School Wide Policies
Cell Phone Policy
CELL PHONE and INTERNET ENABLED DEVICES POLICY (Revised and Effective September 4, 2025)
Purpose:
To create an environment conducive to learning by minimizing distractions caused by cell phones and other personal internet-enabled electronic devices, ensure the safety and focus of all students during the school day, and follow Education Law §2803, effective August 1, 2025, all New York State schools are required to adopt a policy that prohibits the use of personal internet-enabled devices during the school day on school grounds. An "internet-enabled electronic device" is defined as an electronic device capable of connecting to the internet and enabling the user to access content on the internet. Examples of such devices include cell phones, smartphones, smartwatches, laptops, tablets, iPads, and portable music and entertainment systems.
We, at Union Square Academy for Health Sciences, believe in preparing our young adults in a safe and supportive learning environment to be both academically, socially emotionally, and interpersonally successful. We intend to do this by integrating digital literacy, career connected learning, and interpersonal life skills with experiential learning while aligned to NYC DOE policy. A-413 CELL PHONE AND OTHER ELECTRONIC DEVICES IN SCHOOLS Chancellor's Regulation A-413 Cell Phone and Other Electronic Devices In Schools Issued: July 24, 2025
While technology can accelerate U.S.A.’s vision and mission of a positive learning environment, cell phones and internet enabled devices may also negatively impact that environment. For Page 1 example, cell phones and internet enabled devices can divert our school attention and focus, distract us from being on time, and tempt us to engage in social media drama, cyberbullying, or other conflicts.
Policy statement:
Students will not be permitted to use or access their personal internet-enabled electronic devices upon arrival at school until the end of the school day. The school day is defined as the period from the moment students enter the school building until the last class of the day ends, including during lunch. The regular school day starts at 8:20 a.m. and ends at 2:40 p.m for most students, or 3:45 p.m./4:45 p.m for P. M. school students. If a student has P. M. school from 2:45-4:45 p.m. they will get their devices after their last P. M. school class. Students will be able to use school/NYCPS-issued devices during the school day.
1. COLLECTION/STORAGE
● Upon arrival, students must power off their devices.
● The school will collect devices…
○ A designated collection point, supervised by staff members, will be set up by student entry on the East 16th Street entrance to the building, before or prior to scanning machines, between times 7:50 a.m. and 9:08 a.m. If students arrive after this window, after 9:08 a.m, banned devices will be collected by the dean Assistant Principal Security or school personnel who will put them in a pouch assigned to you in the office.
○ At the end of the school day, devices will be distributed by school staff in locations near student’s period 8 classes, to the hallways right outside or near those locations:
■ For gyms Basement Gym/B53/B54 go to hallways right outside room B54
■ For classes in rooms 509, 506, 504, 502, 503A, 503B, go to hallway outside 505
■ For classes in rooms 541, 543, 545, 548, 549 go to hallways outside 546
■ For classes in 641, 646, 645, 648, 649, go to the hallway outside 646, between times 2:40 p.m. and 3:00 p.m. After 3:00 p.m., go to main office room 501 and see Ms. Pitts/Ms. Fabian Jochola or school aide. If not available see Ms. Lisette Ramos, Assistant Principal, in room 549 office.
○ Students who were late or had their device confiscated at scanning will have to pick up their device from specific location/room #501.
○ Students with approved early dismissal will retrieve their devices from room 501 main office. Devices will be distributed by one of the following staff members, depending on who is on duty in the office at that time: Tiffany Pitts, community coordinator, Emmanuel Torres, business manager or Ana Fabian Jochola/parent coordinator. The office switchboard will also be manned at all times so parents can call the school and students can reach their families.
We acknowledge that no one policy works best for everyone, therefore we devised a cell phone and electronic device policy that encourages our teachers or staff to take into account both their particular students’ needs, the new state law mandating the ban of cell phones and internet enabled devices as well as the learning parameters of their lesson using school issued devices like iPads with keyboards, calculators, or Lenovo laptops. Teachers and paraprofessionals have the flexibility to employ one of three internet enabled school issued device use zones: Red, Orange, and Green.
Teachers will post the zone in the classroom and clearly communicate expectations around the use of school issued internet enabled devices in their classes before each class.
Classroom expectations should be clear and explicit to avoid confusion on How and When students are able to use their School Issued internet enabled devices in class. Norms should address and communicate the following concerns that students may have, such as:
i. Instructional Uses vs Non-Instructional Uses
ii. Fairness and Consistency to and for all Students
iii. Progressive Interventions and Disciplinary Consequences including Device Confiscation
Teachers can select for their classrooms to be either:
1. RED ZONE-- “SCHOOL ISSUED DEVICE FREE ZONE”
a. Students MUST have devices TURNED OFF & PUT AWAY during class. (ex. during instruction, quizzes, exams, assessments, activities, etc.)
b. Teachers MUST ANNOUNCE and POST this zone visibly in the classroom.
c. Students are to use school issued approved digital devices (i.e. calculators,iPads, laptops)if permitted by teacher or for Advanced Placement or other exams.
d. To ensure fairness and consistency, exceptions should be granted only to students with I. E. P.s that state the medically approved uses or 504 plans that state such exceptions for device use.
e. If a student does not comply, refer to Actions and Consequences below.
2. ORANGE ZONE-- “FOR SPECIFIC INSTRUCTIONAL OR ASSESSMENT TASKS AND ASSISTANCE ONLY”
a. SCHOOL ISSUED DEVICE CAN be out on the desk and a student may briefly use their device as long as they are being productive/not disrupting the learning environment for specific teacher directed tasks (ex: polls, following Google slides during mini-lessons, uploading a student product like scanned manual documents, etc..
b. Students’ school issued device use in class must be for instructional purposes WHEN DIRECTED BY THE TEACHER (ex. Padlet, Poll Everywhere, kahoot, calculator functions, google searches, AI Artificial Intelligence tools, HMH ELL Read 180 system, Map Growth testing, etc.).
c. Teachers MUST ANNOUNCE and POST this zone visibly in the classroom.
d. At the beginning of each class, teachers will inform students whether they will be using their school issued devices in class for that day for specific instructional tasks or activities only, WHEN and HOW.
e. If using this zone, please ensure that all students have access to a school issued device for technology in order to ensure learning & participation equity.
3. GREEN ZONE-- “USE FREELY FOR ALL ORGANIZATIONAL AND INSTRUCTIONAL TASKS BY STUDENTS”
a. Students may continuously have their school issued devices out for instructional purposes (ex: project design and artifact creation, typing research papers, preparing presentation using Canva or other presentation tools like Google slides, research topics, Khan Academy, Castle Learning, online digital platforms used for applications in Teach Hub (access to Google Classrooms) for students etc..
b. Teachers PLEASE ANNOUNCE and POST this zone visibly in the classroom.
c. Despite students having full freedom to use their school issued devices, students must still abide by NYC DOE Chancellor's Regulation A-413.
If a student does not adhere to the written school based policies and circumstances regarding the ban on the use of cell phones, internet enabled devices, portable music and entertainment systems, during school hours, that are consistent with Chancellor’s Regulation A-413, then
● 1st Incident -- Teacher conferences with the student and redirects the student to the posted school-wide expectations and school policy on the ban of internet enabled devices during school day. It is referred to the Dean to collect banned internet enabled devices, give students verbal warning, and store it in pouches. Dean and student will meet and a verbal warning, at a restorative conference, with a collection of banned devices. The incident should be documented in OORS by the dean or school administrator in absence of dean, and then outreached by phone/text/email to the parent or guardian. This is a B19 Level 2 violation of the citywide discipline policy (Inappropriate use of electronic devices). NYC Discipline Policy: New York City Public Schools Discipline Policy
● 2nd Incident or Unwillingness to Comply -- Teacher refers incident to the Dean or administrator for a restorative conference with guidance counselor/social worker. This is a B19 Level 2 violation of the discipline policy (Inappropriate use of electronic devices).
● 3rd Incident for Unwillingness to Comply –Teacher or staff member refers incident to the Dean or school administrator for parent/guardian conference with student, and guidance counselor or social worker, for violation of B19 Level 2 violation of the disciplinary policy (inappropriate use of electronic devices).
● 4th Incident for Unwillingness to Comply –Teacher or staff member refers incident to the Dean or school administrator for restorative conference with parents or guardians with students for violation of B19 Level 2 violation of the disciplinary policy (inappropriate use of electronic devices). The Principal or school administrator would meet with the dean, guidance counselor/social worker, student and parents/guardians to revise the intervention plan.
Dean Referrals will lead to the following Restorative Actions (progressive discipline):
Level 1:
a. Student - Dean Conference.
b. Parent/guardian contact.
c. Cell phone or internet enabled device collection
d. Restorative Conference by dean only with verbal warning.
Level 2:
a. Student - Dean-Guidance counselor/social worker.
b. Cell phone or internet enabled device collection by the Dean or school administrator.
c. Restorative Conference with guidance counselor/social worker/dean.
d. Parent/guardian contact.
Level 3:
a. Student - Dean - Parent - Guidance Counselor Conference.
b. Cell phone or internet enabled device collection by the Principal for the entire school day.
c. Restorative Conference with parent(s) or guardians and guidance counselor/dean.
Level 4:
a. Student-Dean-Parent-Guidance Counselor-Principal/School Administrator Conference.
b. Cell phone or internet enabled device collection by dean or school administrator.
c. Restorative Conference with parent(s) or guardians and guidance counselor/dean with Principal or school administrator. This would be for violation of B19 Level 2 violation of the discipline policy (Inappropriate use of electronic devices).
***All incidents will be entered in OORS and documented by the dean or school administrator.
If school provides students with locked pouches…
○ Students will place their devices in the lobby before scanners, and secure it in front of school staff.
○ Students will store their locked pouches at the desk for collection in the lobby or if latecomer to dean/school staff member for the day.
○ At the end of the school day, students will unlock their pouch in locations near their period 8 classes as assigned.
○ They will remove their device(s) and lock their pouches before leaving the school. Pouches will remain at the school with school personnel until the next school day.
○ Students with approved early dismissal will be able to unlock their pouch in room 501 main office via one of the following staff members: Tiffany Pitts/Emmanuel Torres/Ana Fabian Jochola or school aides that are available to retrieve banned items for early dismissal students.
○ In the event that a storage device, such as a pouch, is lost or damaged, the school will require a nominal fee for a replacement of $20 or provide a new pouch at no charge. This is if it happens at collection or distribution only. We ask that you be careful in opening the pouch and its pin.
1. EMERGENCY COMMUNICATIONS
● In case of emergency or exigent circumstances, parents or guardians can call Ana Jochola Fabian, parent coordinator at 917-499-0506 or at 212-253-3110 extension 50100 or Tiffany Pitts, community coordinator at 212-253-3110 ext. 50102 or Emmanuel Torres at 212-253-3110 ext. 50101 to reach their child. You can also contact the school and try Principal’s Office at extension 50700 and speak to Principal’s secretary Vivian Torres. Ron Welch, our computer and technology technician, can be reached at 1-347-990-0183. He can also be reached for help with technology or internet issues.
● In case of emergency or exigent circumstances, students may access phones in offices in 501, 510, 511, 507, 549 or 650 to reach their parents or guardians.
● In case of emergency or exigent circumstances, the school will use GAMA (New York City School Accounts or NYSCA), and Kinvolved to communicate information to parents or guardians in various languages. a. Here is how parents/guardians can access the automated messaging system: (we have included directions for setting up NYCSA accounts to access GAMA, etc) so you can get alerts in emergency situations
. 2. EXCEPTIONS
● Students are allowed to use their device if they have an individualized education program (IEP) or 504 Plan that includes use of an internet-enabled device and do not have a DOE-issued device for such purpose. Students with exceptions will receive a Yondr velcro pouch to keep their device in at all times so they can use it when needed and it must be put in their school backpack before scanning.
● Parents/guardians must contact Tiffany Pitts, community coordinator at 253-3110 ext. 50102 or Parent Coordinator Ana Jochola Fabian at 212-253-3110 ext. 50100 or 917-499-0506 if a student requires an exception for reasons such as: medical monitoring/treatment s (for example to monitor blood sugar or other similar Page 7 circumstances), if student is a caregiver, for approved language purposes (such as translation or interpretation services if no other means are available), or where otherwise required by law.
● The principal/designee may authorize use for an educational purpose. Please reach out to Principal Bernardo Ascona at 212-253-3110 ext. 50700 to discuss further. The principal can be reached in emergency situations or when school is remote at 646-341-2799 to discuss exceptions.
● Exceptions will be processed and approved within September 4, 2025 to October 4, 2025.
3. DISCIPLINE
● Students who use electronic devices in violation of the NYCPS Discipline Code, the school's policy, Chancellor's Regulation A-413, and/or the NYCPS Internet Acceptable Use and Safety Policy ("IAUSP") will be subject to progressive discipline. This means that the disciplinary responses will escalate based on the nature and frequency of the violation. As provided in the State law, a student may not be suspended solely on the grounds that the student accessed a personal internet-enabled device in violation of school policy. Repeated incidents of insubordination (i.e. refusal to surrender or store devices) may result in a suspension if approved by the Office of Safety and Youth Development.
4. OTHER: If lost or stolen
● In the unlikely event that an electronic device is stolen or damaged at school, parents can submit a claim to the Comptroller’s Office. More information on submitting a claim is available on the Comptroller’s webpage.
We appreciate your cooperation in helping us maintain a focused and productive learning environment. If you have any questions or need further clarification regarding these policies, please do not hesitate to contact Danny Rivera, school dean at 212-253-3110 ext. 51100 or at 1-347-759-4247. Mr. Jovany Cuevas, Assistant Principal, in charge of safety for U. S. A. can also be reached at 212-253-3110 ext. 65000.
Grading Policy
GRADING POLICY
At Union Square Academy for Health Sciences (U. S. A.) we maintain a fair grading policy, accurately reflecting each individual student’s achievement efforts based on the Next Generation Learning Standards set by New York State. Each grade measures competency in course content and skills by tracking student’s academic progress and classroom performance. This grading policy applies to in-person classes, and/or virtual learning or school closures where students are remote. Grades provide feedback to students and families about academic progress, influence students’ motivation and engagement in their learning, inform instructional and programmatic decisions, and shape postsecondary outcomes.
Grading System for:
Sequences of courses which culminate in a Regents exam
Sequences of courses, which culminate in a skills proficiency or practical skills exam in C. T. E.
(Dental laboratory technician sequence or, pharmacy technician exams, and diagnostic medicine)
Courses which do not culminate in a Regents, skills proficiency, or practical skills exam
Sequences of courses and individual courses for which an Individual Education Plan (IEP) has been developed for students for whom such a plan is required and needs of all students
Based on requirements set forth by New York State Board of Regents under Section 100.5 Diploma Requirements of State Education Commissioner Regulations
Purpose of Grades:
U. S. A. will use grades to assess teaching and learning by product, process, and skill level. It will help us measure progress towards New York State Next Generation standards. Projects, tasks, artifacts (essays, oral presentations, book reports, research papers etc.), and assignments will be counted as student products. The procedures for developing the above-mentioned items would be counted as processes. For example, group, individual, paired, or other group learning activities or techniques (online, remotely, hybrid, and/or in-person) would be considered processes. Skills would be tied to our document of essential skills (Habits of Mind) H. O. M. document. Grades are based on mastery of the Next Generation learning standards.
Information for Determining Grades/Weights: Each piece of graded work should be aligned to course goals as per curriculum map, unit plan and/or lesson plans. Students should explore content and engage in the practice of core skills.
Classroom standards around student understanding: (35%)
Engagement (ex: class discussions, class activities, collaborative teamwork, class participation (oral presentations, answering questions raising hands, notebook checks, etc.), and active practice are the learning journey to mastery. Only the final summative assessment tasks should make up the final grade rather than formative assignments.
Mastery of Skills and understanding of concepts (working and understanding of assignments or products, having focus on topic, contributing in chat online, or verbally in person), progress (making revisions of student’s work based on reading, writing, and grading conferences and listening to feedback from others) are formative feedback structures, mastery of skills (Note- taking, Notebook checks *Minimum of 2 notebook checks per semester), content mastery via quizzes and exams, project artifacts, science laboratories will be graded. Studying, and problem solving are formative checks during online or in-person activities, etc.
Labs for science will be added up for class understanding to meet the state required 1200 minutes to take Living Environment, Earth Science, Chemistry and Physics Regents. There will be science investigations required as part of new Science state Regents’ assessments to complete before sitting for the Regents in Biology, Earth Science and Chemistry.
Students’classroom readiness is determined by being on time to class, regardless of what class period of the day, and being ready to work when class begins. It is up to the teacher to give out readiness grades on a daily or weekly basis, but the teacher must be transparent in communicating objective measures of readiness in the classroom contract with syllabus. These could be graded but not included in the final calculation of grade since it is distinguished from student proficiency.
Classroom participation is determined by the quality and frequency of performance in class activities, including, but not limited to written and oral assignments, online submissions of work, online chats, presentations, as well as mastery in group and individual activities, exercises, discussions, and projects in the class. Teachers must be transparent on the measures used to determine mastery grades. These could be graded but not included in the final calculation of grade since it is distinguished from student proficiency.
Formative Assessments: entry or/and exit slips, hinge-point questions, learning logs, incorporating feedback from teacher and others (peers, fellow students) into your revisions, anchor or warm-up activities, extension activities (formerly homework), revision of student work. These formative assessments prepare students for next day’s lesson, reinforce former lessons taught, and develop critical thinking skills. These could be graded but not included in the final calculation of grade since it is distinguished from student proficiency.
New York City Performance Assessments, or other Measures of Student Learning (M. O. S. L.) can be included as part of the teacher's grades, if desired, in addition to those mentioned above. These can include, based on individual teachers, periodic assessments, and New York City Performance Assessments if desired by the teacher.
Exams/Quizzes/Projects: (50%)
Summative Assessment: (50%) Exams, quizzes, artifacts, projects, rubrics feedback by student for physical education and core or elective subjects. Two exams (which can include projects instead) must be given as a minimum every six weeks. Quizzes must be given every two weeks. English and Social Studies must give at least one essay every week for students to practice their writing skills. It should be tied to genre being read or global/U.S. history enduring issues or constructed response questions. All assessments should be aligned to the Next Generation standards covering standards and skills. Mid-term and final semester exams will be given as benchmarks as well. These can be projects instead of tests.
There must be two short projects with driving questions and rubrics per semester in each course. The artifacts, assignments and tasks given in each step of the project should be counted separately for grades as well as the final project with revisions. Projects should include student class presentations and written research papers as artifacts in addition to teacher-determined products aligned to Common Core standards. Some examples could include portfolios, term papers, final essays/projects, and unit exams.
Students will be given make-up exams and quizzes as agreed between teacher and student before the end of the semester. Projects, homework, exams, and quizzes will be due by end of the marking period within the semester in which work was due except in situations of medical or family emergencies where another opportunity will be given because of extenuating circumstances.
Content mastery quizzes to assess content, essays to assess writing, writing assignments to assess many writing prompts, oral presentations, with rubrics will be used to assess physical performance in physical education and content areas.
Multiple types of assessment of a standard or goal are encouraged and can be graded by the teacher. (Ex: oral presentations, quizzes, reports on the same standard based on learning styles of students).
Extra credit is not allowed as part of the grade. Retakes, make-up of assignments, project artifacts, exams, or quizzes are allowed. Retakes to improve their grades of assignments, artifacts, exams, or quizzes need to show mastery of content and skills for that course. Allowing students to redo assignments emphasizes to them that they have control of their own learning.
Extension Activities (15%):
All extension activities will be part of an overall 15% dedicated to these extended activities, which should take place after-class or submitted online via Google Classroom. They should be about a half hour in length so students can do extension activities for other subjects as well. It should either prepare students for the next day’s lesson or assess their knowledge of that day’s topic. Teachers can consider giving feedback on homework, if given, without grading it. Project artifacts can be extension activities.
Assessments and/or data points teachers will use to collect the above information about students:
Projects, skill quizzes, exams, essays, research papers, book reports, content mastery quizzes, lab reports, online web publishing, web surveys, reflective writing pieces and web (remote online) products would be used as assessments. Student products will include, but not limited, to projects, essays, writing and reading assignments, and research papers.
Generic and Specific Rubrics for assignments, tasks, and projects: (Make grading transparent to students and families)
--Collaboration Rubric (How do we create a culture where students can work with each other?)
--Participation Rubrics (How can we be actively engaged in our learning?)
--Organizational Rubrics (How did I brainstorm and connect each source to my driving question thesis (personal opinion on topic).
Diagnostic and unit exams will be given at beginning, middle and end of semester. Periodic and interim assessments (class exams) will be given every two to four weeks. Quizzes can be given at any time to help students get immediate formative feedback from industry partners, teachers, and peers. Projects should be used for units, when possible, with multiple types of artifacts or assessments.
Calculation of weights: (What progress have students made during the course versus performance in relation to absolute standards?):
Teachers will give progress reports every three weeks to provide feedback to students. They will be mailed if needed. IO Pupil path/Skedula will be used to give progress reports for students and as our school’s official teacher gradebook.
Teachers will enter grades on DOE Grades, so parents and students get feedback every week. Grades will be visible to students via Google Classroom and transferred by teacher to DOE Grades. Students can see which they are missing or need to work on for mastery. Teachers should update their grading book once a week or more frequently if time permits with up-to-date student data on homework, quizzes, projects, diagnostics, interim and summative assessments. Attendance should be entered in class on Skedula on a daily basis. Laptops and devices will be available to all students to use at home for work and Internet service.
Parents can see student averages in New York City School Accounts. Students can see grades in TeachHub using the DOE Grade icon. Progress reports will be mailed to parents or guardians in the middle and at the end of the marking period so you can see what progress your child has made.
Student report card grade conferences will focus on performance and course requirements every marking period in class by teacher and as a school second marking period via report card conference schedule by school. These will include parents and guidance counselors/social workers if possible.
Teacher grades should focus on student progress with deliverables and goals tied to standards. Students should be encouraged to revise student work in order to get higher grades.
The minimum score that can be given using a 100 scale is 55%. This conveys that a student is not yet able to demonstrate proficiency in the content/skill, but also prevents a failing mark from disrupting the student’s ability to eventually earn a passing mark once they can demonstrate proficiency. Assigning a zero will not be allowed since it implies that a student is not at all proficient and has no knowledge or skill at all. This does not allow students to automatically pass either when they receive a 55% until they show mastery of content and/or skill and standard. This corrects the grading scale bias.
Teachers will evaluate each semester with a final grade:
Teacher will use the new flexibilities in the citywide grading policy:
Student access to devices and high-speed Internet (How do we support students who need time due to lack of devices or loss of Internet service? What is the alternative way of completing an online assignment?)
Expectations for due dates and submission of work (Adjust deadlines and expectations for submission of assignments to acknowledge the significant impact of Covid 19 on students’ experiences)
Attendance may not count toward grades.
U. S. A. must base student grades on academic progress and performance considering a student’s entire body of work in each subject area.
35% student performance and academic progress (asking questions, getting feedback online or in-person, complete S. E. L. or academic anchors, class assignments (ex: prompts, blogs, chat responses, demonstrations, in-person, or chat engagement, listening to teacher and peers/ accountable talk/note taking) are formative tools leading in the student learning journey. Final grades are based on mastery shown by evidence of meeting standards via student products, skills, and content mastery.
50% projects/exams/quizzes/tasks/artifacts/assignments/showcase portfolio/learning expeditions.
Common assessments will be created by grade and content courses if teachers teach the same course.
15% Extension Activities (It will be given each day of week but may be an ongoing project with artifacts.)
The specific weight given to each of the aforementioned components will help determine, as stated above, the determination of a student's cumulative final grades by teacher.
Grades
Numeric Equivalent
Pass/Fail Equivalent
65-100 (intervals of 5 up to 90%, and single digits above 90%)
65-100
PASS
55
Failing to meet standards
FAIL
NX (extenuating circumstances) Work in Progress
Examples: surgery or death in family
55
FAIL
NS (No credit/No show)
45
FAIL
NL* (New/Recent Admit during a marking period or at intervals in the year)
Example: Student enrolls in course after it starts.
N/A
NULL
NC (No Credit)
N/A not calculated in average)
NULL
P (PASS) or CR (Parent Choice only for replacement of numeric passing grades)
Credit (parent choice to replace a numeric grade because of factors beyond a student’s control)
PASS (applies after receiving final passing numeric marks are given and not used in marking period grades if
parent requests)
Opportunities for teachers to look at grades, grade work together, and norm their expectations and grading practices:
Common Planning Time —grade teams, data analysis and parental outreach) with teacher co-planning time for co-teaching courses. This time is determined by contractual agreements and can vary from year to year.
Professional Development Days will be used to build teacher capacity as well aligned to student achievement.
Summer Planning will focus on building staff capacity and focus on analyzing products and policies around our skills document, vision, mission, community manifesto, literacy, and grading policy.
Timeline of Student Grade:
Union Square Academy for Health Sciences (U. S. A.) issues report cards each marking period, three times per semester, and six times a year.
Semesters run from September thru January and February thru June.
At the conclusion of each semester, final grades are entered onto students’ transcripts and serve as the permanent grade on record for that particular course.
The teacher submits grades via D. O. E. Grades to STARS Classroom by deadline set by school.
Appealing a Final Grade:
To appeal a teacher’s final grade, students/parents must present all documentation to the teacher to argue their case. If the teacher denies the appeal to change the final grade, the student/parent may appeal to the principal who will make a determination for the final grade based on evidence provided by both the teacher and the student/parent. If the principal should decide to change a student's final grades based on evidence provided, the principal will provide a written notice and rationale of the change to the teacher, in accordance with UFT agreement.
Parents or guardians can request final grades at the end of each term be changed to credit “CR” instead of numerical grade. U. S. A. will update the grade within 30 days of receipt of the parent’s or guardian’s request. This request must be made before students graduate or are discharged from school. Requests can be in writing or verbal by any means.
The school has ten (10) days to update records, so the student transcripts are accurate.
Timeline for Changing a Grade (New)
A teacher may also change a student’s grade up to 20 days after a marking period has ended for legitimate verifiable reasons such as a miscalculation or student submission of make-up assignments. These changes can be completed during these 20 days on the NYC Department of Education STARS system. After these 20 days, teachers must submit a “Change of Grade” request form with appropriate documentation to support the grade change. After reviewing the documentation, the principal may or may not approve the change.
All Tasks and Make-Up Assignments
Teacher will use the new flexibilities in the citywide grading policy:
Student access to devices and high-speed Internet (How do we support students who need time due to lack of devices or loss of Internet service? What is the alternative way of completing an online assignment?)
Expectations for due dates and submission of work (Adjust deadlines and expectations for submission of assignments to acknowledge the significant impact of Covid 19 on students’ experiences)
Attendance may not count toward grades. o the way assignments are scored. (Ex: some ways are impractical for remote settings) Teachers should adjust the way assignments are graded.
✔ Students who have been absent from class for verified, legitimate reasons (such as illness, court appearances, family emergencies, loss of family members or friends, student ‘s illness with Covid 19, attendance at funerals, lack of Internet, lack of device, issues with devices, etc.) are to be given a reasonable opportunity to make up missed work, including examinations and quizzes. Teachers will accept handwritten notes, emails, texts, and/or other electronic forms from parents and/or physicians verifying legitimate absences or other concerns. Teachers will communicate make-up policy to students in the written curriculum document like on Kinvolved translation and communication system, Pupil path student contracts or on Google Classroom, and students will be responsible for making up their coursework.
Teachers will reach out to parents via Kinvolved either via a text, email or call on a weekly basis for 55 minutes, and mail progress reports when needed. If students are not on track or need assistance students will be mandated to attend tutoring during the fifth period.
Grade Point Average and Class Rank will not be used during Covid 19 crisis (Revised October 26, 2020)
Senior rankings will not be based on the number of years students have at U. S. A.
“Including class rank on transcripts will be optional.”
Student senior class rankings will be based on highest overall four-year grade point average
All classes except science lab class, resource room class, Regent’s preparation classes, physical education, and guidance class are part of calculating a student’s G. P. A. Class rank will be determined by the student's cumulative GPA.
Students that transfer in with half or more of their required credits for graduation earned at another institution will have their GPA calculated using the method described above. However, these students will be allowed to be designated valedictorian or salutatorian depending on their class rank. We will be celebrating student individual successes each term with end of term and year awards ceremonies.
Senior rankings will be finalized by the second marking period of second semester in senior year. If the rankings are too close, within decimals or a tie, we will wait for final grades in June of senior year.
Online Grade Book (DOE Grades):
To capture and share the information about student performance in each of the categories identified in information gathered by teachers.
Staff has agreed to update all student grades at least once a week on D. O. E. Grades, so parents and students are aware of their progress.
Implications and unintended consequences of your grading system: (New)
U. S. A. expects their teachers to teach using projects and rubrics to provide feedback to students.
Professional Development and release time will be needed for teachers to develop rubrics, curriculum maps, unit plans, lesson plans and norms together.
Academic Intervention Services: These support services are available to all students throughout the school year. Students at risk of failing classes are encouraged to attend tutoring sessions offered by each department or content area.
Opportunities to Discuss Student Progress: In addition to the Chancellor’s conference days, Parent Teacher conferences in fall and in the spring). September conferences will be dedicated to the introduction of the curricula and expectations. Teachers, counselors, and supervisors can also be reached via email to discuss student progress anytime outside the scheduled conferences. Please allow school staff 48 hours to respond to requests.
Performance data to be communicated to your students and families:
U. S. A. will be generating six-week progress assessment results and feedback with the traditional semester grades. All of these will be shared with parents.
Report cards will go out every semester (three times a semester) as well as progress specific reports from D. O. E. Grades by school and teacher.
When we talk about data, we will ask you to think about how you will reflect on individual data, student subgroup data, teacher data, departmental data, and school wide data. How will you reflect on your grading system based on your results, and what kinds of changes might you implement in given scenarios?
During common planning time and professional development, we will have a guided discussion with case studies about teaching and learning, common language protocols, which will help us review content area practices and school-wide learning. During these grade conferences with groups and individual teachers, we will explore our grading policy implications and how these need to evolve or be revised.
U. S. A. will work on establishing student led parent teacher conferences in the next couple of years starting in March 2025. Students are offered space to share their work with their families, to explain course goals and criteria in their own words, and to explain how their course work is evidence of their learning. These would be scheduled in place of parent teacher conferences.
Promotion Decisions
Promotion Decisions are determined by student credit accumulation and Regents. The main opportunity to make up failed courses is summer school and if the needed course is offered during any given semester. P. M. school could also be offered to make up credits and prepare for Regents if budget allows.