The administration and teachers wish to help our students reach their higher individual potential. We encourage our students to take their studies seriously, take part in student activities, and accept the responsibilities and obligations of good school citizenship.

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Pupil Eligibility Policy (P.E.P.)

Philosophy: The purpose of P.E.P. is to provide a means to assist students in accepting the responsibility to work to the best of their ability and to demonstrate proper citizenship. Therefore, an eligibility system has been designed to motivate students in their educational endeavors. We believe that extracurricular activities and the athletics are an important aspect of our school. The privilege to participate, however, is dependent upon the student making an effort in school and demonstrating proper citizenship.

Criteria:

Eligibility pertains to all:

• extra curricular activities
• interscholastic activities
• non-classroom activities (dances, competitions, trips, etc.)

Students shall maintain grades commensurate with their ability. Students who are not making adequate effort should be referred to the assistant superintendent.

Students failing one or more subjects with a grade average of less than 65 at the end of each 3-week interim period and each 6 week marking period will automatically be placed on the ineligible list.

One or more failures will result in a 5 day probation period. During this 5 day period the student may participate in practices, rehearsals, etc... but may not participate in any event(s).

At the end of this 5 day period the student must pick up the "Sign Off Sheet" from the office and be signed off by the teacher(s) in the failing subject(s). If a student does not do passing work in this 5 day period, he/she cannot be signed off and will be removed from the sport or activity until such time as all work is brought up to a passing or satisfactory level. Students will also forfeit off campus lunch privileges.

A student on the 5 day probation period will not be allowed out of study hall unless he/she is to receive assistance from the teacher(s) in the failing subject(s). Teachers, advisors, and coaches are informed to deal with the individual student in an attempt to improve their effort.

Student Responsibilities - Pride in Self and School

Our behavior in school and at school-sponsored functions tells others about ourselves and our school. Understandably, we want to tell the best story possible. It is the following behavior that makes our school one of the best in the area:

• We have the courage to support our individual rights and will report illegal acts of others.
• We avoid profanity and vulgar language.
• Our couples avoid public displays that embarrass others.
• We speak in a polite and respectful manner to all members of the school community.
• Our dress is tasteful and never distracting or disturbing.
• We control our temper and do not resort to physical violence to settle problems.
• Belongings are safe in our building.
• Our building looks nice and we keep it that way.
• Being on time is important to us. We are never deliberately late to school, class, or study hall.
• We accept responsibility for our commitments. School is important to us. We attend every day unless legally excused.
• We do not hang around and loiter in the restrooms or hallways.
• We recognize the necessity of adult supervision and do not leave school without permission.
• We never say "I won't " when asked to do those things we know are reasonable and expected of us.
• We do not smoke on school grounds as it is bad for our health, creates an undesirable habit and is offensive to others.
• We know that alcoholic beverages are not appropriate for school.

School Achievements

"PRATTSBURGH CENTRAL SCHOOL DISTRICT

AMONG TOP PERFORMING

NYS SCHOOLS"

Recently David K. Wiles, a professor of Education Administration at the State University of NY at Albany, authored a book, Networking High Performance in New York's Secondary Education - The Regents Curriculum Story, which provides a positive look at public education reform by investigating the improvement of secondary programs in New York State. His study supports the value of a regents program. The study identifies the best performing public school districts in the State of New York by using standards of mastery in nine Regents subjects and graduation rates.

Professor Wiles identified New York's Top 200 Regents Performance Districts, which represents slightly over one-fourth of New York State's 718, K-12 districts offering secondary instruction.

The Prattsburgh Central School District ranked 138 out of this top 200 list. After analyzing test data from the base year 1993-94 and the 1994-95 school year, the best performing public school districts in the state were identified and ranked.

Prattsburgh Central School was the only Steuben County school to rank in the Top 200.

Prattsburgh Central School also ranked among the top 30 schools who were the fastest improving districts (one year climb from base year 1993-94 to 1994-95.)

Eighty-three of the top two hundred districts (41 percent) were located in the four counties composing the New York City metropolitan area; Nassau County 27 (13.5%; Suffolk County 27(13.5%); Westchester county 24 (12.0%) and Rockland County 5(23.5% of all districts under consideration.

Outside of the New York City Metropolitan area, the next most concentrated areas of "top 200" producers were Monroe County (10 of 18 districts), Warren County (4of 8 districts), Ontario County (8of 18 districts). Monroe and Ontario counties are near Rochester, Onondaga County contains Syracuse, while Essex and Warren counties are in New York's Adirondack or North Country region.

None of the top 200 districts in the state were located in the following counties; Alleghany, Cattaragus, Chenango, Cortland, Clinton, Fulton, Montgomery, Orleans, Wyoming, Yates.

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