School Policies for Students and Parents

 Aviation High School Grading Policy 2024-2025.pdf 

Dear Parents, Guardians, and Students,

In order to maintain a positive learning environment, it is expected that all students dress in a professional manner. We expect Aviation High School students to be dressed appropriately to ensure safety and to keep the focus on teaching and learning. We would like all parents and guardians to remind students of proper dress protocols on campus.

Prohibited forms of dress at Aviation High School include, but are not limited to:

• Clothing that does not provide coverage of torso, undergarments, and private body parts, including see-through garments of any kind.
• Clothing that contains references to drugs, alcohol, sex, violence, racism, or gang-affiliation.
• Flip-flops, sandals, Crocs, or open-toed shoes.
• Hats or caps (with the exception of headwear worn for religious observance).
• Sunglasses while indoors.
• Headphones, EarPods, etc.

If a student comes to school wearing clothing prohibited by the Dress Code, then the student’s parents will be notified, the student may be subject to the interventions and disciplinary responses set forth in the Discipline Code (found on our website, www.aviationhs.net), and the student will be expected to make appropriate adjustments to his/her clothing to conform with the Dress Code (e.g., turning shirt inside out, borrowing temporary clothing until the end of the school day, etc.).

Please contact your child’s counselor if you any questions about our dress code.

Determinations of passing or failing in a course will be based primarily on how well students master the subject matter, concepts, content, and skills addressed in the class as defined in this syllabus. Being absent from an assessment will negatively impact a student’s grade. Therefore, all students must be present for all scheduled class assessments. In the case of assessment absences, students can make up for missed assessments according to the policies below.

Absent students will be given an opportunity to make up missed assessments. On the day of the student’s return, the teacher and student will schedule a date and time for the completion of the missed assessment (not to be scheduled during regular class lesson time). If an agreed upon time cannot be reached, the teacher will contact the department supervisor for scheduling support. Make-up assessments will be graded and scheduled according to the processes listed below.

• Excused Absence - A made-up assessment missed due to a documented absence (e., notification from parent/guardian, medical professionals, etc.) will not be penalized.
  
  
  • Your teacher may call home to verify the documented excused absence.
    
    
• If an assessment is missed due to a club or PSAL sports activity, then a student must receive prior confirmation from a teacher that they can make up the assessment at a later date. A pass from a club or PSAL sports team supervisor is required for all school events. Failure to provide prior written notice of a school-sanctioned activity on an assessment day will result in the implementation of the unexcused absence make-up policy below.
  
  
• Unexcused Absences - Unexplained absences on the day of an assessment can lead to a grade penalty on the made-up assessments and further disciplinary action as listed below.
  
  
  • 1st Offense of Unexcused Absence – Parental outreach, make-up assessment scheduled according to paragraph two of the policy above, and up to 25% reduction on a make-up assessment. 
    
    
  • 2nd Offense of Unexcused Absence – Parental outreach, meeting with department assistant principal, lunch detention, make-up assessment scheduled according to paragraph two of the policy above, and up to 50% reduction on a make-up assessment.
    
    
  • More Than Two Offenses of Unexcused Absence – Parental outreach, meeting with department assistant principal, a zero on the assessment, and may lead to disciplinary action including a principal's suspension of one (1) to five (5) days. 

Unexcused Absence on Assessment Days Policy 2024-2025.pdf 

(Posted September 13, 2024)

Academic Dishonesty is prohibited by the New York City Department of Education, is a violation of Citywide Behavioral Expectations, and is punishable by penalties, including failing grades, and/or suspension.

Students need to understand that the faculty and staff at Aviation High School value student honesty and integrity as outlined in this policy.

Examples of academic dishonesty include but are not limited to, cheating, plagiarism, obtaining unfair advantage, and falsification of records and official documents.

1. Cheating is the unauthorized use or attempted use of material, information, notes, study aids, devices, or communication during an academic exercise.  A student violates the New York City Public Schools Citywide Behavioral Expectations (Infraction B-31) when he /she: 
   
   
   1. Copies from another student during an assessment
   2. Allows another to copy their work
   3. Assists acts of academic misconduct  
   4. Engages in unauthorized collaboration on a take-home assignment or assessment
   5. Uses notes during a closed-book assessment
   6. Submits another’s work as their own  
   7. Engages in unauthorized use of any electronic device, such as cell phones, computers, or internet access to retrieve or send information during an assessment
   8. Allows others to research or write assigned papers or to complete assigned projects
   9. Knowingly using, bribing, buying, selling, stealing, transporting, soliciting, in whole or in part, the contents of an unadministered assessment
   10. Posting or sharing questions and answers of an assessment
   11. Using material during a test which is not authorized by the person giving the test
   12. Obtaining copies of the test or answers to the test in advance of the test
       
       
2. Plagiarism is the act of presenting another person’s idea, research, or writings as your own. A student violates the New York City Public Schools Citywide Behavioral Expectations (Infraction B-31) when he /she: 
   
   
   1. Copies another person’s actual words or images without the use of quotation marks and citations attributing the words to their source
   2. Uses another student’s work and claims it as their own (even with their permission)
   3. Engages in plagiarism, via the Internet or other web-based or electronic sources (including artificial intelligence [AI] sites), which includes (but is not limited to) downloading term papers or other assignments and then submitting that work as one’s own, or copying or extracting information and then pasting that information into an assignment without citing the source, or without providing proper attribution.
   4. Turns in work done for other classes, regardless of how big or small the assignment may be, without the current instructor’s approval—this is considered “self-plagiarism.”
      
      
3. Reporting - A staff or faculty member who suspects that a student has violated the Academic Integrity Policy shall review with the student the facts and circumstances of the suspected violation whenever feasible. Thereafter, a faculty member who concludes that there has been an incident of academic dishonesty sufficient to affect the student’s final course grade shall report such incident to their supervisor. An investigation of the allegation of academic dishonesty will take place to determine the merits of the claim and a parental/guardian conference will be held with the student, parent/guardian, teacher, and supervisor to determine consequences in alignment with the New York City Public Schools Citywide Behavioral Expectations.
   
   
4. Consequences for Policy Violation - A student who is found to be dishonest in submission of their academic assignments or other work, or in carrying out their academic responsibilities may receive a failing grade for the assignment and/or may be subject to suspension or further disciplinary actions.
   
   
5. Impact on Student Participation in School Organizations, PSAL Teams, and the Fifth Year Program - Honor and Integrity will be taken into account regarding all student organization and PSAL sports team membership, as well as participation in extracurricular activities including academic, including athletic, and social clubs. 

Additionally, Academic Integrity violations may disqualify a student from the Fifth Year aviation maintenance program. A review of a student’s record will be required for a student who violates this policy to join the Fifth Year program.

Students with Academic Integrity violations will be individually reviewed regarding participation in school trips.

Students with Academic Integrity violations will be individually reviewed and may be deemed ineligible to hold school leadership positions.

The length of time elapsed since the offense will be considered in the review process to provide a redemptive opportunity to students.

 Academic Integrity Policy Policy 2024-2025.pdf 

(Posted September 13, 2024)

If your child needs to leave early from school please follow the steps below:

1. Send your child to school with a note. Even if you send your child with a note we will still call you to confirm.

2. Have your child drop off the note to Room 135 when they first come to school. Not bringing a note early in the morning may cause a delay when your child wants to leave.

3. We will call the parents/guardians at the phone numbers in the Student Profile account to confirm your child is allowed to leave early. We cannot allow students to leave early without contacting a parent/guardian. 

4. Have your child come back to room 135 when it is time for them to leave to pick up the completed Early Excuse Form.  

We are unable to send a student home alone if they are sick. If a student is sick an adult 18 years or older must pick up the child. 

Questions?  Contact your child's counselor by clicking here. 

Early Excuse Procedure and Policy 2024-2025.pdf 

(Posted September 13, 2024)

We ask that parents, guardians, and students adhere to the following school contact policy as you contact administrators, teachers, counselors, and other staff.

• Give staff one-to-two  school days (during work hours) to respond to an email or phone call.
  
  
• Be sure to include the following information in your email correspondences:
  
  
  • Name
  • Student Name
  • OSIS #
  • and any information to help us the student related to the message

Educational research shows a positive correlation between effective parental involvement and student achievement. The overall aim of this policy is to develop a parent involvement program that will ensure effective involvement of parents and community in the school. Aviation Career and Technical Education High School in compliance with the Section 1118 of Title I, Part A of the No Child Left Behind (NCLB) Act, is responsible for creating and implementing a parent involvement policy to strengthen the connection and support of student achievement between the school and the families. Aviation Career and Technical Education High School’s policy is designed to keep parents informed by actively involving them in planning and decision-making in support of the education of their children.

Parents are encouraged to actively participate on the School Leadership Team, Parent Association, and Title I Parent Committee as trained volunteers and welcomed members of the school community. Aviation Career and Technical Education High School will support parents and families of Title I students by:

• providing materials and training to help parents work with their children to improve their achievement level, e.g., literacy, math, and use of technology;
• providing parents with the information and training needed to effectively become involved in planning and decision making in support of the education of their children;
• fostering a caring and effective home-school partnership to ensure that parents can effectively support and monitor their child’s progress;
• providing assistance to parents in understanding City, State and Federal standards and assessments;
• sharing information about school and parent related programs, meetings and other activities in a format, and in languages that parents can understand;
• providing professional development opportunities for school staff with the assistance of parents to improve outreach, communication skills and cultural competency in order to build stronger ties between parents and other members of the school community;

Aviation Career and Technical Education High Schools Parent Involvement Policy was designed based upon a careful assessment of the needs of all parents/guardians, including parents/guardians of English Language Learners and students with disabilities. The school community will conduct an annual evaluation of the content and effectiveness of this parent involvement policy with Title I parents to improve the academic quality of the school. The findings of the evaluation through school surveys and feedback forms will be used to design strategies to more effectively meet the needs of parents, and enhance the school’s Title I program. This information will be maintained by Aviation Career and Technical Education High School.

In developing the Title I Parent Involvement Policy, parents of Title I participating students, parent members of the school’s Parent Association (or Parent-Teacher Association), as well as parent members of the School Leadership Team, were consulted on the proposed Title I Parent Involvement Policy and asked to survey their members for additional input. To increase and improve parent involvement and school quality, Aviation Career and Technical Education High

School will:

• actively involve and engage parents in the planning, review and evaluation of the effectiveness of the school’s Title I program as outlined in the School Comprehensive Educational Plan, including the implementation of the school’s Title I Parent Involvement Policy and School-Parent Compact;
• engage parents in discussion and decisions regarding the required Title I set-aside funds, which are allocated directly to the school to promote parent involvement, including family literacy and parenting skills;
• ensure that the Title I funds allocated for parent involvement are utilized to implement activities and strategies as described in the school’s Parent Involvement Policy and the School-Parent Compact; support school-level committees that include parents who are members of the School Leadership Team, the Parent Association (or Parent-Teacher Association) and Title I Parent Committee. This includes providing technical support and ongoing professional development, especially in developing leadership skills;
• maintain a Parent Coordinator (or a dedicated staff person) to serve as a liaison between the school and families. The Parent Coordinator or a dedicated staff person will provide parent workshops based on the assessed needs of the parents of children who attend the school and will work to ensure that the school environment is welcoming and inviting to all parents. The Parent Coordinator will also maintain a log of events and activities planned for parents each month and file a report with the central office.;
• conduct parent workshops with topics that may include: parenting skills, understanding educational accountability, grade-level curriculum, and assessment expectations; literacy, accessing community and support services; and technology training to build parents’ capacity to help their children at home;
• provide opportunities for parents to help them understand the accountability system, e.g., NCLB/State accountability system, student proficiency levels, Annual School Report Card, School Quality Report, Quality Review Report, Learning Environment Survey Report; host the required Annual Title I Parent Meeting on or before December 1^st of each school year to advise parents of children participating in the Title I program about the school’s Title I funded program(s), their right to be involved in the program and the parent involvement requirements under Title I, Part A, Section 1118 and other applicable sections under the No Child Left Behind Act;
• schedule additional parent meetings, e.g., quarterly meetings with flexible times, such as meetings in the morning or evening, to share information about the school’s educational program and other initiatives of the Chancellor and allow parents to provide suggestions;
• translate all critical school documents and provide interpretation during meetings and events as needed;
• conduct an Annual Title I Parent Fair/Event where all parents are invited to attend formal presentations and workshops that address their student academic skill needs and what parents can do to help;

Aviation Career and Technical Education High School will further encourage school-level parental involvement by:

• holding an annual Title I Parent Curriculum Conference;
• hosting educational family events/activities during Parent-Teacher Conferences and throughout the school year;
• encouraging meaningful parent participation on School Leadership Teams, Parent Association (or Parent-Teacher Association) and Title I Parent Committee;
• supporting or hosting Family Day events;
• establishing a Parent Resource Center/Area or lending library; instructional materials for parents;
• encouraging more parents to become trained school volunteers;
• providing written and verbal progress reports that are periodically given to keep parents informed of their children’s progress;
• developing and distributing a school newsletter or web publication designed to keep parents informed about school activities and student progress;
• providing school planners/folders for regular written communication between teacher and the home in a format, and to the extent practicable in the languages that parents can understand.

Aviation Career and Technical Education High School, in compliance with the Section 1118 of Title I, Part A of the No Child Left Behind (NCLB) Act, is implementing a School-Parent Compact to strengthen the connection and support of student achievement between the school and the families. Staff and parents of students participating in activities and programs funded by Title I, agree that this Compact outlines how parents, the entire school staff and students will share responsibility for improved academic achievement and the means by which a school-parent partnership will be developed to ensure that all children achieve State Standards on assessments.

I. School Responsibilities:

Provide high quality curriculum and instruction consistent with Common Core State Standards to enable participating children to meet the State’s Standards and Assessments by:

• using academic learning time efficiently;
• respecting cultural, racial and ethnic differences;
• implementing a curriculum aligned to the Common Core State Learning Standards;
• offering high quality instruction in all content areas;
• providing instruction by highly qualified teachers and when this does not occur, notifying parents as required by the No Child Left Behind (NCLB) Act;

Support home-school relationships and improve communication by:

• conducting parent-teacher conferences each semester during which the individual child’s achievement will be discussed as well as how this Compact is related;
• convening an Annual Title I Parent Meeting prior to December 1^st of each school year for parents of students participating in the Title I program to inform them of the school’s Title I status and funded programs and their right to be involved;
• arranging additional meetings at other flexible times, e.g., morning, evening and providing (if necessary and funds are available) transportation or child care for those parents who cannot attend a regular meeting;
• respecting the rights of limited English proficient families to receive translated documents and interpretation services in order to ensure participation in the child’s education;
• providing information related to school and parent programs, meetings and other activities is sent to parents of participating children in a format and to the extent practicable in a language that parents can understand;
• involving parents in the planning process to review, evaluate and improve the existing Title I programs, Parent Involvement Policy and this Compact;
• providing parents with timely information regarding performance profiles and individual student assessment results for each child and other pertinent individual school information;
• ensuring that the Parent Involvement Policy and School-Parent Compact are distributed and discussed with parents each year;

Provide parents reasonable access to staff by:

• ensuring that staff will have access to interpretation services in order to effectively communicate with limited English speaking parents;
• notifying parents of the procedures to arrange an appointment with their child’s teacher or other school staff member;
• arranging opportunities for parents to receive training to volunteer and participate in their child’s class, and to observe classroom activities;
• planning activities for parents during the school year, e.g., Parent-Teacher Conferences;

Provide general support to parents by:

• creating a safe, supportive and effective learning community for students and a welcoming respectful environment for parents and guardians;
• assisting parents in understanding academic achievement standards and assessments and how to monitor their child’s progress by providing professional development opportunities (times will be scheduled so that the majority of parents can attend);
• sharing and communicating best practices for effective communication, collaboration and partnering with all members of the school community;
• supporting parental involvement activities as requested by parents;
• ensuring that the Title I funds allocated for parent involvement are utilized to implement activities as described in this

Compact and the Parent Involvement Policy;

• Advising parents of their right to file a complaint under the Department’s General Complaint Procedures and consistent with the No Child Left Behind Title I requirement for Elementary Secondary Education Act (ESEA) and Title I programs;

II. Parent/Guardian Responsibilities:

• monitor my child’s attendance and ensure that my child arrives to school on time as well as follow the appropriate procedures to inform the school when my child is absent;
• ensure that my child comes to school rested by setting a schedule for bedtime based on the needs of my child and his/her age;
• check and assist my child in completing homework tasks, when necessary;
• read to my child and/or discuss what my child is reading each day (for a minimum of 15 minutes);
• set limits to the amount of time my child watches television or plays video games;
• promote positive use of extracurricular time such as, extended day learning opportunities, clubs, team sports and/or quality family time;
• encourage my child to follow school rules and regulations and discuss this Compact with my child;
• volunteer in my child’s school or assist from my home as time permits; participate, as appropriate, in the decisions relating to my child’s education;
• communicate with my child’s teacher about educational needs and stay informed about their education by prompting reading and responding to all notices received from the school or district;
• respond to surveys, feedback forms and notices when requested;
• become involved in the development, implementation, evaluation and revision to the Parent Involvement Policy and this Compact;
• participate in or request training offered by the school, district, central and/or State Education Department to learn more about teaching and learning strategies whenever possible;
• take part in the school’s Parent Association or Parent-Teacher Association or serve to the extent possible on advisory groups, e.g., Title I Parent Committees, School or District Leadership Teams;
• share responsibility for the improved academic achievement of my child;

III. Student Responsibilities:

• attend school regularly and arrive on time;
• complete my homework and submit all assignments on time;
• follow the school rules and be responsible for my actions;
• show respect for myself, other people and property;
• try to resolve disagreements or conflicts peacefully;
• always try my best to learn.