Welcome to our Garden!
Garden Work Day- Saturday April 21, 2017
It’s SPRING and the garden is starting to show it! We are once again holding our Garden Work Day. This year our Garden Work Day will be on Saturday, April 22, 2017, Earth Day. What a great way to teach the children about how to be good stewards of our Earth!
Each year in the spring we ask parents to join us on a Saturday to help spruce up our school garden. We ask for a few hours of your time to help create and maintain the front gardens. These front gardens are not just for show, they are used by your children as an outdoor classroom.
This year we are also asking for donations of grass seed and plants, please see the lists below. I am approaching large garden centers to ask for things such as mulch, and garden fixtures like benches, and tables. If families can bring the smaller items, that would help.
As I said, our Garden Work Day will be on Saturday, April 22, 2017, Earth Day. We will be in the garden from 10:00am to about 2:00pm. Students are welcome to come with their grown-up and work, but please remember there will be garden tools out. Any students attending Saturday Academy must go to class first and then may stay after it is over and join their grown-up and help as well.
We have some shovels, rakes, gloves, etc, but if you have your own, please feel free to bring them.
Thank you in advance for your commitment to your children and PS 38.
Ms. Allison Regan
Celebrating Our Students!
Exhibition at the Staten Island Children’s Museum Gallery
Opening on March 9th between 1:00 and 3:00 p.m.
We are proud to announce our 1st solo exhibition show at the Staten Island
We will be hosting a gallery opening on March 9th between 1:00 and 3:00 p.m.
Our art will be on display all month and can be seen free of charge without entry
to other exhibits. If you wish to see and interact with the Children’s Museums
other interactive exhibits, you can plan a visit on their free day, Wednesdays
between 3:00 – 5:00 p.m.
The show presents work from P.S. 38’s Pre-K–5th grade including drawings,
paintings, collage, mixed media and our sculptural masks. Our young artists have
done amazing work. Come celebrate in their success. I will be attending the art
opening and will not be able to attend parent teacher conferences.
If you would like to meet with me please call Mrs. Chow to make an appointment
Come see, you will be impressed!
Visual Art Teacher,
The Principal's Corner
Monday, March 20, 2017
I hope this letter finds you all well and you are staying warm as we brave this last blast of winter before spring arrives. During these cold dreary months children tend to get antsy as they are not able to play outside due to the conditions. It is during these months that inappropriate school behaviors tend to increase. Our teachers consistently engage your children in lessons around appropriate school behaviors and conflict resolution. They work in conjunction with Administration, our School Counselors, and our School Based Support Team. Teachers are the first disciplinarians as they instruct your children all day long. The expectation is that all students respect their teachers and peers and exhibit appropriate school behaviors which do not interrupt the learning process. When behaviors present themselves, they are intervened and addressed accordingly.
At this time we must urge you to work with us as partners in developing your child not just academically, but socially and emotionally. Children are just that, children and they are learning how to deal with conflict and resolve situations they will continue to encounter as they move on through middle school and go through life. At PS 38 we believe in being transparent and therefore we keep open lines of communication with all families. It is both a teacher’s and Administrator’s role to not just keep you abreast of situations that occur, but to address them according to the NYC DOE Discipline code.
“The Citywide Standards of Intervention and Discipline Measures (the Discipline Code) provides a description of conduct that does not meet the standards of behavior expected of students in the New York City public schools. It includes a range of guidance interventions and a range of permissible disciplinary and intervention measures that schools may use to address misbehavior. Also included is the Bill of Students Rights and Responsibilities. The Discipline Code applies to all students.”
The Discipline code was shared with every family at the beginning of the year and families were asked to review it and return the Student/Parent Bill of Rights and Responsibilities. The Discipline Code outlines our roles and responsibilities as educators and Administrators and how we may deal with specific inappropriate school behaviors. This is set forth by the Chancellor and the City of New York.
While we understand your children are precious to you, we cannot condone children taking matters into their own hands and using aggressive methods of fighting to defend themselves. Violence is not an answer to conflict and our goal is to help your children understand why as well as to teach them strategies for dealing with such conflict. It is very difficult to enforce this if parents undermine their teachers, Administration, and school decisions/rules by instructing their children to defend themselves in ways that goagainst the Discipline Code. This has a negative impact on our efforts and sends mixed signals confusing children.
At PS 38 we adhere to the NYC/DOE Discipline Code which comes straight from Chancellor’s Regulations. We ask that you respect us as educators who must address discipline with the knowledge that every decision we make is thoroughly analyzed. We do not take matters lightly and every consequence is aligned to the infraction appropriately as set forth in the Discipline Code. Currently we have about 390 students…that is 390 personalities. Once again, children are just that, children, and they are still learning to resolve conflict. At PS 38 we are trained in de-escalation and utilize conflict resolution methods to provide children with skills and tools they can use to resolve conflict through life.
While you may have a question about a situation concerning your child, and we respect that, the questions should really be few and far between as we keep open lines of communication and are transparent. Every parent is informed but unfortunately we don’t always see eye to eye and there will be times when we must agree to disagree.
We will continue to abide by what is outlined in the Discipline Code as our job is the safety and wellness of all children in our efforts to provide a rigorous education aligned to the Common Core State Standards which prepares all children to be college/career ready.
In our efforts to promote positive school culture we would like to enlist all parents as “Partners in Learning” to support us in addressing behavioral areas of concern as PS 38 continues to be a safe haven and productive environment for all of our students. We urge and encourage you to work hand in hand with us as this will ensure that all our children become active learners and model citizens of our community and we will continue to encourage your children to follow The Golden Rule-“Treat others as you would want to be treated.”
At this time we are asking all families to once again, please take the time to familiarize yourselves with the NYC/DOE Discipline Code and to reflect on the behavioral expectations of students when in school as set forth by the Chancellor and the NYC DOE.
Thank you in advance for your cooperation and support.
Partners with Families…Partners In Learning”
Believing In Children...
Inspiring Young Minds,
For my 2nd March 2017 Family Letter Please Click Partners in conflict resolution.docx
For my March 2017 Family Letter please Click March 6 2017.docx
For my January 2017 Family Letter please Click Mrs Murrilo Parent Letter Jan 3 2017.docx
For my December 2016 Family Letter please click December 2016 parent letter.docx
For my October 1, 2016 Family Letter please click October Family Letter.docx
For my September 2016-2017 Welcome Letter please click sept 8 2016.docx
Discipline Code Letter - DiciplineCodeParentLetterSY1516final91515.pdf
Testing Information for Parents- 2017-handout-for-parents-3-8-tests What Parents need to Know.pdf
Upcoming Events This Week
Carnival Night 5:45PS38 George Cromwell School
Arbor DayPS38 George Cromwell School
MATH State Test for grades 3,4,5PS38 George Cromwell School
4th Grade SCIENCE FAIRPS38 George Cromwell School
Parent Night at 38PS38 George Cromwell School
SLT-School Leadership Team
Our School Leadership Meetings are open to the school community and the public.
PARENTS’ FAQ ABOUT NEW YORK STATE’S ANNUAL GRADES 3-8 ENGLISH LANGUAGE ARTS & MATHEMATICS TESTS
1. Why do we have an annual statewide test?
• New York State’s annual Grades 3-8 English Language Arts (ELA) and Mathematics Tests are designed to
measure how well students are mastering the learning standards that guide classroom instruction and help to
ensure that students are on track to graduate from high school with the critical thinking, problem solving, and
reasoning skills needed for success in today’s world.
• The federal Every Student Succeeds Act of 2015 requires that students in Grades 3-8 are tested once a year
in ELA and math. Additional tests in science are required once in elementary and once in middle school.
• For decades, New York State students have been taking State tests. Since higher learning standards were
adopted in 2010, no additional required State tests have been introduced for students.
2. When will the 2017 Grades 3-8 ELA and Math Tests be administered?
• In 2017, the ELA will be given March 28-30, and the Math May 2-4.
• The test dates may be slightly different for districts administering computer-based tests: the testing window
will be March 27 – April 3 for ELA and May 1-8 for Math. Districts participating in CBT would choose a
maximum of three days during these windows for testing.
• There are make-up test dates for students absent on test days.
3. What are Computer-Based Tests?
• Computer-based tests are tests administered on a computer, tablet, or Chromebook. In other words, students
take the test on a computer instead of using a pencil and paper.
• The State Department of Education (the Department) is helping districts transition to computer-based testing
(CBT). This spring, some districts chose to participate in CBT for the 2017 Grades 3-8 ELA and Math Tests.
The computer tests and the paper tests are the same tests. The only difference is that students who take the
tests on computers will click the answer bubble and type in their responses instead of using a pencil to fill in
an answer bubble or handwrite a response.
• The Department plans to have additional districts utilize CBT next year. The long-term plan is to have all
districts using CBT for annual State tests.
4. What types of questions are asked on the tests?
• The paper and computer versions of the tests include both multiple choice and open-ended questions, which
assess grade level learning standards. The questions require students to apply their knowledge and explain
their reasoning. Students spend time reading complex texts, writing well-reasoned responses, and solving
real-world word problems, all of which provide the foundation for necessary skills to practice and master to
succeed in college and careers.
• Last spring, the Department released 75-percent of test questions from the 2016 tests – more questions than
ever before for this testing program. You can view the 2016 questions at EngageNY
• The 2017 tests will have the same number of questions as the 2016 tests. Each 2016 test had fewer test
questions in both ELA and math, as compared to previous years.
5. Why is it important for my child to take these tests?
• These tests provide teachers and schools with information that can be used to guide their instruction and
class planning and help them to understand how well students are progressing in the skills and concepts
being taught in the classroom.
• Results from the tests also help identify achievement gaps among different student populations. Without
widespread participation in the tests, it is more difficult for school and district leaders to recognize these gaps
and provide support and resources to the students who need them.
6. Do English Language Learners who are new to the United States take the Grades 3-8 ELA Tests?
• The Department’s current policy, in accordance with federal law, is to exempt English Language Learners
(including those from Puerto Rico) who, on March 27, 2017, will have been attending school in the United
States for the first time for less than one year for the 2017 Grades 3-8 ELA Tests only.
• Schools may use the New York State English as a Second Language Achievement Test (NYSESLAT) in
place of the 2017 Grades 3–8 ELA Tests, to meet participation requirements only, for recently arrived English
Language Learners who meet the criterion above.
• All other English Language Learners are expected to participate in the 2017 Grades 3–8 ELA Tests, as well
as in the NYSESLAT.
7. Are there testing accommodations for students with disabilities?
• Yes, testing accommodations are changes made in the administration of the test in order to remove obstacles
to the test-taking process that are presented by the student’s disability without reducing expectations for
learning. Specific testing accommodations are recommended for individual students by the Committee on
Special Education (CSE) or Section 504 Committee based on the student’s unique needs.
• Testing accommodations must be documented on students’ Individualized Education Programs (IEPs) or
Section 504 plans and could include: flexibility in scheduling/timing (e.g., extending the time of a test);
flexibility in the test setting (e.g., testing in a separate location); changes in test presentation (e.g., enlarged
print); and changes in the method of response (e.g., use of a scribe for written responses).
• Principals are responsible for ensuring that accommodations for students with disabilities are implemented on
all State and local tests consistent with the recommendations in the IEP/Section 504 plan and in accordance
with Department policy.
8. What will I learn from my child’s score report?
• The results of the annual assessments give you information about your child’s academic progress and
achievement. You will be able to see how your child did in comparison to other students across the State. The
score report will be ready over the summer.
• In addition to providing an overall scale score and performance level, both the ELA and math reports show
how your child scored in specific skill and concept areas. For example, the ELA report provides scores for
both reading and writing; the math report provides scores for the key math concepts for that grade level. This
information helps your child’s teacher(s) understand where your child is doing well and where he or she
needs more support.
• The score reports for parents were redesigned in 2016 to be to be more useful and understandable.
9. How will my child’s scores be used?
• You can use your child’s scores to guide a discussion with your child’s teacher(s) about additional supports
that may be needed in class, as well as other ways you may be able to support your child’s learning at home.
• Scores can also be used to see how well schools, districts, and the State are progressing with New York’s
• State law and regulations of the Commissioner of Education prohibit school districts from making promotion or
placement decisions based solely or primarily on student performance on the Grades 3-8 ELA and Math
Tests. Scores are not currently used to evaluate teachers in an official way.
10. What if my child did well on his or her report card but did not do as well on the State tests?
• The annual tests are only one of several measures that are used to gauge your child’s academic performance
and represent a snap shot in time.
• Report card grades are cumulative and based on many factors, including class participation, homework,
attendance, quizzes, tests, and other instructional activities, all of which are important in determining a child’s
academic achievement but are not reflected in the annual State test results.
11. How long are the tests?
• The ELA and Math Tests are each given over a three-day period. It is estimated that students in Grades 3
and 4 will spend about 60-70 minutes on the test each day, while students in Grades 5-8 will spend about 80-
90 minutes on the tests each day. In general, the tests take up less than 1-percent of the total time a student
spends in class each year.
• However, since the 2017 tests will be untimed, exact test taking times will vary from student to student. The
2016 tests were also untimed.
12. How are New York State teachers involved in the test development process?
• NYS teachers review and approve every passage and question on the Grades 3-8 ELA and Math Tests.
• During test development, teachers from across the State gathered in Albany multiple times to evaluate and
select questions for the 2017 tests. Every question on the 2017 tests was reviewed by at least 22 educators.
• Since 2016, New York State teachers have been engaged in writing future test questions. These questions
will first appear on the 2018 tests.
13. What else is being done to improve the testing program?
• New York State teachers will continue to be highly involved in the development of future exams to ensure that
they closely correspond with classroom activities and the State learning standards.
• The Department is helping more districts to transition to computer-based testing, which will eventually make
results available more quickly.
• As in 2016, the Department will release 75-percent of the test questions and return instructional reports to
teachers before the end of the school year.
Parent Teacher Conferences
Thursday March 9, 2017 is a half day- 11:50am dismissal for all students.
Parent / Teacher Conferences are from 1:00-3:00 pm and from 4:30-7:30 pm.
HOW YOU CAN HELP YOUR CHILD AND YOURSELF
Fighting Caregiver Burnout Caring for children with intense needs can take an emotional (and physical) toll on parents.
Why self-care has to be a priority. Juliann Garey
Parenting can be stressful under the best of circumstances, but moms and dads of children with developmental and mental health challenges often have to deal with strain of a different magnitude. Caring for a child with special needs can become a full-time job — and an overwhelming one at that, if you don’t have adequate support. Without enough help, parents may be headed toward caregiver burnout, which negatively affects everyone. The consequences of chronic stress related to raising kids who have intense needs are real. Studies show that parents of children with developmental, psychiatric or learning disorders are far more likely than others to experience:
• Marital problems
According to one British study, chronic stress puts these parents at risk for medical issues as well. This study found that parents of children with either autism or ADHD had significantly higher levels of both cortisol, the stress hormone, and CRP, a biomarker linked to everything from colorectal cancer to diabetes to heart disease. The risks, both emotional and physical, to caregivers of challenging children are important to address, for the children’s sake as well as the parents’.
Below, we look at common contributors to caregiver stress and offer some suggestions to help parents stay healthy, balanced and committed to their kids. Accepting limits to what you can do Experts agree that part of avoiding or lessening burnout is to challenge the idea that you are the only one who can help and there is no limit to what you need to do. Dr. Wendy Blumenthal, an Atlanta-based psychologist, says she sees mothers who reach a breaking point because they are driven to shoulder all the responsibility for their high-needs child. “These supermoms — they’re not sleeping, they’re constantly anxious, calling every doctor they can think of.” “These parents feel like they should be able to do it all and the first thing to go is basic self-care,” says Elaine Taylor Klaus, the cofounder of Impact ADHD, which offers training for parents of kids with ADHD and other disorders. “There are long-term risks of caring for these kids,” she says. “And one of them is that parent’s burn out.” Taylor Klaus urges parents to take seriously their own basic self-care including:
• Getting enough sleep every night
• Staying hydrated • Getting regular exercise
• Spending time away from children Isolation and exhaustion
When you have a child whose behavior is difficult or whose needs are challenging, feeling cut off from support and empathy can contribute to the stress. Colleagues, neighbors, friends, family — even your spouse can seem to be on another planet. “People cannot understand what you’re going through “There’s so much alienation.” High-stress and time-intensive situations like this one are also where respite care could play a role, says Jill Kagan, director of Access to Respite Care and Help (ARCH). “Respite care is temporary relief for the parent or the primary caregiver of the child so they can take a break from the responsibilities of their continuous caregiving,” she explains.
Many parents aren’t aware of the existence of respite care. “They’re so focused on getting services for their child that they may not even stop to think that there are services out there for them as well. It seems out of the realm of possibility.” But it isn’t. ARCH’s website includes an introduction to respite care and ways for parents to locate respite care by state as well as a list of funding sources. (ABCs of Respite: A Consumer’s Guide for Family Caregivers) It takes a village, but you need to ask Another obstacle to getting help is that you may be afraid to ask. But in truth, people who genuinely want to help may not know how. Parents need to be fairly direct. “Could you watch the kids on Wednesday so that I can get a haircut?” “If I give you a list, could you pick up the groceries?” These specific requests make it easier for family and friends to pitch in while not feeling out of their depth. “People are often willing to help you in small ways,” says Dr. Blumenthal. “Like watching your non-challenged child so you can take your special-needs child to therapy.” Proposing babysitting exchanges with another parent (or even network of parents) of another special needs child is another way to get some time away, and some needed perspective. Getting out and about Many parents of kids with psychiatric and developmental challenges find that they lose touch with friends and activities outside the home. “Fifty percent of my sessions are just parent sessions” to help navigate that reality, says Dr. Matthew Rouse, a clinical psychologist at the Child Mind Institute.
Taking care of your emotional and social health is just as important as practicing more routine self-care. Several experts, including Dr. Rouse, emphasized the importance of reclaiming an adult-only social life. Dr. Rouse asks questions like:
• What are you doing for yourselves?
• What are you as a couple doing to support each other?
• When’s the last time you had a date night?
• When did you last spend time with friends?
To mitigate feelings of isolation, Dr. Rouse recommends: • Finding a support network outside the immediate family. There are online and in-person support groups for just about every diagnosis out there.
• Spending time with friends who have no connection to your child. “Support groups are great,” Rouse says “but that’s still doing something for your child.”
• Planning social activities that put you among people who care about you.
• Time for activities that are purely pleasurable — reading, running, painting. “The way I’ve framed it with parents who are resistant to this,” Dr. Rouse says, “is to tell them, ‘It’s like you’re depositing money into a bank and building up cash reserves. To have more to give your child, you have to build up those reserves.’”
Parents Information Links
- Click here for theParent Handbook Parent Handbook.pptx
- Click here for New York City Public Schools Information
- Click here for information on our SAFE school water. LetterForSchoolsThatTestNegative 1.docx
- Click here for the 2015-2016 New York City Public School calendar
- Click here for the school menu
Parent Notices-5th Grade Parents
Information for current 5th Grade students-
Dear Fifth Grade Parents:
Time has gone very quickly and your children are graduating from Elementary School. We have many fun activities planned for this upcoming final year at PS 38. We are collecting senior dues in the amount of $90.00. Which seems like a lot of money but it goes very quickly and must cover many activities. Below is a breakdown of what the dues include.
- 5th Grade dinner dance, including: all decorations, food, drinks, snacks, dessert, entertainment, a candy table and goody bag.
- Senior T-Shirt
- Graduation Ceremony, flowers and decorations
- Fifth Grade slide show
Please return the bottom portion to school as soon as possible. Make sure all monies are in an envelope labeled with your child’s name and class. Checks are to be made payable to PS 38 PTA.
Save the Date...
March Dates to Remember-
March 9- Parent Teacher Conferences
March 10- Parents as Learning Partners
March 11- Saturday Academy
March 13- Parenting Wisely Workshop
March 16- SLT
March 17 -St Patrick's Day- Wear Green
March 18- Saturday Academy
March 20 -Parenting Wisely Workshop
March 22- Student/Citizen of the month PTA Meeting 6pm
March 24 -School Spirit Day-Emoji Day
March 25 -Saturday Academy
March 27 -Parenting Wisely Workshop
March 28, 29, 30- Grade 3,4,5 ELA
Parent Reading Volunteer Program of P.S. 38
Dear Parents & Grandparents:
The Parent Reading Volunteer Program of P.S. 38 will soon begin servicing our children. If you have a little time you wish to donate by reading to a child, please join our Reading Volunteer Program. Anyone wishing to volunteer must go for training.
The training requires a parent to attend a two hour workshop for two days at the Staten Island Mental Health Society located at 669 Castleton Avenue Building A, the Elizabeth W. Pouch Building. The schedule for the training is as follows:
Tuesday, January 24th and Thursday, January 26th @ Time 9:30 am – 11:30 am
Tuesday, January 31st and Thursday, February 2nd @ Time: 9:30 am – 11:30 am
For more information, you can contact me at the school 718-351-1225 or my cell phone 347-563-4635.
School Spirit Day
The PTA will be hosting a School Spirit Day on Friday March 24th.
This month’s theme is Emoji Day :)
We are asking for a $1.00 donation to participate. Send your donations in an envelope with your child’s name and class. Thank you for your continued help and support. All the monies raised go directly to the children.
World's Finest Chocolate Bars- Fundraiser from November 14, 2016-January 23, 2017
Once again we are asking families to collect BOX-TOPS and send them in to school.
Here are collection sheets you can print out to help you keep track of your Box-Tops.
Where can I find....?
General- All subject, All grades
Pre-K Registration Starts January 17, 2017
Pre-K Directories for 2017 Registration are Available in the Office.