2025-2026 Parent Handbook
Vision Statement
Mission Statement
Priority Focus
Instructional Focus
- Implement and prioritize high-quality small group instruction in all classrooms to address diverse student learning needs and improve academic outcomes in reading and writing.
- Improve literacy instruction and student outcomes by leading differentiated professional learning for all instructional staff focused on effective use of HMH curricular resources, implementation of Explicit Instruction, application of the Science of Reading, and high-quality small group instruction.
- By June 2026, reduce the percentage of chronically absent students (those missing 10 percent or more of school days) from 19.5 percent to 18.5 percent. This 1 percent reduction will be achieved through targeted, data-driven outreach to families, implementation of school-wide attendance incentive programs, and increased access to student support services that address barriers to regular attendance.
School Phone Number: 718-830-4910
Principal: Mrs. Angela Ancona-Lisa [email protected]
Assistant Principals
- Ms. Dayna Albanese (ELA, ESL): [email protected]
- Mr. Nate Dechongkit (Administration, Talents, Phys Ed): [email protected]
- Ms. Maria Napolitano (Social Studies, Special Ed) [email protected]
- Mrs. Antonella Schiano (Mathematics): [email protected]
- Ms. Anika Yasin (Science, Foreign Language): [email protected]
Parent Coordinator: Ms. Sue Landis: [email protected]
School Secretaries
- Ms. Julie Roccisano
- Ms. Teresa Azoulay
- Ms. Joann Radovic
- Ms. Mary Runyan
Parent-Teacher Association: [email protected]
School Website: http://www.halsey157.org
🪜 JHS 157 Ladder of Referral
At JHS 157, we believe in addressing concerns promptly and respectfully. This Ladder of Referral outlines the steps families and staff can follow to ensure that any issue is handled by the appropriate person. Whether the concern begins in the classroom or elsewhere, our goal is to resolve matters efficiently and collaboratively. You can expect to hear from someone within 48 hours of raising a concern.
Step 1: Parent Coordinator or Child’s Teacher
In most cases, the classroom teacher is the best person to address a concern quickly and effectively. Teachers know their students well and are often able to resolve issues immediately through direct communication and support. Whether it’s a question about academics, behavior, or classroom routines, reaching out to the teacher first helps ensure a timely and informed response. If the concern requires additional support, the teacher will collaborate with the Dean, Guidance Counselor, or other members of the grade-level team to provide the necessary interventions. Our Parent Coordinator can direct you to the correct staff member.
- Role & Responsibilities:
- Receives initial concern
- Listens and collects key details
- Attempts immediate resolution or provides information/resources
- Teacher may involve the Dean or Guidance Counselor if additional intervention is needed
- Parent Coordinator can assist in identifying the correct contact on the ladder
- Contact:
- Parent Coordinator: Sue Landis – [email protected]
Step 2: Grade-Level Team
At JHS 157, each grade is supported by a dedicated team of educators and staff who work together to ensure every student’s academic, social, and emotional success. These teams include Assistant Principals, Guidance Counselors, Deans, and Support Staff who collaborate to address student needs, resolve concerns, and foster a positive school environment. What makes our model unique is that each grade-level team remains with their cohort for all three years at Halsey, allowing them to build strong, lasting relationships with students and families. Whether it's academic support, behavioral guidance, or family communication, our grade-level teams are here to help—and you can expect a response within 48 hours of reaching out.
Grade 6
- Assistant Principal: Dr. Anika Yasin - [email protected]
- Guidance Counselor: Ms. Angie Kartasis - [email protected]
- Dean: Ms. Daniella Gonzalez - [email protected]
Grade 7
- Assistant Principals:
- Ms. Antonella Schiano – [email protected]
- Ms. Dayna Albanese – [email protected]
- Guidance Counselor: Stephanie Sussman – [email protected]
- Guidance Support: Marco Robinson – [email protected]
- Dean: Heather Broker – [email protected]
Grade 8
- Assistant Principal: Maria Napolitano – [email protected]
- Guidance Counselor: Alan Plummer – [email protected]
- Dean: Patrick Sarris – [email protected]
Step 3: Administrative Assistant Principal – Mr. Dechongkit
Mr. Dechongkit serves as the Administrative Assistant Principal at JHS 157, providing school-wide support across grades and departments. He plays a key role in ensuring operational efficiency, supporting instructional initiatives, and assisting with student and staff concerns that may extend beyond a single grade level. Families and staff may reach out to Mr. Dechongkit when a concern involves broader school systems, scheduling, or when additional administrative support is needed before escalating to the Principal. His collaborative approach and deep understanding of school operations make him a valuable resource in resolving matters effectively.
Role & Responsibilities:
- Supports school-wide operations and systems
- Assists with concerns that span multiple grades or departments
- Collaborates with grade-level teams and Principal to ensure resolution
- Provides administrative guidance and follow-up
Contact: Administrative Assistant Principal: Mr. Nate Dechongkit – [email protected]
Step 4: Principal
As the instructional and community leader of JHS 157, the Principal, Angela Ancona Lisa, serves as the final point of escalation within the school. If a concern cannot be resolved at the classroom or grade-level team level, the principal steps in to ensure a thorough review and resolution. Ms. Ancona Lisa may meet directly with families, collaborate with staff, and provide guidance to ensure that every student’s needs are met. Her goal is to maintain a safe, supportive, and academically rich environment for all students—and she is committed to responding within 48 hours of a concern being brought to her attention.
- Principal: Angela Ancona Lisa – [email protected]
- Role & Responsibilities:
- Escalation point if concern remains unresolved
- Provides final resolution at the school level
- Often requests to meet directly with family if needed
Step 4: Superintendent’s Office
If a concern cannot be resolved at the school level after working with the teacher, grade-level team, and principal, families may reach out to the District 28 Superintendent’s Office for further support. This step should be taken only when all school-based avenues have been explored, and a resolution has not been reached. The district team will carefully review the concern and provide an official response and action plan if applicable. We encourage families to use this step thoughtfully, as our school team is committed to resolving most issues directly and promptly.
School Bell Schedule
Grade 6 Dismissal - 2:15
Grade 7 Dismissal - 2:17
Grade 8 Dismissal - 2:19
Attendance
School attendance is not just required by law; it is critical for students’ success in school and life.
- Research shows that children who are chronically absent -- that is, they miss 18 or more days of school in a given school year -- are less likely to graduate from high school.
- In addition, analysis of national testing data shows that students who miss more school than their peers consistently score lower on standardized tests, no matter their age, demographic group, or state or city.
- We will not be issuing certificates for perfect attendance as it is the expectation that all students are in attendance 90% or more throughout the school year.
Good attendance is essential for a successful school year. Please check the school calendar carefully so that you can plan your family vacations during times when school is not in session. Taking your child out of school for family trips is not only against New York City regulations, it is disruptive to your child’s learning as they will miss the important work that will help them be successful. Attendance is documented in the main office, but parents should regularly check their child’s attendance and lateness using the NYC Schools Account (NYCSA) Portal: (https://www.schoolsaccount.nyc/) .
Absences
- All students who have been absent from school need to bring a note from their parent(s) stating the reason for their absence. A doctor’s note is required when a child is absent due to an illness for 3 days or longer stating the date they can return to school. If you know ahead of time that your child must be out of school, please send a note or email to your child’s homeroom teacher stating which days will be missed and the reason for the upcoming absence. A student’s permanent record will reflect an absence whenever they are not in school, even if the absence is considered excused.
- If you are traveling, please inform school staff so that there no concern about your child’s whereabouts for the duration of your travel. Please Note: Traveling does not constitute an excused absence. You will continue to receive automated school absence notifications, and your child will be marked absent.
Lateness
- Students are expected to arrive to school on time and report to their first class promptly. All students should be in school by 8:00 am. Lateness disrupts class activities and results in class work being missed. School doors will open at approximately 7:57 AM and close at approximately 8:07 AM. After 8:07 AM, students will have to enter the building by the main entrance, obtain a late pass and proceed to their classroom. A child is marked late if they are not in AM homeroom by approximately 8:10 AM, even if they are in the school building.
- When a student arrives late to school, s/he will sign in and obtain a late pass and go directly to class. It is very important that late students obtain a late pass so that we know that they are in attendance. Failure to do so may result in a school communication indicating the student is absent.
- When a student shows a pattern of excessive lateness, the school staff will call the parent to arrange a meeting.
- Please give your child the opportunity to make a smooth transition into a very busy school day. Arrive early enough so your child does not feel rushed in saying good-bye and has time to greet classmates before school starts.
Leaving during the school day:
- Students are not permitted to leave the school building before the end of the last scheduled class unless a parent/guardian comes to the main office to sign out and pick up his/her child. No child will be allowed to leave school without a parent/guardian, even if the student has parent permission.
- If a student becomes ill during the school day, s/he should notify the teacher and report to the nurse. If the decision is made that the student should go home, then the student's parent/guardian will be contacted. Only the parent/guardian or a designee who is listed on the student's emergency contact card can pick up the student. Students are not permitted to leave the school by themselves. This is why it is suggested to have several names on the emergency card. The person the child is being signed out by must by 18 years or older.
- Note: Please ensure that the office has current home, work and cell telephone numbers so that we can reach you in the event of an emergency. In addition, you are required to list three additional emergency contacts. These are people in the local area that can pick up your child in case of an emergency. If your/their phone number changes, please contact the school with the updated information.
Doctor’s Appointments
- Please make every effort to schedule your child’s appointments outside of school hours. If an appointment during school hours is necessary, please either bring your child to school late or pick them up early for the appointment. Attending school for even a partial day will help keep your child informed of class assignments and school events.
ARRIVAL
The schoolyard will be open starting at 7:30 AM for any student who arrives early. The schoolyard doors will open at 7:30 AM for any students who want to have breakfast and/or wait in the cafeteria for the start of school. School doors around the building will open at approximately 7:57 AM for morning entry. At this time, students in each grade will enter through separate entrances:
- 6th grade: Schoolyard doors
- 7th grade: Doors on 63rd Drive
- 8th grade: Doors on 64th Ave
If you need to drop your child off via car, Please DO NOT park or double park directly in front of the main entrance. Our school buses drop students off in the morning directly in front of the school.
DISMISSAL
Dismissal procedures begin at 2:15 PM daily. Students who take the school bus will convene in the auditorium to wait for their buses to arrive. The remaining students will be escorted to the first floor exit closest to their homeroom (we utilize all the doors surrounding the building). If you or a family member is meeting your child upon dismissal, we encourage you to either designate a specific meeting location with your child, or learn which exit your child will be dismissed from each day.
AFTER-SCHOOL PROGRAMS/ACTIVITIES
The Queens Community House after-school program is available from 2:20 pm – 5:30 PM. For more information on availability and pricing, please contact Queens Community House via phone (718-592-5757) or email [email protected].
Halsey hosts a number of clubs, including academic and interest-based clubs. These clubs meet at different days and times, starting in October, based on teacher availability. Dismissal times are no later than 4:30 PM for most clubs.
Emergency Cards
Please fill out three Emergency Cards completely and legibly. Please make sure you have working phone numbers and update all phone numbers when there are changes. There should be 3 other adults listed to pick up your child in case of emergency. Often parents/guardians list themselves as the emergency pick-up; this is not necessary because parents will always be called first. The additional emergency contacts are for events when parents are not available. Therefore, please make sure that your emergency contacts live locally. In addition, please keep all phone numbers up to date.
In addition, there is a section on the emergency card for persons that may NOT HAVE ACCESS to your child. If you have completed this section, and have an existing Order of Protection, please provide the Principal, Mrs. Ancona-Lisa with a copy of the Order of Protection that is kept on file in her office. If there is no Order of Protection on file in the main office; then either parent will have access to the child. Thank you!
Dress Code Policy
As we continue to foster a safe, respectful, and inclusive learning environment, we want to remind everyone of our school’s dress code expectations. These guidelines are designed to support a positive school culture where all students can focus on learning without distraction.
Students are expected to refrain from wearing the following items during the school day:
- Hats or caps, unless worn for religious observance.
- Clothing with references to drugs, alcohol, sex, violence, racism, or gang affiliation.
- Revealing clothing that does not adequately cover the torso, undergarments, or private body parts, including see-through garments.
- Flip-flops or other footwear that may pose a safety risk.
- Sunglasses indoors
If a student is found to be in violation of the dress code, the school will notify the student and their parent(s)/guardian(s) to discuss the importance of following the dress code and the expectation that the student will adhere to it moving forward.
In situations where an immediate change in clothing is necessary (e.g., if the clothing contains discriminatory language), the school will contact the parent/guardian and the student to discuss respectful and appropriate options. These may include turning a shirt inside out, covering or replacing the item, or offering clean alternative clothing if available. The school often utilizes Halsey gym uniform shirts and shorts as a comfortable and appropriate option in these cases. Any adjustments will be made in a non-punitive and respectful manner to ensure the student feels safe and supported.
We appreciate your partnership in helping us maintain a welcoming and focused school environment for all students.
Dress Code Policy - Weather Related
Please be mindful that children benefit from vigorous exercise and will be given the opportunity to play outside whenever possible. Unless it is snowing, there is ice on the playground, or the wind chill factor creates an effective temperature below 25 degrees Fahrenheit, temperature alone will not be a barrier to outdoor play.
We are encouraged by the Department of Education to maintain outdoor play periods. Therefore, you should take precautions to keep your children warm and ensure that they are appropriately dressed on very cold days.
Please ensure that your students have their skin covered and are wearing warm clothing. According to the New York City Department of Health and Mental Hygiene these are the appropriate steps to keep warm and remain safe outdoors during the winter.
- Wear a hat, hood, and scarf, as most heat is lost through the head.
- Wear layers as they provide better insulation and warmth.
- Keep fingertips, earlobes, and noses covered.
- Keep clothing dry.
- Avoid fall hazards from snow and ice. Wear sturdy boots that provide traction to reduce slipping.
NYC DOE Device & Student DOE Email Address
All students have been assigned a DOE issued device & a charger to use at home for assignments and remote learning if any. The devices are valuable educational tools entrusted to our students for their learning and growth. Please ensure proper care and safekeeping throughout the year.
All students have been assigned to a Student NYC DOE email address. Please help your children familiarize themselves with their email address and passwords as they will be using them throughout the year to access TeachHub and other educational platforms.
We ask all families to ensure that your child has access to your child’s teacher’s Google Classroom. At the beginning of the school year, your child’s classroom teacher will provide more information on how to join the class Google Classroom. Your child will join using their NYC DOE email address.
Lost & Found
Throughout the year, students often lose their hats, gloves, scarves, sweatshirts, etc. In order to assist us in returning them to you, parents are encouraged to write their child’s first and last name on their belongings. In addition, if your child is missing any article of clothing or personal belonging, they can check the lost and found located by the cafeteria any day.
Any articles of clothing that remain in the lost in found and are unclaimed will be donated to a local charity, shelter, or church. We make our donations four times per year. Prior to the Thanksgiving break, in November, prior to February break, prior to Spring break and after the last day of school.
School Security
All visitors, including parents, should adhere to the following regulations when they enter and exit the building:
- Any visitors entering the building must present valid PHYSICAL picture identification (a picture or other digital version of an ID cannot be accepted). This item must be a legal document such as a driver’s license, non-driver ID card or passport. If for some reason you do not have picture identification, you may be asked to wait for an administrator to assist you at the security desk.
- The School Safety Officer, or appropriate person on duty, will record the date, time, name, and destination of the visitor in a log book kept at the main entry. The visitor will then be asked to sign his/her name next to the entry made by the security person.
- Persons failing to register may be considered trespassers and subject to the provisions of the New York State Penal Law.
Please Note:
- Our school has been equipped with Door Alarms on all Exit Doors. You may only Enter and Exit through the Main Entrance at all times. Upon exiting, you must sign out with the Safety Agent.
- Our school has been equipped with cameras around the outside the building and also in hallways inside the building.
Trips
School trips can provide valuable learning and enrichment experiences, and all students are encouraged to attend them. At least one staff member and two additional adults will chaperone up to the first thirty students, and for each additional fifteen students, an additional adult will attend. Parents/guardians may be invited to chaperone as needed. In these cases, parents/guardians of children who have a medical condition and/or require an inhaler, Epi-pen, etc., will be given priority.
Cell Phone Policy
At JHS 157, we understand that cell phones and smart watches are valuable tools for communication, especially for ensuring student safety and coordinating with families. However, the misuse of these devices during the school day has led to significant distractions and disruptions to the learning process. Inappropriate use has included excessive messaging, social media activity, and unauthorized recording of students and staff.
To support a safe and focused academic environment, our School Leadership Team—made up of parents and educators—has developed the following guidelines.
Morning Entry
Upon entering the school building, all students must power off or silence their cell phones and smart watches and secure them in their personal Yondr pouch, which will remain with them for the duration of the school day.
During the School Day
Devices must remain secured in the Yondr pouch at all times, including during lunch, physical education, and assemblies. Unauthorized use of phones or smart watches during these times interferes with instruction and can pose privacy concerns.
End of Day
Yondr pouches will be unlocked at the end of the school day, allowing students access to their devices after dismissal.
School Trips
Students will be provided access to their cell phones during school trips, when appropriate. This allows for communication, navigation, and safety as needed under staff supervision. Device use during trips will follow guidelines set by the trip organizers and must not interfere with the educational purpose or group expectations.
Communication Protocols
- Students Who Feel Unwell or Need Assistance
If a student feels unwell or requires assistance during the school day, they must inform a teacher, who may then refer the student to the school nurse. If necessary, the nurse will contact the parent or guardian directly. Students are not permitted to use their personal devices to contact parents or guardians during school hours.
- Family Outreach and Emergencies
In the event of an emergency or if a parent or guardian needs to reach their child, they must contact the school office at 718-830-4910. School staff will ensure that the message is delivered to the student promptly. Students are not allowed to receive calls or texts during instructional time, as they do not have access to or the ability to silence their devices. This policy helps prevent classroom disruptions and maintains a focused learning environment.
- School Emergencies
In the event of a schoolwide emergency, the school will use our messaging system to reach out to parents. It is not safe for students to use devices during a schoolwide emergency.
Non-Compliance
- First Infraction: Verbal warning from a staff member.
- Second Infraction: Parent/guardian notification.
- Subsequent Infractions: A parent/guardian conference will be required to discuss the importance of following the school’s technology policy and ensuring student accountability.
- In all instances, the student’s device must be immediately secured in the Yondr pouch.
Working in Partnership
We appreciate your support in promoting responsible digital behavior. By working together, we can help ensure that students are able to focus fully on their learning without the distractions of personal devices. This shared effort supports a safe, respectful, and academically focused environment for all students.
Citywide Behavioral Expectations to Support Student Learning
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. A safe and supportive school depends upon the efforts of all members of the school community—administrators, teachers, students, parents, counselors, social workers, safety personnel, related service providers, cafeteria workers, custodians, and bus staff—to treat one another with mutual respect.
Included in the Citywide Behavioral Expectations to Support Student Learning document is the Student Bill of Rights and Responsibilities, which 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.
For more information visit: https://www.schools.nyc.gov/school-life/know-your-rights/discipline-code
NYCDOE Parent/Guardian Portals
NYC Schools Account www.schoolsaccount.nyc
Each legal guardian can access the child's academic progress through NYC DOE Schools Account. You can check grades, attendance, state test scores, transportation, digital forms such as photo consent, Covid testing consent and etc. We recommend all legal guardians can log in using their own separate accounts.
Please make sure your contact information is up-to-date in the NYC Schools Account as all communication from our school will be sent to the email addresses/phone numbers we have on file from this account.
Please visit the following link for more information on NYC Schools Account: https://www.schools.nyc.gov/learning/student-journey/nyc-schools-account
MySchools Account www.myschools.nyc
You can use your MySchools Account to apply to NYCDOE middle school and high schools.
Please visit the following link for more information on My School Account:
https://www.schools.nyc.gov/learning/digital-learning/applications-and-platforms/myschools
2025-2026 Grading Policy
Students' grades are evaluative and descriptive tools that help communicate what the student has learned. Grades provide feedback to students as well as to parents/guardians on the student's individual understanding of academic standards and progression through a subject. Grades are seen and interpreted by families, teachers, supervisors, and other stakeholders. When earned in a consistent, equitable, and transparent fashion, grades serve the following purposes:
- Demonstrate students' level of understanding and skills in a subject at a specific point in time. Students and parents are encouraged to view student grades on a real-time basis by logging into their individual Jupiter accounts.
- Reveal areas of improvement and subjects still in need of support. Students that are not meeting proficiency (Grade of 65 or better) have several support opportunities available to them. Parents are asked to please contact their child's guidance counselor.
- Inform teachers' curricular, instructional, and organizational decisions. In this manner, grades are utilized to plan differentiated instruction for students.
- Identify which students need more assistance or differentiated learning.
- Indicate whether a student passed or failed a particular course or subject at the end of a term/Marking Period (we have four marking periods).
- Contribute to decisions about students' programming choices and post-secondary options.
- Influence promotion decisions, as well as the high school and college admissions process.
Levels and Numerical Alignment:
- Level 4: Meeting Standards With Distinction - The student always demonstrates superior understanding of the content, concepts and skills for the learning standards and key ideas being assessed. For numerically graded tests, the student scores 90% or above.
- Level 3: Meeting Standards - The student usually demonstrates an understanding of the content, concepts and skills for the learning standards and key ideas being assessed. For numerically graded tests, the student scores between 80% and 89%.
- Level 2: Approaching Standards - The student sometimes demonstrates an understanding of the content, concepts and skills for the learning standards and key ideas being assessed. For numerically graded tests, the student scores between 65% -79%.
- Level 1: Below Standards - The student rarely demonstrates an understanding of the content, concepts and skills for the learning standards and key idea (50%-64%)
Each grade and subject has its own grading policy that includes the weights of the categories comprising the marking period grade. The grading policies are uniform across all classes within a given grade/subject. Subject teachers will share the grading policy with students/parents/guardians at the start of each school year and upon request.
Technology
Teachers may on any given day require use of an internet-enabled device for either instruction or testing, so all students should bring a charged device (not cell phone) to and from school each day. If a student does not have a device with them, they will be considered unprepared, which will affect their classwork and participation grades.
Opportunities to Improve Assessment Grades
Summative, or end-of-unit, assessments provide insight regarding student mastery of learning objectives, as well as readiness to move onto more challenging material. However, summative assessments provide learning opportunities in and of themselves. When students see their performance and teacher feedback on summative assessments, they understand which areas are still in need of improvement, which misconceptions linger, and which skills need fine-tuning. Teachers in major subject areas will allow students one opportunity to improve their end-of-unit assessment grades as per the policy of each department. Final grades on these assessments will reflect a student's ultimate proficiency.
Homework Policy
Homework is intended to support learning standards and classroom instruction. Besides offering the opportunity to preview or practice the standards and skills covered in the classroom, consistent completion of homework boost students' confidence levels and fosters positive independent work habits. While not all homework assignments will receive a grade, parents should check homework every night to develop a more comprehensive picture of their children's mastery of standards and to promote adherence to academic routines and structure.
For students who were present the day homework was assigned, homework assignments and projects are expected to be handed in on the days that they are due, and will not be accepted for full credit more than one school day after the due date. Assignments and projects handed in more than one day late can earn half credit. Assignments handed in more than three days after the due date will not receive credit.
Students who missed class the day homework was assigned should consult with subject-area teachers to determine an appropriate and reasonable timeline for missed work.
Teachers have the discretion to consider how individual student and family circumstances may allow for additional due date flexibility.
Student Promotion
The decision to promote a student will be based on multiple measures of progress and performance in all subject areas, including student work, teacher observations, grades, and assessments. If your child has an Individualized Education Program (IEP) your child will be held to the promotion criteria listed on the IEP. If your child is not promoted in June because the child has not met promotional criteria, your child will have the opportunity to attend summer school and continue to work toward meeting promotion criteria.
In 6th and 7th grades, not passing (65) ELA or Math will result in Summer Rising support (summer school). In the 8th grade, not passing one core subject (ELA, Math, Science, Social Studies) will result in Summer Rising support.
Not meeting proficiency
Students are considered not meeting proficiency if their subject average is below a 65.
Students in our honors classes are considered not meeting proficiency with a subject grade below an 80.
Make-up work - Students are given opportunity to make up work (lunch and learn/time extension on assignments, etc.), with considerations to individual circumstances.
Each marking period students can achieve honor roll based on their MP average as follows:
Halsey Honor Roll: 93.00 – 100.00
Students receiving an "N" or "U" in conduct are not eligible to earn Honor Roll for that MP
Procedure for Changing a Student’s Report Card Grades, Attendance, or Number of Late Days
- If you believe a student report card grade has been given in error, please reach out to the subject-area teacher. Sometimes grading discrepancies can be easily rectified by the teachers finalizing grades. If you cannot arrive at a final solution after speaking to the subject-area teacher, reach out to the grade Guidance Counselor.
- if you believe there has been an error regarding absences or latenesses, please reach out to your child’s teachers.
- Teachers will determine if grade, absences, number of late days should be changed. Teachers discuss change with Principal or Assistant Principal.
Parent/Teacher Conferences
Citywide Individualized Parent Teacher Conferences are held three times a year. This year they will be held on Thursday, November 13th, Thursday, March 12th, and Thursday, May 14th. These conferences provide a great opportunity for you to talk with your child's teacher about what your child is learning at school and how you can support this learning.
The contract between the United Federation of Teachers and the New York City Department of Education also provides teachers time throughout the week to work with family members. This time is available to build stronger home-school connections, to better support the learning of every child and to help identify and develop parent leaders. During this time teachers will hold parent workshops introducing new units, review strategies, hold conferences, etc.
Questions to Consider Asking Your Child's Teacher
- What is my child expected to learn, know, and do at this grade level based on the New York State Learning Standards?
- How is my child developing the necessary skills and knowledge?
- What does my child do well, and what does he or she struggle with? Can you give me examples?
- How do you know when my child is making progress and when he/she needs additional help?
- What are you doing to support and motivate him/her?
- How do you challenge my child when he/she is doing well at something?
- How do you support my child when he/she needs extra help?
- What does my child get excited about learning?
- What can I do at home to support him/her?
- Are there programs or services in the community that could also help my child? Does my child seem engaged or happy at school?
- Has he/she made friends?
- How does my child get along with classmates and adults?
- Does my child participate in class discussions and group activities? Are there times when my child is more or less engaged?
Always remember to share your own thoughts and feelings about your child. Describe what you see as your child’s strengths and areas for growth. State any important information that might help your child’s teacher better understand your child’s approaches to learning, strengths, challenges, and interests. Explain where you think your child needs more support. Describe the best way for the teacher or school personnel to communicate with you (e.g., a note in your child’s book bag, a voicemail, an e-mail, etc.).
Promotion in Doubt Process
New York City Public Schools outlines promotion standards for public school students in grades K through 12 as well as procedures for implementing the promotion policy, including the promotion in doubt process.
The Promotion in Doubt (PID) process requires schools to formally notify families, either via email or written notice in the mail, that their child is at risk of not meeting promotion standards and being retained in the same grade for the next school year. Additionally, it enables schools and families to plan for the needed supports and interventions to help students achieve promotion standards by June. If a child’s promotion is in doubt after the first two marking periods, parents will receive separate notification to accompany the indication on the child’s report card. For more information about the Promotion Policy, visit the NYC Public Schools website.
Great Expectations: Partnering for Your Child's Future
Learning standards describe the foundation of what students should know and be able to do in each grade. These standards ensure that all children are prepared to move forward to the next grade, and to succeed in college, earn a living, and become productive members of their communities. Children need to develop a love of learning that will serve them well in a world where crucial information changes and grows rapidly.
To find work in the competitive global economy and function in a quickly changing world, our children will need to know more than ever before. This is true for graduates who plan to enroll in four-year colleges; it is equally true for students who want to start careers right out of high school.
The New York State Learning Standards are designed to provide our students with rigorous curricula to ensure that they develop the creativity, critical thinking skills and ability to problem solve that they will need to meet the challenges of the modern world. But standards are a starting point, not a destination. By developing and cultivating a solid foundation of knowledge, our students will get the most from their education.
Here you will find examples of what students from kindergarten through eighth grade should know and be able to do by the end of the school year in language arts. You will also find ways you can support learning as a family, including things you can do at home, in your neighborhood and around our great city.
This guide provides only a small sample of the standards for kindergarten through eighth grade. What about the other standards? What will your child be learning in grades? You can find answers to all these questions from your child’s teacher or on New York City Public School’s site at https://www.schools.nyc.gov/learning/subjects
Good Study Habits
To help your child develop good study habits:
- Set up a comfortable location at home for doing homework with simple supplies, such as pens, pencils, paper, scissors, and tape, near at hand.
- Set up a regular homework time.
- Help your child get organized. Have them write down and organize assignments each day. They need to learn how to manage their time and work toward long-range goals.
- Encourage them to do the most difficult homework first, not last.
- Check to see that assignments are complete and on time. Be more concerned with the process they use to complete work than with getting a right answer.
- Make sure your child knows the teacher’s homework policies.
Students with IEPs
Unless otherwise stated on the student’s Individualized Education Program (IEP), students with IEPs will participate in the general education curriculum, which can be adapted for different instructional levels and different settings (such as Integrated Co-Teaching classes or Special Education Teacher Support Services). Adaptations may include using instructional aids such as calculators and visual aids, providing additional time to learn new skills, and reducing the length of assignments to help students with IEPs meet the standards. For more information please visit: https://www.schools.nyc.gov/learning/special-education
Ask Your Child’s Teacher
Learning standards provide a great opportunity for you to talk with teachers about what your child is learning in school and how you can support this learning at home. Here are some questions you may want to ask.
To Learn More About a Standard:
- Can you show me examples of student work that meets this standard?
- May I look at some of my child’s work related to this standard?
- When will my child work on this standard during the school year?
- What activities and materials are you using in school to help my child meet and exceed this standard? What classwork and homework do you expect to assign?
- What are some exercises I can do with my child to help him or her with this standard?
- Besides the standards covered in this guide, what else is my child expected to learn this year?
To Learn How Your Child is Doing in School:
- In what subjects is my child working at grade level? Are there any areas that need improvement?
- Is my child reading at grade level? Can you show me some books that my child can read?
- How much time each day does my child spend working on each subject area? How do you assess my child on these subjects during the year?
To Learn How to Support Your Child:
- Besides report cards, what are the best ways to keep up to date on how my child is doing?
- If your child is not on grade level: What support is the school able to offer my child? What can I do at home to help my child do better in school?
- If your child is on grade level or above: What extra enrichment and support do you suggest for my child? How can I help at home?
Social Media
Family members are in the best position to act as positive role models for the responsible use of social media. A Parent and Family Guide was created to help you guide your children in using social media responsibly and effectively as described in the Student Social Media Guidelines: 13 and Older.
The guidelines as well as an activity book for students to accompany the guidelines were created by New York City Department of Education (NYCDOE) teachers, librarians, students, and parents in partnership with Common Sense Education. You can find the guidelines, activity book, and related resources and materials for both elementary and secondary school students at https://www.schools.nyc.gov/school-life/school-environment/digital-citizenship/social-media-guidelines-for-students-over-13
Disclaimer
Some items may not be covered in the Parent Handbook at this time. This document may need to be adjusted to address new technology, or to reflect changes in NYC Public School Policy. In the case of new policies or adjustments to information in this document, parents will be notified via email.