Clusters in high school are Cluster 4 (9-10) Cluster 5 (11-12) who functions as liaison between other Cluster parents, the Cluster staff and the PTA. At the monthly PTA meeting, parents in each cluster meet to discuss issues of interest or concern. Parents are encouraged to get to know their cluster representative who are also members of the PTA Executive Board along with the Co-Presidents for K-8 and 9-12, Treasurer, Corresponding Secretary and Recording Secretary

Our Graduates Renaissance enjoys both high graduation and college acceptance rates for its seniors. Many have received full or partial scholarships including a number of recipients of the prestigious Posse scholarships. Among the institutions of higher learning our graduates have attended are New York University, Syracuse University, Connecticut College, Binghamton University, Smith College, University of Massachusetts, Purchase College, Hunter College, University of North Carolina, Purdue University, Hobart College, William Smith Colleges, Penn State, Skidmore, DePauw University, Boston University, Brandeis University, Baruch College, Sarah Lawrence College, Dickinson College, Fairleigh-Dickinson University, Georgetown University, Vanderbilt University, Georgia Tech, Marymount, Lafayette, Wheaton Colby, Stonybrook, Parsons, SUNY Oswego, College of the Atlantic, Queens College, St John’s University, Clark University.

The College Bound School to Career Team follows up with all Renaissance graduates and helps maintain a continuing relationship with many of them. An annual alumni Homecoming Day and luncheon brings many former students back to the school each year to share their experiences and offer advice and encouragement to the current students.

Board of Trustees The Board of Trustees at The Renaissance Charter School is composed of founding teachers, appointed teachers, parents, staff, an elected teacher, an elected parent, and community members. The Board of Trustees determines whether the school is fulfilling the mandates of its charter, monitors the fiscal integrity of the school, and oversees the evaluation and performance of the principal. The Board’s meetings are governed by the NYS Open Meeting Laws and therefore are open to anyone. Parents and guardians are encouraged to attend.

CSG (Collaborative School Governance) and Management Team The CSG is the leadership team for The Renaissance Charter School. It meets monthly to discuss school-wide issues, such as curriculum, budgeting, and discipline. It monitors the quality of life and instruction at Renaissance. The CSG is composed of the principal, chapter chairperson (the school liaison to the United Federation of Teachers), PTA co-presidents, parent and teacher representatives for each cluster, a non-pedagogical representative, and three student representatives. These voting members of the CSG are the policy and decision making body for Renaissance and set the direction for the school. Examples of policy decisions made by the CSG in the past are the decision to open a new 5th grade class in 2005-2006, the implementation of the Writing Project Initiative, and the opening or closing of positions based on charter improvement goals. The implementation of these policies is delegated to the management team. The CSG meets once per month. In addition to these official members, all parents, guardians, and school employees are welcomed and encouraged to attend CSG meetings.

The school’s management team consists of a Chief Learning Officer (CLO) and co-directors who implement the policies of the Board and CSG. The team handles the day-to-day operation of the school including: teaching and learning, instructional support services (special education), operations, and student support. The CLO handles external relations and dissemination of best practices beyond the school. The team meets frequently to shares the joint responsibility for the oversight and development of the school and staff supervision. One of its main responsibilities is to be the vision keepers of the school. Our Supporters, Partners and Community Collaborators From its inception Renaissance has reached out into the broader community to form relationships and seek opportunities to enrich the educational experience of its students. Community involvement, one of the three tiers of its academic and leadership program, has occurred in various ways and in diverse settings. Renaissance students have completed internships, done community service and participated in special programs with organizations such as the American Museum of Natural History, Elmhurst Hospital, Beth Israel Medical Center, St. Mark’s Veterinary Clinic, Sadie Nash Leadership Project, LaGuardia Community College, Columbia University, Bronx Zoo, Cornell University, Project Read, Global Kids, Latin American Integration Center, National Youth and Peace Coalition, Municipal Arts Society, Quilombo, Academic Explorers Club, New Visions For Public Schools, Latin American Integration, The Posse Foundation, Queens College Gear Up Program, Langston Hughes Library and Cultural Center of Queens, Lehman College Writing Project, Outward Bound, Nature’s Classroom, New York Road Runners Club, New York Climbing Center, DECIS Rising Up and Moving, Teens for Racial and Ethnic Awakening, Turkish American Multicultural Education Foundation, Global Teens, Reuter’s International, the United Nations, City at Peace Youth Development Program and the China Institute.

Renaissance has also formed alliances and relationships with a number of arts organizations including TADA Theater for Youth, Latin America Cultural Center, Arts for All and Children With Challenges, Learning-By-Design, Salvadori Center, Empire State Partnership for the Arts, The Colden Center, The Jazz Project, The Center for Arts Education, Parents As Arts Partners, Latin American Cultural Center of Queens, The Noguchi Museum, The Metropolitan Opera Guild, Partners for Arts Ed, School Arts Program, NYSCA Performing Arts Center of NY, Queens Council on the Arts and Queens Theater in the Park.

The school has been involved with its local community through various community groups. Renaissance students have also benefited from the collaboration of professional staff members with many educational and policy organizations such as Teachers for Tomorrow, Bank Street College of Education, St. John’s University, The New School for Social Research, NYC Writing Project, NYU Institute of Policy and Social Research, NYU Child Study Institute, NYC Center for Charter School Excellence, Center for Educational Innovation/Public Education Associate, National School Reform Faculty (NSRF), and the All Kinds of Minds Institute.


 * ACADEMIC PROGRAM**

Curriculum Renaissance has a three-tiered curriculum —core academics based on compacted and effective delivery of standard-based instruction, project based learning, and community involvement. Each tier is valued as a significant pathway for student learning. As a K-12 school, TRCS has the unique ability to integrate subject matter from grade to grade and to take full responsibility for student learning. This allows expectations for student learning to remain high and consistent throughout the grades. It also enables better articulation and coordination between grades to take place. At Renaissance all students are expected to maintain a strong work ethic and to strive to realize their full potential. Teachers are expected to provide interesting, relevant and challenging coursework, and to help every student succeed by differentiating instruction and employing varied teaching methods that address multiple learning styles and levels of ability. This wide array of innovative teaching methods makes Renaissance distinctive.

The study of New York City is a central theme of the Renaissance curriculum. Whenever possible teachers integrate its history, culture, geography and economics into the study of traditional academic subjects. New York City, with its diverse population, is a microcosm of the world. By gaining knowledge, understanding and appreciation of their own city, students will be more responsible citizens of New York. When firmly girded in their own community, they will be better equipped to become global citizens.

Social responsibility is another theme embedded in the Renaissance program as part of community involvement and leadership training. Students at all levels perform service within their classroom, the school and beyond; participate in advisories; and take responsibility for clubs, town meetings and other special activities. Each year high school students organize several major events including “Social Justice Day” to examine important social issues, “Career Day” and “Rensizzle Week” when small groups of students design and carry out a project-based learning experience in an area of personal interest. Students also participate in events outside the school such as the UN exhibition, “Building a Culture of Peace for the Children of the World” where they served as guides and facilitators for visiting school groups. The incorporation of project based learning into all classes and clusters, enables students to explore their individual interests and to collaborate on small group projects that help prepare them for the work world of the 21st century. Through these and many other activities students develop leadership skills and self-initiative.

The Renaissance program has many other innovative features. Spanish is taught to all students K-12 with high school students in the Pre-Teaching Academy serving as interns to the Spanish teachers. A 7th-12th grade multi-approach College Bound program that supports students in developing leadership skills, scholastic ability, and self-awareness addresses the needs of each grade as they go through the college preparation process. In the Arts traditional art, music, drama and dance classes are supplemented with programs that integrate the arts into core subject classrooms through residencies such as TADA, Young Playwrights, Queens College Jazz Program, and Metropolitan Opera Guild. Learning By Design brings architecture and design into early childhood classes and the Salvadori program integrates architecture and engineering into Middle School math and science classes. Weekly chess classes are part of the K-4 math curriculum. Students in all grades take frequent trips to extend and enrich their classroom learning. For example 4th-6th graders attend Nature’s Classroom environmental camp for a week while 7th & 8th graders go to Philadelphia for a three-day history tour and to the Poconos for Nature Camp.

Assessment At Renaissance students are assessed at an early age and then repeatedly throughout their education so their specific needs can be quickly identified and met. Student achievement is measured through both standardized tests and course grades. Students take all city and state examinations. In the primary grades they are assessed through ECLAS and screenings for speech, hearing, vision, and motor coordination. TRCS high school students take PSAT, SAT, and various AP examinations as well as NYS Regents examinations. In all grades we utilize interim testing to help us gauge student progress during the school year and more comprehensive evaluations are provided when necessary. Each student at risk has an individualized academic plan to set educational goals and record progress.

Student performance in the classroom is evaluated in a variety of ways across the K-12 spectrum and is grade appropriate at each level. Each grading system assesses student strengths and identifies areas for improvement. Designed to give a better understanding of the teacher’s objectives and the student’s progress, they help highlight additional support or enrichment a student might need. In the younger grades, teachers use a combination of narratives and skill/development checklists. Teachers in the middle and upper grades use different formats. A combination of similar criteria is used throughout to evaluate performance, or determine promotion including, but not limited to class work, homework, attendance, lateness, state, local and subject tests, other school instruments, and social/emotional readiness. In grades 5-8 the homeroom/subject teacher confers with other subject teachers to consider the student’s overall performance and readiness for advancement. In grades 9-12, each subject teacher uses the above criteria to determine if the student will pass their specific class.

In the high school, New York State Education Department regulations require that all courses be credit based. TRCS follows all NYS requirements for graduation, including Regents examinations and the specific credits per discipline as delineated by the Board of Regents. In order to progress to the next grade, the student must earn the minimum number of academic credits as follows: 9th Grade (0 credits), 10th grade (8 credits), 11th grade (20 credits), 12th grade (28+) and graduation (44 credits). More detailed information is contained in the High School Student Handbook.

The school year is divided into four marking periods for most classes and report cards or progress reports are distributed at the end these periods. The specifics of how and when the reports are disseminated vary according to grade level and time of year. They might be sent home with the student, mailed or given out at a scheduled conference. In the younger grades the report card must be signed and returned to the teacher. The dates of the marking periods for each school year and of Parent/Teacher Conferences are included on the school calendar. Timely reminders of these events are also sent home with students.

Extra-Curricular Activities Renaissance students are strongly encouraged to participate in extra-curricular activities to help them develop as well rounded, highly skilled individuals and to satisfy an important component in their application to college. Our school offers a wide variety of extra-curricular activities, some sponsored by Renaissance and others conducted through outside programs.

Activities are available to all students but vary across the grades. K-5 students can participate in a fee-based after school program operated by Renaissance PTA that includes homework help, athletics, and extracurricular activities. See the After School Center section under Services for Students, later in this handbook and contact the Main Office for more detailed information and registration.

Renaissance also provides a staff run after-school Homework Center for both Middle School and High School students. The purpose of the Homework Center is to provide students with a quiet place to study, computer access for the purposes of work and study, and academic assistance. The Homework Center is NOT a hang out, and students who are not working, being disruptive, or not following the published guidelines for behavior will be asked to leave immediately. The Center is normally open every day after school and a snack is provided.

In addition to the Homework Center, in Middle School and High School, extra-curricular activities have included volunteer work; internships; workshops to enhance artistic and/or academic skills; Chess; boys and girls sports; clubs such as Art, Vocal Music, Instrumental Music, Drama, Musical Theatre, Latin dance, Robotics, Student Council, Yearbook, National Honor Society, Peer Mediation, TREA, YELL!, Renaissance Record Label, Growing Up In Queens, etc. Clubs and extra-curricular programs change yearly; program lists are available in the front office.

All students who remain after regular school hours must have parental permission. Students not engaged in supervised activities should leave the school premises at dismissal. After that time, teachers and staff are available to supervise only those students involved in official after-school activities. Unsupervised students may not remain on the premises. Alternative transportation should be arranged for K-6 students who attend after-school activities and ride the school bus. Younger children who need to be escorted must be picked up on time.

Important School Events  Curriculum Night – Scheduled near the beginning of the school year, “Curriculum Night” provides families with the opportunity to meet with teachers who will be instructing their children. While the manner of presentation may vary across the grades, in every cluster teachers briefly present a description of their class curriculum, as well as information about any requirements or supplies that student need. While “Curriculum Night” is not a time for parents to meet individually with teachers, it is an opportunity to learn more and ask questions about our instructional program.  Parent-Teacher Conferences – These events are preset times when parents can meet briefly and privately with teachers to discuss their child’s progress. Both evening and afternoon hours are provided for these conferences which are generally scheduled in November and April. If parents/guardians are unable to attend one of these events, or feel they need a longer meeting, it is suggested that they contact their child’s teacher. The teacher will schedule a meeting at an alternative time.  College Bound Grade Meetings – Sponsored by the College Bound Office, grade meetings address topics particular to that grade regarding high school requirements and the college application process. Students and their parents are strongly encouraged to attend. Parents are notified about these meetings in the school calendar as well as through email.  Arts Exhibition Nights – All TRCS students study an art discipline (visual arts, music, or drama) during the school year and have the opportunity to exhibit or perform their work at Exhibition Night. This activity is scheduled in the spring and families are strongly encouraged to attend.  Fund-Raising Activities – Students frequently sponsor day and evening activities such as luncheons, talent shows, and multicultural festivals in order to raise money for various activities. Students organize and promote these events and families are welcome to attend and provide support.

Homework Homework is given on a grade appropriate level and should be expected on most, if not all, evenings. Homework and after school projects are designed to reinforce classroom learning through practice and application; develop study skills and work habits such as time management; and help students connect their classroom learning with leisure activities and career centered interests. Students are expected to complete their assignments on time and parents/guardians will be notified if a student’s assignments are habitually late, incomplete or unsatisfactory. When absent, students are expected to find out what assignments were missed. Parents can help their children avoid falling behind by communicating with their teachers and making sure he/she can contact another student for assignments. We also encourage our parents to help their children develop good study habits by creating a setting conducive to learning, talking to them about their schoolwork and activities, and making sure they have library cards so they can begin to develop reading as a lifelong pastime.

School Supplies Students need school supplies to use during the school year. Valuable instructional time is lost when a student is not prepared for a lesson; this may affect her/his performance and be reflected in the class grade. The supplies needed vary across the grades but at the beginning of the school year the teachers will provide a list of what is required in specific classes to each student. Parents/guardians are responsible for providing these and making sure that their children come to school prepared every day. (Families who have difficulty obtaining supplies should speak with their child’s teacher or one of the Co-Directors.)


 * CITIZENSHIP, HEALTH AND SCHOOL SAFETY**

Student Responsibilities Renaissance is a village. A village prospers when there is community spirit built on trust and respect, and when everyone takes responsibility for its safety and well being. This is why there are school rules and guidelines that govern how members of the Renaissance community work and live together. The rules governing student citizenship are based on several important ideas:

 One of a student’s most important rights is the right to learn. Any type of behavior that interrupts a student’s right to learn is unacceptable.

 A school must be a safe place, physically and emotionally. As members of the community, Renaissance students are responsible for maintaining and protecting its safety.

 Students share the responsibility for improving the village – its facilities, its reputation, and its relationship with the community.

 Renaissance is a school about leadership. Its students, having common sense and knowing right from wrong, are expected to take initiative and fulfill their responsibilities without being told to do so.

 Every adult at Renaissance is there to support the education of the students. In that capacity, students should respect them equally as their teacher.

 In all disciplinary matters, students will receive notice and be asked to present in writing their version of the facts and circumstances leading to the imposition of disciplinary measures. Depending on the severity of the infraction, disciplinary responses include detention, exclusion from extracurricular activities, suspension, and expulsion. Where appropriate, school officials will also contact law enforcement agencies.

Discipline Policy Renaissance is committed to being a school where students can learn and staff members can teach in a safe and secure environment. To accomplish this goal students must assume responsibility for their behavior, realize that standards of behavior exist and that there will be consequences if they violate these standards. The school’s discipline policy, outlined in The Renaissance Student Support and Discipline Policy Handbook, provides comprehensive guidelines to determine unacceptable behaviors and a range of permissible disciplinary measures to ensure consistency and equitable treatment for all students. The policy also enables teachers, student support staff, and administrators to exercise discretion and educational judgment. Because students, parents, and staff all have a role in maintaining a safe school it is imperative that good communication and cooperation exist between the school and the home. Parents, as active and involved partners, should become familiar with the Discipline Policy so that they can instill a sense of responsibility in their children. The Renaissance staff should inform parents about their child’s behavior and nurture the skills the students need to succeed in school and society.

The standards set forth in the Discipline Policy apply to behavior exhibited in school during school hours; before and after school while on school property; while traveling to and from school; at all school-sponsored events; and on property outside the school when the behavior endangers the health, safety, morals, or welfare of the school community. Students are seen as representatives of Renaissance and as such their behavior reflects on the school as a whole. (For detailed information about the rules and regulations governing student behavior, see The Renaissance Student Support and Discipline Policy Handbook.)

Attendance Students are expected to attend class every day unless they are sick, have been officially excused or for religious observances. Students who miss school are required to bring a note from their parent/guardian or health care provider explaining the absence. Work missed during the absence must be made up. If possible parents should notify the school on the first day of their child’s illness, especially if he/she has a contagious disease that might spread to other students. The school must be advised if the student will be absent over three days. More than five absences per semester is considered excessive. Missing more than 10% of the school year is one factor considered when determining grade retention. Students hospitalized or convalescing at home for an extended period may possibly continue their work through a hospital school or home schooling to avoid missing promotion to higher grade. Student Support Services can assist in arranging appropriate services

To get early release for a medical appointment, a student must bring a written request in advance from the parent, guardian or doctor’s office and must be picked up by a designated parent or guardian. Parents should try to schedule appointments after school hours to limit intrusion into their child’s school day.

Lateness to school School is a preparation for the world of work. It is important that students be on time both for school and for each class during the day. If a student is late to school three or more days in one week, or five or more days in the period of one month, parents or guardians will be notified by the Student Support Team to determine appropriate action. Students who are late to school for a legitimate reason, such as a medical appointment, should bring a note written by their parent, guardian, or physician.

Dress Code It is important to understand that Renaissance is a K-12 school with students of all ages in attendance. We particularly encourage older students to remember they are role models for the younger children and to try to dress and act accordingly. The basic guidelines for appropriate school attire include clothes that are clean, neat and appropriate to the season and weather. Shorts and skirts that are of appropriate length. Loose-fitting pants secured with a belt at or above the hips. Footwear must be worn at all times and be securely fastened. Prohibited attire includes bare shoulders, cleavage, exposed midriffs, T-shirts with offensive sexual or derogatory sayings, clothing that advertises or promotes gang related activities. Coats are to be kept in closets and lockers and not worn in class.

Students who come to school inappropriately dressed will be sent to Student Support where they may be required to change their clothes, put on additional clothing, or be picked up by their parent/guardian so they can change their clothes and return to school.

Plagiarism At Renaissance, plagiarism is not acceptable and has serious consequences. Plagiarism means taking credit for work that is not one’s own. It can include copying someone’s ideas or essays word for word. Plagiarism also includes adding information from the Internet or other research sources to one’s own work without giving proper credit or citation. Information that is not general knowledge, even if rewritten in one’s own words, must be cited. Plagiarism is a serious offense in both higher education and in the work world, so it is important that students understand the magnitude of this infraction. In college, a student who is caught plagiarizing may even be asked to leave the school.

Cell Phone Usage Renaissance policy prohibits student use of cell phones or other electronic communication devices in the school. This equipment, if seen or heard, will be confiscated. In case of an emergency, students should get a pass to use the phone in the Main Office. Parents/guardians should not call their child’s cell phone or pager while he/she is in school. They should contact the Main Office and leave a message for their child.

Returning Books and other School Materials Most courses and classes require specific textbooks or reading materials. Students can borrow these books and materials from the school, signing them out from the person who is in charge of the third floor media center for high school students and with the classroom teacher in other grades. Students are required to return all borrowed books by the end of the school year. Students must replace any books that are lost or damaged, so that the school maintains a class set of books. Students must pay for textbooks that are lost or damaged, as well as other books that are not readily available. It is the student’s responsibility to ensure that bar codes remain on books that were borrowed. If a student returns a book without a bar code, she/he will not be credited and must replace the book or (in the case of textbooks) pay the cost of the book in full.

Change of Address A student whose emergency contact information changes after school begins must notify the Main Office immediately so that the change can be noted. It is essential that the school has an accurate home addresses for mailings, and telephone numbers where parents or guardians can be reached. The official school records (computer ATS records) must also accurately reflect each student’s current address, home phone number, and contact information (daytime phone numbers) for parents or guardians.

Health Renaissance considers the health and well being of all its students to be of central importance and is committed to creating a safe environment for them. There is a full-time nurse on staff to assist with medical issues. On-site hearing and vision screening is provided to newly admitted students, at-risk students, and students referred by teachers, parents, or themselves. Annual physical, dental and vision examinations for all students are also recommended.

 School Nurse –The nurse, whose office is located inside the Main Office, is responsible for providing medical attention but is prohibited by law to diagnose medical problems or to prescribe or dispense medications without a legally filed 504 form. Students who do not feel well should get a pass from their classroom teacher and go to the nurse. Students MUST have a pass to be admitted to see the nurse and are not permitted to stop in between classes. Failure to follow these procedures will be considered an unexcused class absence. After entering the Nurse’s Office, students must sign in and wait quietly. If it is necessary to send a student home, the nurse will contact the student’s parent/guardian or emergency contact. Students under 18 cannot leave school without being accompanied by a parent, guardian, or designated emergency contact who is18 years or older.

 Medications – Some students take medication during the day due to physical or emotional conditions. A 504 form (a written physician’s order and parent permission form) is necessary for the nurse to be permitted to administer medication or for the student to self-administer medication during the school day. These medications must be given to the school nurse who keeps them in a safe place and dispenses them to students at designated times. Students must take the medication in the Nurse’s Office and return the container to the nurse for safekeeping. The 504 form must be updated annually by parents or guardians and submitted to the nurse for ongoing medication needs.

 Immunizations – Students entering TRCS must have a satisfactory physical examination with certification of immunization on file. The required immunizations change from year to year, so please check with the staff in the Main Office for updated information. No child may attend school without the necessary immunizations. Some students may be exempt due to conscientious, religious or health considerations. Please contact the Main Office for information on immunization exemption.

 Emergency Contact Form – This form which is given to every student each year is extremely important because it gives Renaissance instructions for contacting a student’s family in case of an emergency. Parents should provide full and accurate information, including at least two (2) telephone contacts. If any information changes after the initial form is submitted, the school should be immediately notified so the record can be updated.

 Elevator Keys – Students with a written physician’s order that they use the elevator rather than the stairs for medical reasons will be issued an elevator key for the duration of time medically necessary. It is imperative that students with elevator keys not let other students ride with them on the elevator, unless an accompanying student has been designated by a Renaissance staff member to provide assistance. To get an elevator key, a student must obtain documentation from a health care provider and present it to the school nurse, who will keep this documentation on file. The nurse will provide the elevator key as needed. The student must sign for the key and is responsible for returning the key to the nurse as directed. Any student who fails to return the key or makes a copy of the key may be subject to disciplinary consequences as determined by the Student Support Team.

Safety  Reporting Safety Concerns - Students are urged to contact any adult about safety concerns. The student may do so verbally or in an anonymous note. Renaissance has developed a silent incident report form that is available outside the Student Support Office, outside the College Office, or in the Main Office. The completed form, which may be anonymously written, should be placed in the mailbox (Main Office) of the Co-Director of Operations or in the Silent Incident Report Box outside room 211.

 High School ID - All high school students must have Renaissance ID cards that are provided to all ninth grade and eleventh grade students, as well as newly admitted students, at the beginning of the school year. If a student loses the ID during the school year, a replacement costs $5.00. It is extremely important that students carry their IDs at all times. New York City high schools are not all on the same schedule, so transit police while traveling to or from school may stop students.

 Fire, Safety, Intruder Drills - Every student knows the seriousness of fire and safety drills. Students also know why we need speed, quiet, and order during any potential emergency. Students who misbehave during fire and safety drills are endangering the safety of others as well as their own, and will receive disciplinary action. Students are not to talk during fire drills. Due to the large number of students who leave and then reenter the building, there is a need for students to remain silent at all times from the beginning of the drill until they have reentered their classrooms. They must remain quiet and orderly while exiting the building, waiting outside, and reentering the building to return to class. Students who do not follow these guidelines, or disregard the instructions of Renaissance staff will be referred to the Student Support Team. Students must remain with their group for the duration of a fire or safety drill. After a fire drill, if a student returns to the classroom late, this will be recorded as lateness to class.

 Evacuation Plan - In the case of a fire drill, or in the event of real emergency, students will adhere to the following evacuation plan. All students must leave the building immediately with speed, order, and silence. They must follow the instructions of school staff and assemble outside the building at one of the designated locations. In the case of a prolonged event, students should proceed to a designated safe haven.

 Elevator Usage - There is one elevator at Renaissance and it is essential for the safe and smooth functioning of the school. Students may not ride the elevator unless accompanied by an adult or staff member. Some students may be permitted to use the elevator due to medical conditions. In this case, documentation is required from the students’ health care provider and must be filed appropriately with the school nurse. Students with elevator privileges should not bring another student on to the elevator with them unless the accompanying student is designated by a Renaissance staff member to provide assistance.

Important School Contact Information School Address: 35-59 81st Street, Jackson Heights, NY 11372 School Telephone Number: 718-803-0060 School Fax Number: 718-803-3785 School Website:[| www.renaissancecharter.org]
 * GENERAL INFORMATION**

Contacting Staff The faculty and staff at Renaissance believe that clear communication among all community members is key to a successful and supportive educational environment. Parents/guardians are encouraged to contact the school regarding matters that they feel might impact a student’s education or well-being. They can call their child’s teacher or a member of the Student Support Team if they have questions or concerns, or need to share pertinent information. Renaissance has an automated phone system that provides voice mail for all staff members. To leave a message, follow the automated phone instructions or call the Main Office and request the teacher’s voice mail. Teachers will call back at their earliest convenience. It is the policy of the school to protect classroom instructional time by reducing, as much as possible, any unnecessary disruptions. Therefore, neither students nor teachers will be contacted or asked to leave the classroom during instruction except for an emergency.

Pick up by Parent/Guardian Students in grades K-8 who are picked up by parental/guardian escort meet their escort at the classroom or at the front entrance at 81st Street. If the student/s are not picked up by the parent/guardian, there are directed to wait in the After School Center where they are supervised by TRCS staff.

Visitor Policy All visitors must present a picture ID and sign in with the Security Safety Agent when they visit the school. They should then report to the Main Office for further assistance.

Subway, Bus and Parking Directions The nearest subway station is the 82nd Street stop on the #7 train. From the station walk one block to 37th Avenue, turn left and go one block to 81st Street. We are directly adjacent to the Jackson Heights Library. We are also close to the E, F, R, and V trains (Roosevelt Avenue). Several buses are close by: the Q32, Q66, Q33, and Q19B.

By car, take Northern Boulevard to 82nd Street. Turn south, three long blocks to 37th Avenue. Parking can be difficult. There is a parking garage on 82nd Street right before the corner of 37th Avenue.

School Calendar and Daily Schedule At the beginning of each school year Renaissance issues its own calendar detailing key dates, events and information pertinent to the school. Renaissance generally follows the student calendar of the New York City Department of Education for opening day, half-days, holidays and breaks with some variations. The calendar is updated monthly by the PTA and sent home with students. It also appears on the school’s website, www.renaissancecharter.org. Other information regarding school operations including the daily student arrival/dismissal time, school bus procedures, drop off/pick-up procedures, etc., vary according to grade level and is communicated in other ways.

School Closings Policy Renaissance follows New York City Public School Closings in the event of inclement weather or other emergencies. Check the following TV and radio morning news programs for information about school closings: Radio: WINS 1010 AM, WABC 770 AM, WCBS 880 AM. Local TV: WCBS, WNBC, FOX, WABC (Channels 2, 4, 5, and 7). Cable TV: New York l (Channel 1).

Breakfast and Lunch Programs Renaissance currently contracts out to the NYC Department of Education Office of Food and Nutrition Services for food services. Breakfast is available daily in the school cafeteria in the mornings. See Appendix for this year’s Breakfast and Lunch times. Students are expected to eat with their class. Food menus are prepared to provide healthy, nutritious and tasty meals. Soft drinks and sugary snacks are not provided. Children may bring a non-perishable lunch from home.

Students in grades 7-12 in good academic standing and satisfactory conduct in school may be eligible for outdoor lunch privileges. These students must have all permission slips, emergency contact forms, and meal eligibility forms completed and filed in the school office. In addition, outdoor lunch privileges may be rescinded at any time for infractions of the school discipline code as detailed in The Renaissance Student Support and Discipline Policy Handbook. Students who leave the building for lunch cannot bring food back into the building. Eating in classrooms is not permitted except during snack time in grades K and 1, or if a class has a special event. Some students may be eligible for free or subsidized breakfast and lunch programs. All parents will receive a School Meal Form at the beginning of the school year pertaining to this program.

School Bus Renaissance utilizes the New York City Department of Education’s Office of Pupil Transportation for school bus service for eligible K-6 and special education students. It is imperative that students utilizing this service understand that the bus driver is the source of authority on every school bus and all students must follow his/her directions and instructions. The potential for serious accidents is a very real consequence if the driver of a bus is constantly distracted by the misbehavior of students behind him/her. Students are to show respect and be polite to the driver at all times and should remain seated with seat belts fastened during the entire bus ride. All general school rules apply on the bus. Students who do not follow these rules will lose all or part of their bus privileges and face the consequences listed in the Discipline Policy Handbook. Detailed instructions and rules for students who ride the buses will be distributed at the beginning of the school year or can be obtained in the main office.

Metrocards Renaissance provides student Metrocards for eligible students twice during the school year, at the beginning of each semester. If a student loses a Metrocard, there may be delay of several days in obtaining a replacement. Therefore, students who travel by public transportation should always carry at least enough money to get home, in the event that their Metrocard is missing. If a student does require assistance regarding transportation, she/he should report to the Main Office. Personal Items and Lost and Found

Personal items must be kept on the student’s person, or in their secured locker. Items left in common spaces or unattended may be lost or disappear. In order to safeguard possessions, students should leave unnecessary personal items, large amounts of cash and electronics at home.

A Lost and Found is maintained in the cafeteria. Over the school year our staff finds many unmarked student belongings. Students are encouraged to keep their coats and other extra clothing in their lockers, and to mark all their belongings for identification.

Working Papers Students who are 14 years of age or older can obtain forms to apply for working papers in the Main Office between 9 AM and 3 PM any day that school is in session. In order to apply for working papers students must have a copy of their birth certificate, a copy of their social security card, and a medical form filled out by a doctor. This medical form is available in the Main Office as well.

Admissions Policies The Renaissance Charter School is a non-sectarian, public school. Renaissance does not discriminate against any student on the basis of ethnicity, national origin, religion, gender, sexual orientation or disability. Admission to Renaissance is determined according to guidelines that are specified in our Charter. Parents/Guardians interested in having their child attend TRCS are strongly encouraged to attend an Open House.

Applications will be available at the school beginning on a date to be determined each year, at the conclusion of each open house and at our website. Upon request applications will also be fax or e-mailed to interested families. Renaissance will conduct a lottery for openings in one kindergarten and one-fifth grade class. Some seats may be available in grades 1-4, 6-8, 9-12. Applications for these grades are automatically wait listed and will be considered only if openings occur. Siblings of current Renaissance students will be given priority. A lottery will be conducted if applicants exceed available seats. If seats become available after the initial lottery, a lottery of wait list applications will be conducted. Final acceptance of all students into kindergarten is conditional upon the student turning 5 years of age no later than December 31 of the year admitted. Students applying for grades 1-12 must submit copies of final report cards and/or transcripts from current schools and must meet the criteria for promotion to the grade for which they are applying. More complete details on the admissions procedures are available upon request.

Class Trips Most of our students attend various field trips during the year to enhance their educational experience. The field trips are an integral part of the curriculum at The Renaissance Charter School, and connect to classwork and homework assignments that students receive. If a student is unable to attend a trip, she/he may be given an alternative assignment to compensate for the missed activity.

Participation in a class trip requires that students be attentive, responsible, and respectful to others, for the safety and well being of all concerned. If a student’s behavior in school indicates that she/he is lacking in self control or the ability to follow directions, it may be necessary that a parent or guardian accompany the student on the trip or the student may be required to remain at school with alternative work.

For High School students, permission slips will be sent home before each trip and must be signed by a parent/guardian in order for the student to participate. If a student does not have a signed permission slip on the day of the activity, she/he must remain at school. The school should receive a parent or guardian’s permission in writing.

We believe that students can develop when they feel safe and supported, and are challenged to do their best. Teachers often instruct students for more than one year. This enables teachers to better know the individual abilities and needs of each student and more effectively provide instruction. The following services are available to students.
 * SERVICES FOR STUDENTS**

Instructional Support Services (ISS) The Renaissance Charter School is committed to an inclusive model of instruction for special needs students. This model provides an opportunity for special needs students to grow and learn in the least restrictive environment and for general education students to develop their leadership skills.

Individual Education Plan (IEP) This is an educational plan created by a multi-disciplinary team consisting of at least an educational evaluator, psychologist, social worker, parent, related services providers, and classroom teacher under the auspices of the Committee of Special Education (CSE). The team discusses results of the various evaluations, classroom observations and parent input. Based on the profile developed, the IEP includes the type of classroom placement, related services and modifications (testing, promotion, etc.). This plan is then implemented by the school.

Section 504 This is a regulation under federal Rehabilitation Act (1973). It allows for “leveling of the playing field” for people with disabilities to prevent discrimination due to disability. For schools, this process allows for emergency modifications in various aspects of school life. For example, testing modifications, elevator pass, etc.

English Language Learners (ELL) TRCS offers services for English Language Learners using structured English language immersion so that they achieve proficiency in English as quickly as possible. TRCS ensures that ELL students will not be excluded from curricular and extra curricular activities based on an inability to speak and understand the language of instruction, and also that ELL students will not be assigned to special education because of their lack of English Language proficiency.

Support for special needs students The ISS staff provides educational assistance to special needs students through classes called Special Education Teacher Support Services (SETSS). SETSS is a regularly scheduled class incorporated into a student’s schedule as required by her/his IEP (individualized education plan). Students with IEPs have been evaluated based on a battery of tests by a team of professionals.

SETSS is not a credit-bearing course. Conducted by certified special education teachers, its function is not to teach new curricula but to support students with their academic coursework, providing learning strategies and reinforcement of skills through tutoring, modified instruction, and smaller groupings.

The ISS staff also provides assistance to special needs students through inclusion or “push in” instruction. In this model, the SETSS teacher attends academic classes with students and works together with the class instructor in a co-teaching capacity to provide additional support. Students with IEPs are often provided with differentiated instruction in the same classroom as their peers, reviewing the same or similar materials.

Response to Intervention and support for at-risk students Middle School and High School Students who are considered at-risk of academic failure are sometimes also referred for TLC support services on a temporary basis. The type of intervention is determined by the needs of the student. These students are generally identified by their general education teachers as being in need of additional services. This is not a substitute for services mandated under an IEP (SETTS); it is solely to serve as a supplementary and, in general, short term intervention. For ongoing support, the Committee on Special Education (CSE) of the Department of Education (DOE) must refer a student who has failed to respond sufficiently to intervention for evaluation.

Counseling Services and Guidance The Renaissance Charter School has a licensed, certified social worker who is a full-time member of the ISS Team. The school social worker’s primary responsibility is to provide mandated counseling for students with IEPs. Additional appointments for other students are available on a limited basis.

Appointments with the school social worker must be made through ISS. If students need to see the school social worker during class hours, it is important that they first notify their teacher in person. The teacher will call ISS and provide a pass. For a first appointment with the social worker, students may be referred by a teacher or refer themselves. Parents must sign a consent form for subsequent appointments or ongoing counseling.

There are also walk-in times when the school social worker is available to meet with students, when classes are not scheduled and after school.

The Student Support Team

Student Support (SST) was established to, among other things:

(1) Provide support for students to help prevent discipline code infractions. This support includes: Peace Studies Programs, Peer Mediation Programs, Advisories, support to individual students, support to parents and legal guardians ("parents") through conferences and parent meetings, working with teaching and learning to provide professional development to staff in related matters and referral to the intervention team when needed;

(2) Investigate incidents and determine the appropriate consequences for students who violate the school’s discipline code. This includes: Investigating all occurrences of disciplinary infractions, determining and implementing consequences on a case-by-case basis, including suspension and expulsion when deemed necessary; and

(3) Assist The Learning Center with both in- and out-of- school suspensions.

The Learning Center (TLC)

The Renaissance Charter School has developed The Learning Center (TLC) to meet the needs of three different populations. Although the populations share the space, TLC staff members are highly cognizant of the membership of individual students. Staff members effectively meet the needs of each assigned student and physically place students within TLC in a way that best meets their needs.

1. The At-Risk Population The students in this program are identified by their general education teachers as being in need of receiving additional educational services (i.e. tutoring, modified instruction, smaller groupings, etc) in order to meet the immediate need of their general education class. This in no way is to substitute for services mandated under an IEP (i.e. SETSS). This is solely to serve as a supplement and, in general, is a short-term intervention.

2. The Enrichment Program The students in this program are identified by their general education teachers as functioning at, or above, grade level and are in need of enriched or expanded learning tasks. This program is a short term supplement to the regular class and asks students to provide a higher level of direction and initiative. This program promotes higher order thinking processes that bring students to a new level of mastery of the subject.

3. Suspension Program When, in the course of the school year, a student is in need of either in-school or out-of-school suspension, the educational component of this suspension may be conducted in TLC. Supervision of in-school suspensions: When a student is in need of either in-school or out-of-school suspension, the educational component of this suspension is conducted in TLC.

If the Student Support Team determines that all or part of the student’s suspense is to be served in-school, a representative of the team will meet with the Coordinator of TLC or his/her designee to discuss the student and pertinent facts of the suspension. The Coordinator of TLC will conduct an orientation meeting with the said student upon her/his return to school to explain the ground rules of the suspension. Upon the basis of this meeting and with consideration to the needs of other TLC students, the Coordinator will decide the appropriate physical placement of the suspended student. Suspended students who stay in TLC must follow all TLC regulations and stay in TLC unless directed otherwise by staff. Suspended students must stay in TLC during lunch.

In the case of an out-of-school suspension, the student will be given a scheduled time to attend TLC for two hours of academic instruction. The student must remain in TLC at all times unless directed otherwise by staff.

Please note that in the event of suspension, students will be provided with applicable assignments and materials from their scheduled classes. During a suspension, students will be permitted to take any examinations required for their scheduled classes. Critical Friends Groups The general education teachers meet twice monthly, after school, in grade cluster groupings to discuss students. These meeting are known as "cluster meetings". Cluster meetings shall consist of short discussions on specific issues concerning particular students. More lengthy discussions known as "child studies" also take place. Child studies are approximately 45 minutes in duration, and include a review of the student’s academic history, family history, classroom observations and current academic issues.

In addition to the general education teachers, cluster meetings include representatives from Instructional Support Services, specifically, the special education teacher and the social worker. Also, in certain cases, it may be appropriate for the student’s parents to participate.

Based on the recommendations developed at the cluster meetings certain action plans are put into place. These include at-risk services, tutoring, counseling (parental consent is required), informal behavior plans (i.e., without CSE involvement) and outside referrals (e.g., medical). A recommendation may be made for the ISS team to perform an evaluation, or vision and hearing screenings. A referral to the CSE for comprehensive evaluation may also result from the cluster group’s efforts. After-School Center

The TRCS-PTA After-School Center was founded nearly a decade ago by a group of concerned parents. The objective of the Center’s founders was to provide a quality, affordable, on-site child-care option to accommodate the needs of working parents. This remains the core mission of the Center. However, the Center has evolved to include a whole range of enrichment activities as well as an opportunity for active play.

Currently, the Center is open to students in grades K-5. While the attendance varies from year to year, in the 2006-2007 School Year, an average of 60 students attended the Program on a daily basis. TRCS provides space for this program and administrative support. The program’s primary source of funding comes from fees collected from participating parents. Prompt payment is essential for the success of the Center. See the Appendix for current hours of operation for the After-School Center.

The After-School Center also sponsors additional activities at no additional charge: In the past, these activities have included Homework Center, Science/Social Studies Projects and Arts & Crafts. In addition to these activities, TRCS Students have the opportunity to participate in a number of enrichment programs, which operate independently of the After-School Center. In the past, these have included Chess Club and Private Music Instruction (in conjunction with the NY Performing Arts Conservatory). Please note: these additional programs may require additional fee. For more information, inquire in the TRCS main office.

Parental Involvement is welcomed and solicited. The After-School Center welcomes donations. Of particular interest are donations of time and services and/or art materials. Because storage space is limited, please speak to the Center’s staff before making a donation. Transportation

TRCS will utilize the New York City Department of Education’s Office of Pupil Transportation for school bus service for eligible K-6 and special education students and Metrocards for eligible K-12 students.

The bus driver is the source of authority on every school bus and all students must follow his/her directions and instructions. The potential for serious accidents is a very real consequence if the driver of a bus is constantly distracted by the misbehavior of students behind him/her. Students are to show respect and be polite to the driver at all times. Students are to remain seated with seat belts fastened during the entire bus ride. You are the ambassadors of our school to the community and are expected to be courteous to all community residents while waiting for, riding on or exiting a bus. Students are not to yell, curse, insult, or “dis”. Fighting or play fighting on the bus is strictly forbidden. Older students are expected to be role models for and nurture younger students. All general school rules apply on the bus. Violations that result in suspension on the school campus will also result in suspension on the bus. In addition, students who do not follow these rules will lose all or part of their bus privileges and face the consequences listed in other sections of the discipline code.

We expect our students: •To follow the directions of the driver. •To board the bus quickly and remain in their seats patiently while waiting for others to board. •To wear a seat belt at all times. •To stay in assigned seats facing the front of the bus at all times. Students may not sit on book bags or face sideways in seats. (As the bus approaches your stop, stay seated until the bus reaches a complete stop.) •To keep all parts of your body in the bus and the aisle clear at all times. •To refrain from throwing anything on the bus or out of the window. •To talk in a quiet voice and only to the people near you. •To refrain from taking glass containers on board the bus. •To know that riding a school bus is a privilege that may be lost for failure to obey the rules. •To be completely ready when the bus arrives. There must be someone at home when the bus drops children off.

Students cannot ride another bus or get off at a different stop unless this request is put in writing. Phone calls will not be accepted to arrange bus changes. Drivers will not let students on their buses or put them off at different stops without an authorized note. When requesting a bus change the note should include: the student’s name, teacher, the reason for the different bus or bus stop, the date, and number that the parents can be reached at in case the request cannot be granted. This is for the safety of the students and the drivers. Drivers are not allowed to make stops that are not on their routes. They are not allowed to let students off at stops other than their designated stop. Grievances Individuals with grievances should first speak with the staff member directly involved with the situation. If the issue is not resolved after this discussion, the matter should be referred to a school co-director. If the matter is still not resolved after the co-director’s intervention, it will be referred to the Chief Learning Officer. In the event that the CLO cannot resolve the situation, the following grievance procedures will be followed:

• Individuals should address their issue in writing to the Chair of the grievance committee of The Board of Trustees. • Once the committee reviews the issues, the matter will be referred to the appropriate person, cluster or committee for further investigation, mediation, action and/or recommendations. A report will be generated back to the Board’s Grievance Committee for its recommendation to the full Board. The full board will vote on a decision. • People who have had their grievances denied by the Board of Trustees will be notified in writing of their right to appeal the decision to the Chancellor of the New York City Department of Education and the New York State Board of Regents.

Each Board meeting will have designated time for public speaking during which people can express views and complaints to the Board. Please note, however, that the Board cannot legally discuss issues related to personnel or private student matters during the public meetings.

Daily Schedule - Hours TRCS Hours of Operation: 7:45 a.m. to 6 p.m. The office phones are open 7:00 a.m. to 6:00 p.m. School Hours by Grades: Grades K to 6 - 8:30 a.m. to 3:10 p.m. Grades 7 & 8 - 8:20 a.m. to 3:50 p.m. Grades 9 to 12 - 8:20 a.m. to 3 p.m. Breakfast and Lunch Schedule Breakfast is available daily in the school cafeteria from 7:45am - 8:15am.
 * Appendix A: Schedules and Hours**

Lunch is served in the cafeteria by grade level: Grade K-4: 10:30-11:00 Grade 5: 11:00-11:30 Grade 6: 11:20-11:50 Grades 7-8: 12:40-1:25 Grades 9-12: 11:51-12:31

Numbers of Teachers and Staff Number of Teachers: 39 Number of Paraprofessionals: 5 Number of Aides: 14 Number of Students: 517 Student Support Team Members
 * Appendix B: Staff and Support Systems Members**

Suzanne Arnold Betty Dugger Thandi Guimaraes Raymond Johnson Laurie Zic Instructional Support Services Team (ISS) Nancy Condyles Jim Lawlor Elizabeth Perez Leila Rivera Mary Varitimidis/Lang (I/A)

TLC Staff

Curtis Anderson Emily Byrum Nancy Condyles James Lawlor Lisa Burns Maida Elizabeth Perez Leila Rivera

Board of Trustees Founders Group/Staff Dr. Monte Joffee Founders Group/Comm. Sandy Geyer Founders Group/Staff Nancy Condyles Founders Group/Staff Stacey Gauthier, Secretary Founders Group/Staff Francine Smith Appointed Parent Mary Anderson, Esq. Community Representative Andrew Jackson, Chairperson Community Representative Dr. Lenore Gall Community Representative Margaret Martinez-Deluca Community Representative Hon. Jimmy Smith Community Representative Vilma Cuadrado, R.N. Elected Parent Jacob Levich Elected Teacher Yumeris Morel Honorary Member Rudy Greco Honorary Member Maura Malarcher Honorary Member Dr. Hazel DuBois Honorary Member Meryl Thompson Management Team Chief Learning Officer Dr. Monte Joffee Co-Director Teaching and Learning Gwen Clinkscales Co-Director Operations & Development Stacey Gauthier CSG (Collaborative School Governance) Cluster 1 (K-3)* Kirsten Westphal Cluster 2 (4, 5)* Jacob Levich Cluster 3 (6-8)* Karen Joseph Cluster 4 (9, 10)* Mark Satinoff Cluster 5 (11, 12)* Eileen Sanders Special Needs **Irene Attilio Parents at Large*** Jim Stonebraker Parents at Large*** Suman Sharma Principal Monte Joffee UFT Chapter Chair Emily Byrum Non-pedagogical Pat Poljanic Cluster 1 (K-3) John Vanek Cluster 2 (4-6) Renay Moran Kurklen Cluster 3 (7, 8) Sandra Fritz Cluster 4 (9, 10) Victor Motta Cluster 4 (11, 12) Thandi Guimaraes Special Needs James Lawlor Pedagogical (Open) Qualification/Requirements: At least one year in the school, with a child with special needs. PTA (Parent Teacher Association) Co-President, K-8* Geraldine Neary Co-President, HS* Mavis Hall VP. Cluster 1 (K-3)** Lillian Chen VP. Cluster 2 (4,5) **Winnie Reyes VP. Cluster 3 (6-8)** Celeste Balducci VP. Cluster 4 (9,10) **Barbara Mutnick VP. Cluster 5 (11,12)** Eileen Sanders Treasurer*** Hannah Li Recording Secretary** **Noreen Wortman Corresponding Secretary***** Jim Stonebraker
 * Appendix C: School Governance**
 * At least one year in the school, with a child in the cluster you are representing.**
 * At least one year in the school.

Qualification/Requirements: Have a child in the grades they represent; be available at Executive Board and general PTA meetings to understand the needs of their parents.
 * 1 year on the board (and/or chairing a committee); have a child in the grades they represent; oversee committees, meetings, actions to be taken when problems arise and to act as liaison between parents and the school.**
 * 1 year on the board (and/or chairing a committee); maintain PTA treasury, book keeping skills.**
 * Write minutes of Executive Board and PTA meetings; make copies of the minutes for the next meeting.**
 * Maintain correspondence for PTA.