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How are grades determined? The components of a grade will reflect both mastery and non-mastery measures. As outlined below, mastery grades show a student’s academic performance, and non-mastery grades will represent exhibition of the YECA Core Values – Service, Perseverance, Advocacy, Reflection, and Collaboration (SPARC).
I. Summative Assessments (40%)
- The goal of a summative assessment is to evaluate student learning during or at the end of an instructional unit by comparing it against some standard or benchmark. Summative assessments are often high stakes, which means that they have a high point value.
- Examples of summative assessments may include: Exams [Interim/Midterm/Final], Unit Tests, Quizzes, Projects, Presentations, Portfolios, Essays- Final Drafts
II. Formative Assessments (50%)
- The goal of formative assessment is to monitor student learning to provide ongoing feedback that can be used by instructors to improve their teaching and by students to improve their learning. Formative assessments are generally low stakes, which means that they have low or no point value.
- Examples of formative assessments may include: Homework, Classwork, Classroom discussion (Ex: turn and talk or group discussion), Essay Drafts, Entry/Exit tickets
III. SPARC (10%)
- Examples of SPARC Core Values may include:
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Service
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- active leadership amongst peers and/or in the school community as a whole
- service to teachers, YECA staff members and/or fellow students
- consistent efforts and willingness to assist and support
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Perseverance
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- persistence in working through challenges
- handling adversity with grace and eloquence
- diligent work toward achieving goals and/or aspirations
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Advocacy
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- commitment to standing up for one’s own beliefs and values and/or those of others
- integrity with one’s word and consistent and demonstrated capacity to take and justify stances on pertinent issues
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Reflection
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- honest and critical self-reflection to identify strengths and areas for growth
- consistent practice of metacognition and use of reflective insights for academic and social growth
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Collaboration
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- ability to work harmoniously with any peer, teacher, or YECA staff member
- instrumental in creating an environment for and supporting collaborative learning
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YECA Best Practices
- Teachers will post grades on Jupiter for all mastery and non-mastery assignments/assessments within 5-7 school days of the due date.
- Homework and any other assignments assigned to students will be posted on Google Classroom by no later than 2:30 PM the day it was assigned in order for students and parents to be aware of the assignment. If assignments are posted after 2:30, then students will have an additional day to complete them. (For example, a teacher posts a HW assignment on Monday at 4pm. Scholars will have until Wednesday to complete the assignment.)
- Criteria for Success will be transparent for all students for all assignments. These may include guidelines, expectations, rubrics, checklists, etc.
- Students’ will have multiple opportunities to demonstrate their learning in various ways and/or modalities.
What is York Early College Academy’s late assignment policy and procedures?
- Students who need an extension, should request one from the teacher in writing via email, with an explanation at least 1 day BEFORE the scheduled due date. Teachers will use discretion with students and agree on a new due date based on the circumstances. If an extension is granted, students will NOT lose credit since they advocated for themselves and planned ahead. (This is an opportunity for YECA scholars to practice ADVOCACY!)
- If a student hands in work past a deadline without requesting an extension, the work should not be accepted without a one on one conference between the student and the teacher. (This is an opportunity for scholars and teachers to practice REFLECTION and COLLABORATION) The teacher will make outreach to families and the conference will be documented.
- During this one on one conference, the following should be discussed:
- What obstacles is the student facing in meeting the deadline(s)?
- Support and encouragement will be provided
- Helpful tips and recommendations will be given
- Grading policy & expectations will be reinforced.
* If a student hands in work past a deadline without requesting an extension more than three times, late work without an official extension request will not be accepted.
Procedures for extenuating circumstances: Extenuating circumstances for students typically refers to significant and unavoidable events or situations that may have affected academic performance or ability to meet certain requirements in which students are not attending school for an extended period of time. **Extenuating circumstances are evaluated on a case-by-case basis, and documentation or evidence may be required to support a student's claim.
What is York Early College Academy’s policy and procedures around scholastic dishonesty?
As an Early College school, YECA is committed to ensuring that students receive the preparation necessary to participate in college level courses. Scholastic dishonesty is the practice of passing off someone else’s work as your own and/or inappropriately using your own work. Examples of scholastic dishonesty include:
- Cheating. For example, copying from someone else’s test paper; using unauthorized material during a test; collaborating with another during a test; knowingly using, buying, selling, stealing, or transporting, in whole or part, the contents of an un-administered test; substituting for another student or permitting another student to substitute for oneself to take a test; bribing another person to obtain a test that is to be administered; securing copies of or answers to a test in advance of the test.
- Plagiarizing. For example, appropriating another’s work and using it as one’s own for credit without the required citation and attribution. This includes copying information – in whole or part – from the work of another student, internet, any other source (as well as artificial intelligence).
In the event that a student (or a group of students) engages in scholastic dishonesty, we will follow the NYC Department of Education’s Discipline Code to intervene. Possible interventions include, but are not limited to: parent outreach, referrals to guidance, conference with school leadership (Assistant Principal or Principal), in-school disciplinary actions, and suspension.
A, At YECA, we approach intervention with a leveled approach, as follows:
- First time – Student will receive a zero for the assignment and the teacher of the course will contact the parent/guardian. Outreach will be documented and the scholar’s advisor and grade team will be updated on the incident. In order for the student to receive an opportunity to make-up the “zero”, they must complete the Plagiarism Webquest and submit it to the teacher of the class whose assignment was plagiarized. Upon successful completion, the teacher may give the student a make-up assignment.
- Second time – Student will be referred to a student services department member for a conference including the student, parent and guidance counselor. The guidance counselor will update the grade team on the incident and conference.
- Third time – Students will be referred to the Assistant Principal.
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