Academic Resources
- Academic Calendars & Bell Schedules
- Every Student Succeeds Act (ESSA)
- Full Remote Schedules
- Grading Policy
- MTSS Support Plan
- New York State Education Department (NYSED)
- Testing Schedules
Academic Calendars & Bell Schedules
Every Student Succeeds Act (ESSA)
- ESSSA Consolidated Title Funding Application
- Qualifications of Professionals and Paraprofessionals
- The School-Parent Compact
- Title I Complaint Procedures
- Title I Parent and Family Engagement
- Title I Schools
- Title I Parent Meetings
- Transitioning Protocols
- Use of Title I Funds in the District
ESSSA Consolidated Title Funding Application
If you have any questions regarding the 2024-2025 ESSA Title Funding Application, please contact the Assistant Superintendent for Curriculum & Instruction, at 631-687-6350.
Title I is a federal assistance program for our nation’s schools. Its goal is to help all students receive a high-quality education. Title I provides extra support to those students who are furthest from meeting the state academic standards.
Qualifications of Professionals and Paraprofessionals
The School-Parent Compact
A School-Parent Compact is a written agreement that outlines how all members of the school community (Administrators, Teachers, Support Staff, Parents and Students) will share the responsibilities for improving student academic achievement and the means by which everyone will build and develop a partnership to help students achieve the state standards.
What the School-Parent Compact describes
- The school’s responsibility to provide high-quality curriculum and instruction in a supportive and effective learning environment;
- How parents can support their child’s learning at home and through communication with the school; and
- How students can take responsibility for their own education and how they can utilize the support provided by their parents and the school.
School Responsibilities
- Provide high-quality curriculum and instruction in a supportive and effective learning environment;
- Hold parent-teacher conferences during these conferences, this compact will be discussed as it relates to your child’s academic achievement;
- Provide parents with frequent reports on their child’s progress;
- Provide parents reasonable access to staff; and
- Provide parents with opportunities to volunteer and participate in their child’s class and to observe classroom activities.
- Ensure regular two-way, meaningful communication between parents and family members and school staff, and, to the extent practicable, in a language that the parents and family members can understand.
Parent/Guardian responsibilities
We, as parents and guardians, will support our children’s learning in the following ways:
- Monitor my child’s attendance;
- Make sure that homework is completed
- Limit amount of television my child watches;
- Volunteer in my child’s school;
- Participate, as appropriate, in decisions regarding my children’s education;
- Promote positive use of my child’s extracurricular time; and
- Stay informed about my child’s education and communicate with the school regularly.
Student responsibilities
As a student, I will share the responsibility to improve my grades and agree to:
- Do homework every day and ask for help when needed;
- Read at least 20 minutes a day outside of school and
- Give to my parents all notices and information received by me from my school every day.
Title I Complaint Procedures
Office of Instructional Services
241 South Ocean Avenue
Patchogue, New York 11772
Telephone: (631) 687-6350
Fax: (631) 687-6357
Written Compliant and Appeal Procedures
For Title I, Parts A, C, and D
Or Section 100.2(ee) of the Commissioner’s Regulations
Regarding Academic Intervention Services
As required by Title IX, General Provisions of the Elementary and Secondary Education Act (ESEA), the New York State Education Department (NYSED) has adopted the following procedures for receiving and resolving complaints and for reviewing appeals from decisions of local educational agencies (LEAs). Complaints concerning violations of ESEA Title I, Parts A, C, and D, or of the General Education Provisions Act; or of Section 100.2(ee) Academic Intervention Services of the Regulations of the Commissioner are covered by these procedures.
Patchogue-Medford School District must disseminate free of charge, adequate information about the State Complaint and Appeal Procedures to parents of students, and appropriate private school officials or representatives. [General Provisions Regulations, 34 CFR Sections 299.10-299.12]
Procedures for Filing Complaints/Appeals with the Patchogue-Medford Schools:
Who may submit a complaint?
Any public or nonpublic school parent or teacher, other interested people, or agency may file a complaint.
What must a complaint contain?
All complaints must:
- be written;
- be signed by the person or agency representative filing the complaint;
- specify the requirement of law or regulation being violated and the related issue, problem, and/or the concern;
- contain information/evidence supporting the complaint; and
- state the nature of the corrective action desired.
What must an appeal from the Patchogue-Medford School District response contain?
An appeal must contain:
- a copy of the original signed complaint;
- a copy of the district's response to the original complaint or a statement that the district failed to respond in 30 business days; and
- a statement identifying those parts of the district’s response which the party wishes to appeal.
Where should a complaint/appeal to the Patchogue-Medford School District be sent?
Complaints/appeals regarding Patchogue-Medford School District’s administration and implementation of its ESEA Title I Grant or Academic Intervention Services for students identified under Commissioner's Regulations Part 100 should be sent first to the School Superintendent of the LEA against whom the complaint is made. The Patchogue-Medford School District has a 30-business day period in which to resolve a complaint.
Title I complaints should be first sent to the Superintendent of the Patchogue-Medford School District (241 South Ave., Patchogue, NY 11772). If the Patchogue-Medford School District fails to resolve the complaint within 30 business days or fails to resolve the issue to the satisfaction of the complainant, the complaint should be sent to the Title I School and Community Services Office, Room 320 EB, New York State Education Department, 89 Washington Avenue, Albany, NY 12234.
Procedures for Filing Complaints/Appeals with the New York State Education Department:
The State Education Department will review complaints when the complaint pertains to:
- the State’s administration of the ESEA Title I Basic Grant, Migrant Education, or Neglected or Delinquent Program;
- an appeal from the decision of Patchogue-Medford School District regarding an action by the district.
Complaints that do not meet any of the above criteria, including complaints concerning the district’s administration of its Title I Program, will be referred for possible resolution to the Patchogue-Medford School District against whom the complaint is made.
What timelines pertain to the State Education Department's review of complaints/appeals from a district’s action?
Within 60 business days of the receipt of the complaint/appeal, Department staff will complete an on-site review (if necessary) and/or records examination and will notify all parties of its findings. An extension of the 60-day complaint resolution period is permitted under CFR Part 299.11 (b), for exceptional circumstances.
Where shall complaints or appeals to the State Education Department be sent?
Complaints/appeals regarding Title I should be sent to:
New York State Education Department
Office of ESSA-Funded Programs
Room 320 EB
89 Washington Avenue
Albany, NY 12234
How long does a public or nonpublic teacher, parent, or agency have to file an appeal from a decision of the Patchogue-Medford School District?
An appeal must be requested and postmarked within 20 business days of receipt of the district’s response to the original complaint.
Who shall conduct the review of complaints or appeals?
The Title I representative in the State Education Department office who is assigned as the program manager for the LEA against which the complaint is made, and other Department staff as may be appropriate shall conduct the review of complaints or appeals.
What shall the State Education Department's response to the complaint contain?
The Department's response shall contain:
- the names of persons interviewed;
- the records or other evidence examined;
- relevant dates/times/locations/events;
- summary of findings; and
- nature of corrective action to be taken, including applicable timelines.
How will State Education Department staff monitor the timely and appropriate implementation of the corrective actions called for in the complaint/appeal resolution?
Failure of the Patchogue-Medford School District to take corrective action within the time period stipulated in the complaint resolution shall cause to withhold all, or a portion of, the ESEA Title I allocation to the district.
Does the State Education Department maintain a record of all complaints/appeals?
Yes. Copies of correspondence, related documents, investigative reports, and summary reports involved in the complaint/appeal resolution will be maintained by the State Education Department for five years. Records will be made available to interested parties in accordance with the provisions of the New York State Freedom of Information Law (Public Officers Law Sections 84-89).
What shall constitute exceptional circumstances for extending the 60-day limit for the State Education Department review of complaints and appeals for relief from the Patchogue-Medford School District action?
The State Education Department has determined that exceptional circumstances may include, but need not be limited to, such occurrences as:
- illness of involved parties;
- cancellation of scheduled on-site reviews due to unscheduled school closings;
- the need for extended review activities beyond those specified in the written notification; and/or
- any other mutual agreement to changes in review scope or activity.
When exceptional circumstances are identified, the revised date for the completion of the complaint review will be provided in writing to all parties involved in the complaint or appeal. All parties to the complaint have the right to initiate a request for an extension beyond the 60-business-day complaint resolution period based on exceptional circumstances. All such requests must be presented to the State Education Department.
Procedures for Adjudicating Appeals from the Decision of the State Education Department
May a person/agency dissatisfied with the State Education Department's complaint resolution file an appeal?
Yes, parties dissatisfied with the State Education Department's complaint resolution may file an appeal directly with the United States Department of Education at:
Compensatory Education Programs
400 Maryland Avenue, S.W.
Room 3W230, FOB #6
Washington, D.C. 20202-6132
Title I Parent and Family Engagement
Title I Schools
Title I Parent Meetings
Parents are invited to attend meetings during the school year to collaborate with staff and other family members to help students participating in Title I programs to reach their full academic potential and to improve the District's overall academic quality. Additionally, parents are invited to provide feedback regarding the effectiveness of the (District’s Parent and Family Engagement Policy).
Title I information will be provided during the following: Kindergarten Orientation, PTA Presentations, and Open School Nights. Please refer to the school calendar for dates and times of the annual parent Title I meetings.
Transitioning Protocols
Transitioning Children and Youth Neglected, Delinquent, or At-Risk of Withdrawal
The Patchogue Medford School District has established an outcome-oriented process that is reasonably calculated to promote the successful movement from the community to a residential or correctional program setting, and from a residential or correctional program setting to post-residential or post-incarceration setting.
The district identifies three elements of successful transition:
- It must have coordinated activities as part of the process;
- It must be an outcome-oriented process;
- It must promote successful movement between the facility and the community.
Coordinated activities involve both the district and the residential facility or detention center, or pertinent agency such as the New York State Office of Children and Family Services (“OCFS”), or the Suffolk County Department of Social Services (“DSS”), working together to plan for and ensure that youth involved receive appropriate support services at all stages. The primary individuals involved are the youth, his or her family or guardian/persons who maintain a parental relationship with the youth, and a designated case-manager at the district. The District’s designated case-manager, is the Assistant Superintendent of Special Education and Pupil Services. Others who should be involved in the process include court and probation personnel; administrators including building principals, guidance director, teachers, and staff from detention and corrections institutions; service providers from other agencies or programs (e.g., mental health, substance abuse, child welfare); and personnel from the community, including schools and employers. Ultimately, the individuals required to support the youth will depend on the unique needs of that child and his or her transition plan.
Requiring the process be outcome-oriented means focusing on the goals of successful youth engagement with school and/or employment, avoidance of return to the Juvenile Justice or Family Court system, and reduction of the likelihood of future entry into the adult criminal justice system. Youth returning or being released from a residential or correctional program require re-integration and engagement in school and/or work. Having both short- and long-term transition goals is the key to success of the youth returning, and is not just the responsibility of the youth and the pertinent agency coordinating the youth’s release but a collective responsibility of the District community and all those involved in the transition process.
Successful movement between the facility and the school community requires awareness of all the systems and policies in place to help support the youth in navigating these systems and also requires successful movement of records and processes to support the youth in acquiring appropriate academic, career and technical, behavioral, social, and independent-living skills with a focus on preparing youth for college or career.
In order to successfully transition a youth, in accordance with the three elements discussed above, a transition team is convened consisting of the Assistant Superintendent of Special Education and Pupil Services, a social worker, a teacher, and a guidance counselor, and the team will invite any pertinent agency officials or representatives to participate in person or by phone. If the youth has an Individualized Education Program (“IEP”), then transition from any residential facility or correctional program will be discussed and incorporated into the IEP as part of the student’s needs and transition plan. Should the youth have an IEP, the Special Education Director will be part of the transition team. Such a transition team, or where applicable, the CSE, will convene at or prior to a youth entering a facility or prior to incarceration, and within 14 days of the youth’s reentry/release.
The team or CSE shall:
- Conduct intake assessments of the youth, to be done by the School Social Worker, Psychologist or teacher;
- Conduct transition planning as a team;
- The Transition Team shall arrange to establish agreements (i.e. MOAs/MOUs) with the relevant agencies involved;
- Establish regular and consistent communication with the youth and family in a language they can understand to discuss progress toward meeting transition goals and to discuss transition activities and ways to improve;
- Establish relationships with other school districts, community-based providers, employers and others that can help reintegrate the youth into the community;
- Ensure accurate, complete, useful, timely and confidential records transfer;
- Create a transition plan based on academic, behavioral, social-emotional and career and technical assessments, including the provision of weekly or monthly counseling, administration of Level I and Level II assessment already being used for IEP students;
- Use the plan as a guide to educational placement and programming for both educational and vocational programming;
- Communicate with providers, parents/guardians and students through the transition team/IEP plan;
- Monitor and revise the transition team/IEP plan on an ongoing basis; and
- Tracking of goals through collection of transition data, including tracking of number of days of school attended, number of passing grades or credits/courses completed, hours of career and technical certificates earned.
The District’s transition team shall seek out relevant funding for transition services, including but not limited to Title I, Part D funding, which reflects current and anticipated future demand.
Use of Title I Funds in the District
Title I, Part A (Title I) is part of the federal government’s No Child Left Behind (NCLB) program. On December 10, 2015, the Every Student Succeeds Act (ESSA) was signed into law by President Obama. ESSA retains many of the core provisions of No Child Left Behind (the previous reauthorization of the Elementary Secondary Education Act) related to standards, assessments, accountability, and use of Federal funds. It provides additional financial assistance to school districts to help ensure that all children meet challenging state academic standards.
The law requires school districts to target the Title I funds they receive to schools with the highest percentages of children from low-income families. We then are required to focus Title I services on children in those schools who are failing, or most at risk of falling, to meet state academic standards.
In the Patchogue-Medford School District, we use this money to provide literacy intervention services to our struggling learners. Our Title I Schools are:
- Barton Elementary
- Bay Elementary
- Canaan Elementary
- Eagle Elementary
- Medford Elementary
- River Elementary
- Tremont Elementary
We use almost all the money to pay for literacy intervention teachers and teacher assistants in our Title I schools. We welcome your input, as parents of students in these schools, regarding our Title I program.
We are required to use a percentage of our Title I allocation for parent involvement activities in eligible schools. These funds provide our parents with materials or pay staff members to offer parent workshops throughout the school year.
A Title I Parent and Family Engagement policy (Policy #6156) is an additional requirement for schools that receive Title I funds.
Full Remote Schedules
Should the district make the decision to transition to a full remote learning day due to inclement weather conditions.
· All students are required to access Schoology through Classlink.
· Students at the secondary level will follow their regular instructional day by logging into Schoology for each period. Attendance will be taken as usual.
· Students at the elementary level will start their day by logging into Schoology for homeroom at 9:20 a.m., where their classroom teachers will outline the day’s activities. Attendance will be taken at this time.
We kindly request parents/guardians review the Full Remote Learning Schedules, which are posted on the homepage of our website under Parent Resources.
Should you have any further questions or concerns, please do not hesitate to reach out to your building principal or the Office of Instructional Services at 631-687-6350.
Secondary (6-12) Full Remote Learning Plan
- Full remote learning will include synchronous and asynchronous learning experiences.
- All secondary students will begin their day by logging into Schoology.
- Schoology should be accessed using Classlink.
- The students will follow their regularly scheduled instructional day and bell schedule.
High School |
Raider Academy |
Middle School |
|
---|---|---|---|
Period 1 |
7:20 a.m. - 8:03 a.m. |
7:20 a.m. - 7:56 a.m. |
8:03 a.m. - 8:47 a.m. |
Period 2 |
8:07 a.m. - 8:47 a.m. |
7:56 a.m. - 8:34 a.m. |
8:50 a.m. - 9:31 a.m. |
Period 3 |
8:51 a.m. - 9:31 a.m. |
8:36 a.m. - 9:14 a.m. |
9:34 a.m. - 10:15 a.m. |
Period 4 |
9:35 a.m. - 10:15 a.m. |
9:16 a.m. – 9:54 a.m. |
10:18 a.m. - 10:59 a.m. |
Period 5 |
10:19 a.m. - 10:59 a.m. |
9:56 a.m. - 10:34 a.m. |
11:02 a.m. - 11:43 a.m. |
Period 6 |
11:03 a.m. - 11:43 a.m. |
10:36 a.m. - 11:07 a.m. / 11:09 a.m.-11:40 a.m. (Counseling Period) |
11:46 a.m. - 12:27 p.m. |
Period 7 |
11:47 a.m. - 12:27 p.m. |
11:42 a.m. - 12:20 p.m. |
12:30 p.m. - 1:11 p.m. |
Period 8 |
12:31 p.m. - 1:11 p.m. |
12:22 p.m. - 1:00 p.m. |
1:14 p.m. - 1:55 p.m. |
Period 9 |
1:15 p.m. - 1:58 p.m. |
1:02 p.m. - 1:40 p.m. |
1:58 p.m. - 2:42 p.m. |
- Full remote will include a combination of synchronous and asynchronous learning experiences. Asynchronous instructional experiences may include but are not limited to completing live instruction with the classroom teacher, online tasks, viewing and reflecting on instructional videos, responding to posts from the classroom teacher or peer, conducting research, meeting with a classroom teacher for additional supports face-to-face, engaging in online discussions with the classroom teacher or completion of projects.
- Teachers may, at their discretion, release students early from class to complete asynchronous assignments. If students are released early from classes, they will be required to participate in and complete additional asynchronous learning tasks/activities. This will not occur until attendance has been taken and the teacher clearly outlines the daily learning objectives and the specific assignment(s) students will be responsible for completing. If students are released to complete asynchronous assignments, the classroom teacher will remain on Schoology for the entire period should any student need assistance with the work. Releasing students early from synchronous instruction will be based on each teacher/course.
- Attendance will be taken at the beginning of each period. Students are expected to have their cameras on and be active participants. If there is an extenuating circumstance where a student cannot have their camera on, they should communicate that with their classroom teacher.
Elementary (K-5) Full Remote Learning Plan
Classroom Teachers
- Full remote learning will include synchronous and asynchronous learning experiences.
- All elementary students will begin their day by logging into Schoology for homeroom at 9:20 a.m. During this time, classroom teachers will outline the day for students.
- Students should go through Classlink to access Schoology.
- Daily synchronous full-class meetings will be conducted each day. The duration of full class meetings will be 90 to 120 minutes per day in 30 to 60-minute blocks of time during the school day, based on the grade level. In addition to synchronous full-class meetings, synchronous small-group instruction will be scheduled daily during the school day. Individual classroom teachers will organize these groups, and students will be invited to attend. All students will attend at least one small group instruction within the school day.
- Students will attend Specials during their regularly scheduled time. The classroom teacher will inform students in the morning of the time. Students will log in to the Schoology account for their assigned special. Small group instruction is another opportunity for teachers to assess and identify what students have already learned or need additional support. An example of small group instruction may include, but is not limited to, guided reading, guided math groups, watching and discussing a video, a follow-up mini lesson on a specific topic, or having students perform/engage in an activity or a particular task.
- Students will be required to participate in and complete additional learning tasks/activities. Additional instructional experience (asynchronous) work will be posted daily for students to complete on Schoology. These other instructional experiences may include but are not limited to completing online tasks, viewing instructional videos, responding to posts from their teacher, conducting research, engaging in online discussions with the classroom teacher, or completing projects.
See the example below for a SAMPLE schedule.
9:20 am - 10:00 am | Full Class Instruction |
10:05 am - 10:45 am | Specials (Login to Schoology) |
10:50 am - 11:10 am | Full Class Instruction |
11:10 am - 12:10 pm | Lunch/Recess |
12:10 pm - 2:30 pm | *Small Group Instruction |
2:40 pm - 3:20 pm | Full Class Instruction |
*selected students only- all other students will be working on asynchronous lessons
Full class meetings may include but are not limited to an ELA block, a math block, a social studies/science block or any other activity the teacher deemed necessary. This is only an example; block times can be adjusted to accommodate specials.
Special Areas (Art, Music, Physical Education, and Library Instruction)
- Full remote learning will include synchronous learning experiences.
- Teachers will follow their regular daily schedule, and students will attend specials during their usual time.
Support Services (Reading, Math AIS, and ENL)
- Full remote learning will be synchronous learning experiences.
- Teachers will follow their regular daily schedule, and students will attend support services during their usual time.
- ENL teachers pushing into classes can pull students for small groups instead. This should be coordinated with the classroom teacher, so students are informed.
Special Education Services
- All special education-related services will be provided synchronously as indicated by the frequency and duration of a student’s IEP.