Policies and Regulations

Admissions Policy
MOTT HALL SCIENCE AND TECHNOLOGY ACADEMY 2013-2014

 

Eligibilityfor Admission:
Each borough in New YorkCity is divided into specific geographical zones that span a number of cityblocks, with one public school in the area assigned to each zone. If a studentresides within the designated zone of the school that is assigned that zone,priority for admission to the school is given to that student, provided thereis sufficient space and proper documentation is provided.

Inaddition, the boroughs are divided into larger geographical areas calleddistricts. The Bronx is divided into districts 7-12 and Mott Hall Science andTechnology Academy is part of district 9. Any student within district 9 and 10and in the vicinity of the school is eligible for admission, provided there isavailable space after zone student enrollment and proper documentation.

Applyingoutside of District 9 or 10:
At the end of 5thgrade, students are able to apply to any New York City Department of Education(NYCDOE) public school. NYCDOE publishes up to date Middle School Directorieswhich are available at public elementary schools, middle school fairs,enrollment offices and on the Department of Education website. If a studentfrom another zone wishes to enroll in Mott Hall Science and Technology Academy,they must directly contact our main office at 718-293-4017.

Studentswith Special Needs:
Students who haveIndividual Education Plans (IEPs) are eligible for admission to our school,provided they meet the above stated requirements.

For moreinformation on the New York City Department of Education policy for admissionsfor public schools, please visit:

http://schools.nyc.gov/ChoicesEnrollment/Middle/

Assessment Policy
MOTT HALL SCIENCE AND TECHNOLOGY ACADEMY |2013-2014

                Assessment Philosophy:
Assessment at Mott HallScience and Technology Academy is the process in which students and teachersmonitor the academic growth of classes through the collection, analyzation,interpretation and reporting of data. Data generated from assessments informs planning,learning and teaching in every class. Through formative assessments, teachers establish checkpoints for students tomeasure daily growth. Summative assessments are criterion-based that arealigned with IB levels of achievement and state levels and percentages. Allassessments are aimed to clearly communicate expectations and next steps for students to all content teachers, parents/guardians andadministrators.

Standards:
The standards used to driveour assessments are aligned with New York State Common Core Learning Standardsand the International Baccalaureate Middle Years Program objectives.Instructors have aligned these standards to show parallels between the two andhow these standards work side by side.

AssessmentMethods:
Summative assessments arecreated to address the content and skills stated in the subject’s unit planner.Each unit is required to have one or more of the following summativeassessments:

  • Performance/Project Based Assessments: An authentic project that focuses on specific Common Core Learning Standards and requires the exhibition of knowledge and inquiry in each content area.
  • Unit Test/Exams: Assessments that focus on a student’s knowledge of content, use of skills and ability to interact with problems or texts specific to the unit of study.


Formative assessments arecreated to track a student’s progress towards mastery of a standard. Theseassessments are used on a daily basis to inform instruction and re-teach plans.One or more of the following formative assessments can be used:

  • Periodic Assessment: A comprehensive examination modeled after the New York State exam that contains a combination of multiple choice, short response and extended response questions that assesses a student’s mastery of all Common Core Learning Standards.
  • Entry Slips: Questions presented at the beginning of each lesson that creates an entry point for discussion to make a connection to previous lessons or future lessons.
  • Exit/Reflection Slips: A reflective task that requires students to exhibit what they have learned in the lesson, what they still do not understand, or what connections they can make to other lessons.
  • Short Response: A written task which asks a student to present a claim and use relevant and specific evidence to develop and support their claim in a paragraph format.
  • Extended response: A written task which asks a student to present a claim and use relevant and specific evidence to develop and support their claim in an essay format.
  • Performance based assessments: Any oral or physical task where a student is required to present information or exhibit knowledge of the content to peers or an instructor.
  • Homework: Assignments that are given on a daily basis which ask students to extend their learning by completing a task at home that is relevant to their current learning in class.
  • Quizzes: Short assessments which can be a combination of multiple choice, short response or extended response questions that students are required to complete individually in class under time restrictions.
  • Cornell Notes: The daily recording of what has been learned in class by students in their binders or notebooks.


In compliance with New YorkState and New York City standards, all 6th, 7th and 8th graders take gradeappropriate ELA and mathematics exams in April and the New York State scienceexam in June. Students enrolled in Regents level science classes also take theNew York State Living Environment Regents in June.

AssessmentMeasures:
Assessmentsare recorded using the following aligned methods (Reference the “CCLS & IBMYP Rubric Guide”):

  • IB Achievement Levels: A quantitative scale that measures a student’s achievement level according to criteria and objectives for each content area as stated in the International Baccalaureate Middle Years Program subject guide. This assessment measure is currently used for all summative and some formative assessments. The school is working towards the use of IB achievement levels for all assessments.
  • NYS Levels: A quantitative scale that measures a student’s level of mastery of Common Core State Standards from 1-4. This assessment measure is used for all summative and some formative assessments. The levels can be interpreted as follows:
    • Level 1: Below Proficient
    • Level 2: Developing
    • Level 3: Proficient

o    Level 4: Above Proficient

  • Percent Correct: A quantitative measure from 0-100. This assessment measure is used for all assessments.


AssessmentReporting:
The communication ofassessment achievements is key to informing teachers, parents andadministrators of next steps to aid a student’s academic growth. Percentagesand New York State levels are recorded on an online grade book program calledEngrade. Students and parents can monitor their student’s progress daily, andinteract with teachers with features such as online messaging, behavior reportsand assessment comments. Student portfolios are also required for each subjectarea that contains summative assessments with an assessment measure with nextsteps for the student. 

In order to create cohesionbetween the three assessment measures used at Mott Hall Science and TechnologyAcademy, the Common Core Learning Standards & InternationalBaccalaureate Middle Years Program Rubric Handbook has been developed toalign the measures.

Currently, IB achievementlevels are only reported to students through rubrics used to measure their formativeand summative assessments.Startingin September 2014, all students will have access totheir IB levels online and be given a separate IB report card to monitor theirprogress throughout the program.

Language Acquisition |English Language Learner Policy
MOTT HALL SCIENCE AND TECHNOLOGY ACADEMY |2013-2014

Language Learning Mission/Vision Statement
At Mott Hall Science andTechnology, we believe that:

  • Language learning promotes a student’s individuality/holistic development of cognitive, academic, emotional, and social development
  • Language is the most important medium through which students can communicate and learn
  • Language acquisition can promote bilingualism, cultural awareness, appreciation/respect of cultures and open-mindedness
  • Students should have access to an education that develops their mother-tongue and the dominant language of their environment/second language
  • Students should have access to all languages regardless of their background
  • Learning language is a dynamic and life-long process
  • Learning different languages helps individuals to learn about a culture’s religion, nuances, practices and make intra-cultural connections to their own lives
  • It is the responsibility of teachers to be aware of students’ different backgrounds and should foster a respect for these cultures and draw upon these cultures as inspiration for teaching and learning
  • In an increasingly global economy, second language acquisition and refinement of first language can provide students with greater professional and social opportunities

LanguageProfile of Students

The student population at ourschool is very diverse. The languages within our community include English,Spanish, Wolof, French, Bengali, Mandingo, Ibo and Hungarian. They range fromstudents with limited Language Acquisition instruction, English speakingstudents with previous Language Acquisition instruction and bilingual studentswith limited or no Language Acqusition: English instruction.

Mott Hall offers Language Acquisition instructionin Spanish, Latin and English. Starting in the 2013-2014 school year, studentsIB MYP year 1 and 2 will receive Spanish instruction. Year 3 will receiveLatin. The instructors will loop up with the students to ensure that studentsdo not transfer between languages and have three years of language acquisition.Bilingual students are instructed according to the level of proficiency of theEnglish language, or by phases 1-3. As mandated by the state, these studentsfollow the transitional bilingual program (as explained as the English LanguageLearner Support section) and the English as a Second Language Program.


Native Language Development

The native or dominant languageat Mott Hall Science and Technology Academy is English. The development of thislanguage is fostered in all subject areas but is explicitly focused on in Language andLiterature classes or English Language Arts classes.

In Language and Literature classes,students explore different genres of literature or informational texts,including biographies, feature articles, narratives, myths or poems. Throughinquiry-based instruction, students use these texts to discover their differentpurposes and how language functions differently in each text to convey thispurpose.

Verbal use of the English language isencouraged on a daily basis through class participation. Students can be seenverbally communicating in small groups, large groupsor in class discussion in any given class. Socratic seminars are also gearedtowards developing a student’s verbal language as they are asked to confirm,extend or challenge the thoughts of others. Instructors may also include oralpresentations that assess a student’s use of the English language. The use ofstandard English vernacular and complete thoughts is required in all verbalcommunication.

Written English language is animportant component of native language acquisition in our school. Our studentsare taught grammar, spelling, organization, and voice and how to effectivelydevelop these aspects of different types of writing. Written assessmentsaccompanying the study of all subjects is required. There is a commonexpectation for students to use written English language to develop and explaina claim supported by evidence.

Vocabulary expansion is vitalfor a student’s knowledge of a language. Teachers use sophisticated language inthe classroom and select rigorous material that exposes students to words theyare unfamiliar with. Students are encouraged to use newly acquired vocabularyin their writing or verbal language.


Non-native LanguageAcquisition

For non-native languageacquisition Mott Hall Science and Technology Academy offers two Language Acquisitioncourse options: Latin or Spanish.

Students studying Spanishpractice reading, writing, listening and speaking in the target language inactivities aligned with standards at the national and state levels as well asthe IB MYP standards. Students studying Latin focus on reading, translation andgrammatical analysis of the target language, with composition, listening andspeaking activities supporting students’ understanding of the written language.

Second language grammar, e.g.conjugation of verbs, parts of speech, etc., is an essential component of boththe modern and Classical Language Acquisition courses. This ensures a deepunderstanding of the target language, a support for students’ knowledge ofLanguage and Literature grammar, and an awareness of languages as logicalcommunication systems.

Cultural awareness is also anessential component of the two Language Acquisition courses. In Spanish,students explore cultural practices such as food, interpersonal interactions,dance and dress throughout Latin America. The study of Spanish also connectsMott Hall students with our local Spanish speaking community here in the SouthBronx. In Latin, students study ancient Greco-Roman culture including theirarchitecture, art, mythology, government, history, daily life, and how thesecultural products and practices influence our modern world. In this waystudents see how their second language knowledge supports their study of otheracademic disciplines, namely the arts, humanities, and language and literature.


Mother-Tongue Instruction

“Children who speak a language other thanEnglish enter U.S. schools with abilities and talents similar to those ofnative English-speaking children...However, unless parents and teachersactively encourage maintenance of the native language, the child is in dangerof losing it and with that loss, the benefits of bilingualism. Maintaining thenative language matters for the following reasons:personal...social...intellectual...educational...[and] economic.”(Intercultural Development Research Association, 2000)

Maintaining a child’s firstlanguage, while developing the second language, provides an array of benefitsthroughout their life.  Through instruction, Spanish speakers that areEnglish Language Learners (ELLs ) receive opportunities for the development ofliteracy in their native language.  Instruction in Spanish class forSpanish-speaking ELLs is exclusively in Spanish, which allows for theflourishing of their reading, writing, listening and speaking skills.  Studentslearn the importance of, and apply, varying literacy skills (such as syllabicbreakdown of words and accentuation rules), which develop their ability to readand write in their mother-tongue.  For beginner and recent arrival ELLs,this provides a more accessible and smooth transition into mainstream EnglishLanguage Arts.  Students are exposed to different texts, resources, andmedia that use their first language and demonstrate different aspects andtopics within their culture.  In their Language and Literature class(English Language Arts), ELLs are also supported with the use of Spanishresources and materials.


English Language LearnerSupport

All parents or guardians ofnewly enrolled students at MHSTA are required to complete a Home Language IdentificationSurvey (HLIS), administered by a trained pedagogue. This survey lets schoolstaff know what language is used at home. If the HLIS indicates that a childuses a language other than English, he or she is administered an Englishproficiency test called the Language Assessment Battery-Revised (LAB-R).Performance on this test determines the child’s entitlement to English languagedevelopment support services. (If LAB-R results show that a child is an ELL andSpanish is used in the home, he or she must also take a Spanish LAB todetermine language dominance.) Once language proficiency level is determined(beginner, intermediate, or advanced), students are provided with adequateEnglish language instruction using the Milestones curriculum to develop allmodalities of language: reading, writing, speaking, and listening. Programplacement is determined by parents/guardians’ choice between the three ELLprograms offered by the NYCDOE: Transitional Bilingual Education (TBE),Freestanding English as a Second Language (ESL), and Dual Language program.MHSTA offers the first two.

 

For the 2013-14 school year, there are 418students at MHSTA. Of that number, 83 are English Language Learners students.Mother-tongue languages represented by these students include Spanish (72),Bengali (2), Wolof (3), French (2), Mandingo (3), and Arabic (1). MHSTAsupports and adheres to the principles of the New York City Department ofEducation CR Part 154 for Transitional Bilingual and English as a Secondlanguage Programs, outlined on the OELL website as follows:

 

  • Transitional Bilingual Education: Standards-based subject matter instruction is provided in the student’s native language with intensive support in ESL. As English proficiency increases, so does the amount of time students are taught in English. English proficiency is accelerated through ESL, ELA, and NLA development.
  • Freestanding ESL: Students in ESL are taught in English using ESL methodologies and native language support for a specific amount of time as determined by their New York State English as a Second Language Achievement Test (NYSESLAT) scores.

 

At Mott Hall Science andTechnology Academy ELLs are held to the same high standards and expectations asall students. Curriculum, instruction, and assessment in all classrooms servingELLs students are aligned with New York State standards in all core areas.Literacy is developed through native language arts (NLA), English as a secondlanguage (ESL) and English language arts (ELA) curricula aligned with the ELA standards.The value of learning to read first in the native language is recognized.Instructional strategies promote the transfer of literacy skills learned in thenative language to acquisition of literacy in English.

There is positive schoolclimate for ELLs. The languages and cultures of ELLs are respected and valuedthroughout the school. Parents of ELLs are made to feel important members ofthe school community. Bilingual and ESL teachers are an integral part of theinstructional staff and they are provided with the support, materials, andresources needed to be successful.

ELLs performance and servicesare assessed on an ongoing basis at all levels using multiple, fair, andequitable measures. Assessment is conducted in the native language and in Englishas appropriate. The information obtained is used to determine student academicprogress, the level of English language acquisition, and to refine services toELLs and report outcomes.

There are well­ prepared,competent, and appropriately certified teachers, administrators, and staffworking with ELLs. The staff participates in ongoing, long­ term staffdevelopment with strong emphasis on the State learning standards. We ensureequity in technology and instructional resources for ELLs by providing equalaccess to computers, instructional technology, and materials that supportnative language and English language literacy development. We support ELLsacademic success through after school instruction, Saturday instruction, and/orsummer academies.

We adjust the grading policyfor ELLs. All ELL students receive a 6-8 weeks average based on two sources: formative and summative grades, in the same manner as all students, withthe following exceptions:

  • Summative grades (periodic assessments) – will receive graduated weights depending on the English proficiency level of each student, as follows:

1.      Phase 3 (Advanced):                                           30%of total grade

2.      Phase 2 (Intermediatestudents):   20% of total grade

3.      Phase 1 (Beginningstudents):                          15% oftotal grade

  • Newly arrived ELLs: ELLs who have been in the country less than one academic year will receive a pass/fail grade for all classes. They must take the NYS Math exam, and NYSESLAT, but are exempt from all other exams and periodic assessments for their first academic year. Teachers can use alternative assessments such projects and presentations to assess ELLsacademic progress  
  •  Special Needs Policy

    MOTT HALL SCIENCE AND TECHNOLOGY ACADEMY |2013-2014

    Special Needs Mission Statement

    MottHall Science and Technology Academy strives to make all learning experiencesand opportunities accessible to the diverse needs of our learning community. Weare dedicated to providing a safe, welcoming, environment where students can berisk-takers, caring and principled by teaching and practicing respect andacceptance for all through the pursuit of open minded dispositions.  

    We value andembrace the modifications and accommodations that lead to participation(whether full or partial) for every student; instilling the value and integrityof each and every learner in our community; that in some cases "fairdoesn't mean everyone gets the same, but that they get what they need".

    We believe thateach student deserves a free and appropriate public education in their leastrestrictive environment; one which uses creative and multi-modal strategies todifferentiate and meet the needs of our special education population whilesimultaneously providing access to a rigorous, inquiry based curriculum,accentuating strengths intellectually (knowledge/critical thinking), socially(communication), and emotionally (balanced) and offering opportunities forgrowth in aspects that focus on preparing our children to be reflective,contributing members of a global society.


    Learning Support Protocols and RelevantTerminology

    The following process is used to identify and assess students withspecial needs:

    • Student identified by teacher parent and or staff member based on observation from academic performance.
    • Students’ name submitted to Grade Team who performs case study to determine recommended intervention strategies to address academic challenges.
    • Grade Team reconvenes with progress report, which includes data and observations, if no progress is documented from the recommended intervention, teacher fills-out referral form.
    • Planning and Placement Team schedules meeting with parent/guardian, teachers and School Based Support Team Staff Representatives to discuss students’ educational progress.
    • Teachers bring anecdotal and academic intervention documentation to accurately address student learning needs for instructional planning.
    • Planning and Placement Team review intervention strategies and track students’ progress before referral for Special Educational or Related Services.  If student is not progressing based on academic intervention strategies the Planning and Placement Team will request a comprehensive special education evaluation upon approval from parent.

    General Education

    Mott Hall Scienceand Technology Academy provides their students a general education in a settingthat ranges from least restrictive to a more restrictive environment based onthe student’s academic needs as outlined in their IEP.  This includesinstruction that occurs outside of the classroom such as within the school orcommunity where interaction occurs with persons without disabilities (e.g.,assemblies, field trips and community transition services).  Students ofMott Hall who require additional support receives specially designed instructionwith supplementary aids and services.  This could include, but not belimited to, modifications to the regular curriculum, co-teaching (generaleducation teacher and special education teacher team teaching in the sameclassroom), special education training for the general education teacher,computer assisted devices, note takers, physical arrangements of the classroom,peer supports, related services provided in the general education setting,grading modifications, and/or classroom or individual aides.

                                                                                                                       

    Special Education

    Mott Hall Scienceand Technology Academy Special Class Services serve students with disabilitieswhose needs cannot be met within the general education class.           The special education teacher isresponsible for designing and delivering instruction.  The students mayalso require additional support including, but not limited to, relatedservices, adapted physical education, assistive technology and travel training. Further, assistance may be provided in areas such as modifying curricularcontent, identifying and selecting instructional materials and developingassessment materials. Mott Hall Science and Technology Academy students inspecial classes will have access to all the general education programs.Paraprofessionals may also help by providing additional support in theclassroom.

     

    RelatedServices:

    Speech and LanguageTherapy: Mott Hall Science and Technology Academy students receiveservices from a Speech/Language Therapist.  The services are for studentswith a communication problem, including problems of language comprehension andexpressive language, which adversely affect school performance.  Inaddition, it may be recommended for students with speech production skillswhose speech is unintelligible or not commensurate with the student's totalprofile, including cognitive development that adversely affects his or hereducational performance.

     

    OccupationalTherapy: Mott Hall Science and Technology Academy students receiveservices from an Occupational Therapy whose emphasizes independence inactivities of daily living (e.g. dressing, feeding, money management), skillacquisition (e.g. self-management skills, vocational skills) and schoolparticipation in various settings including the classroom, cafeteria, bathroom,and playground. Occupational Therapy is designed to maintain, improve orrestore function of students in all educationally related activities including neuro-musculoskeletalfunction (e.g. range of motion, muscle strength, endurance, postural control),motor function (e.g. fine motor skills, oral motor control, visual motorintegration), sensory and perceptual function (e.g. integrating and processingof tactile, visual, auditory information), cognitive function (e.g. attention,memory) and psychosocial function (e.g. self-concept, interpersonal skills).

     

    Counseling: The purpose of counseling for Mott Hall Science and TechnologyAcademy students with disabilities is to help them recognize and modifybehaviors that interfere with their learning. The type of counseling(individual and/or group) along with the IEP goals and objectives, frequency,and duration are determined by the IEP Team in collaboration with parents/guardians,and general and special education teachers.  The counseling services aredesigned to improve students' social and emotional school functioning in theareas of appropriate school behavior and discipline, social skills,self-control, conflict resolution, problem solving skills, self-esteem,decision-making skills and vocational and transition planning.

     

    Hearing EducationServicesMott Hall Scienceand Technology Academy students receive services to promote achievement forstudents with hearing loss by ensuring equal access to instruction throughacademic services as outlined in their IEP or 504 Plan, by providinginformation and education about each individual’s hearing loss andcommunication needs, and by collaborating with general educators and otherstakeholders to promote student success. Our Hearing Education Services aredesigned to provide intensive instruction in speech reading, auditory trainingand language development to enhance the growth of receptive/expressivecommunication skills.

     

    Health Services: Mott Hall Scienceand Technology Academy Student’s receive School Health Services to address thespecific health needs of the student and to ensure a safe educationalenvironment that allows the student to benefit from his/her primary educationalprogram. School Health Services are also designed to enhance the student'sability to access the least restrictive environment and participate to his/herfull potential within it. School Health Services may be provided by aprofessional registered nurse or a paraprofessional. The nature of the health servicesdetermines whether they are provided by a nurse or a paraprofessional uponapproval from the parent,

     

    Special Education Teacher Support Services(SETSS): Mott Hall Science and Technology Academy Special Class Servicesserve students with disabilities whose needs cannot be met within the generaleducation class.  The special education teacher is responsible fordesigning and delivering instruction.  The students may also requireadditional support including, but not limited to, related services, adaptedphysical education, assistive technology and travel training.  Further,assistance may be provided in areas such as modifying curricular content,identifying and selecting instructional materials and developing assessmentmaterials. Mott Hall Science and Technology Academy students in special classeswill have access to all the general education programs. Paraprofessionals mayalso help by providing additional support in the classroom.


    Direct Instruction: The specialeducation teacher of Mott Hall Science and Technology Academy may work directlywith a student (or work with a group of no more than 8 student) and providedirect services specially designed and/or supplemental instruction to the student.The special education teacher may adapt the subject matter (“modifiedcurriculum”) and/ or use visual aids, highlighted work sheets, simplifieddirections, and other kinds of “modified instruction” to meet the educationalneeds of the student.

     

    IndirectInstructionThe special education teacher of Mott Hall Science and TechnologyAcademy may also work with the students’ general education teacher to modifyand adapt instructional techniques and methods to meet the individual needs ofthe student. Students who receive SETSS receive up to 3 hours per week ofmodified instruction by on his/her IEP recommended services.

     

    ICT/CTT- Mott Hall Science and Technology AcademyIntegrated Co-Teaching (ICT) classrooms include students with and withoutdisabilities.  Our ICT classrooms have two teachers, a general educationteacher and a special education teacher.  The teachers collaborate toadapt and modify instruction ensuring that students master specific skills andconcepts in the general education curriculum, as well as safeguarding thattheir special education needs are being met, including meeting alternatecurriculum goals.

    12:1:1 (Self-Contained)- Mott Hall Science and Academy students who are inSelf-Contained classes based on their IEP classification are provided with ageneral education curriculum in a more restricted environment to meet theireducational needs.  The special education teacher is responsible fordesigning and delivering instruction in special classes. There is aparaprofessional who also provides support in the classroom. Students inself-contained classes may also require additional supports including, but not limitedto, related services, adapted physical education, assistive technology andtravel training.
    •             Special Class Staffing Ratio 12:1:1
    •             No more than twelve (12) students perclass
    •             One full-time paraprofessional

    Special Needs PopulationData 
    GRADE SIX:

    6th Grade Classified Special Education Students

    6th Grade Special Education  Student

    Classifications Compared to Total 6th Grade Population

    6th Grade Student Classifications Compared to Total 6th Grade Special Education Population

    Students with Related Services in the Special Education Population

    Educational Program Type in the Special Education Population

    24%

     

    (classified students / total students)

    LD: 10.4%

    SLI: 6.4%

    OHI: 4%

    ED: 2.4%

    HI: .8%

    LD: 43%

    SLI: 27%

    OHI:17%

    ED: 10%

    HI: 3%

    SLT: 33%

    C: 43%

    HS: 0%

    HES: 3%

    OT: 13%

    ICT: 23%

    12:1:1: 27%

    GE: 50%




    GRADE SEVEN:

    7th Grade Classified Special Education Students

    7th Grade Special Education Student

    Classifications Compared to Total 7th Grade Population

    7th Grade Student Classifications Compared to Total 7th Grade Special Education Population

    Students with Related Services in the Special Education Population

    Educational Program Type in the Special Education Population

    16%

    (21 classified students /134 total students)

    LD: 7%

    SLI: 4%

    OHI: 2%

    ED: .7%

    HI: .7%

    LD: 48%

    SLI: 5%

    OHI: 14%

    ED: 5%

    HI: 5%

    SLT: 29%

    C: 57%

    HS: 5%

    HES: 5%

    OT: 5%

    ICT: 0%

    12:1:1: 33%

    GE: 67%


    GRADE EIGHT:

    8th Grade Classified Special Education Students

    8th Grade Special Education Student

    Classifications Compared to Total 8th Grade Population

    8th Grade Student Classifications Compared to Total 8th Grade Special Education Population

    Students with Related Services in the Special Education Population

    Educational Program Type in the Special Education Population

    20.6%

    (26 classified students /126 total students)

    LD: 15.9%

    SLI: .02%

    OHI: .02%

    ED: .02%

    HI: .01 %

    LD:76.9%

    SLI: .08%

    OHI: .08%

    ED:  .08%

    HI: .04 %

    SLT: 23.1%

    C: 30.8%

    HS: 0%

    HES: 0%

    OT: 0%

    ICT: 0%

    12:1:1: 47%

    GE: 53%



    IB Special Education –Testing Accommodations/Modifications

                    All Special Education students have apage on their Individualized Education Plan (IEP) specifying their appropriatelearning accommodations and modifications.  The New York City Departmentof Education defines an accommodation as “a service or support that is providedto help a student fully access the subject matter and instruction”.(www.http://schools.nyc.gov) Accommodations arechanges to the setting, instructional delivery or educational materials usedduring the lesson.  Accommodations do not change the skill or content ofwhat is being taught. For local and state testing, most IEP students have anaccommodation of extended time. These students have more time than the generaleducation population has to complete the same assessment. For example, if aclass is having thirty minutes to complete a quiz, IEP students would haveforty-five minutes if they have time and a half or one hour if they have doubletime. These accommodations provide Special Education students with theopportunity to demonstrate their understanding of a skill.  The New YorkCity Department of Education defines a modification as “a change in thecurriculum or measurement of learning, and may be appropriate when a studentwith a disability is unable to comprehend all of the core content” (www.http://schools.nyc.gov). Modifications can change the way content is presented to the student, theway the student is to respond to a question, or the process the student uses toobtain an answer. For local and state assessments the most commonly usedmodifications are testing in a separate location with directions read aloud.Testing accommodations and modifications should not be providing students withdisabilities with an unfair advantage over the general education students.

    The followingaccommodations and modifications are commonly used to assist the IEP studentsat Mott Hall Science & Technology Academy:

    • Assistive Technology Devices – IDEA defines AT as “any item, piece of equipment or product system, whether acquired commercially off the shelf, modified or customized, that is used to increase, maintain, or improve the functional capabilities of a child with a disability." (www.http://schools.nyc.gov) These students also receive support services to learn how to use the assistive technology.
    • Behavior Intervention Plan
    • Teaching Assistant/Teacher aide
    • Graphic organizers
    • Large font texts or Braille
    • Note taker/scribe
    • Additional time to complete class assignments and assessments
    • Modified promotion criteria
    • Separate locationSmall setting to complete assessments (double time and time and 1/2)     

      Academic Honesty Policy
      MOTT HALL SCIENCE AND TECHNOLOGY ACADEMY |2013-2014

      Academic dishonesty in Mott Hall Science and Technology is not acceptable and is punishable by penalties such as receiving a failing grade or in school suspension. Academic dishonesty involves but is not limited to cheating and plagiarism.

      -->Text Box: Academic Honesty PolicyMOTT HALL SCIENCE AND TECHNOLOGY ACADEMY | 2013-2014 Definitions and Examples of Academic DishonestyA. Cheating is the intentional use or attempted use of material, information, notes, electronic devices or study aids during an academic exercise. Examples include but are not limited to:•	Copying work from another student during an exam.•	Copying work from another student for take home assignments.•	Altering a graded exam and returning it for additional credit.•	Taking an examination for another student or having another student take an examination for you.•	Submitting someone else’s work that is not your own.•	Using a communication device to retrieve or send information.•	Aiding another student in any of the acts listed above.B. Plagiarism is the intentional use or attempted use of another individual’s original ideas, research or writing and claiming them as your own. Examples include but are not limited to:•	Copying another’s person’s words verbatim without applying quotation marks or citing the source.•	Claiming that another person’s original ideas are your own without citing the appropriate source.•	Failing to acknowledge collaborators on any assignments.II. Methods for Promoting Academic Honesty•	Academic honesty policy will be distributed to all new faculty and new students in the school agenda.•	Proper citation and quotation procedures for submitted assignments will be reviewed in content classes.•	The “Step up to Writing” format introduced to our school encourages the development of original ideas and proper citation of quotations•	A section on the Mott Hall Science and Technology Academy website will be dedicated to academic honesty.III. Procedures for Implementation of Consequences for Academic Honesty ViolationA.	First Violation: The violation is recorded and is communicated to the parent/guardian of the student. The student is given a chance to revise their work to incorporate their original ideas.B.	Second Violation: The student will receive a failing mark for the assignment.

       

      Definitions andExamples of Academic Dishonesty

      A. Cheating is the intentional use or attempteduse of material, information, notes, electronic devices or study aids during anacademic exercise. Examples include but are not limited to:

       Copying work from another student during an exam.

      Copying work from another student for take home assignments.

      Altering a graded exam and returning it foradditional credit.

      Taking an examination for another student orhaving another student take an examination for you.

      Submitting someone else’s work that is not your own.

      Using a communication device to retrieve or send information.

      Aiding another student in any of the acts listedabove.

       

      B. Plagiarism is the intentional use or attempteduse of another individual’s original ideas, research or writing and claimingthem as your own. Examples include but are not limited to:

      Copying another’s person’s words verbatimwithout applying quotation marks or citing the source.

      Failing to acknowledge collaborators on any assignments.

       

      II. Methods forPromoting Academic Honesty

      Academic honesty policy will be distributed to allnew faculty and new students in the school agenda.

      Proper citation and quotation procedures forsubmitted assignments will be reviewed in content classes.

      The “Step up to Writing” format introduced toour school encourages the development of original ideas and proper citation ofquotations

      A section on the Mott Hall Science andTechnology Academy website will be dedicated to academic honesty.

       

      III. Proceduresfor Implementation of Consequences for Academic Honesty Violation

      First Violation: The violation is recorded andis communicated to the parent/guardian of the student. The student is given a chanceto revise their work to incorporate their original ideas.

      Second Violation: The student will receive a failingmark for the assignment.

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