Clinton is a NYC public school with a mission to infuse art into an academically rigorous teaching environment. For more than 40 years, Clinton’s educational philosophy of building flexible thinkers through inquiry-based learning has enriched the lives of NYC adolescents. Now Clinton is reaching more students—as we’re well into our transition from a middle school to a 6–12 school in our new building off Union Square.



Academic Honesty

Academic honesty is a value we hold and take seriously. Clinton students are expected to complete their own assignments. Students may not engage in the following activities:

  • copying homework or test answers from other students
  • having another student tell them what to write
  • turning in writing that others have published without attributing the work to the author.

If it is determined by administration or teachers that a student has copied work, from classmates or others, the following will happen for the FIRST OFFENSE only:

  • A parent-student-administration meeting will be convened. At this meeting, the student will explain why he or she chose to copy work so that we can determine what supports, if any, are needed in order for the student to demonstrate the targeted content understanding or skill.
  • The student will not receive a grade for the work turned in.
  • The student will be required to complete the assignment again, with any supports needed, for a grade of 85% at most.

If a student engages in academic dishonesty a second time, he or she will receive a Principal’s Suspension, which does go on his or her record. Again, we strongly encourage students to seek help from the teacher if there is any confusion about whether or not a piece of work should be cited or is he or she does not understand class lessons or assignments.

We have found that some students do not take full advantage of their own work and resources because they are concerned about violating the academic honesty policy. Below are actions that are considered good student skills, not academic dishonesty (and if you are ever unsure you can always ask your teacher):

  • Using your class notes and/or previous homeworks as a reference to study for a test or complete current homework. (Please do this - it’s why teachers have you take notes!)
  • Studying with a classmate by quizzing each other.
  • Talking through homework problems by explaining your thinking and asking your classmate to explain his or her thinking.

Grading Policy

Grading Philosophy

In order to more effectively:

  • understand students’ strengths and struggles
  • communicate to parents what we value
  • communicate to students what we value
  • target groups of students for support and enrichment
  • support students in understanding what to expect, how they are being assessed, and how to approach a teacher for help

Clinton’s staff has:

  • adopted an outcomes based grading policy
  • selected a few shared Common Core literacy standards to teach and assess
  • adopted a shared set of student behaviors to teach and assess

Clinton is moving from a traditional grading system, where you have a pie of 100 points and attach percentages to various categories, to one that is outcome based. Outcomes are statements that explain what students are expected to know or to be able to do by the end of a course. Outcome based grading means that for all assignments, teachers have selected the outcomes that they are trying to measure from the Common Core Learning Standards and/or content-specific learning standards adopted by the Department of Education.

The advantage of outcomes based grading is that our community has a better sense of students’ strengths and weaknesses on the basis of their mastery of outcomes. Students are able to articulate what it is they know and can do, as well as what they need more help with, when they know course expectations. Teachers and families have much better information about why students are or aren’t succeeding in classes.

Most courses have a different set of outcomes depending on the content that is being taught. However, all teachers have shared outcomes that measure the skills that we believe are necessary to succeed at Clinton. These habits of mind, or skills, are called “Hawk Habits.” They vary slightly depending on the grade, but include perseverance, engagement and responsible. Hawk Habits are essential. We do not believe that a student is ready for high school and beyond who cannot demonstrate mastery of these habits. The habits are supported in every class, and explained in detail in Wellness.

Grade Reporting

The school year is divided into two semesters. The first semester ends in January. The second semester ends in June. Grades are reported to families at the end of each semester on a report card. Student progress is also reported to families approximately halfway through each semester during parent-teacher conferences.

While we are an outcomes based grading school, we are still required to submit a traditional number grade to the Department of Education. Students who earn passing grades will receive a score from 65 through 100 on their report cards. Students who fail a course will receive a score of 55 on their report cards.

Clinton uses Jupiter Grades to report student performance on an ongoing basis. Please know that the grading and entering of any assignment takes significant time. Our teachers work with between 90-150 students each semester. We strongly encourage your child to become their own advocate for grades. While they may begin their time at Clinton intimidated and need your support, our goal is to create independent students.

Late work will be accepted up until it can be legitimately graded. Since we are valuing where students end-up, vis-a-vis predetermined outcomes, we believe that students should be able to show progress towards that outcomes even after an assignment is due. Although an outcome may be late and demonstrate evidence of proficiency on outcomes, the student will not be proficient on hawk habits.

Students grades are determine by their performance on outcomes, which fall into the following categories:

  • Hawk Habits
  • Common Core Learning Standards
  • Content specific learning standards

Grading Framework

The overall course grade scale reported in Jupiter is:

Reported GradeRange of Score
4 Range90% - 100%
3 Range80% - 89%
2 Range70% - 79%
1 Range65% - 69%
0 FailLess than 65%

Teachers may use grading rubrics to provide students with feedback on task performance. The rubric grading scale used by teachers is:


Categories of outcomes are weighted differently. Student performance on outcomes will be weighted as follows:

Common Core Outcomes – 80%
Hawk Habits – 20%

Common Core Content Outcomes – 50%
Common Core Practice Outcomes – 30%
Hawk Habits – 20%

Common Core Outcomes – 20%
Content Outcomes – 60%
Hawk Habits – 20%

Social Studies
Common Core Outcomes – 35%
Content Outcomes – 40%
Enrichment Activities – 5%
Hawk Habits – 20%

Arts/Foreign Language/PE
Content Outcomes – 80%
Hawk Habits – 20%

Frequently Asked Questions

Will this work?
Absolutely. Outcome based grading is not a Clinton invention. In fact, almost 100% of elementary schools use outcome based grading, and Jupiter has plenty of experience using outcome based grading with schools in many states. Many middle and high schools are now also migrating to outcome-based grading. Outcome based grading is advocated by Robert Marzano and other learning experts in the field.

Can a student still fail?
Sure. Or, as I like to say, a student can fail him or herself. If a student does not demonstrate any mastery of outcomes, nor produces any evidence that they are proficient in Hawk Habits, they can still receive a failing grade of 55.

Won’t this inflate or depress grades?
We do not believe it will do either. Last year was our most successful year in matriculating students to high school and we will build on that momentum. We simply hope to give more accurate information about a student’s progress.

How should I use Jupiter?
We strongly urge you to have an open and frank discussion with your child about Jupiter Grades. While there is tremendous power in an online grading system, it can also become a battleground or a source of anxiety. It helps to set some ground rules in your home, about how you and your child will share the information in Jupiter.

What about students with IEPs?
The Special Education Department has begun to write IEP goals that are in line with these outcomes. While this will not mean that students with IEPs will struggle less, we believe that we will better be able to identify the areas they struggle in, and support them through the framework of whatever additional support they receive.

Where I can learn more about outcomes?
October 1st, Curriculum Night.


A Note From Principal Levin

As I write this it’s quiet, too quiet, but we are gearing up for a fantastic 2016–17. The first year at our new home on 10 East 15th Street was incredible and our Upper Grades Program began with a great deal of enthusiasm and momentum.

This year we will be focused on two school-wide goals. They are:

            * Clinton is a close-knit and collaborative learning community.
            * Clinton is a learning community that prepares everyone for the IB Diploma
                    Programme (DP).

Staying close-knit and collaborative as we expand means that we will continue to focus on supporting students’ social and emotional development. We want students to feel comfortable during their time at Clinton. We also want students to have strategies to deal with all that will challenge them as they continue their journey through adolescence.

Clinton is known for its friendly environment and welcoming culture. Students, staff, and families have a passion for our school and love cheer­ing on our sports teams, attending our performances and events, and taking advantage of our partnerships with the Whitney Museum, Dancing Class­rooms, and Theater for a New Audience.

As a product of NYC public schools and a Specialized High School, it has always been my hope to one day be principal of a strong, selective school that provides students with a free high-quality education, and that allows students to enjoy themselves while they're in it. I'm passionate about helping all students succeed, and I've worked with adolescents for more than 15 years in District 2. I'm particularly energized by the challenges of the next few years as we pursue IB authorization for the Diploma Programme and work with students over the course of seven years to build true college readiness.


Jonathan Levin


Special Education

Clinton believes that all children deserve access to a rich curriculum, and that students' learning differences can and should be met in a community school setting. We believe that this is best accomplished through true partnerships in ICT classes, by students learning to know their own strengths and weaknesses, and by all adults ensuring that students succeed. We have been recognized for our work as a 'noteworthly' school by insideschools.org.


The Clinton School for Writers and Artists has a diversely talented faculty and staff. Read some more about just a few of them below:


Clinton School - Jessica Langbein


Jessica Langbein

I've worn many hats in my life, but one constant passion has always been reading and writing. I'm a native of Miami, Florida, and I went to college at New York University, where I majored in East Asian Studies with a focus in Japanese literature. After graduating, I lived and worked in Japan for several years as a translator. When I returned to New York, I worked as an event-planner and fundraiser before deciding to pursue a career as a teacher. I graduated (again) from New York University with a Masters degree in English Education. This is my fourth year teaching 6th grade Language Arts at The Clinton School, and I love it more each year. In my free time, I write fiction for both adults and young adults.


Clinton School - Matthew Greenewalt


Matt Greenewalt

I entered my first New York City classroom to ensure that when my students left 8th grade, they would be at the same level as any student in New York City. As I have progressed as a teacher, it has been my goal to challenge my students and expose them to the great beauty of mathematics. I believe that once students are tied into the fundamental underlying current of algebra that they can gain an innate ability and strength to master any other math topic. I became a teacher and remain a teacher to inspire my students to develop a love of problem-solving. I want to ensure that any fears of math students have developed are addressed and eliminated. My greatest joy is seeing students who have rarely found excitement in mathematics begin to make broad connections between different math topics and learn to take pride in their knowledge. My classroom is designed to help students visualize the connections between mathematics and outside topics, from economics to art, by aligning much of the work in class with what students enjoy outside of class.


Meet Us - Stacy Antoville


Stacy Antoville

Hi! I'm Ms Antoville. I have been teaching visual arts at The Clinton School for Writers and Artists since 2011. I've taught art all around New York City since 2009, and have a BFA in Film, Photography and Visual arts from Ithaca College and an MA in Arts Education from City College. Before I started teaching, I worked in film and commercial production as a producer and editor. I run several after-school programs at Clinton and am the head of the CCBT, The Clinton Community Building Team. We strive to create a stronger and more vibrant community across grades, faculty, staff, administration and parents. I love to watch and talk about movies, paint, and shoot photography.

See Ms. Antoville’s Visual Arts site »

If you have a specific question or topic please use the following chart to determine the best person on our staff to contact:

Jonathan Levin, Principal


Overall concerns

Cheryl Goett, Assistant Principal


State testing
Special education / Evaluation

Allison Holtman, Guidance Counselor, middle school

Test accommodations
High school admissions
Social/emotional health concerns
504 forms (valid one year only)

Tracy Schaffzin, College Counselor

Academic guidance
Social/emotional health concerns
College admissions
Career and personal exploration
Support for families
Testing Accommodations for PSAT, SAT, SAT2s, ACT, AP Exams

Delia Vargas, School Aide

School photos
Permission slips
Lost and found
Messages for students to receive during the day

Jill Bennett, Parent Coordinator

General questions
Jupiter logon
ARIS/state testing score information
School events and calendar
Scheduling meetings with teachers or a conference with a grade team
Financial assistance for school trips
Parents Association related questions

Marie Brown, School Secretary

Metrocards and Busing
Blue cards
Records requests



Benefits of a 6-12 school and the IB Program

Starting in the 6th grade, Clinton prepares students for college. Clinton faculty work with students over the course of seven years, teaching them to be lifelong learners. As one unified 6-12 school, with a shared vision, resources, and leadership, we can ensure that students have as powerful an experience in high school as they do in our middle school.

Clinton’s middle grades academic program, regarded for its rigor, has two distinguishing features. One, we offer more arts than is typically found in a school, with students moving between visual arts, music, and performing arts. Two, we use a programming mechanism called Triple E, which stands for Enrichment, Extended Learning Time, and Electives. We continue the successful Triple E in high school classes. Please feel free to ask us about this at an open house or tour.

Our middle grades use an original curriculum and focus on building literacy across content areas, developing critical thinking, and learning how to learn together.  Because we focus on building students' abilities to think and communicate logically and analytically, our students excel in reading, writing, and math. 

Clinton teachers know the students well and collaborate with their colleagues to challenge each student at his or her current level from 6th through 12th grades.

In December we were authorized as an IB World School, offering the International Baccalaureate (IB)* Diploma Programme (DP).  IB World Schools share a common philosophy—a commitment to improve the teaching and learning of a diverse and inclusive community of students by delivering high-quality programs of international education that share a powerful vision.

The International Baccalaureate, a globally recognized honors program, provides challenging academics paired with a social and emotional framework for developing balanced, well-rounded students. Our upper grades program is built as an “International Baccalaureate for ALL” model, with students completing NYS Regents requirements by the end of 10th grade in order to participate in all IB courses in 11th and 12th grades. 

Elena Browne @ Koons

By the end of 10th grade, students are expected to pass coursework and exams for Regents Algebra 1, Living Environment, Chemistry, Geometry, U.S. History, and English. Students also engage in a survey of Spanish language and literature in 10th grade. Those pursuing university programs in a STEM field have the option of taking physics. 

In the 11th and 12th grades, Clinton students will be in the Diploma Programme. They will take a mix of the following higher level (HL) and standard level (SL) courses: Film, History, Language and Literature, Computer Science, Math, and Spanish, with a minimum teaching time of 150 hours in SL courses and 240 hours in HL courses. All IB Diploma candidates will be expected to complete an extended essay, the theory of knowledge course, and engage in a creativity, action, and service project.

The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end the organization works with schools, governments and international organizations to develop challenging programs of international education and rigorous assessment. These programs encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.

For further information about the IB, visit http://www.ibo.org


Our Community

The Clinton School for Writers and Artists is a small public school (about 350 students) located near Union Square in New York City. Our school is at 10 East 15th Street, New York, NY, between Union Square and 5th Avenue. We moved to our new building in time for the start of the 2015-16 school year and with our first 9th grade class in our expansion from a middle school to a 6–12 school.

The Clinton School for Writers and Artists enhances student achievement through an arts-integrated program. We provide equality of opportunity for a diverse student body. Students engage in authentic learning that demands flexible thinking, risk-taking, and collaboration as they produce and perform, growing as members of a community.

At Clinton, we promote a caring, supportive environment for learning—where students, staff, and teachers treat one another with courtesy and respect.

Clinton is known for its friendly environment and welcoming culture. Students, staff, and families have a passion for our school and love cheering on our sports teams, attending our performances and events, and taking advantage of our partnerships with the Whitney Museum, Dancing Classrooms, and Theater for a New Audience.


The Clinton School for Writers and Artists is one of the highest rated public schools in New York City. Read excerpts from the top education sites below:

Great Schools

GreatSchools Rating:
10 out of 10

“Love this school! My daughter was having a hard time academically and in adjusting to a new school. The teachers, guidance counselor and assistant principal were very responsive when I requested a meeting. I was able to address my concerns, they listened attentively and really cared. As a result, they understood more of the challenges my daughter was having and helped her to integrate academically and socially. This year she's doing much better academically, has friends, and feels good about herself.”
—Submitted by a parent

Read More on GreatSchools

School Book

Middle School Performance Summary: 9/9 Above Average

SchoolBook.org rates Clinton’s performance Above Average for 6th Grade English, 6th Grade Math, 7th Grade English, 7th Grade Math, 8th Grade English and 8th Grade Math.

Read More on SchoolBook.org

Inside Schools

“The Clinton School for Writers & Artists is a nurturing place where students are encouraged to express themselves through the arts. It’s racially and economically diverse, and special needs children are integrated into regular classes. The popular middle school will expand to become a 6-12 school, starting with a 9th grade in 2015, when it moves to a new location.”

Read More on InsideSchools

Clinton in the News:

DNAinfo New York covered the DOE’s approval of school expansion and the school's #1 progress report on November 15, 2013:
Clinton School for Writers and Artists Approved to Expand Into High School

Our very own Cindy O'Neill was featured in this article about the important role of parent coordinators from the September 2013 issue of WestView News:
Parent Coordinators: Key Players in Our Schools

On August 8, 2013, DNAinfo New York published a story about the planned expansion of our school, including quotes from Clinton mom Liz Craig:
Chelsea Arts Middle School Likely to Expand with High School in U. Square

Contact Us

The Clinton School for Writers and Artists is located at: 10 East 15th Street New York, NY 10003

Our main phone number is (212) 524-4360 – and our fax line is (212) 524-4365.

If you have a specific question or topic please use the following id's to determine the best person on our administrative staff to contact. 

Scroll down below photos for a full teacher and staff EMAIL CONTACT LIST.


Jon Levin

Jonathan Levin, Principal

Overall concerns

Cheryl Goett

Cheryl Goett, Upper Grades Director

High School Program

Allison Holtman, Middle School Guidance Counselor

212-524-4360 ext. 7052

  • Test accommodations
  • Bullying / Harassment
  • High school admissions
  • Social/emotional health for middle grades (6th - 8th)
  • 504 forms (valid one year only)

Tracy Schaffzin, College Counselor

212-524-4360 ext. 3171

  • College admissions
  • Social/emotional health for upper grades (9th and up)

Delia Vargas

Delia Vargas, School Aide


212-524-4360 ext. 3031
Attendance for upper grades (9th and up)
Lockers & Locks
School photos
Permission slips
Lost and found

Messages for students to receive during the day
Early Pick-up Sign-out for upper grades (9th and up): Third floor
(Except between 11:25-12:20; then go to 7th floor for sign-out)

Jill Bennet

Jill Bennett, Parent Coordinator

212-524-4360 ext. 6021
General questions
Jupiter logon
School Account information & login
School events and calendar
Scheduling meetings with teachers/grade teams
Financial assistance for school related events and trips

Marie Brown, School Secretary

212-524-4360 ext. 7011

Attendance for middle grades (6th - 8th)
Metrocards and Busing
Blue cards
Records requests
School Account information & login
Early Pick-up Sign-out for grades 6-8: Seventh Floor                                                   


Email Contact List

Levin, JonathanPrincipal[email protected]
Goett, CherylUpper Grades Director[email protected]
Middle Grades Teachers 
Albrecht, Maria7th ELA[email protected]


6th-8th Math ICT

[email protected]

Antoville, Stacy

Visual Arts[email protected]
6th-7th SCI[email protected]
Driscoll, MatthewICT - 6th-8th Individuals &
[email protected] 


Middle and Upper SP ED[email protected]
8th and 10th Spanish[email protected]
6th-8th SCI ICT; 7th SCI[email protected]
Greenawalt, Matt8th Math[email protected] 
Hassan, Na’ImahPerforming Arts[email protected] 
Jacobi, ChrisPE/Wellness –6th-8th[email protected] 

Erratzy, Sydney

Speech and
Language, All

[email protected]

Langbein, Jessica6th ELA[email protected] 
7th and 8th
[email protected] 
Moe, Jackie6th-8th
[email protected] 
Morrash, Stephen7th Math[email protected] 
Nelson, Jessica 8th ELA[email protected]
Oakes, Lindsay7th and 8th Individuals &
[email protected]
Schiede, Mary-Margaret6th Math[email protected]
Snyder, Brad

6th Indi-viduals &

 [email protected]

Weg, Carly6th-8th ELA
[email protected]
Upper Grades Teachers 
Balascio-Koenig, Stephanie9th ELA[email protected] 
Bauman, Amanda10th SCI[email protected] 


10th MATH[email protected] 
10th SP ED[email protected]
10th ELA/
[email protected] 
8th and 10th Spanish[email protected] 
Hamlani, FatimaLiving Environment[email protected]
SpEd 9th
[email protected]
Upper Grades
Visual Arts
[email protected]

Erratzy, Sydney

Speech and
Language, All

[email protected]

10th SS[email protected]
10th ELA[email protected]
Schilis, Aleksandra9th Math
10th Physics
[email protected]
Upper Grades PE[email protected]
Stanton, Eric9th Indivi-duals &
[email protected] 

Yoo, Clara                                               SpEd 9th                     [email protected]

Social/Emotional Specialty Staff   

Holtman, Allison Guidance

 [email protected]

Schaffzin, TracyCollege Counselor

[email protected]

Barro, KarinaSchool Psychologist[email protected]
Ahlers, MadelineSocial Worker[email protected]
Administrative Support Staff   
Bennett, JillParent Coordinator[email protected]
Brown, MarieSchool Secretary[email protected]
Vargas, DeliaForms / Lunch[email protected]
*S.E. – Special Education Provider (ICT/SETSS)   
Manhattan Youth After-School 

Morgan Greer            After-School Director          [email protected]