Parent Corner

Parent & Community Information and Workshops

Dr Dickey Wkshp.pdf 

DISTRICT 31  WELCOMES   DR. DONYALL DICKEY

What: Parents as Partners Workshop Series with Dr. Dickey


When:
• May 24th 6pm – 7-pm
• May 26th 6pm – 7-pm
• June 3rd 6pm – 7-pm


Where: Virtual

We invite all D31 parents and families to join us in this three-part workshop
series where Dr. Dickey will offer practical supports to help families
support their children with literacy and numeracy skills development.

CLICK HERE TO REGISTER

Parent & Community Information and Workshops too

Registration is still open for the 2021 UFT Staten Island Parent Conference!  Please join us for a half day of information and conversation.  Attached is a flyer with the registration information.

 UFT SI Parent Conference Flyer.pdf 

2020-2021 ATTENDANCE POLICY

Dear Parents and Guardians,

As we begin the 2020-2021 school year, we want to make clear what our attendance policies are. First, let’s define what “In Attendance or Present” means for this school year.

In Person Students: In order to be marked “In Attendance/Present” a student must be physically present in the school building and in their classroom for instruction during the scheduled school day.

Remote Only and Blended Remote Students (on their home days): In order to be marked “In Attendance/Present,” students who are remote must be logged on for Synchronous/Live Google Meets instruction with their teacher during all synchronous sessions.

All students are also responsible for completing asynchronous independent assignments to be submitted when due.

Synchronous Instruction is a live virtual interaction between the teacher and students each day at scheduled times, communicated in advance to parents and students. A remote student is present for synchronous instruction when logged on for their scheduled Google Meets.

Students should be on time, come prepared with their materials, be dressed appropriately and have a learning corner set up in which they will work.

Asynchronous Instruction is when students work independently without their teacher on assigned tasks connected to the lessons which were already taught. Teachers are not interacting at this time. Asynchronous independent assignments are connected to what children have learned with the teacher and provide them an opportunity to show what they have learned and can do on their own.

All students should try their best and complete all assignments.

Remote Students will be marked “Absent” if: They are not logged on for their scheduled Google Meet sessions.

Blended Remote Students (On their home days) must turn in their Google Daily Attendance Form, from their Blended Remote teachers: Ms. Regan, Ms. Gold, Mrs. Gjoni, and Mrs. Huang.

Please note: Students MUST attend all synchronous Google Meets sessions on their schedule for the day. Each session is another subject area and a live teacher will be teaching them new lessons and strategies which they will use to complete their Home Work and independent assignments. Treat this as a regular school day. In order to learn and receive a grade in each subject, they must be present.

We are taking attendance every day physically in the building, virtually on Google Meets and through Google Forms for Blended Remote Students, which are to be completed and turned in by 1:00pm.

Remember in order to learn students must be present with their teachers and complete their work… Attendance Counts!

Thank you for continuing to be partners in your child’s learning!

Cordially,

Ms. Regan

Building Response Team Leader

“Partners with Families…Partners In Learning”

Believing In Children...

Inspiring Young Minds,

Nancy Murillo

Principal

 Parent attendance letter October 2019.docx 

Home Health Screening

Parent note- Health screening information

September 22, 2020

Dear Parents and Guardians,

 As per the NYC  DOE and DOH protocol, beginning Tuesday, September 29th, 2020, all families must screen each child before coming to school by completing an online screening questionnaire or by filling out a paper questionnaire. Temperature checks need to be done at home prior to entering the school.  Families will be required to show their clearance to the designated personnel by displaying it on their smartphone or by providing a filled out paper.

For your convenience, we encourage you to download the Health Screening Tool on your phone.

In addition to at-home daily health screenings, random temperature checks will be done at the school upon entry using hand-held, non-touch thermometers. 

Students, staff and visitors can complete the health screening in 2 ways:

  1. Use the online health screening tool - Download the APP on your phone  OR
  2. Print and Fill Out the paper version each day and bring it to school. 

A printable version of the health screening questionnaire can be found at

https://healthscreening.schools.nyc/docs/DOE_Health_Screening_Questionnaire_090420.pdf

Please NOTE:

BUS children

Families must complete the screening and fill out the paper questionnaire prior to boarding the bus. Bus personnel will not be conducting screenings. Upon arrival at the school, staff check for clearance and collect the forms.

Morning DROP-AND-GO students who are brought to school by car:

Families  must complete the health screening prior to dropping off their children at the school.

Should you have any questions or want additional information please go to https://www.schools.nyc.gov/

 

Covid Testing IN School

What is this form?
We are seeking your consent to test your child for COVID-19 infection. The New York City Department of Education (NYC
DOE), working with NYC Health + Hospitals and the New York City Department of Health and Mental Hygiene, has partnered
with laboratories and other providers to test NYC DOE students, teachers, and staff members for COVID-19 infection.


How often would you test my child?
We are arranging for our laboratory and provider testing partners to come to every school once a month to test some of the
students and staff. If you consent, your child may be selected for testing on one or more of these occasions. In addition, your
child may also be tested throughout the school year if they exhibit one or more symptoms of COVID-19 or are a close contact
of a student, teacher, or staff person with COVID-19 infection.


What is the test?
If you consent, your child will receive a free diagnostic test for the COVID-19 virus. The attached letter provides more
information about the types of tests that may be used. Collecting a specimen for testing involves inserting a small swab, similar
to a Q-Tip, into the front of the nose and/or collecting saliva (spit).


How will I know if my child tests positive?
If your child has a specimen collected for testing at school, we will send information home with them to let you know. COVID19 test results will generally be provided within 48-72 hours.


What should I do when I receive my child’s test results?
If your child’s test results are positive, please contact your child’s doctor immediately to review the test results and discuss
what you should do next. You should keep your child at home and inform your child’s school. If your child’s test results are
negative, this means that the virus was not detected in your child’s specimen. Tests sometimes produce incorrect negative
results (called “false negatives”) in people who have COVID-19. If your child tests negative but has symptoms of COVID-19, or
if you have concerns about your child’s exposure to COVID-19, you should call your child’s doctor. If you need help finding a
doctor, call (844) NYC-4NYC.

 Student COVID-19 Testing Consent Form - September 27 2020.pdf 

Covid test video

https://twitter.com/NYCMayor/status/1313505034596909056?s=20

Watch how the Covid test will be done at school

Parents of Special Education & English Language Learners

Citywide Council on English Language Learners and Citywide Council on Special Education Virtual Meeting

Topic: CCELL/CCSE Joint Calendar Meeting
Time: Thursday, March 18, 2021 06:00 PM Eastern Time (US)
Register in advance for this meeting:
https://us02web.zoom.us/meeting/register/tZIudO-orj8jHNbvOcs1vYwgRWcyfq-vvhE


After registering, you will receive a confirmation email containing information
about joining the meeting.


Interpretation
If you need interpretation services, please email us at
CCSE@schools.nyc.gov by Tuesday, March 16 and we will do our best to
provide them in the requested languages. However, please note that we
cannot guarantee that all languages will be available.

 March 18 2021 CCELL-CCSE Joint Calendar Meeting Notice 3.pdf

 March 18 2021 CCELL-CCSE Joint Calendar Meeting Notice Spanish.pdf  

March 18 2021 CCELL-CCSE Joint Calendar Meeting Notice Chinese.pdf 

SI Community Resources

Staten Island will have 10 school food sites operating during Spring Recess (Monday, March 29th – Friday, April 2nd).

Meal service will be available from 12:00PM – 3:00PM on each of the above days. 

Neighborhood

Site Name

Address

Zip-Code

Service Notes

Port Richmond

I.S. 051 Edwin Markham

80 Willowbrook Road

10302    

 

Midland Beach

I.S. R002 George L. Egbert

333 Midland Avenue

10306    

 

New Dorp/Mid Island

New Dorp High School

465 New Dorp Lane

10306    

 

New Springville

CSI High School

100 Essex Drive

10314    

Expanded Halal Options

Tompkinsville

I.S. 49 Berta A. Dreyfus

101 Warren Street

10304    

 

West Brighton

I.S. 027 Anning S. Prall

11 Clove Lake Place

10310    

 

West Brighton

I.S. 061 William A Morris

445 Castleton Avenue

10301    

 

Huguenot /Princess Bay

I.S. 007 Elias Bernstein

1270 Huguenot Avenue

10312    

 

Saint George

Curtis High School

105 Hamilton Avenue

10301

Expanded Halal Options

Saint George

PS16

80 Monroe Avenue

10301

 

NOTICE OF NON-DISCRIMINATION UNDER § 504

POLICY STATEMENT
It is the policy of the New York City Department of Education (DOE) that, in accordance with § 504 of the
Rehabilitation Act of 1973 (§ 504), no otherwise qualified person with a disability shall, solely by reason of
their disability, be excluded from or otherwise denied participation in, be denied the benefits of, or be subject
to discrimination under any program or activity sponsored or provided by the DOE. Confidentiality rights of
persons with disabilities will be respected.


Chancellor’s Regulation A-710 sets forth the DOE policies and procedures, including complaint procedures,
for students attending DOE schools and programs who are qualified individuals with disabilities as defined in
§ 504 and who are in need of accommodations in order to participate in DOE programs.
Chancellor’s Regulation A-830 sets forth the DOE’s anti-discrimination policies and procedures, including
complaint procedures, for employees, parents of students, students and others who do business with, use
DOE facilities or otherwise interact with the DOE.


Direct inquiries regarding student § 504 rights or procedures to:
For Students and Parents: § 504 Program Manager
Office of School Health
42-09 28th Street, CN#25
Long Island City 11101
(718) 310-2429


External Resource: U.S. Department of Education
Office for Civil Rights
32 Old Slip, 26th Floor
New York, NY 10005-2500
(646) 428-3900
http://www.ed.gov/
Rev. April 2020


OFFICE OF LEGAL SERVICES ● 52 CHAMBERS STREET ● RM 308 ● NEW YORK, NY 10007

 Notice of non-discrimination under 504.pdf 
Telephone: (212) 374-6888 ● Fax (212) 374-5596

504 Accommodations: Student & Family Guide

Section 504 of The Rehabilitation Act of 1973 requires public schools to offer accommodations for
eligible students with disabilities. These accommodations help students with special health needs to
participate in New York City Department of Education (DOE) programs and activities on an equal basis
with their peers who do not have disabilities. This guide explains who qualifies for accommodations, how
to apply, and how accommodation plans are developed.
Learn more about Section 504 on the DOE 504 Accommodations webpage or by reaching out to your
school’s 504 Coordinator.


Which students qualify for 504 accommodations?
Students qualify if:
1. They have a physical or mental impairment; and
2. The impairment substantially limits at least one major life activity.
1. Physical or Mental Impairments
Some examples of physical or mental impairments are physical disabilities, health conditions,
mental disorders, and learning disabilities.

What about short term or episodic impairments?
 Short term impairments (like a broken leg) may qualify a student for 504 accommodations.
This depends on the type of the impairment, how long it lasts, and how severe itis.
 Episodic impairments (like asthma) may qualify a student for 504 accommodations. Students
are qualified if the impairment substantially limits a major life activity when it isactive.

2. Examples of Major LifeActivities
 Caring for oneself
 Walking
 Seeing
 Hearing
 Speaking
 Breathing
 Eating
 Sleeping
 Standing
 Lifting
 Bending
 Reading
 Focusing
 Thinking
 Communicating
 Learning
 Working
 Doing tasks with one’s hand

Does your child have an impairment that substantially limits them in any of the life activities listed
above? If so, your child may qualify for accommodations under Section 504. Once the correct
forms are submitted to the school, each student’s case is reviewed individually.

Which accommodations are available for eligible students under Section 504?
Your child may be eligible for health services and/or other types of accommodations.
 Health services are for students who need to take medicine (like insulin) or receive a special
nursing treatment at school. For these services, please submit the relevant Medication
Administration Form (MAF) or Medically Prescribed Treatment Form to your child’s school.
 Educational accommodations are for students who need building, classroom, or testing
accommodations. For example, students with trouble hearing may need to be seated close to the
blackboard. Other students may need a barrier-free building, assistive technology, or breaks or
extra time to take tests. For these accommodations, please submit the Request for Section 504
Accommodations Form with HIPAA, and Medical Accommodations Request Form to your school’s
504 Coordinator.


Additional examples of accommodations include:
 Paraprofessionals are assigned to students who require support with tasks due to their disability
in order to access DOE programs and activities. For example: a student with diabetes who is not
able to monitor their blood glucose levels on their own or a student who may need assistance with
toileting due to a physical or physiological disability.
 Transportation Accommodations, such as for limited travel time or paraprofessional support (to
provide one-to-one supervision on the school bus), are reviewed by the DOE Office of Pupil
Transportation, who makes a recommendation to the school’s 504 Team. Ask your 504
Coordinator for more information.


How do I request accommodations?
Complete the forms as described above. All forms can be found on the DOE Health Services or 504
Accommodations webpages. You may also ask your school’s 504 Coordinator for the forms.
Return completed medication/medical treatment forms to the school nurse/medical professional in
the school building, and the Request for Section 504 Accommodations and Medical Accommodations
Request forms to your school’s 504 Coordinator. The 504 Coordinator will contact you within 5 school
days of your initial request to schedule a meeting that will occur within 30 school days of your initial
request. You will be part of the school-based 504 Team that meets to discuss your request and other
relevant information about your child and decides if your child is eligible for accommodations and if so,
which accommodations are most appropriate.


Who goes to the 504 accommodations meeting (“504 Team meeting”)?
The 504 Team meeting is attended by you and people who know your child’s abilities. They understand
the information that is being reviewed and know the types of accommodations that may meet your
child’s needs. The 504 Team meeting must include at least two people who can:
 Talk about your child’s abilities and skills. (For example, your child’s teacher or guidance
counselor may attend.)
 Interpret reports or evaluations. (For example, the school social worker or nurse may attend.)
 Share information about the accommodations that may meet your child’s needs. (For
example, the 504 Coordinator should attend.)


What information is reviewed at the meeting?
The 504 Team will review information from different sources, such as your child’s tests,
observations, work samples, report cards, and medical records. This will help the Team understand
your child’s abilities, achievement, behaviors, and health needs. Parents and school staff may bring
any information they believe best describes the child’s abilities and needs.

Diagnosis and Suggestions from Your Child’s Doctor
Your child’s doctor must complete the Medical Accommodations Request Form. The doctor may
suggest that the school provide certain accommodations. The 504 Team will decide if the suggested
accommodations are appropriate, and if so, how to provide them at school.


How is eligibility determined?
The 504 Team will consider if your child’s impairment substantially limits a major life activity. They will
make this decision based on information reviewed at the meeting. The 504 Team will consider if your
child’s impairment has a significant impact on your child’s performance or participation in school.


Can my child receive related services with a 504 Plan?
Typically at the DOE, students who require related services receive them through an IEP, and not a 504
Plan. Eligibility for related services is determined on an individualized basis. Examples of related services
are physical therapy, speech therapy, and mandated counseling services. If your child appears to need
any of these services, generally the 504 Team will refer your child to the school or district Committee on
Special Education.


Does my child need a 504 Plan for health/medical accommodations?
Not all students who need health services at school need a 504 Plan. If your child’s health service does
not affect their ability to participate in school and other DOE programs and activities on an equal basis
with their peers who do not have disabilities, then they do not need a 504 Plan. Contact your school’s
504 Coordinator for guidance.


 Example 1: A student visits the nurse’s office periodically for pain relievers for
headaches. They do not need any other supports or accommodations.• This student does not need a 504 Plan.


 Example 2: During the school day, a student with diabetes must have their blood glucose levels
monitored throughout the day, takes insulin at certain times, and needs bathroom breaks and
access to glucagon and snacks to manage their diabetes care.• This student does need a 504 Plan.


How are accommodations developed?
The 504 Team decides which accommodations will best meet your child’s individual needs. The Team
considers the type of condition your child has, and how significant its impact on the student’s ability to
participate. They will choose accommodations that will give your child an equal opportunity to take part
in school.
Students are provided necessary accommodations in the least restrictive environment in order to
interact to the greatest extent possible with their peers who do not have disabilities. This means each
504 Team develops an individual student’s 504 Plan with the goal of limiting missed instruction time and
separation from classmates.
 For example: A student with diabetes who cannot yet independently manage their health condition
at school may be assigned a paraprofessional to monitor their blood glucose in the classroom, or
wherever the student is throughout the school day, such as the gymnasium or hallways.


Once my child is determined to be eligible, is my child always eligible for accommodations?

504 Plans must be reviewed before the end of each school year or more often if necessary, and
amended at the time of the review, if necessary.
If your child’s impairment continues to substantially limit their participation in school, your child will
remain eligible for accommodations. The 504 Team will meet before the end of the school year, to the
extent possible, to create a new Plan for the upcoming school year.
If it is decided that your child’s impairment no longer substantially limits their ability in a major life
activity, your child is no longer eligible for accommodations (the 504 Plan is ended).


What types of communications will I receive?
Schools will communicate with you about DOE Section 504 policies. All schools post and share the
Notice of Non-Discrimination under Section 504.
If the 504 Team decides that your child qualifies for 504 accommodations, you will receive:
 A Notice of Eligibility. If you do not agree with the eligibility determination, talk to your school’s
Borough/Citywide Office Health Director. Contact information will be provided by the school or
can be found on the Section 504 webpage. You may also request an Impartial Hearing to
challenge the determination of the Health Director and must submit the written request within
10 days of receiving the determination.
 504 Plan. If your child is determined eligible for accommodations, the 504 Coordinator completes
the 504 Plan with the 504 Team’s input and based upon the relevant documentation. No 504 Plan
may be implemented without written parental consent, which is typically provided at the 504
Team meeting where the Plan is completed or soon thereafter.
 An Annual Notice of Reauthorization. This letter will tell you the steps that you must take to have
your child’s 504 accommodations renewed for the next school year.
See Chancellor’s Regulation A-710 and the Section 504 Accommodations webpage for more
information.


Do I have the right to language access services during the Section 504 process?
Upon request, parents whose preferred language is one of the nine most common languages other than
English spoken by NYC residents as identified by the DOE (“covered languages”) have the right to
interpretation at 504 meetings, and translation of 504 Plans and notices. You can request language access
services by speaking with your school’s 504 Coordinator. Parents, who prefer a language other than
English or one of the covered languages, may also request language access services.
If you have concerns regarding language access services, please follow the escalation process described
on the DOE’s website (at schools.nyc.gov/connect-with-us). If your concern is not resolved at the school
or district level, you may file a complaint. Details on how to file a complaint are explained on the DOE's
website (at https://www.schools.nyc.gov/school-life/school-environment/get-help/parent-complaintsand-appeals). 

Do you have additional questions?
 Reach out to your school’s 504 Coordinator or Health Director. The DOE Section 504 Program
Manager can also be reached at 504Questions@schools.nyc.gov.
 Learn more about accommodations on the DOE’swebpages mentioned above.

OSH-4 504 Student & Family Guide rev.9/2020

REQUEST FOR SECTION 504 ACCOMMODATIONS 2020-2021

Here is the form you need to fill out for your child's 504 accommodations. 

 Parent Accommodations-Request Form- with-HIPAA 2.pdf 

MEDICAL ACCOMMODATIONS REQUEST FORM Office of School Health | School Year 2020-2021

This form should be submitted along with all relevant forms to this request. Please attach additional documentation, if needed.

 Medical Accommodations Request.pdf 

NYC DOE Google accounts

All families MUST sign up as we will soon migrate to NYC DOE Google accounts and all platforms are linked to DOE accounts.

If you have not yet registered for the NYC School Account, please do it as soon as possible.  This is also a form of communication with you and the Department of Education.  Your Account Creation Letter is in your child’s Google Classroom.  If you have any questions or concerns, please contact Mercedes Chow at mchow2@schools.nyc.gov  

Overview NYC Schools Account (NYCSA) is a web-based application that lets you see your child’s academic and biographic information on any computer, phone, or tablet. The application is translated into nine languages other than English. In the account, you can see a child’s:

  • Assessments (Test Scores) 
  • Attendance 
  • Enrollment History 
  • Grades 
  • Graduation Tracker 
  • Guardians 
  • Health Information (Fitnessgram) 
  • Individualized Education Program (IEP) Information 
  • Promotion Tracker 
  • Reading Level 
  • Schedule 
  • Student Documents (Report Card, Transcript, Summer School Letter) 
  • Transportation

Thank you.

Remote Learning Device Request Form

Once you fill out the Remote Learning Device Request Form, DOE will be sending you an email in which you have to verify that you need a device. Also keep on checking your emails for further information. Anyone needing assistance may email Mercedes Chow, Parent Coordinator at mchow2@schools.nyc.gov

Technology Help Deck

NYC DOE Help Deck-Technical Support
Call the DOE Service Desk at 718-935-5100.

Technology Help-NYC Technology Help Desk 

 

iPad Troubleshooting One-Page revised again 1.pdf 

5th GRADE PARENT INFORMATION

Attached is the interactive virtual open house flyer for IS 27   Open House Prall intermediate School 27 2020-2021.pdf 

 

December 18, 2020
Dear Families,

This has been a year of new challenges and difficult choices, testing our collective strength and endurance as we
have faced the unknown together. We have had to reinvent the building blocks of public education in the nation’s
largest school system, from how to “go to class,” to grading policy, attendance, and everything in between.
Today I am writing with an update on another fundamental pillar of your child’s education: enrolling in middle
school for next September. I want to thank you for your patience as we have worked for months to talk to families
and conduct careful analysis to develop a new middle school admissions policy that meets this challenging
moment. This new policy will better support your child’s learning journey, and that of their fellow 70,000 fifth
graders, as we look ahead to Fall 2021.

We have made some changes to the middle school enrollment process this year. This year’s middle school
application will open the week of January 11. New York City Department of Education (DOE) middle schools
will not use academic records, auditions, or other screens or assessments to evaluate or admit students this year.
Schools will maintain priority for students living in the district, because we heard from families across the city that
they want to attend middle school closer to home. If a school has more applicants than available seats, offers will
be made using a random lottery. In a small number of schools that have launched their own Diversity in
Admissions pilots, they will admit priority groups of students first based on their school plans.
Here is why.

New York City is home to nearly 200 middle schools—40% of all middle schools—that “screen” students for
admission using academic records, auditions, attendance, discipline records, special assessments, interviews, or
other measures. They’ve historically used these academic and other records from a student’s fourth grade to
determine if they’re suitable for entry to the school.

This year, we do not have much of this typical screening information because of the effects of the pandemic. The
State did not administer standardized tests for fourth graders last year. The grading policy required revision to
meet the unprecedented ending to the last school year. Attendance and other key policies shifted to accommodate
the circumstances families were enduring because of the pandemic. Generally speaking, the measures these
screened schools traditionally relied on for making admissions decisions are no longer available.
What’s more, as Chancellor, it is my responsibility to deliver the highest-quality education possible to each of
your children, so that they are prepared for a successful, productive life, and empowered with the skills they need
to chase their dreams. There are inequities in our City and in our school system that have been exacerbated this
year by the disproportionate impact the COVID-19 health crisis has had on our communities of color, our
immigrant families, the students whose parents never had the option to work from home, and more. When I’ve
spoken to families, students, and leaders of screened schools about potential changes, they have articulated the
ways these policies can be an obstacle to that goal for many students, because the screening criteria can be so
closely connected to a student’s housing stability and economic status.

That is why, now more than ever, it is so important to deliver the proven benefits of more inclusive classrooms
to our students. Inclusive learning environments are proven to encourage the development of critical thinking
skills. They are linked to long-term success and life opportunities and lead to higher graduation achievement and
better access to social and professional networks for more students.
In effect, screening fifth graders without data, especially in a year as challenging as this one, is unfair, unequal,
and untenable to continue.

This is not the first time this approach has been implemented. Removing screens from middle schools has been
successful in districts that have already begun this work, like in Brooklyn’s District 15. Simplifying the
admissions process and making our city fairer is the right thing to do for students, families and schools,
particularly this year.

We will provide guidance and a variety of fresh new resources in our schools and offices to help you navigate the
process and find an excellent middle school for your student. You can get started by visiting
schools.nyc.gov/middle to learn more about the process, and MySchools.nyc to set up your MySchools account to
be ready when the application period opens. Do not hesitate to reach out to your child’s school counselor—
they will be your guide throughout the process. You can also contact a Family Welcome Center (learn how
at schools.nyc.gov/WelcomeCenters) or call 718-935-2009.

This change shows that our values can become action, and that no policy, or way of doing things, is so entrenched
that it cannot be revised in the name of serving all our children. We believe in schools that serve all children, and
a system that delivers equal opportunity to the best education possible. We know there’s more to do, so we will
initiate further talks with school communities to help inform the use of screens past September 2021.
I want to thank all of you—from the students and families who have been fighting for this for years, to those of
you who are approaching middle school admissions for the first time through your child’s upcoming enrollment—
for your collaboration. We are united in our mission to make sure your child—and every one of their 1.1 million
peers—receives the best education possible in the greatest city in the world.

Sincerely,
Richard A. Carranza
Chancellor
New York City Department of Education

 Update for Families on MS Admissions December 18 2020.pdf