The school year is divided into two semesters. The first semester ends in January, and the second in June. Reports are available on the UNIS portal twice each year. These reports are intended to be thorough and specific, to outline the student's major strengths and areas in need of improvement. At the close of each semester, parents receive final semester grades and comments from teachers.

Parents are also invited in twice a year for conferences, where detailed discussions related to the academic and socio-emotional development are discussed. The first is in November and is a Parent-Teacher Conference. The second is in March or April and is a Student Led Conference where students share a portfolio of their work done throughout the year.

​I.​ INTRODUCTION

At UNIS we support teaching practices which encourage personalization of our students’ learning experience. Homework is an extension of students’ learning experiences. Our policy takes into consideration the results of research in the field of education and tailors homework to meet individual needs.

​II.​ WHAT IS DIFFERENTIATION?

Differentiated and scaffolded instruction aims to accommodate students’ learning needs, by providing appropriate levels of support, challenge and choice while valuing all students and recognizing that each may follow a different learning pathway. When considering homework, recognizing that each student has different learning needs supports the idea that each student may have different tasks at home as well.

​III.​ WHAT THE RESEARCH SAYS?

Harris Cooper, an educational psychologist, conducted the most exhaustive review of 60 years of research on the impact of homework on academic growth. He performed a “meta-analysis,” which is a statistical technique for combining numerous studies into the equivalent of one giant study. The result of his research shows that “there is no evidence that any amount of homework improves academic performance".

In fact, his research evidences that traditional homework as we know it only shows a positive impact on academic growth beginning in grade 7. In the lower grades, the relationship between academic growth and homework is either nonexistent or demonstrates a negative impact on grades.

​IV. JUNIOR SCHOOL POLICY

Our homework policy is developed through vertical collaboration from PreK to 4th grade. It is based on our school mission, values and guiding principles. We believe that students need time to explore and grow in areas besides their academic endeavors. We believe that parents may appreciate suggestions of activities beyond our curriculum that support their child’s well-being, academic growth, and success. We recognize that every student has different needs.

Our homework policy, therefore, offers three main aspects:

• Reading is recommended every day: reading alone, reading aloud, reading to parents, parents reading to children, reading to learn, reading to laugh, reading to feel, reading to share, etc…

• Personalized homework: based on individual needs, some students may have specific homework on a specific day to address specific needs identified by the teachers, while others may not have assigned homework. Teachers will inform parents by email when their child is handed out personalized homework.

• Lists of suggested home activities for parents: per grade, non-mandatory, aligned with the curriculum, these lists aim to support parents who are seeking suggestions. They are shared with parents every few months.

​V-1.​ HOMEWORK WILL CONSIST OF (PreK to J4)

• Reading in English to, with, and by parents or independent reading

​V-2.​ HOMEWORK MAY CONSIST OF (J1 to J4)

• Personalized reinforcement tasks associated with classroom activities based on specific needs, mainly focusing on building automaticity and fluency in math and fluency in word work

• Reading, listening, engaging in activities in French/Spanish/ELL to extend the language exposure beyond the classroom.

• Gathering of additional information or materials

• Unfinished classroom activities

• Writing to respond to the students’ reading, based on grade and class expectations.

• Utilization of materials such as games, flash cards, quiz prep sheets, used in class and shared with specific students based on their needs to be used at home and brought back to school the following day.

​V-3. SUGGESTED HOME ACTIVITIES MAY CONSIST OF (PreK to J4)

• Books

• Websites

• Games

• Applying skills and knowledge learned at school in real life and play activities with parents/family

UNIS offers a warm and caring environment for the many students and faculty from around the world who study and work at the school. Students and faculty work together in a variety of capacities to build close relationships, which are the basis of the UNIS community. Through the many co-curricular and extracurricular activities offered at the school, students have the opportunity to develop and explore their talents and interests.

The Junior School Library fosters a community of learning. It is a powerful intellectual and welcoming social space where students and teachers gather to read, share ideas, exchange points of view and learn together. The Library is open to all students throughout the school day. Additionally, the Libraries' Homepage, online catalog, and digital resources may be accessed by the UNIS community directly from the school's website under the Quicklinks tab.

Extracurricular life at UNIS includes a variety of clubs and student organizations ranging from academic or special interest to political or community-service related. At the beginning of the school year, students have opportunities to explore, express interest, and enroll in clubs, through the after-school programs. A sampling of the wide variety of interests represented includes (club may vary based on students' interest)

• Student Council: The Student Council consists of representatives from J3 and J4 classes who work together to advance the quality of student life. As liaisons between the students and the administration, members are responsible for effectively and accurately representing the student body’s interests. The Student Council promotes unity and cooperation in the community by planning, conducting, and overseeing activities that foster school spirit. The Student Council is made up of 20 members. Students are elected, two per classroom, by their classmates.

• Green Team: Students in J3 and J4 have the opportunity to join a group of like-minded students in a club focused on creating a better world through environmental activism and creating a sense of awareness among junior school students about the importance of environmental sustainability. Members of the green team participate in parades, assemblies and the running of initiatives such as waste free Wednesdays.

• "LIVE TO SING" Chorus: This wonderful musical group is open to students in J3 and J4. No prior experience needed! Come join our wonderful community of artists which includes rehearsals once a week, performances in and out of school, and an inclusive musical environment for all of our students.

• Junior School Tech Leaders: The JS Tech Leaders are a group of J3 and J4 students (two from each homeroom) that meet every Wednesday morning for one semester. The JS Tech Leaders go on technology related field trips, model appropriate tech behavior for their peers, and assist both students and teachers with tech issues. They are the first point of contact in the classroom for any tech issue that may arise. As a team we build community by brainstorming issues that have arisen and coming up with ways to problem solve them by being proactive rather than reactive to student needs. For example, members of the Tech Team are currently working on an JS Acceptable Use Policy and are also making sure all carts and chromebooks are clearly labeled throughout the school.

• PeaceMakers: The Peacemakers support UNIS' Mission to create a Better World. The role of a peacemaker is to:

1. Establish and maintain a peace table, or area in their classroom and buddy class, where problems can be solved. Learn mindfulness strategies about how to cultivate inner peace because "Peace Begins with Me".

2. Develop peacemaking techniques and make resources for the classrooms to support these skills.

3. Help solve problems on the playground and in the classroom.

4. Lead Junior School peace events such as the Mandala on UN Day.

UNIS offers extracurricular trips under faculty supervision. These are scheduled during the academic day and are related to the curriculum. Teachers may use New York City and beyond as a classroom by arranging class trips to visit places of interest in conjunction with the subjects students are studying.

Parents are required to sign permission slips in order for their children to join a school trip. Students will not be allowed to participate without signed parental permission slips.

Each year the Junior School makes arrangements for individual and class group photographs of our students. The purchase of individual and/or group pictures is voluntary.

Whether in class or participating in extracurricular activities, UNIS encourages and expects students to aspire to the highest standards of behavior. Students are expected to uphold the standards of the School at all times and have a responsibility to encourage their peers to do the same. Ignorance of a rule is not an acceptable excuse. Students have a responsibility to advise the faculty when there is a dangerous situation. Students are expected to be honest in all matters.

The primary educational and social goals of the school are best achieved when students arrive for all of their commitments on time and prepared. Students are expected to attend all assemblies, classes, and curricular trips. Teachers take and report attendance regularly.

If a student is going to be absent from school, it is essential that a parent leave a message at 212-584-3190 or email their homeroom teacher and the Junior School Office at jsattendance@unis.org before 8:00 a.m., and update School Dismissal Manager (SDM). If a message is not received, the Junior School Office will contact the parent or guardian via phone or email.

Parents are advised that taking their children out of school for extended periods is disruptive to the educational process. If there is a need for your child to miss school for an extended period, please contact the Junior School Office by email to jsattendance@unis.org. Generally, extended absence will be excused only for medical reasons, illness or death in the family, marriage in the immediate family, or other specified family obligations. All reasons will be reviewed by the Principal.

Twenty Five minutes each day are allocated for lunch and there are two outdoor play periods, weather permitting. Pre-K students bring their lunches from home and eat in their classrooms. Children in JA- J4 eat lunch in the Cafeteria. They may bring their lunch or parents may purchase a cafeteria lunch for the school year.

Contact the Junior Office for information related to visitors to UNIS. Visiting children will not be permitted to attend classes.

In order to make the school bus experience safe and pleasant for everyone, kindly share the following rules of conduct and behavior tips with your children.

• Follow the driver’s instructions. The driver is in charge of the school bus and will assign seats if necessary.

• Follow the safety instructions of the driver during pick up, drop off and while on the bus.

• Be courteous and respectful to the driver and other students.

• Remain seated and wear your seatbelt at all times while on the bus.

• Don’t bring objects on the bus that may create a safety hazard (for example: a scooter). All large objects must be kept either in a backpack or in a closed case.

• No eating or drinking on the bus.

• Keep the bus clean and don’t throw trash on the floor or out of the windows.

• Keep all body parts and objects to yourself inside of the bus, and out of the aisle.

• Loud talking, laughing and yelling can be distracting to the driver. Speak at a moderate level and do not cause disturbances on the bus.

• No Bullying, Fighting or Foul Language.

Also, with regards to the usage of chromebooks and electronic devices, please be advised that Middle School students are not allowed to use their chromebooks while riding the school bus.

Smart phones are allowed as long as:

• No sound is used on video games.

• Headphones are always used if sound is needed.

• There are no conflicts or arguments over these items.

Please be aware that students bring these items on the bus at their own risk and the school and the drivers are not responsible for lost or broken electronic devices.

Please remind your child/children that the failure to follow these rules of conduct may result in losing the privilege of riding the bus.

In the event of significant or recurring problems, further disciplinary procedures will follow.

Students at UNIS are developing young people in an intense period of personal growth and physical and emotional development. They are seeking an identity, searching for a clear sense of purpose, learning new competencies and assuming a new role of autonomy. UNIS, therefore, attempts to instill a strong sense of communal values as the core of its behavioral education. These values will help shape and complement the students’ own emerging values systems.

UNIS students learn to take responsibility for their actions and the consequences of their decisions. Discipline at UNIS is carried out with individual development and personal growth in mind. The goal of discipline at UNIS is to reinforce and enhance self-respect and understanding and to help students live up to the best standards of behavior at all times. We expect and need both students and parents to cooperate with UNIS in following the School’s policies and rules.

UNIS Junior School Essential Agreements sends the message that there are common expectations for all of Junior School. These agreements serves as the basis for us to guide students towards positive behavior.

Some of the common themes that you came up with are:

• Respect the learning community/Treat others with respect/Be kind and helpful/

• Responsibility for self and others/Take ownership of learning/Feel safe/Be trustworthy/Be empathetic/

• Responsibility for the environment/Care for the school materials

Our primary goal is to build a safe environment in support of teaching and learning by celebrating being part of the same community, the UNIS community, while understanding and embracing the diversity which could be view as "the art of thinking independently together".

Sportsmanship

• • Make sure everyone understands the rules of the game.

  • Follow the rules of the game.

  • Treat others and yourself with kindness.

Safety

• • Use equipment appropriately.

Slide - Slide down only.

Yellow Bars - Lower bar is for flips. Higher bar is for hanging.

Large Equipment - do not play tag up on the large equipment.

• • Stay in designated areas when there is rain or snow.

  • Ask an adult for permission before you leave the playground.

Cooperation

• • Wait for your turn.

  • Allow others to join your game.

Respect

• • Be mindful of personal space.

  • Be aware of your body and others around you.

  • Return to your class line immediately upon hearing the first bell.

Peace

• • Use your words to work through conflicts, not your hands/feet.

  • The Peace Bench is for conflict resolution.

  • Kelso’s Choice:

    1. Decide if it is a major problem. If it is, get an adult.

    2. If it is a minor problem, use the peace bench and the choice wheel to try two strategies. If you still need help, get an adult.

UNIS seeks to maintain a safe and orderly academic community as well as to help individual students and their families confront behavior that may be symptomatic of other difficulties. With these concerns in mind, the school employs a variety of counseling, disciplinary, and administrative responses.

When a student is approached out of concerns that have come to the School’s attention from student or faculty information of a general nature, we face a counseling situation. When any direct information reveals that a rule or code violation has harmed someone else (e.g., stealing, harassment, providing drugs or alcohol), it may necessitate intervention of a disciplinary nature.

Warnings: A student may be given a warning as a disciplinary response. A warning is normally accompanied by assigned meetings with the student’s teacher and/or principal to discuss and evaluate the student’s behavior.

Out of School Suspensions: Under certain conditions, students may need to be temporarily removed from the UNIS community. An out of school suspension is a serious disciplinary response and the school reserves the right to place conditions on a student’s return to campus.

An external suspension has a normal duration of one to three days. During their time away from the community, they are expected to focus on the issues which have led to their separation and produce a written request to return to the community. This request should demonstrate several things: an understanding of the seriousness of their infraction, a statement of how they used their time away from the School constructively, and a renewed commitment to the UNIS Community.

In some serious cases, such as when a student’s presence poses a danger to a person or property or poses an ongoing threat of disrupting the academic process, a student may be externally suspended pending a further disciplinary review process that may result in that student being dismissed.

When students return to school after a suspension they will be expected to meet with the Principal(s) and/or School Counselor to discuss what they learned from reflecting upon the situation and what restorative practices the student will complete to demonstrate their commitment to the school community.

Expulsion: In all cases of violations of major school rules, dismissal from UNIS may be the penalty. Final decisions regarding dismissal are made by the Executive Director.

Students who have been dismissed are not allowed on the UNIS campus until after the scheduled graduation of their class unless they are given special permission from the principal. Any claims or settlements arising from absence, withdrawal, or dismissal are subject to the terms of the enrollment agreement between the school and the parents or guardians.

The student who demonstrates major and persistent behavioral difficulties in the course of the academic day (homeroom, specialist classes, playground, etc.) and whose behavioral difficulties persist despite the recommendations of the referral team will be faced with dismissal for behavioral reasons.

INATTENTION, APATHY

• Community service: Service or assistance to help classroom/teacher (i.e. organize classroom, prepare handouts, etc.).

• Detention: Before school, after school, or lunch detention to make up missed academic work or learn about the importance of active class participation

• Escort: For chronic tardies/cuts between class periods: Assigned staff member escorts student to next class to ensure on-time arrival

• Give back time: “Give back time” before school, after school, during lunch, or during extracurricular time to make up missed academic work (Note: Recess may not be removed or restricted)

• Math assignment: Math assignment tallying up minutes of missed academic learning and impact

• Work on project: Extra academic project

• Workshop: Workshop on how missing class and school negatively impact the school community

BULLYING

• Expulsion: If repetitive, expulsion, after suspension

• Loss of privilege: Lose for a specific period the privilege to share collaborative time with peers

• Relocation: Learn from a different space on campus

• Suspension: If repetitive, suspension

CHEATING

• Detention: Before school, after school, or lunch detention to do again academic work or learn about the importance of not cheating

• Loss of privileges: Lose playtime privilege to redo the work in the class.

• Written assignment: Written assignment reflecting on cheating, describing why cheating cannot lead to success

DEFIANCE OF AUTHORITY

• Agreement: Signed agreements on how student and staff will handle the situation in the future

• Apologies: After discussion between staff and student, meaningful apologies from both staff and student. This should not be forced or in the moment

• Mediation: Conference, circle, or mediation with teacher and impartial mediator(s)—mediator(s) may be a teacher who has a good relationship with the student

• Role playing: Role playing/written assignment of how situation could have been handled without disrespect

• Written assignment: Written assignment reflecting on behavior, or describing the incident from the staff’s perspective

DISRESPECT TOWARD PEERS

• Agreement: Signed agreements on how students will handle the situation in the future

• Apologies: After discussion between students, meaningful apologies from student who has disrespected others

• Loss of privilege: Lose for a specific period the privilege to share collaborative time with peers

• Mediation: Conference, circle, or mediation between students

• Relocation: Learn from a different space on campus

• Role playing: Role playing/written assignment of how situation could have been handled without disrespect

• Written Assignment: Written assignment reflecting on behavior, or describing the incident from the other student’s perspective

DISRUPTIVE TO SELF

• Detention: Before school, after school, or lunch detention to make up disrupted academic work or learn about the importance of not being disruptive but focusing on learning

• Give back time: “Give back time” before school, after school, during lunch, or during extracurricular time to make up missed academic work (Note: Recess may not be removed or restricted)

• Loss of privilege: Lose for a specific period the privilege to play in order to make up the work

• Relocation: Learn from a different space on campus

FIGHTING / PHYSICAL ALTERCATION

• Anger management: Anger management

• Neutral contract: Give students an opportunity to solve conflict and sign an agreement saying that “this is where it ends”

• Outside referral: Analyze the source of anger and aggression and refer to appropriate intervention

• Parent conference: Parent conference

• Peace circle: Peace circle

• Research: Workshop or research on “debate” skills, what is a fact vs. opinion, what is truth vs. rumor

• Role playing: Role playing/written assignment of how situation could have been handled without physical violence

• Workshop: Conflict resolution workshops

• Written assignment: Written assignment reflecting on behavior and how to make better choices

LYING

• Agreement: Signed agreements on how students will handle the situation in the future

• Give back time: “Give back time” before school, after school, during lunch, or during extracurricular time to make up time loss to try to undercover the truth (Note: Recess may not be removed or restricted)

• Role playing: Role playing/written assignment of how situation could have been handled without lying

MALICIOUS MISCHIEF

• Beautification: “Positive” graffiti/art project to beautify school

• Community service: Community/school clean-up and beautification

• Replace: Replacing the object/item vandalized when possible

• Shadow: Shadowing/helping an engineer for the day

PROFANITY

• Expulsion: If repetitive, expulsion, after suspension

• Presentation: Skit, oral presentation, or written assignment to reframe what they were trying to convey without profanity

• Research: Read and research language history and it’s power (i.e. significance and impact of racism)

• Suspension: If repetitive, suspension

• Written assignment: Written assignment to identify 20 synonyms/vocabulary words for foul language that was used and write these words and definitions on note cards that can be used as reminders (can also include these words in an essay, art project, etc.)

STEALING

• Expulsion: If repetitive, expulsion, after suspension

• Replace: Repair by replacing the object/item stolen

• Suspension: If repetitive, suspension

During the month of September, the Junior School will offer Curriculum Evenings for each grade level and specialist sessions when parents meet their children’s teachers and receive information regarding course objectives and expectations. Please refer to the school calendar for the dates. In addition, the Junior School Principal holds “Parent Coffees” several times throughout the year. Please see the school calendar for the exact dates.