Queens Academy High School
BEVERLY SHORT, PRINCIPAL
138-11 35 AVENUE, QUEENS, NY 11354Phone: 718-463-3111
School Name, Number, or Address
Students are expected to participate fully in their education. This means the student is prepared everyday with the materials outlined in this booklet. Students are required to participate in classes, asking and answering questions, dressed appropriately for gym, attend tutoring sessions when needed, and take a positive role in the school community. Students must submit work on time and revise work to improve the quality of assignments in order to be considered completed. Students must meet with the teacher to develop their academic goals and to receive feedback during portfolio conferences. Mediocrity is not acceptable.
ACADEMIC INTERVENTION SERVICES
Every effort must be made to identify students who are having difficulty as soon as possible. Teachers are responsible for notifying parents (via phone or in person) if their student is excessively absent, late, unprepared, or otherwise having difficulty. After these interventions, students can then be referred to the guidance counselor for further assistance. It is important to be able to reach a parent or guardian during school hours so that we can discuss this matter with you, if need be.
ACHIEVEMENT AND REPORTING
INNOVATION SYSTEM (ARIS)
ARIS is the Achievement and Reporting Innovation System which allows school administrators and teachers with their students’ academic information. Now, through the ARIS Parent Link, parents will have access to the same information that our teachers are viewing in the ARIS Profile. This academic information will allow you to become a more active partner in your child’s education.
Among the data that parents can view online are course grades, periodic assessment results, state test scores, enrollment history, and attendance information. Parents now have another avenue to see the school’s Progress Reports, Quality Reviews and State Report Cards.
Soon, your child will be bringing home two letters from the school which will clearly outline how parents can log in to the ARIS Parent Link.
We encourage our parents to be regular users of the ARIS Parent Link. If you have any questions regarding the ARIS Parent Link, please contact our Parent Coordinator, Brandon Alfred at (347) 563-5423.
ASSESSMENT OF STUDENTS
All students are evaluated regularly through the use of classroom exams (including mid-term and final exams), quizzes, homework, projects, portfolios, and student goals. It is important that the student attends regularly so the teacher has sufficient information to assess the student’s abilities in a subject area. Regular evaluation allows the teacher to see the student’s strengths and areas needing improvement.
All students are expected to attend school on time every day. Students must be in the school building by 8:30 a.m. unless they have a mandated zero period class which requires arrival by 8:03 a.m. Here are some suggestions that you can use to help your young adult get to school on time.
· Prepare school supplies and books the night before.
· Lay out the clothing, accessories, etc. the night before.
· Homework must be done the night before not in the morning before school.
· Allow sufficient time to have breakfast before school.
· Leave enough time to travel between home and school. Keep in mind that there are unforeseen weather and travel delays.
· Schedule enough time to get an adequate amount of sleep. If you go to bed at 12:00 a.m., it will be very difficult for you to get up in the morning and be on time for school.
· Please make arrangements for child care of younger siblings or children, so that this does not interfere with your Queens Academy child’s education.
· Please make doctor appointments after school so your child will not have to leave school early.
· If the student is working, ask the employer to adjust the works schedule so it does not interfere with school commitments. Remember, it is important to work, but it is more important to obtain a high school diploma.
Attendance and Lateness Problems
Continual problems with attendance and lateness require the intervention of parents and school professionals. Attendance and lateness issues jeopardize progress toward graduation and may be a signal for other concerns. Ongoing attendance/lateness problems must be addressed as a team (parents/guardian, student and school) to resolve obstacles so the student can progress and improve academically.
QAHS students are expected to uphold the highest standards of behavior. Students are held responsible, through disciplinary action (see Chancellor’s Regulations for details), for inappropriate behavior. Appropriate, respectful behaviors are:
1. Respect for self - complete assignments, dress appropriately...
2. Respect for peers - no name-calling, no violence against others, no obscene or profane language or gestures…
3. Respect for authority - speak appropriately to teachers and administrators, obey directions of school staff...
4. Respect for property - no stealing, no defacing property, discard refuse appropriately…
All students are expected to be in class at their scheduled time. Students mandated for period 0 must be in class by 8:03 a.m. Monday through Thursday. Students scheduled for period 1 must be in class by 8:40 a.m.
8:03 a.m. 8:03-8:38 period 0 LSS8:40-9:25 period 19:28-10:13 period 210:16-11:01 period 311:04-11:49 period 411:52-12:37 period 512:40- 1:25 period 61:28-2:13 period 72:16-3:00 period 83:05-4:35 period 9
CELL PHONE AND ELECTRONIC POLICY
Students may not bring any electronic devices to school. It is suggested that arrangements be made to leave electronics at home.
The Chancellor’s Regulation A – 412 specifically states the following with regard to communication devices:
Beepers and other communication devices are prohibited on the school property … This is infraction B05 in the Disciplinary Code.
If the school confiscates a communication device, the principal/designee should immediately contact the student’s parent and arrange for the parent to appear in person to pick up the device.
The beeper/communication device should be maintained and secured by the school until the parent appears.
If the parent repeatedly fails to appear to pick up the beeper/communication device, the school should dispose of the item.
Please note that electronic devices brought into the building will be confiscated and will not be returned to your child, as per Chancellor’s Regulation. It will be necessary for you to come to school and pick up the device.
You may read this document in its entirety by going to the Department of Education website at www.nycenet.edu. Go to Directory of Offices and Divisions then Chancellor’s Regulations and scroll down to Regulation A – 412, Security in the Schools.
The guidance counselor will help students:
· explore postsecondary options including college and career choices
· facilitate the college application process
· engage parents in educational and career planning for their children
· help parents to navigate the school’s role in the educational process
· provide skills necessary for student success in school, community and the world of work
· connect career goals to educational goals
· Organizes school trips to various local colleges
· Assists with the financial aid process
COMPUTER CONDUCT POLICY
EXPECTATIONS OF STUDENT USERS
Students utilizing District-provided Internet access must first have the permission of and must be supervised by New York City Public School System’s professional staff. Students utilizing school-provided Internet access are responsible for good behavior online just as they are in a classroom or other areas of the school. The same general rules for behavior and communications apply. The purpose of District-provided Internet access is to facilitate communications in support of research and education. To remain eligible as users, students’ use must be consistent with the educational objectives of the New York City Public School System. Access is a privilege, not a right. Access entails responsibility. Users should not expect that files stored on school-based computers will be private. Administrators and faculty can and may review files and messages to maintain system integrity and ensure that users are acting responsibly. New York City School Library System Handbook – Section 3 8/15/06
The following uses of school-provided Internet access are NOT permitted:
• Maliciously disrupting or harming the school’s workstations, network, and services through such activities as hacking, or downloading, uploading, creating, or spreading computer viruses;
• Violating copyright or otherwise using the intellectual property of another individual or organization without permission;
• Accessing, uploading, downloading, scanning, or distributing pornographic, obscene, sexually explicit, harassing, discriminatory, or defamatory material;
• Transmitting obscene, abusive, sexually explicit, or threatening language;
• Violating any local, state, or federal statute; or school district policies;
• Vandalizing, damaging, or disabling the property of another individual or organization;
• Accessing another individual’s materials, information, or files without permission; sharing passwords or
• Using the account or the identity of another user;
• Using limited network bandwidth for downloads not related to academics;
• Posting web pages for commercial purpose or political advocacy (Material posted on the school server must be reviewed and approved by a faculty member.);
• Copying or downloading software without the authorization of the network administrator;
• Using computers for personal communications: gaming, personal e-mail, chat, personal blogs.
All students are required to sign a user agreement before using the Internet.
COLLEGE NOW PROGRAM
College Now is a collaborative initiative of the City University of New York and the New York City Department of Education. In most cases, a public high school partners with a CUNY college to design program of academic and preparatory courses. Our partner is LaGuardia Community College. The primary goals of College Now are to improve the academic achievement of high school students and to ensure that graduating students are ready to do college-level work.
Global History and Geography 1Global History and Geography 2Global History and Geography 3Global History and Geography 4United States History and Government 1United States History and Government 2United States History PrepGlobal History and Geography PrepEconomicsParticipation in GovernmentThe American Legal System ENGLISH
Man’s Inhumanity to ManLiterature of Coming of AgeElements of a Short StoryEnglish Regents PrepLiterature of IdentityLiterature of Alienation The American ExperienceLiterary JusticeLiterature of ChangeCollege Now English as a Second Language Journalism
Living Environment 1Living Environment 2Earth Science 1Earth Science 2Earth Science PrepChemistry 1 Chemistry 2Forensics 1Forensics 2Introduction to PhysicsEnvironmental Science 1Environmental Science 2
Integrated Algebra 1AIntegrated Algebra 1BIntegrated Algebra 1CIntegrated Algebra 1DGeometry 1Computer BasicsMath Regents PrepCollege Now Math Statistics
Drawing 3-D DesignHealthWellness and RecreationLifelong Fitness and Physical BestIndividual and Team SportsSpanish Culture 1Spanish Culture 2French Culture 1French Culture 2PLATO is an on-line curriculum Rosetta Stone Language ProgramCourses may vary based on campus.
Cutting classes (reporting to school and failing to attend one or more programmed classes) is prohibited. Students who cut lasses are in violation of the Chancellor’s Regulations.
When you are in class make sure the teacher marks you present. Cutting is a hurdle toward graduation and can result in failing a class since the student is not in attendance to complete the assignments.
DISCIPLINE CODE POLICY
Citywide Standards of Discipline
and Intervention Measures
The New York City Department of Education is committed to ensuring that our schools are safe, secure and orderly environments in which teaching and learning take place each day. Safe, supportive school environments depend on students, staff and parents demonstrating mutual respect. Included in this document is the Student Bill of Rights and Responsibilities that promotes responsible student behavior and an atmosphere of dignity and respect by establishing guidelines to help students as they strive to become productive citizens in a diverse society.
Standards of Behavior: Accountability and Support
All members of the school community — students, staff and parents — must know and understand the standards of behavior which all students are expected to live up to and the consequences if these standards are not met. The Citywide Standards of Discipline and Intervention Measures (the Discipline Code) provides a comprehensive description of unacceptable behavior, including incidents involving drugs or weapons. It includes the range of permissible disciplinary and intervention measures which may be used when students engage in such behaviors as well as a range of guidance interventions schools may use to address student behavior. The Code applies to all students, including those with disabilities. Students with disabilities are entitled to additional due process protections described in Chancellor’s Regulation A-443.
In providing a range of permissible disciplinary measures, the Discipline Code ensures both consistency and equitable treatment for all students and enables a principal and the Chief Executive Officer of the Office of School and Youth Development or other designee of the Chancellor or the Community Superintendent to exercise discretion and educational judgment. Principals, teachers, school staff, students and parents need to know the disciplinary measures that can be taken when a student misbehaves or substantially disrupts a classroom. Guidance interventions are included because inappropriate behavior or violations of the Discipline Code may be symptomatic of more serious problems that students are experiencing. It is, therefore, important that school personnel be sensitive to issues that may be impacting upon the behavior of students and respond in a manner that is most supportive of their needs. The standards set forth in the Discipline Code apply to behavior in school during school hours, before and after school, while on school property, while traveling on vehicles funded by the Department of Education, at all school-sponsored events and on other-than-school property when such behavior can be demonstrated to negatively affect the educational process or to endanger the health, safety, morals, or welfare of the school community. When misbehavior involves communication, gesture or expressive behavior, the infraction applies to oral, written or electronic communications. School officials are responsible for sharing the information contained in this document with students, staff and parents. A full copy of this document will be given to the student. It can also be found on the DOE website at http://docs.nycenet.edu/docushare/dsweb/Get/Document-101/Disc%20Code%202006.pdf
We expect our students to dress in a manner that demonstrates that they are in school to learn. Therefore, the following dress practices are to be avoided.
· Shorts or dresses that are shorter than four inches above the knee.
· Tank tops, halter tops, tube tops, wife beaters.
· Shirts that contain inappropriate language or messages.
· Hats, caps, bandanas or head kerchiefs (MALE AND FEMALE).
· Extravagant jewelry, “dog chains”, etc.
· Any form of dress, hair or make-up that is so distracting that it may cause a disruption in the school’s educational process.
ENGLISH AS A SECOND LANGUAGE
English as a Second Language (ESL) classes are provided to help language learners improve their skills. All students in the ESL Program must take the New York State English as a Second Language Achievement Test (NYSESLAT) which is given once a year in the spring. The state designed this test to measure English Language Learners progress in the ESL classes. This exam was solely designed to see if a student is eligible for ESL services. Therefore, there is no pass or fail grade and this exam is not required for graduation. Students who score at the proficiency level on the test will have tested out of ESL. However, the student may still be eligible for ESL support structures.
(based on budgetary constraints)
Learning Strategies for Success (LSS) meets Monday through Thursday from 8:03 a.m. to 8:38 a.m. It is a privilege to be selected for the program, and attendance is mandatory. We firmly believe students can benefit by improving in a number of areas that the program addresses.
Through individual or small group instruction in the subject(s) in which your child needs the most help, s/he will be able to focus on homework, subject content, test-taking techniques, listening skills, note-taking, summarization, reading and writing skills, and math strategies – all of which are necessary elements in the successful completion of high school, higher education, and the world of work.
Students who are scheduled for Science Labs are required to attend a period 9 class (Flushing Campus). Science Labs are mandated as part of the Living Environment and Earth Science curricula and must be satisfactorily completed with a total of 600 minutes each semester.
In addition to science labs, we offer after school classes (based upon budgetary constraints). Students can participate in math, science, English or social studies activities to enhance their interest and skills. College Now classes are available based upon students’ interests.
Students can participate in the boys’ basketball, girls’ basketball and co-ed softball provided they are not on academic probation.
Students are encouraged to participate in student government. It is a forum for students to discuss ideas, concerns and make suggestions to enhance school life. Each campus has its own student government which meets to discuss campus specific issues. In addition, both campuses meet to discuss school-wide issues. We believe students have a voice, but it is up to the individual student to become involved and make a difference in the school community.
Trips are scheduled as part of the class curriculum and students are required to attend. Teachers assign work based upon what students have learned during these extracurricular activities. Students have gone to Washington, D.C., Philadelphia, The Body Works, Federal Reserve, etc.
Each department has developed a grading which must be adhered to. Grading reflects student achievement. Utilizing a variety of methods, teachers are expected to evaluate student progress in order to determine a fair assessment of a student’s work. Students shall be held accountable for all assignments. A student’s behavior may not be used solely as a reason for reducing or increasing a grade. Teachers use the evaluation process as a diagnostic tool for identifying skills mastered, skills required to re-teach, and to assign grades. In developing assessments, teachers develop a variety of testing techniques, including discussions, multiple choice and short answer, oral presentations, projects, quizzes, exhibitions, and the like. Teachers keep a portfolio of student’s work showing baseline data, student’s goals, next steps for improvement, periodic assessments, and differentiated instructional strategies used. A medical excuse does not excuse a student from the work, it only ensures that s/he will be given the opportunity to make it up. Every student will receive written notification of the teachers’ grading policies.
School guidance counselors collaborate with all members of the school community to develop and deliver a data driven program that supports every student’s academic, career and personal/social development.
· supports student success through study and test taking skills
· contributes to improving student attendance
· ensures students receive Academic Intervention Services (AIS)
· assures students and families have knowledge of and access to diploma and graduation requirements
· focuses on increased graduation rates
· uses data to increase opportunity and promote achievement
· supports teachers in their work with students
· focuses on reducing disciplinary referrals and suspension rates
· helps students acquire resiliency skills
· promotes successful student transition from grade level to grade level
· teaches students mediation and conflict resolution
All students must meet state requirements and pass all classes and NYS exams to graduate from a NYC high school. Students who attain a 65% or better on Regents exams have satisfactorily met the state standards and have demonstrated competency in that subject area. See diploma requirements for more details.
HALLWAYS/GOING TO CLASS/PASSES
Students are not permitted to run or loiter in the halls and must arrive at class on time. Students may not be in the halls during class time without a pass. PLEASE NOTE: ONLY ONE STUDENT IS PERMITTED TO LEAVE THE ROOM AT ANY TIME. Any student in the hall without a pass will be sent immediately to the main office.
In case of an emergency, it is imperative that the school be able to reach a parent or guardian. Emergency forms are kept on each student in the attendance office, and the phone numbers on these cards must be kept up-to-date.
All teachers, as part of the course curriculum, must regularly assign homework to students whether it is writing, reading, studying, or extended project work. The assignments must be reviewed in a timely manner to provide feedback to students about their performance. In addition, assigned homework is related to what is happening in the class and not busy work for the student.
The following homework links offer helpful guidance to students, parents, and families. Some of the links will take you to different Web sites, others will take you to the old version of the DOE Web site.
Public Library Homework Help Website
Ask Dr. Math
Regents Review and Resources
Regent Exam Prep Center
Regent Review Live! Online
NY Times Learning Network
INFORMATION TO THE MILITARY
Federal law requires the New York City Department of Education to provide names, addresses, and telephone numbers of 11th and 12th grade high school students to military recruiters and institutions of higher education that request this information, except where you or your parent notifies us that you do not consent to the release of this information.
While we are committed to protecting the privacy of our students, we must comply with the law. Unless you notify the Department of Education in writing that you do not consent to the release of your information, we must disclose your name, address, and telephone number to military recruiters and institutions of higher education that request this information about our students.
Please be aware that you can change your options at any time. If you do not submit the information now, you may still opt out at any time during your school career and decide not to release your information. Please advise the principal in writing if you change your decision at a later date.
Parents also have the right to request that your information not be disclosed and a separate notice has been sent to them. We urge you to discuss this matter with your parents.
LEARNING STRATEGIES FOR SUCCESS
Learning Strategies for Success (LSS) is a program to provide students with academic support. It meets Monday through Thursday from 8:03 a.m. to 8:38 a.m. Any student may take advantage of this program if s/he feels that additional assistance is needed.
However, all students academic records are reviewed by guidance counselors to target students who have failed core academic subjects and have a propensity for failing Regents exams. Teachers, through their work with and observations of students, will recommend students who exhibit difficulty in classes. If numerous recommendations are made for the same student, the guidance counselor will consult with the staff during a case conference to discuss specific subjects or skills to address. When a student is mandated for LSS, attendance is mandatory as it has been determined by the staff that LSS could benefit the student’s academic progress.
Students may be recommended for one or two subjects each marking period. If there is noted improvement, guidance will discharge the student. In cases where progress has not been made, students must continue with LSS and a parent conference must be held.
In consultation with the student, the teacher will provide individual or small group instruction in:
· Core academic subject content
· Reading and writing skills
· Homework assistance
· Test-taking strategies
· Listening skills
· Math strategies
· Organizational skills
· Time management skills
· Study skills
· Regents help
· Other areas
Teachers in their work with students, very often incorporate learning strategies that can help students succeed. Each teacher has a packet of LSS materials that can address some of the strategies listed above. These materials, when reviewed with students, show students how to use techniques such as mnemonics to remember information or a technique.
In the event a student has an emergency and must leave school, s/he must speak with the guidance counselor or assistant principal. A parent will be notified and the student will be given an early dismissal pass. Under no circumstances may the student leave without speaking with either the guidance counselor or assistant principal as the school is responsible for a student while in our care, and it is imperative that we know where our students are at all times.
Our school is a Title I funded school. That means that these funds are based on the number of completed lunch forms that are returned to the school. If the school does not collect the number of forms needed to make its quota, then it will lose its Title I funds. For Queens Academy that would be equivalent to losing five teachers. When this form comes home, please fill it out immediately and return it to school, even if your child does not participate in the program. It is most important that the school meets its numbers and that can only be accomplished by having a form from each student. We need your help as any funding loss will directly affect your child.
The Department of Education mandates that all students participate in a closed lunch (wherever possible) in order to ensure the safety of all students. A closed lunch means that students are not permitted to leave the building during the assigned lunch period (Jamaica is a closed campus). School lunch is available in the school cafeteria or students may bring their lunch with them and eat it in the cafeteria or in one of the assigned classrooms.
Please be advised that failure to comply with the Chancellor’s Regulations indicates that students are not meeting the Standards of Behavior with which they are expected to comply.
Students who leave the building during lunch are committing the following infractions:
· Failing to be in one’s assigned place while on school premises.
· Leaving school premises without permission of supervising personnel
· Being insubordinate: defying or disobeying the lawful authority of school personnel or school safety agents.
It is important that you understand the Chancellor’s Regulations regarding this policy and make sure that your child complies with this guideline. Students who fail to comply face a range of disciplinary measures.
Each campus has facilities for students to have lunch in school. We suggest that students participate in this program which is provided by the Office of School Food and Nutrition.
Staff members are not permitted to give students any type of medication. This includes any non-prescription medication, vitamins or mineral supplements of any kind.
Only students whose address of record meets with the guidelines for reduced/full fare passes are entitled to a metrocard. Those who qualify must complete a metrocard application and have the following items on file: a current lunch form, a current blue emergency cards and a clear book record before a metrocard will be issued. It is the student’s responsibility to keep the metrocard in a safe place. if lost or stolen, the student must report it immediately to the main office.
The Department of Education sets aside 1 evening and 1 afternoon in the fall and 1 evening and 1 afternoon in the spring term for parent conferences. Parents should attend these meetings as it is an excellent way to be involved in your child’s education.
Parents are encouraged to become involved in the educational community of Queens Academy. Ongoing communication between parents and staff is essential, so that we can work together to help the student. This can be accomplished through phone calls, meetings with teachers – including Parent Conferences, to discuss progress, volunteering in the school, and attending activities.
Essentials for your child’s success:
1. Talk to your child about school.
2. Know your child’s program—the classes he is taking and the teacher’s names
3. Check to see your child brings his/her books to and from school everyday.
4. Ask your child about homework assignments.
5. Ask to see exams. These can give you insight about your child’s attendance.
6. Check your child’s report card and attendance.
7. Watch for mail from school.
8. Call the Attendance Office if you have concerns.
9. Attend Open School night or Open School afternoon. to speak with teachers.
10. Avoid keeping your child home for the following reasons:
· To wait for a delivery or workmen
· To take care of younger siblings
· To work in a family business
· To do housework
· To run errands
· To act as interpreter
11. Avoid allowing your child to stay home unless he is too ill to attend school.
12. Schedule medical appointments after school.
13. Make sure your child attends the tutoring program if s/he needs academic help.
14. Join the Parents Association to network with other parents and to participate in important decisions about your child’s school.
Parents will be contacted when their child is:
Demonstrating poor academic progress or a change in academic behavior. ill and/or needs medical attention; demonstrating suicidal or psychological actions that require medical, police and/or child welfare intervention (child welfare reporting required); presenting danger to him/herself or other students; not complying with the rules and regulations of the school.
The Parent Coordinator is available to assist parents with any number of issues. He can be reached at (347) 563-5423.
School Involvement for Parents
Children do better in school when their parents are actively involved. Parent involvement is more than just receiving information about what is happening in the schools. Parents have many opportunities to take on leadership roles and to have influence in school communities. Here are just a few of the ways that family members can get involved in schools:
Parent Associations and Parent-Teacher Associations
Joining the Parent Association (PA) is the main way to get involved at your child’s schools. The PA is a body comprised of parents of students. Each PA develops its own bylaws, elects officers, and holds regular meetings. Every public school in New York City must have one. If a PA decides to include teachers in the association, members elect to become a parent-teacher association (PTA).
The PA or PTA should be representative of all parents within the school, including parents of special education students and English Language Learners, as well as students who are eligible for Title I, gifted and talented services, and magnet programs.
The PA/PTA helps parents learn about the school, share ideas, and enrich the school. The specific roles of the PA/PTA depend on the school and its members, but among its responsibilities are selecting members for the Community and Citywide Education Councils and organizing fundraisers, workshops, and family events.
The president of every PA/PTA in a Community School District is a member of the District Presidents’ Council. Presidents of high school PA/PTAs are members of borough-wide Presidents’ Councils. The presidents of each Presidents’ Council, or their designees, serve on the Chancellor’s Parent Advisory Council (CPAC).
School Leadership Teams
Parents, teachers, and administrators work together on School Leadership Teams (SLTs) to make important decisions about their schools. The SLT’s core responsibility is developing the school’s Comprehensive Educational Plan (CEP) that is aligned with the school-based budget. Principals also turn to SLTs for advice when making important decisions.
Title I Parent Advisory Councils
Title I is the largest federal aid program for elementary, middle, and high schools. Schools receiving Title I funds must have a council that provides representation for parents and children on Title I related issues. The advisory councils have advisory roles in planning, developing, carrying out, and evaluating Title I programs.
Other Parent Activities
Parents can volunteer to attend trips, participate in helping the school with special activities, call parents, mail letters, etc. Any time you can give to help the school is appreciated.
Students take Periodic Assessments throughout the school year to give teachers more information about what students have learned. Teachers use these assessments– along with other school work and what they see in class– to learn where students need more help and plan targeted instruction. The DOE does not use Periodic Assessment results to grade children or schools.
The DOE offers several assessment options for English and math in all grades; schools choose the combination of Periodic Assessments that meets their needs, or design their own.
How Periodic Assessments Help Schools
1.Give schools up-to-date information about what each student knows and can do so that teachers can target instruction to the learning needs of every child.
2. Predict students' performance on NY State Tests so that teachers can help every student meet or exceed State Learning Standards.
3. Measure student learning within a grade and from grade-to-grade to help schools keep students on track for success in high school and beyond.
How Families Can Learn More About Periodic Assessments
We encourage schools to share students’ Periodic Assessment results with families. ARIS Parent Link provides families with online access to their child's Periodic Assessment results as well as their child's NY State Test results, attendance, and course grades. Many students will also be given a username and password so that they can log into the Acuity Web site to see their Acuity assessment results and access instructional resources. Families can contact their child’s teacher or the school’s Parent Coordinator to learn more about the information available at their school.
PREPAREDNESS FOR SCHOOL
Every student is expected to come to school each day with the right tools for learning. Please make sure your child has the following items for the first day and that school supplies are replenished when needed.
One 2 inch loose leaf book
One package of 200 sheets of loose leaf
Dividers for the loose leaf book (7)
Two pencils Combination lock (Jamaica)
Progress reports are distributed twice each semester for a total of four reports for the school year. The progress report indicates if a student is having difficulty academically, including attendance and lateness. If you receive a report that indicates academic concerns, parents should contact the teacher or guidance counselor to arrange either a phone or in person conference to address the concern. This notification serves that the student may fail a course.
Every student is required to have a portfolio. The purpose of the portfolio is to show growth and progress. Each portfolio should have a diagnostic baseline assessment, writing samples, and student goals form.
The following are included in a student’s portfolios:
Student goal form which includes student self-evaluation, goals, data sources used as evidence of accomplishment of goals, and timeframe to achieve goal.
Actual assignments given to the student with directions and expectations. Students need to have assignments that are clearly defined with understandable expectations addressed in a rubric, if we expect students’ outcomes to match teacher expectations.
The rubric used to assess students’ work. Rubrics give the teacher the evaluating criteria, so that the assessment is more objective.
Specific, descriptive written feedback is given on how to improve work from one level to another to include the next steps in the learning process. A number grade alone or comments such as: “good job” or “you are trying” do not provide students with the important information to help them analyze, correct, rewrite or rethink their answers which can be followed up with students in a review activity.
Writing is assigned across all subject areas. As you know, the more students write, it is more likely they will improve their writing skills.
Students need to become familiar with the Regents exam format and questioning early on in the semester so when it is time to take the actual exam, students will be accustomed to the directions, vocabulary, and format of the exam which can result in less anxiety on the part of the student.
While students may want to include everything in their portfolios, guide them to choose a selection of work vs. a collection of work.
Portfolios are kept in school. Please ask to see your child’s portfolio during parent conference or at any other meeting.
See diploma requirements.
Report cards are distributed at the end of each marking period (6 report cards a year). Please note that each term’s grading is cumulative which is reflected in the semester’s final grade.
RESPONSIBILITY FOR EDUCATION
Education is the responsibility of all members of our school community. Students, parents, and educators all play an important role in the education of an individual. When each member does his/her part in the learning, monitoring and/or teaching, then there is a much better chance for success.
Please listen to the information broadcast by any of the following radio stations: WINS (1010 AM), WCBS (880 AM), WLIB (1190 AM), WBLS (107.5 FM), WADO (1280 AM), WKDM (1380 AM), WYNE (91.5 FM), WSKQ (97.9 FM), WXLX (620 AM), as well as “NY 1” (Channel 1 on cable television), and WYNE-TV (Channel 25 on television).
Please note that in all instances of a Chancellor approved and authorized delayed school opening, all field trips will be cancelled.
SECURING CLASSROOM ITEMS
Please make sure to secure your personal and school belongings. Do not leave personal items of value, including textbooks unattended. It is your responsibility to ensure the safety of your items.
Sexual harassment is a form of discrimination in that it constitutes improper differential treatment on the basis of sex. Queens Academy condemns all unwelcome and uninvited physical, verbal, or non-verbal sexual overtures that are personally offensive and fail to respect the rights of others of the same or opposite sex.
Any student who believes that s/he has been violated with regard to sexual harassment should report such conduct to a school administrator. All complaints will be investigated and appropriate disciplinary action will be taken against any person violating this policy or guilty of retaliatory conduct against the person lodging a complaint.
STUDENTS MAY NOT UNDER ANY CIRCUMSTANCES SMOKE IN OR AROUND THE SCHOOL BUILDING.
The Special Education at Queens Academy High School provides SETSS (Special Education Teacher Support Services, formerly known as resource room). Students receive one period per day of full support to address learning deficits. Special Education services, as mandated by the student's Individual Education Program (IEP), are provided to all designated students.
STUDENT IDENTIFICATION CARDS
All students will receive an identification card at the beginning of the school year. It is the responsibility to bring the card to school and swipe in at the door so attendance can be recorded.
Every student is to have textbooks and materials necessary to complete his/her work. It is the teacher’s responsibility to issue textbooks, keep the book cards, and collect the books. It is the student's responsibility to secure books, maintain proper care of them, return books when required, or pay for lost books. The students; book record must be cleared at the end of each semester. Report cards and transcripts will be held until records are cleared.
Transcripts are distributed twice each year at the end of the semester, February and in September after the completion of summer school. These are official high school records which include all course work and state exams taken during the high school career. It is important tor students to work diligently and to his/her best ability to attain good grades.
Tutoring is available during period zero and the student’s lunch period. Teachers assigned to tutoring must maintain a student attendance/participation log.
Students may not bring any visitors into the school. Bringing unauthorized visitors to school or allowing unauthorized visitors to enter the school is in violation of written school rules, and is considered an infraction of the Chancellor’s Regulations.
YOU CAN FIND OUT MORE ABOUT OUR SCHOOL AT OUR WEBSITE.
Local & Regents Diploma
Advanced Regents Diploma Endorsed Diploma
Participation in Government
Physical Ed. (7 terms)
Additional credits, to make a minimum total of 44, are required; they must be in sequences or groups of classes in a specific subject area.
Local & Regents Diploma
Advanced Regents Diploma Endorsed Diploma
Participation in Government
Physical Ed. (7 terms)
Additional credits, to make a minimum total of 44, are required; they must be in sequences or groups of classes in a specific subject area.
LOCAL DIPLOMAIn addition to the noted subject area requirements, students are required to take and pass the following Regents examinations:- English Language Arts* - Mathematics A* - Global Studies* - U.S. History and Government* - Science* *Passing scores vary depending upon the date the student enters high school. REGENTS DIPLOMAIn addition to the noted subject area requirements, students are required to take and pass with a minimum sore of 65 the following Regents:- English Language Arts - Global Studies - US History and Government - Mathematics A - Science ADVANCED REGENTS DIPLOMAIn addition to the noted subject area requirements, diplomas may be granted with a Regents endorsement to students who receive a passing score (65) in the following Regents examinations:- English Language Arts - Global Studies - American History and Government - Second Language - Mathematics (2 Regents examinations)- Science (2 Regents examinations)LIMITED ENGLISH PROFICIENT STUDENTSStudents with limited English proficiency entering school in this country in grade 9 or later may take required Regents examinations, other than the English Language Arts Regents examination, in their native language where available (Spanish, Haitian-Creole, Russian, Korean or Chinese) .SPECIAL EDUCATION STUDENTSSpecial Education students will continue to be required to meet the same standards for graduation as all other students. Test modifications are documented on a student’s IEP. Diplomas will be granted to eligible students. Individual Education Program (IEP) diplomas will continue to be available to students receiving special education services.
Bill of Student Rights and Responsibilities, K—12
A sense of mutual respect among students, parents, and staff for the good of all concerned is a goal of the New York City public schools. Another goal is the involvement of students in activities and programs, within and outside the school community, which stress a commitment to civic responsibility and community service. The cooperation of all members of the school community will ensure that a rich learning experience and educational excellence can be achieved for every student. This document will serve as a guide for students as they strive to become productive citizens in a diverse society.
I . THE RIGHT TO A FREE PUBLIC SCHOOL EDUCATION
While public schools serve many age groups whose rights may differ according to their levels of maturity, the right to a free public school education is a basic “student right” guaranteed to all children.
Students have a right to:
1. attend school and receive a free public school education from kindergarten to age 21 or receipt of a high school diploma, whichever comes first, as provided by law; students who have been determined to be English Language Learners are entitled to bilingual education or English as a second language program as provided by law; students with disabilities who have been determined to be in need of special education are entitled to a free appropriate public education from age 3 until age 21, as provided by law;
2. be in a safe and supportive learning environment, free from discrimination, harassment, and bigotry;
3. receive courtesy and respect from others regardless of age, race, creed, color, gender, gender identity, gender expression, religion, national origin, sexual orientation, disability, marital status, and political beliefs;
4. receive a written copy of the school’s policies and procedures, including the discipline code and the New York City Department of Education Bill of Student Rights and Responsibilities, early in the school year or upon admission to the school during the school year;
5. be informed about diploma requirements, including courses and examinations, and information on assistance to meet those requirements;
6. be informed about required health, cognitive, and language screening examinations;
7. be informed about courses and programs that are available in the school and the opportunity to have input in the selection of elective courses;
8. receive professional instruction;
9. know the grading criteria for each subject area and/or course offered by the school and to receive grades for school work completed based on established criteria;
10. be informed of educational progress and receive periodic evaluations, both informally and through formal progress reports
11. be notified in a timely manner of the possibility of being held over in the grade or of failing a course;
12. be notified of the right of appeal regarding holdover or failing grades;
13. access to review their education records upon request, if in high school (the right to review records is always accorded the parent/adult in parental relationship and eligible student);
14. confidentiality in the handling of student records maintained by the school system;
15. receive guidance, counseling, and advice for personal, social, educational, career, and vocational development.
II . THE RIGHT TO FREEDOM OF EXPRESSION AND PERSON
All students are guaranteed the right to express opinions, support causes, organize, and assemble to discuss issues and demonstrate peacefully and responsibly in support of them, in accordance with policies and procedures established by the New York City Department of Education.
Students have the right to:
1. organize, promote, and participate in a representative form of student government;
2. organize, promote, and participate in student organizations, social and educational clubs or teams, and political, religious, and philosophical groups consistent with the requirements of the Equal Access Act;
3. representation on appropriate school wide committees that have impact on the educational process, with voting rights where applicable;
4. publish school newspapers and school newsletters reflecting the life of the school and expressing student concerns and points of view consistent with responsible journalistic methods and subject to reasonable regulations based on legitimate pedagogical concerns;
5. circulate newspapers, literature, or political leaflets on school property, subject to reasonable guidelines established by the school regarding time, place, and manner of distribution, except where such material is libelous, obscene, commercial, or materially disrupts the school, causes substantial disorder, or invades the rights of others;
6. wear political or other types of buttons, badges, or armbands, except where such material is libelous, obscene, or materially disrupts the school, causes substantial disorder, or invades the rights of others;
7. post bulletin board notices within the school, subject to reasonable guidelines established by the school, except where such notices are libelous, obscene, commercial, or materially disrupt the school, cause substantial disorder, or invade the rights of others;
8. determine their own dress within the parameters of the Department of Education policy on school uniforms, except where such dress is dangerous or interferes with the learning and teaching process;
9. be secure in their persons, papers, and effects, and to carry in the school building personal possessions which are appropriate for use on the premises;
10. be free from unreasonable or indiscriminate searches, including body searches;
11. be free from corporal punishment;
12. decline to participate in the Pledge of Allegiance or stand for the pledge.
III . THE RIGHT TO DUE PROCESS
Every student has the right to be treated fairly in accordance with the rights set forth in this document.
1. be provided with the discipline code and rules and regulations of the school;
2. know what is appropriate behavior and what behaviors may result in disciplinary actions;
3. be counseled by members of the professional staff in matters related to their behavior as it affects their education and welfare within the school;
4. know possible dispositions and outcomes for specific offenses;
5. receive written notice of the reasons for disciplinary action taken against them in a timely fashion;
6. due process of law in instances of disciplinary action for alleged violations of school regulations for which they may be suspended or removed from class by their teachers;
7. know the procedures for appealing the actions and decisions of school officials with respect to their rights and responsibilities as set forth in this document;
8. be accompanied by a parent/adult in parental relationship and/or representative at conferences and hearings;
9. the presence of school staff in situations where there may be police involvement;
10. challenge and explain in writing any material entered in their student records.
IV. STUDENT RESPONSIBILITIES
Responsible behavior by each student is the only way in which the rights set forth in this document can be preserved. Violation of some of these responsibilities may lead, in accordance with the Discipline Code, to disciplinary measures. Full acceptance of responsibility with the exercise of rights will provide students with greater opportunity to serve themselves and society.
Students have a responsibility to:
1. attend school regularly and punctually and make every effort to achieve in all areas of their education;
2. be prepared for class with appropriate materials and properly maintain textbooks and other school equipment;
3. follow school regulations regarding entering and leaving the classroom and school building;
4. help maintain a school environment free of weapons, illegal drugs, controlled substances, and alcohol;
5. behave in a manner that contributes to a safe learning environment and which does not violate other students’ right to learn;
6. share information with school officials regarding matters which may endanger the health and welfare of members of the school community;
7. respect the dignity and equality of others and refrain from conduct which denies or impinges on the rights of others;
8. show respect for school property and respect the property of others, both private and public;
9. be polite, courteous, and respectful toward others regardless of age, race, creed, color, gender, gender identity, gender expression, religion, national origin, sexual orientation, physical and/or emotional condition, disability, marital status, and political beliefs, and refrain from making slurs based on these criteria;
10. behave in a polite, cooperative manner toward students, teachers, and other school staff;
11. promote good human relations and build bridges of understanding among the members of the school community;
12. use non-confrontational methods to resolve conflicts;
13. participate and vote in student government elections;
14. provide positive leadership by making student government a meaningful forum to encourage maximum involvement;
15. work with school staff in developing broad extracurricular programs in order to represent the range of physical, social and cultural interests and needs of students;
16. observe ethical codes of responsible journalism;
17. refrain from obscene and defamatory communication in speech, writing, and other modes of expression in their interactions with the school community;
18. express themselves in a manner which promotes cooperation and does not interfere with the educational process;
19. assemble in a peaceful manner and respect the decision of students who do not wish to participate;
20. bring to school only those personal possessions which are safe and do not interfere with the learning environment;
21. adhere to the guidelines established for dress and activities in the school gymnasium, physical education classes, laboratories, and shops;
22. be familiar with the school discipline code and abide by school rules and regulations;
23. provide leadership to encourage fellow students to follow established school policies and practices;
24. keep parents informed of school-related matters, including progress in school, social and educational events, and ensure that parents receive communications that are provided by school staff to students for transmittal to their parents.