Family Handbook 2014 final by The Park School

The Park School

Family Handbook

Revised November 2014

The Park School

Family Handbook 2014-2015

The Park School 171 Goddard Avenue Brookline, MA 02445 617.277.2456 www.parkschool.org

TABLE OF CONTENTS

WELCOME FROM THE HEAD OF SCHOOL 1

I. SCHOOL VALUES

Mission Statement

Standardized Testing Secondary School Counseling/Applications

Philosophical Guidelines

to Other Schools

Institutional Policies

Student Records and Transcripts

Philosophy of Multicultural Education at Park

Accommodating Learning Differences

Diversity Beliefs and Aspirations

Academic Support Services

Religious and Cultural Observances

Outside Testing/Evaluation

II. GOVERNANCE

V. STUDENT EXPECTATIONS

Accreditation

General Conduct

The Park School Corporation

Academic Honesty

The Board of Trustees

Technology and Online Communications

Bullying, Harassment, and Intimidation III. COMMUNICATION

Sexual Harassment

School Delays, Cancellations, or Emergencies

Threatening and Sexual Behaviors

Snow Days

Drugs, Alcohol, and Tobacco

Current Family Contact Information

Weapons & Dangerous Possessions

Multiple Households

Respect for Property Discipline Guidelines

IV. ACADEMIC PROGRAM

Curriculum

VI. OTHER SCHOOL RULES

Homework

Attendance and Absences

Grading System and Progress Reports

Behavior on Buses

Parent-Teacher Conferences

Personal Appearance and Clothing

Awards/Recognition of Excellence

Cell Phones and Electronic Devices

Placement And Progression

TABLE OF CONTENTS

VII. DAILY LIFE AT SCHOOL

X. STUDENT HEALTH AND SUPPORT

School Day Schedule

SERVICES 35

After-School Programs

Illness and Injury

Visitors to Campus

Medications at School

Pets on Campus

Health Records, Regulations, and Access

Safety and Security

Allergy and Asthma Management

Transportation

Medical Emergencies

Carpool Guidelines

Mental Health and Other Counseling

Bus Service

Confidentiality

Food at School

Child Abuse and Neglect Reporting

Library XI. ENROLLMENT & FINANCIAL

Lost and Found

INFORMATION 40 VIII. ATHLETICS, CLUBS, & ACTIVITIES

Enrollment Contracts

Athletics and Physical Education at Park

Financial Aid

Drama

Tuition and Billing

Student Clubs, Activities and Publications

Re-Enrollment Policy

Community Service XII. PHILANTHROPY 43

In-School Fundraising

IX. SPECIAL DAYS

XIII. PARENT INVOLVMENT

Student Dances and Social Events at School

Park School Parents’ Association

School-Sponsored Social Events

Parents’ Role in Education

School Gatherings Off Campus (Not

Parent-School Communication

Sponsored by the School)

Parental Support for School Policies

Special Overnight Trips Gifts to Faculty and Gifts Among Students Gifts For Coaches And End-of-Athletic Season Celebrations

INDEX 49

WELCOME

WELCOME FROM THE HEAD OF SCHOOL

Dear Park School Students and Parents, This Family Handbook outlines the principles, values, and expectations for student and adult members of our community. We expect one another to be positive, contributing members of the Park community, and ask each community member to:

• support each individual’s dignity and right to learn; • nurture and care for the community in its diversity; and • respect the environment and personal and community property. At home, parents and guardians are urged to reinforce these expectations for responsible membership in our community. We ask students, parents and guardians to review and discuss the guidelines, policies, and procedures presented in this Handbook. At Park, families are central to the community. We encourage warm connections among students, families, teachers, and staff. They engender the special spirit one finds at Park: a partnership with families that helps to bring out the best in each student at every age. We are proud of our students at Park, respectful of their differences, and eager to support the development of each student’s character and sense of integrity. We believe that this Handbook fosters an atmosphere of trust and respect for all members of this community. Thank you for your partnership. Sincerely,

Michael Robinson Head of School

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SCHOOL VALUES

I. SCHOOL VALUES Mission Statement The mission of a school is the articulation of its purposes and objectives against which all of its activities are measured. The statement of Park’s mission is also intended to embody the shared values of the community to which all subscribe. The Park School is dedicated to excellence in education. The cornerstone of Park’s program is academic excellence, combining both high standards of scholarship and the encouragement of each student to develop to his or her greatest potential. Our school community fosters a nurturing environment in which children develop curiosity, express creativity, appreciate the value of hard work and discipline, and experience the joy of learning. Park’s faculty encourages each student to strive for intellectual, physical and moral growth, and to become contributing members of the community. Park is committed to being a metropolitan, coeducational, day school of diverse races, religions, cultures, and backgrounds. Central to its mission is an appreciation of similarities and differences of perspective and the interdependence of all people. As a family school, Park is a community in which the dignity of each student, teacher, and parent is respected.

Philosophical Guidelines The following guidelines are fundamental to the implementation of the School’s mission.

• A close relationship between teacher and student is the center of the learning process at Park; • Learning begins with the family; the School’s goal is to extend and develop that process in a spirit of cooperation among students, teachers, and parents and guardians; • The Park community values trust, fairness, collaboration, and sensitivity, and expects students to learn to reach outside of themselves and to respect the dignity of others; • Despite the pressures of our increasingly complex world, Park strives to maintain simplicity as a core value of the community; • At Park, diversity is valued, differing personal qualities, talents, and learning styles are appreciated, and the lives of all are enriched by shared experiences; • As a center of learning, the School generates ideas and responds thoughtfully to new ideas, emerging technologies, and social change; and • The pursuit of rigorous academic standards guides the development of the curriculum, the practice of teaching, and the goals of learning.

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Successful follow-through on these philosophical guidelines will depend on the continued availability of generous human, material, and financial resources. The School aims to protect and develop these sources of support through the following institutional policies:

• Attracting and supporting a superior faculty; • Providing a balanced and broad curriculum;

SCHOOL VALUES

Institutional Policies

• Using and developing facilities consistent with the mission of the School; • Being a fiscally responsible and resourceful institution; • Monitoring frequently and evaluating objectively existing and new programs and personnel; • Maintaining patterns of governance which promote clarity and continuity in policy and administration; and • Demonstrating good citizenship and stewardship through a concern for the environment and the community.

Philosophy of Multicultural Education at Park Multicultural education at Park involves nurturing a belief in the dignity of each individual and teaching students to understand diverse perspectives, the importance of historical viewpoint, and the existence of individual and group bias. Students are encouraged to learn to question and critique the variety of beliefs and interpretations they encounter within the curriculum, the School, and the wider community. Park aims to prepare students to participate responsibly as citizens of a global community that struggles with issues of truth, justice, and equality.

Diversity Beliefs and Aspirations At Park, we are guided by the belief that a diverse community is a necessary component of an excellent education. Of equal importance, the School is committed to offering a curriculum that exposes students to a range of cultures and to multiple perspectives on the human experience. The School’s fundamental goal is to create and maintain an inclusive learning environment evidenced by:

• A commitment to academic achievement for all students; • Respect for the dignity of each individual; • Open, non-judgmental communication; and • Freedom to take risks, to learn from mistakes, and to grow. Students and adults at Park should feel that important aspects of their individual identity can be comfortably shared at the School and that their unique stories can be fully heard. At the same time, members of the School community should learn to appreciate our interdependence and to make connections with a broad range of other people. To be effective in this work, the adults in the community (faculty, staff, and parents and guardians) are expected to engage in an ongoing examination Page 3

SCHOOL VALUES

of our individual and collective assumptions and biases. Particularly with respect to members of the Park community who are transgender and gender non-conforming, the School will work closely with individuals and their families to strive to honor their wishes with respect to use of School facilities, participation in athletics, accuracy of student records, use of preferred name and pronouns, and privacy, in accordance with applicable law, and to the extent that the School’s campus facilities reasonably permit. By welcoming and celebrating a variety of backgrounds and perspectives, Park becomes a stronger and wiser school community. Our diversity beliefs and aspirations are central to every aspect of daily school life — who we are, how we teach and behave, and what is contained in the School’s curriculum.

Religious and Cultural Observances As a diverse and inclusive community, The Park School supports each family’s holy days and celebrations. Should your family celebrate a particular holiday that will impact attendance, homework, or test schedules, please let your child’s teacher know. Generally, tests are not given on days when a significant number of students will be absent, and major projects are not due on the day of expected return to the School. Similarly, students who miss a test while they are absent for a religious observance will not be required to take the test on the day they return to the School.

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Accreditation

GOVERANCE

II. GOVERNANCE The School is accredited by the Association of Independent Schools of New England (AISNE) and is a member of AISNE and the National Association of Independent Schools (NAIS).

The Park School Corporation The School is incorporated under the laws of the Commonwealth of Massachusetts as a non-profit educational institution. All current parents are voting members of the Corporation. Additionally, past parents, former trustees, and long-term faculty and staff members are elected to the Corporation annually. At its fall meeting, the Corporation elects trustees, a secretary, and a treasurer. All parents are encouraged to vote, and through the Parents’ Association, to become involved in the life of the School.

The Board of Trustees The Board of Trustees has three major responsibilities: (1) hiring and evaluating the Head of School; (2) ensuring the financial stability of the School; and (3) formulating major policies concerning the direction of the School. The Board’s focus is on the long-term health and stewardship of the School, while the Head of School is charged with the day-to-day administration of the institution. Trustees serve up to two consecutive three-year terms; the officers are elected each year. As key volunteers, trustees are selected, in part, for their ability to consider the issues facing the School from a broad perspective. The Head of School, the two Assistant Heads of School, and the Directors of Admission and Development also attend Board meetings. The Board meets regularly throughout the year and conducts much of its substantive work through committees that report regularly to the full Board. Various members of the faculty and administration serve on Board committees and in some cases provide essential staff support for committee work. In addition, non-trustee parents and guardians are members of some Board committees, providing valuable input and expertise to the committees’ efforts. The Board Chair is responsible for the School’s long-term direction, in conjunction with the Board of Trustees. The Board Chair is an ex officio member of all Board committees, provides leadership to the School’s fundraising activities, and represents the Board at School events. Elected annually by the full Board, the Board Chair usually serves for three to five years. The Head of School is responsible for implementing the School’s mission on a daily basis. Broadly speaking, the Head of School shapes the educational program, is responsible for all areas relating to faculty and students, and oversees the operating budget, admissions, and development. The Head of School is an ex officio member of all Board committees. Page 5

COMMUNICATION

III. COMMUNICATION School Delays, Cancellations, or Emergencies In the event of a school closure, delay, or an emergency situation, Park will communicate important messages to parents and guardians using the Blackboard Connect notification system. This automated phone, e-mail, and text service simultaneously delivers messages to School families. It is therefore important that families provide current contact information to the School (and update it as necessary).

Snow Days The School will remain open most days. In the winter, the School will announce snow days or delayed openings to families and faculty using the Blackboard Connect notification system. Parents can also call the School Closing and Information Hotline (617-274-6050) after 7 a.m. for a recorded message, check the School website, www.parkschool.org, and check on TV channels 4, 5, and 7. When a storm begins after the school day has begun, Park will remain open through the normal noon and 3 p.m. dismissals (2 p.m. on Tuesdays). If parents and guardians wish to pick up students before dismissal time, they may do so.

Current Family Contact Information The School communicates frequently via email with the School community and key constituents. The School requests that each family provide the School with an email address for each parent. Email addresses will be used for School, classroom, and administrative announcements. Parents are expected to keep the School informed of telephone contact information for emergency situations. If a family moves, changes their phone number or email address, or is going to be away from home for an extended length of time, they should leave a forwarding address and telephone number with Assistant to the Head Joy Bartlett (bartlettj@parkschool.org) where they can be reached, as well as information regarding who will be responsible for the student and how they may be reached in case of illness or other emergency.

Multiple Households In order for the School to most effectively communicate with parents and guardians and support each student, it is important for teachers and administrators to be aware of students who spend time in multiple households. Please be sure to communicate to the School about primary caregivers in the event of an emergency, and whether special co-parenting arrangements exist. If there are court-ordered guidelines regarding visitation, picking up a student from School, parent involvement in field trips or other issues, please include the School in your communication loop. These situations can be stressful for parents and confusing for students, and your help in minimizing the Schoolâ&#x20AC;&#x2122;s phone calls to you for clarification is very important. Unless otherwise specified, each parent or guardian for whom the School has current contact information will receive a copy of the studentâ&#x20AC;&#x2122;s report card as well as other informational mailings and electronic communications during the year. Page 6

Curriculum

ACADEMIC PROGRAM

IV. ACADEMIC PROGRAM Excitement and love of learning abound at Park. Rigorous academic standards guide the development of the curriculum, the practice of teaching, and the goals of learning. A clearly structured program sets high expectations in a supportive and personalized learning environment. An important goal for all students is a strong sense of self-worth and accomplishment, not only in areas of strength, but also in areas where they may feel more tentative. Teachers care for students as individuals and as citizens of the community, not just as students. Adults and students work diligently and take their learning seriously, yet humor is widespread, as is a spirit of fun and respect. A close relationship between teacher and student is at the center of the learning process at Park. The School program reflects mission-driven educational priorities and a deep commitment to providing 21st century learners with the skills necessary for strong academic achievement and active participation in a global community. For a detailed Curriculum Guide, please visit http://www.parkschool.org/Page/Academics/Curriculum.

Lower Division (Pre-Kindergarten – Grade II) Young students have a natural enthusiasm and love of learning. In these important early-childhood years, the School assists them to grow in self-awareness and curiosity. Teachers combine high standards and flexibility and a supportive atmosphere, helping students build confidence in themselves as individuals and as learners. Three times a week, Park’s youngest students engage in physical education and music. First and second graders are further enriched by weekly science, art, and library lessons outside of the classroom.

Middle Division (Grades III – V) The fundamentals of language arts, mathematics, social studies, and science form the major components of the curriculum in the Middle Division and are typically mastered through group work and individual projects. Skills and concepts are presented in ways that maximize the progress of each student and take into account the range of developmental stages and learning styles represented in the classroom. Students continue their study of art, music, and physical education started in the Lower Division. Teachers also spend considerable time and energy helping students to develop values, social skills, and an understanding of their roles as citizens of the larger community.

Upper Division (Grades VI – IX) Within a rigorous and dynamic curriculum, Upper Division teachers maintain high academic standards for their students. Students learn to read, write and think both logically and critically. They study English, mathematics, science, social studies, a foreign language, growth education, music, art and physical education. Students, under the supervision of advisors and coaches, also undertake a wide range of extracurricular endeavors. Each student is helped to develop self-confidence, to take responsibility, and to learn from working with others. Mutual respect between students and faculty underlies a demanding academic program of concept and skill development. Page 7

ACADEMIC PROGRAM

Homework Homework serves three purposes: (1) to provide practice and reinforcement of the skills and content learned in school; (2) to serve as a springboard for the next day’s instruction; and (3) to extend a student’s critical and creative thinking beyond the content learned in school. Grade Frequency I Once a week II Twice a week III-V Monday through Thursday VI-IX Daily assignments in multiple classes, including weekends Homework, introduced in Grades I and II, should take approximately 30 minutes per night. In Grades III-V, there is nightly reading for thirty minutes. Additionally, the amount of written work in other subject areas ranges between twenty-five and sixty minutes, depending upon the grade level. In Grades VI-IX, there are daily and weekend assignments in multiple classes. On average, each assignment in Grades VII-IX should take between 30 and 40 minutes to complete, which means that each student will have at least two hours of homework per night. Preparation for special projects, unit tests, or final examinations may require a longer period of time and focus. The School community recognizes that every student is different and that the amount of time spent on homework will understandably vary from student to student.

Grading System and Progress Reports Numerical Equivalents for Achievement Grade for Grades VII – IX A+ = 98, 99, 100 B+ = 87, 88, 89 C+ = 77, 78, 79 D+ = 67, 68, 69 A = 94, 95, 96, 97 B = 83, 84, 85, 86 C = 73, 74, 75, 76 D = 63, 64, 65, 66 A- = 90, 91, 92, 93 B- = 80, 81, 82 C- = 70, 71, 72 D- = 60, 61, 62 F = 59 and below

Progress Reports For Grades Pre-K –V, written comments about students’ progress are sent home in December and June. Grade VI students receive anecdotal comments from their academic teachers in November, February, and June. Students in Grades VII-IX receive letter grades at the end of each term. Written comments accompany the interim grades in November, February, and the final grades in June.

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Teachers arrange routine conferences with parents and guardians in the fall and spring. Additional conferences may be arranged by calling the student’s homeroom teacher in Pre-K-Grade V, or the Upper Division advisor, teacher, or Division Head.

ACADEMIC PROGRAM

Parent-Teacher Conferences

Awards/Recognition of Excellence The Upper Division has three ways to provide additional recognition regarding the variety and degree of accomplishment of Park students.

Celebrating the Year At the end of the year, each student in Grades VI-IX selects and shows a piece of work representing an accomplishment of which the student is proud. These selections are on display in the lobby.

The Head of School’s Letter of Commendation This special letter recognizes particular students in Grades VI-IX for their spirit, determination, excellence, and performance well beyond classroom requirements. Letters of Commendation are mailed home at the end of the school year.

Graduation Awards The following awards are presented to ninth graders at Graduation each year: Ellen Fowler Award for Citizenship; Isabella Groblewski Award for Arts; Curtis Smith Award for Athletics; John T. Spicer Award for Unique Service; and Head of School’s Award for Academic Excellence.

Placement And Progression The School considers each student’s needs in making class placement decisions for the following year. Current teachers work with Department and Division Heads to form classes that are balanced in terms of numbers, gender, learning styles, and diversity, while thoughtfully matching each student with a teacher or advisor at the next grade level. To respect the integrity of this process, the School asks that parents and guardians refrain from making requests for specific teachers, as the School may not consider such requests.

Standardized Testing Standardized tests are routinely administered to measure each student’s progress and to identify their strengths and weaknesses. Park students in Grades III – VIII take the Educational Record Bureau’s (ERB) reasoning/achievement tests as part of our program. The School’s goal is to prepare students to give their best effort, approach tests with confidence, and make test-taking a meaningful source of feedback about learning. Over the years, these tests provide a progressive record of an individual student’s performance on the ERB standardized test. Standardized tests also play a valuable role in providing feedback to teachers about curriculum and instructional decisions. These tests assist the School in assessing students at Park in comparison to students from other independent schools and from a broad range of schools nationally. Page 9

ACADEMIC PROGRAM

Additionally, Park is a testing site for the Secondary School Admission Test (SSAT — Grades VIIIX), which many students take for placement in their next schools. In general, students applying out of Grade VIII or IX take the SSAT in November or December. Seventh graders are advised to take a practice SSAT in March.

Secondary School Counseling/Applications to Other Schools Parents considering a change for a student – whether to another independent school or to public school – may find it helpful to take advantage of the School’s well-developed counseling supports. Meeting with one of Park’s secondary school counselors provides parents and guardians with information about the application process in general, about individual schools, and about the individual student’s profile as an applicant. Families with students below Grade VI should consult directly with the Middle or Lower Division Head. Parents of Upper Division students are asked to make an appointment with one of the School’s secondary school counselors: Comfort Halsey Cope (Grades VII – IX boys), Alison Connolly (Grades VII – IX girls), and Maria Alvarez (Grade VI boys and girls). As the deadline for completed applications at most schools is in the middle of January, these secondary school counseling appointments should be made in the fall, and requests for teacher recommendations and school transcripts should be filed with Maria Alvarez no later than the first Friday in December. In the spring preceding the year of applying out, Upper Division families are invited to attend a secondary school counseling night to discuss the secondary school application process. Park requires a signed release from parents and guardians before transcripts or letters of recommendation may be sent to other schools.

Student Records and Transcripts While a student is enrolled at the School, original copies of all School records will be accessible only to parents and guardians and School personnel. Parents may receive copies of their child’s file upon written request to Assistant to the Head Joy Bartlett (bartlettj@parkschool.org). At a parent’s written request, the School will send copies of the file to other schools to which parents and guardians may apply on behalf of the student.

Accommodating Learning Differences The School does not discriminate against qualified applicants on the basis of learning disabilities that may be reasonably accommodated. The School will discuss with families of applicants with known learning disabilities whether the School will be able to offer their children the appropriate accommodations to help them be successful at the School. The School recognizes and values learning differences. We believe that they enrich the academic environment for everyone, and we strive to create an educational climate that allows for different Page 10

ACADEMIC PROGRAM

learning styles and incorporates a variety of teaching methodologies to meet students’ needs. Park maintains high expectations for all students, and values the efforts and contributions of each student. We endeavor to help students reach their potential, develop positive self-esteem, earn respect within the community, and participate fully in all facets of school life. We recognize that some students may require support services and classroom accommodations to help them meet the standards of the academic program at Park. On occasion, all available interventions do not meet the learning needs of the student, despite the collective efforts of teachers, parents and guardians, and the student. Parents are then counseled and advised about more appropriate school communities. The School welcomes questions and input on matters related to learning differences, and acknowledges its responsibility to communicate with parents and guardians when concerns arise. The process of developing an appropriate program for each student is ongoing and requires consultation among parents and guardians, teachers, and academic support staff. Students who present the School with appropriate documentation of disability will be granted those requested academic accommodations that are supported by the documentation and considered reasonable in this educational setting. Any adjustments to the academic program would be made through an interactive process between the student and the Head of School and the Division Head. No waivers of academic graduation requirements will be granted to students. If there is a disagreement, the School will decide, in its sole discretion, whether to issue a re-enrollment contract to the student.

Academic Support Services The School has professionally trained learning specialists who work with students to support skill development and address specific learning needs. Students are charged $69.00 per 45-minute session. The School will bill the family directly each term. Requests for financial aid should be made to the Assistant Head of School for Finance & Operations. Referrals for academic support come through classroom teachers in the Lower and Middle Divisions and through a faculty member in the Upper Division after a thorough discussion with the Division Head and with parents and guardians. Approximately 15 percent of Park students in Grades I-IX access academic support services each year. For more information, please contact Debbie Henry, Academic Support Services Head.

Outside Testing/Evaluation In some instances, a student’s academic difficulties may indicate that outside testing or evaluation of the student is appropriate. In such instances, the School can help parents and guardians explore potential resources. With written consent from the parents, teachers will provide information to the designated evaluator about the student’s learning profile. When parents and guardians arrange for such outside testing or evaluation, the School strongly recommends that this information be shared with the School, in order to enhance the School’s ability to assist the student.

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STUDENT EXPECTATIONS

V. STUDENT EXPECTATIONS General Conduct The School holds high expectations for its entire community, offline and online. We expect each student to be a positive, contributing member of our community; therefore, it is the responsibility of every student to abide by the following principles:

• Each student’s dignity and right to learn are to be respected at all times; • Human differences within the School community are to be respected at all times; • Honesty is expected in all dealings; • Members and guests of the School community are to be treated with courtesy; and • Personal and community property are to be treated with care. Parents are expected to support these principles.

Academic Honesty In all aspects of academic work, teachers expect students to do their own assignments. The following behaviors violate the expectation of academic honesty:

Homework • Copying answers directly from offline or online resources. • Copying from a fellow student, offline or online. • Allowing students to copy work from one another. • Receiving too much help from a fellow student, older sibling, or parent. Parents can help with organization, reviewing material, interpreting directions, and clarifying the teacher’s expectations. It is not acceptable for parents and guardians to provide answers or to rewrite assignments.

Tests • Copying from another student’s test. • Discussing test content with students who will take the test at a later time.

Assignments and Projects • Receiving excessive help from parents and guardians. Parents can help with the aspects of a project which involve process: collecting materials, reinforcing deadlines, and giving feedback. It is not acceptable for parents and guardians to shape the final product.

• Plagiarizing Plagiarizing is copying the ideas, structure, style or content of published work (i.e. books, journals, internet) without citing the source. Page 12

• Missing school (except in the case of excused illness) or misrepresenting a personal situation in order to avoid tests or deadlines. • Forging a parent/guardian’s signature on any form related to a student’s academic or extracurricular activities.

STUDENT EXPECTATIONS

Other Forms of Academic Dishonesty

Technology and Online Communications The Park School approach to technology is predicated on the belief that 21st century tools should be integrated within classrooms in meaningful ways. Rather than viewing technology as discrete skill to be learned, Park uses it as a tool to promote and encourage a love of learning, creativity and innovation, communication and collaboration, research and information fluency, critical thinking, problem solving, decision-making, citizenship, and the advanced application of knowledge. This thoughtful use of technology broadens the base of opportunities for students to access and utilize information, to share knowledge, to work with their classmates and members of the school community, and to connect with others – locally and globally. Stated simply, we believe in nurturing creative, articulate and compassionate leaders both offline and online. The use of technology at the School changes every year. The Technology Department strives to ensure that the technology resources (software, computers, cameras, etc.) are safe and integrated into students’ educational experiences. The Park School utilizes Google Apps for Education with faculty and students in Grades III – IX. Students in the Upper Division and all faculty and staff members are provided with a school email account. Restricted communication tools are also provided to students in the Middle Division. All accounts are created, managed, and secured by the Technology Department in accordance with the Children’s Online Privacy Protection Act. This private domain allows us to safely teach our students how to manage online resources and work collaboratively, while developing a positive online identity. The School may monitor the activity and contents (including e-mail) on its network, servers, computers and other technological devices to ensure compliance with these policies. In the Middle and Upper Divisions, an increasing amount of computer-based and online activities are required outside of class. There are no platform restrictions for home computer use; families may use whatever platform (Windows, OS X, etc.) works best for them. Loaner computers are available for students whose families do not have a home computer.

Guidelines for Students and Families As students complete schoolwork and interact with their peers and teachers online, the School asks that parents and guardians communicate the importance of decorum and proper digital citizenship with students at home. With that respect, the School encourages Park families to review the following guidelines:

• Observe your child’s recreational use of technology and consider developing expectations around the type and length of use; • Place home technology in open areas for simple adult supervision; Page 13

STUDENT EXPECTATIONS

• Teach students that saying mean, hurtful, or degrading comments to others, offline or online, can be construed as bullying and is against School policy; • Consider installing filters to prevent students from accessing objectionable content online, and on web and mobile devices; and • To avoid potentially dangerous situations, advise students not to share personal information online about themselves, their family, school and/or classmates. Acceptable use, as it relates to computers, Internet access, and mobile devices, is reviewed with our students each year. For more information about online safety, please see https://www.commonsensemedia.org/privacy-and-internet-safety. Filters for computers and mobile devices are available at www.opendns.com. Please remember, however, that none of these tools are perfect and should not be a substitute for parental monitoring.

Bullying, Harassment, and Intimidation Students at the School should expect to be treated with respect and consideration and be able to learn in an environment free from concern about their personal welfare. The School prohibits discrimination or harassment of any student based on race, color, religion, ancestry, national origin, sex, socioeconomic status, homelessness, academic status, gender identity or expression, physical appearance, pregnancy or parenting status, sexual orientation, mental, physical, developmental or sensory disabilities, and individuals who are associated with people with actual or perceived protected characteristics. This prohibition applies to other students, employees, visitors, and vendors. In addition, consistent with the School’s mission and Massachusetts state law, each Park student has the right to be protected from bullying and cyber-bullying. Any student who believes that he or she has been subject to discrimination, harassment, or bullying is encouraged to report the matter promptly to the appropriate Division Head or to the Head of School. It is against School policy and unlawful to retaliate against an individual for filing a complaint of discrimination or harassment based on protected status, for filing a complaint of bullying, or for cooperating in an investigation of such a complaint. Please refer to the “About Park” section on the School’s website for a full description of the School’s Bullying Prevention and Intervention Plan.

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Through education and intervention, the School endeavors to maintain an environment that is free from sexual harassment. The School does not tolerate verbal or physical behavior that constitutes sexual harassment. Most unwelcome and/or harassing behavior results from ignorance and flirting or teasing that is not welcome or that becomes excessive. Being sensitive to other people’s feelings and communicating clearly are the best ways to prevent sexual harassment. Sexual harassment is defined as behavior involving a single instance or repeated instances of inappropriate verbal and/or physical conduct of a sexual nature. Examples include unwelcome sexual advances, requests for sexual favors, touching, innuendo, and other conduct of a sexual nature that has the purpose or effect of: (1) creating an intimidating, hostile, or offensive environment; (2) interfering unreasonably with a person’s academic performance; or (3) creating a situation where an evaluation of a student depends on his or her submitting to and/or not objecting to the behavior. Sexual harassment between students, and students and employees, is prohibited: it violates both state and federal law and also the School’s core values.

STUDENT EXPECTATIONS

Sexual Harassment

The School takes seriously all complaints of sexual harassment or retaliation, and will investigate each complaint if appropriate under the circumstances. A student or parent who wishes to report any alleged violation of the School’s sexual harassment policy, including any instance of sexual abuse, should contact the Head of School or any other administrator. The School reserves the right to act unilaterally to end sexual harassment where such intervention is deemed warranted.

Threatening and Sexual Behaviors We believe that Park School students are not developmentally ready—physically, emotionally, or mentally—to engage in any form of sexual intercourse. According to the Commonwealth of Massachusetts, if two people under the age of 16 engage in a sexual act, they are both considered legally non-consenting. If a person over the age of 16 engages in a sexual act with someone under 16, he or she is committing sexual assault of a minor. Students who would like to talk about the meaning of sexual intimacy in a relationship, or students who are in a situation where sexual activity has taken place and who want to report or discuss the situation, should talk with a trusted adult, the School Nurse, or the School’s psychologist so that appropriate support may be given. Sexual behavior in the School or at School-related events will not be tolerated.

Drugs, Alcohol, and Tobacco Members of the School community deserve to work and learn in a safe environment. Use of, or being under the influence of, illegal drugs, prescription medication (if not taken as prescribed), alcohol, tobacco, and e-cigarettes during the school day or at School-related activities (on or off campus) is prohibited. Distribution of these substances to others, whether for a fee or not, is also prohibited. Recognizing that exposure to illegal drugs and alcohol is increasingly common among adolescents in our society, the School incorporates extensive information and discussion of this topic into its Growth Education curriculum.

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STUDENT EXPECTATIONS

Weapons and Dangerous Possessions Nothing that is dangerous to oneself or others should be brought to school. This includes fireworks or firearms of any kind, explosives, combustibles, razor blades or knives. Additionally, the School does not allow students to bring actual or toy guns or weapons to the School or to School-related activities.

Respect for Property We expect students to respect community property and the property of others. Stealing and willful destruction of or damage to the property of others, including School property, seriously undermines the quality of trust necessary in a school. Park recognizes that its students have legitimate privacy interests in their lockers and cubbies and in their belongings. However, a student’s privacy interests are not absolute, particularly when those interests collide with real or perceived dangers to that student or to others, or when they collide with real or perceived violations of Park’s rules and regulations, or of federal, state, or local laws. The School accordingly reserves the right to reasonably inspect, search and/or seize any student’s locker, belongings, or property at any time that Park’s faculty, staff or law enforcement official reasonably believes School safety and/or students’ welfare is in jeopardy or when they collide with real or perceived violations of Park’s rules and regulations, or of federal, state, or local laws.

Discipline Guidelines The School strives to foster self-discipline, and expects students to act with integrity, respect, and common sense. Rules and guidelines are intended to be age-appropriate and to help students learn to conduct themselves responsibly. Essentially, the same disciplinary philosophy prevails in all grades. Discipline in the Lower and Middle Divisions is generally supervised by the homeroom teacher, in consultation with the Division Head. In the Upper Division, the advisor usually handles disciplinary issues, in consultation with the Division Head and the Head of School. The School’s psychologist is consulted by faculty or the Division Heads as deemed appropriate at the sole discretion of the School.

Examples of Grounds For Discipline and/or Dismissal The School reserves the right to discipline, suspend or dismiss a student, in its sole discretion, including for any of the following reasons (though this is not a complete list, it is a list of examples):

• Physical and/or verbal abuse of faculty, staff, or students; • Possession or use of alcohol, tobacco, or illegal drugs; • Improper sexual conduct; • Sexual or other harassment; • Threat or use of physical violence; • Possession or use of matches, lighters, fireworks, explosives, weapons or other dangerous materials; Page 16

• Stealing; • Dishonesty; • Bullying or malicious gossip;

STUDENT EXPECTATIONS

• Willful destruction of property;

• Repeated acts of unkindness, rudeness or misconduct; • Repeated classroom behavior that impedes other students’ learning; • Student’s failure to follow an agreed-upon behavioral plan of action; • Continued behavioral difficulties following implementation of behavioral action plan and target deadlines; • A student posing a safety hazard to self or others; • Failure to comply with the School’s philosophy; • Reprehensible conduct tending to reflect serious discredit to the School; • A student’s persistent deviation from acceptable behavior; and/or • A student’s failure to abide by a School policy or practice, as may (or may not) be described in this Handbook. The School assists students and parents and guardians through many difficult circumstances. However, the School environment may not be the best for students who exhibit disruptive behavioral problems. If, in its sole discretion, the School determines that a dismissal is necessary, the School will assist the student in understanding the situation and attempt to make suggestions to the family for a more suitable program.

Behavioral Expectations While Away From School Students should be aware that they represent the School community at all times, both on and away from campus. The School encourages parents and guardians to partner with us to reinforce the School’s mission and values when students are off-campus. While it is not the School’s intention to monitor students in all of their off-campus activities, the School reserves the right to take disciplinary action, including suspension or expulsion, in response to inappropriate conduct (including cyber activity) occurring outside of campus, if such conduct negatively impacts the experience of any student at the School or the reputation of the School.

Parent Involvement in Disciplinary Matters Disciplinary matters and student issues are handled directly by teachers, administrators, and appropriate staff. If a student is having an issue with another student, parents and guardians should not attempt to deal with the other student directly about that matter. Doing so may put a student in an intimidating situation and is best resolved, when appropriate, through a School administrator. Parents should speak to the appropriate School administrator for guidance with respect to any questions about contacting another student or parent about a School-related matter. Page 17

OTHER SCHOOL RULES

VI. OTHER SCHOOL RULES Attendance and Absences The academic day begins promptly each day at 8:15 a.m., and it is important for students to be punctual. Parents will be contacted if a student is repeatedly late. All tardies and absences will be noted on the student’s permanent record and transcript.

Absence Due to Illness If a student will not be at school because of illness, a parent should notify the homeroom teacher via email and call the School before 8:15 a.m. (617-277-2456). For extended illnesses, parents and guardians should contact the student’s teacher or advisor, and Division Head to discuss possible medical leave.

Doctor and Dentist Appointments Appointments that conflict with a student’s school schedule should not be made. In cases of emergency, a parent should contact the Division Head. We urge families to make every effort to schedule appointments that minimize disruption to the student’s school commitments. Students who are absent for any part of the day may not attend or participate in after-school events, practices, or games later the same day or that evening unless they have received advance permission from the Division Head and the Director of Athletics.

Secondary School Visits Students who are going to miss school because of a secondary school visit will need to obtain a planned absence form from the Front Desk and are responsible for making arrangements with teachers for class work and homework.

Early Dismissal and Planned Absences Parents are responsible for notifying the School when a student must be absent for part or all of the day. In the case of an early dismissal, parents and guardians are expected to send a note to the homeroom teacher/advisor by 8 a.m., and to pick up the student at the appointed time from his or her classroom or at the Front Desk. For longer absences, please make arrangements with the Division Head at least one week in advance. Since each day of instruction is important, the School actively discourages planned absences for any reason other than religious holidays or a family emergency. Students in Grades VI-IX have the responsibility for obtaining assignments in advance, if possible, and for making up any missed work. The Front Desk provides a special planned absence form, to be signed by the advisor and the Upper Division Head.

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Parents and students must carefully review the School’s vacation schedule and make travel plans well in advance. We expect students to attend all School commitments until School vacation begins. Exceptions to this policy are disruptive to a student’s education. Requests for exceptions must be made in writing to the Division Head at least one month prior to the beginning of a scheduled extended absence.

OTHER SCHOOL RULES

Other Absences On Non-Vacation Days

Homework for Absentees When a student is ill and therefore unable to come to school for one or two days, his or her first priority is getting well, not completing homework. Please be assured that students who are absent due to illness are not expected to return to school with all of their assignments completed; teachers will make every effort to help students reintegrate when they return to school. If an Upper Division student who is home sick is feeling well enough to complete homework, he or she may find many of the assignments online. Younger students need to make a plan with their teachers to get assignments. In the case of an extended absence due to illness, a parent should contact the student’s teacher or advisor who will then coordinate with teachers and make appropriate arrangements for homework, if appropriate or feasible under the circumstances. For other absences on non-vacation days, parents should not expect teachers to provide extensive support or other accommodations for missed work.

Behavior on Buses When Park students travel on school buses to and from school, they are expected to follow all school rules and to demonstrate courtesy and respect for property. Questions about bus behavior should be directed to the appropriate Division Head.

Personal Appearance and Clothing Freedom of choice, coupled with responsibility towards appropriate appearance, underlies the School’s dress code. Students should wear neat, clean clothes that are appropriate to a Pre-K through Grade IX school. Ripped jeans, T-shirts with offensive graphics or language, and clothing which is distracting to the learning environment are examples of inappropriate attire. All footwear should be safe with soles meant for indoors. The faculty will monitor these guidelines, but primary responsibility for dress remains with the student and the student’s parents and guardians. Pants and shorts should not be worn so low as to reveal underwear. In addition, we ask that students’ shorts or skirts be an appropriate length and style. An easy test is the fingertip one: when students’ hands are at their sides, the edge of their skirt or a pair of shorts should be at fingertip length or longer. Shorts that are ripped or have holes are not appropriate for school. We also ask that tops have appropriate coverage; spaghetti straps, halters, racer back tops, and other tops that reveal underwear should not be worn to school. Please mark all clothing and personal sports equipment with name tapes or indelible ink. Page 19

OTHER SCHOOL RULES

Clothing for Physical Education Classes Students in Grades Pre-K â&#x20AC;&#x201C; IV are expected to wear comfortable pants or shorts with appropriate tops that allow vigorous physical activity, and sneakers that provide good support. Students in Grades V-IX are required to have a separate set of shorts, shirt, and sweat suit to change into for P.E. classes. Supportive sneakers and athletic socks are also required. Each student in Grades V-IX is issued a physical education locker with a combination lock.

Dress Days A few times each year, students are asked to wear coats and ties, dresses, skirts, or dressy pants. Pre-K - III students may wear collared shirts and/or sweaters.

Cell Phones and Electronic Devices While students are in school or involved in school activities, their focus and attention should be on learning and on interacting with the School community. Therefore, personal electronic devices such as cell phones, tablets, and other mobile devices are not allowed to be used in School. Students who use electronic devices during their travel time to and from school must be sure to put them away by 8 a.m. and to keep them securely out of sight until they leave the Park campus. Any electronic devices that are seen in school will be confiscated by teachers and held by the Upper Division Head until the end of the school day. â&#x20AC;&#x192;

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DAILY LIFE AT SCHOOL

VII. DAILY LIFE AT SCHOOL School Day Schedule Parents are welcome in the lobby every day to converse, enjoy student displays, and help themselves to coffee and tea. Parents are also welcome at Morning Meeting and in the library at any time. Monday

Tuesday

Wednesday

Thursday

Friday

8:00 a.m.

building opens building opens building opens building opens building opens

8:15 a.m.

school day

begins

Pre-K/K school

Pre-K school

Pre-K/K school

day ends

ASP opens

I-IX school day

K-IX school

I-IX school day

ends

day ends

ends

sports/drama

end

12:00 p.m.

2:00 p.m.

K-IX school day ends

3:00 p.m.

4:30 p.m.

5:30 p.m.

6:00 p.m.

administrator

leaves; main

building closes

ASP ends

ASP = After School Program

Morning Arrival Students are welcome to enter the building at 8 a.m. Early arrivals in Grades Pre-K â&#x20AC;&#x201C; VII must wait in the area below the main lobby before 8 a.m. Students in Grade VIII may wait by their lockers in the West Building and students in Grade IX may wait by their lockers in the Main Building. At 8 a.m., students in Grades Pre-K â&#x20AC;&#x201C; V go directly to their homerooms. Grades VI-IX students go to their homerooms or lockers until 8:15 a.m., at which time students should be in their assigned seats in the theater (M,W,Th,F) or in their first period class for the beginning of the instructional day (Tuesdays). Page 21

DAILY LIFE AT SCHOOL

Morning Meetings Faculty and students in Grades V-IX meet daily (except Tuesday) from 8:15 a.m. to 8:30 a.m. for Morning Meeting. (Middle Division gathers for its own Morning Meeting on Tuesday at 8:15 a.m.) This daily assembly offers the School community a varied showcase of perspectives, entertainment, and announcements, and ends with a moment of silent reflection. Parents are welcome to come into the building to attend Morning Meeting or to have a cup of coffee in the lobby.

Afternoon Pickup An administrator is on duty every afternoon until 5:30 p.m., when the Front Desk and telephones close. The School asks parents and guardians to pick up students promptly at the end of the day, except in emergency situations. In the case of Upper Division away games, if the team plans to return to the School after 4:30 p.m., the approximate return time will be on the team schedule. Parents should contact the coach if they anticipate being late for pickup. Please check the Sports Hotline (617-274-6180) for daily updates and schedule changes.

After-School Programs After-School Program (ASP) ASP is offered to Grades Pre-K – V Monday - Friday and to Grades VI – IX on Tuesdays. ASP reflects the School’s view of a student’s need for a cheerful, supportive, and supervised after-school environment. For younger students, the daily schedule includes lunch, rest, story time, and the chance to participate in outdoor play and quieter activities (arts and crafts, cooking, etc.) in smallgroup settings. For students in Grades I-V, the afternoon schedule includes snack, outdoor and free play, “club” activities, and a quiet time for those with homework. ASP is not meant to be an extension of the academic day. Families in Grades Pre-K – V may sign up for two to five afternoons per week. Pre-K and K students may stay from noon to 3 p.m., 4:30 p.m., or 6 p.m. (2 p.m. on Tuesdays). Students in Grades I-V may elect to be in ASP from 3 p.m. to 4:30 p.m. or 6 p.m. Upper Division students may attend ASP on Tuesdays from 2 until 4:30 p.m. or 6 p.m. Fees vary based on age and duration of stay, and financial aid is available for families who qualify. For a detailed fee schedule, please call the ASP Office (617-274-6060).

After-School Elective Programs Students in Grades IV-IX are encouraged to participate in elective sports (IV-IX) or after-school drama (VI-IX). In addition, a quiet study hall is offered until 4:30 p.m. for students in Grades VIIX. These programs are available on Monday, Wednesday, Thursday, and Friday afternoons. There are a number of other clubs available to Upper and Middle Division students as well.

Visitors to Campus For the safety of our students, all visitors to the school, including admission visitors, alumni, and faculty guests, must sign in with the receptionist when entering the building and receive a Park School name tag. Special events for an entire class and all School meetings are exceptions to this policy. Please direct anyone you do not recognize to the Front Desk.

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Generally, family pets should be left at home. Pets such as dogs and cats are only allowed at school with special permission from the Division Heads or the Head of School.

DAILY LIFE AT SCHOOL

Pets on Campus

Safety and Security To ensure the safety of our students, all doors are locked during the school day. Visitors should enter through the main entrance where they will be greeted ad buzzed in by the Front Desk.

Fire Drills In an emergency or a fire drill, doors will automatically be released for safe, speedy exits. This system is checked and tested annually. The Brookline Fire Department assists the School with conducting four fire drills per year to give faculty and students the opportunity to practice safe evacuation.

Shelter-in-Place Drills Like fire drills, practicing shelter-in-place drills is now routine in schools around the United States. During a shelter-in-place drill, faculty and staff lock the door to their classroom or office, turn off the lights, lower the shades, and gather the children in their care away from the windows and doors. The Brookline Police Department assists the Administration in walking through the building to confirm that door locks are working and all necessary shades are in place. Parents who are at school during a shelter-in-place drill should shelter themselves and any children in their immediate care in the nearest space that can be secured by a member of the Park faculty or staff.

Transportation Park School students live in more than 30 communities in the Boston metropolitan area. The reduction of the number of cars in the carpool line helps reduce the traffic on Goddard Avenue and helps minimize the Schoolâ&#x20AC;&#x2122;s carbon footprint. Park encourages families to carpool and to use bus service to and from campus. The School will provide zip code lists upon request to help parents and guardians arrange carpools.

Communicating Transportation Changes to the School The Front Desk will try to relay messages to students but must receive them at least an hour and a half before dismissal. Please call 617-277-2456 well in advance of the 12 p.m., 3 p.m., or 4:30 p.m. dismissal times. Lower and Middle Division students who are not going directly home in their usual manner must bring a note to their homeroom teacher or advisor on that day. The School requires notes from both families when a student is to visit the home of a school friend. Please notify the Front Desk of any change in plans or additional passengers.

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DAILY LIFE AT SCHOOL

Carpool Guidelines Everyone in the Park community has a part to play in making the school welcoming and safe. Driving safely and courteously while on campus should be a priority for each one of us. It is extremely important that drivers in the carpool line respect the directions given by members of Park’s faculty and staff and that they not use cell phones on campus while driving. In addition, please remember that idling is against the law.

Drop-Off Students who do not need assistance getting out of the car may be dropped off in the front circle or by the rear courtyard. We encourage younger children who need more time to use the door in the rear of the building where the Lower Division Head greets Pre-Kindergarten and Kindergarten students. Parents who choose to come inside should park in a marked parking spot in either Lot A or B.

Pick-Up At all times, students must be under the supervision of an adult while waiting to be picked-up. Students may not wait outside unattended.

3 p.m. Pick-Up Carpool starts promptly at 3:05 p.m. on Monday, Wednesday, Thursday, and Friday and at 2:05 p.m. on Tuesday. Unless students are being met inside and escorted by a parent or guardian, all students are expected to be picked up from the rear of the main building. Students should never be picked up from the front circle or anywhere in front of the main building. Lower and Middle Division students are walked outside by a teacher. Upper Division students are expected to make their way to the rear of the building on their own. If you have Upper Division students, please remind them of the importance of getting outside to carpool promptly. It is very helpful to post your family’s name (or another name for your carpool) on a sign in the windshield. We use a microphone to alert students to come to the front of the carpool line. Please do not get out of your car until your carpool passengers have been escorted to you. It is best if students get into the car and put their seatbelt on by themselves. If you choose to park in Lot A or B and walk up to pick up your children, please meet them in the courtyard at the rear of the main building where they will be waiting with their class. Please let the teachers know that you are taking your child. The Big East and Big West buses and the Park shuttle leave at 3:15 p.m. At the end of carpool (approximately 3:25 p.m.), all students who have not been picked up are asked to wait in the main lobby.

4:30 p.m. Pick-Up Upper Division: Students in Grades VI – IX who stay at school until 4:30 p.m. for sports or clubs are expected to stay with their coach until their parents or guardians arrive. Carpool for Upper Division students takes place at the West Gym exit.

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If students who participate in an after-school activity need to be picked up between 3 p.m. and 4:30 p.m., parents will need to park and pick up students directly from drama, athletics, or the library study hall. At the end of carpool (approximately 5 p.m.), all students who have not been picked up are asked to wait in the main lobby.

DAILY LIFE AT SCHOOL

Grades IV & V: Students who participate in after-school sports should be picked up at the Small Gym exit. Students in ASP who leave school at 4:30 p.m. should be picked up at the rear of the main building.

The Big East and Big West buses and the Park shuttle leave at 4:45 p.m.

No Dogs at Carpool Please remember that dogs are not allowed at carpool – even on a leash. At afternoon carpool, parents who choose to park in Lot A or B and walk up to pick up their children should not bring their dogs to the courtyard. Please keep your dog safely in your car.

Parking Parking is not permitted anywhere along the driveway, front circle, or behind the School at any time. Please park in a marked space in Lot A or B, not on the curb. Additional parking is available along Avon Street or at the After-School Program lot at 255 Goddard Avenue. Parking can be challenging on campus, and we appreciate your help in making the School a welcoming and safe place for everyone in the community. Additional parking is available on the east side of Avon Street after dropping off students. DO NOT park on Rockwood Street or in the Cathedral Center driveway.

Bicycles Students must walk their bikes on all driveway areas within the School property. Racks are provided near the courtyard. School policy and Massachusetts law require students to wear a helmet; if a student is on a bicycle between the hour immediately preceding sunset and the hour immediately preceding sunrise (in other words, when it is dark or dusk), either the student’s clothing or the bicycle must be equipped with appropriate reflectors.

Bus Service Park School Shuttle The School provides a free shuttle for Middle and Upper Division students daily between the School and two MBTA stations: Brookline Village (on the Riverside “D” Green Line) and Forest Hills (on the Orange Line). In the morning, the shuttle, which is driven by a Park staff member, departs the stations at 7:45 a.m. The shuttles return students to these stations, leaving School at 3:15 p.m. and 4:45 p.m. daily (Tuesdays at 2:15 p.m.), and at 12:10 p.m. on all-School early-dismissal days. Parents of Middle Division students need to inform their child’s teacher when a student is going to ride the shuttle. Lower Division students may ride the shuttle when accompanied by an older sibling in the Upper Division. There is no registration required to ride the Shuttle.

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DAILY LIFE AT SCHOOL

Contracted Bus Service Park uses Local Motion of Boston, which operates point-to-point service from the Back Bay and Beacon Hill (Big East Bus), and from Wellesley and Newton (Big West Bus). The annual fee is calculated by the number of participating families on the route. Families have full flexibility to use the bus as frequently as they would like during the week. For more information, please contact the Assistant Head of School for Finance & Operations. Both the Big East and the Big West Buses pick up students in the morning and drop them off in the afternoon at designated stops. Students may ride the bus after the 3:00 p.m. or the 4:30 p.m. dismissal (2 p.m. on Tuesdays). Parents should inform teachers and the Front Desk if there are any changes to the regular afternoon schedule.

Food at School Generally, students eat snacks provided by the School. Lunch is provided to students in Grades I – IX in the dining room. (Because Upper Division clubs meet during lunch periods, students may take their lunch on a tray to the assigned meeting location. All lunch items (leftover food, utensils, plates, trays, etc.) must be returned to the dining room.) The School’s food service program is directly related to the mission of the School. For members of our community to learn, grow, work and play, they must be provided with healthy, nutritious snacks and lunch. The School recognizes that there are different points of view about issues of nutrition and a range of eating habits in our student population. Our goal is to provide balance, nutrition and variety for snacks and lunch, minimizing the use of foods that are high in sugar, saturated fat, salt, and preservatives. The School seeks to serve meals and snacks that are both appealing and nutritious. Finally, Park’s food service program aims to ensure the safety of students with serious food allergies. The School strives to be a nut-safe institution, and we expect all members of our community to support this policy.

Library The library is available to serve the needs and interests of students, faculty, staff, and families. Students learn to use various library resources within the context of their classes, and teachers are available to assist with research, reference material, and general questions about the library. Books may be checked out for three weeks. Magazines and audio books may be checked out for one week. Families will be held responsible for the cost of lost or unreturned books and materials and charged appropriate fines.

Hours Monday, Wednesday, Thursday, Friday Tuesday

8 a.m. – 3:30 p.m. 8 a.m. – 2 p.m.

Lost and Found Found articles will be kept in bins below the main staircase and in the West Building lobby. For the week preceding each vacation, these articles will be displayed before they are donated to charity. Page 26

ATHLETICS, CLUBS, AND ACTIVITIES

Athletics and Physical Education at Park Park’s physical education classes and athletic program introduce students to a variety of individual sports, team sports, and physical activities, and give each student opportunities to explore and develop physical capabilities and fitness. Good sportsmanship, self-confidence, creativity, self-expression through movement, and teamwork are stressed at all levels. The athletic program is divided into two parts: required physical education classes during the School day, and, for Grades IV-IX, an elective sports program in the afternoon.

ATHLETICS, CLUBS, AND ACTIVITIES

VIII.

Many teachers also serve as coaches who teach good sportsmanship and cooperation, and encourage their teams to exhibit a healthy winning spirit and a strong sense of fair play. Park’s coaches expect the same degree of hard work and commitment on the playing field that they require in the classroom.

Athletics for Grades IV & V The after-school sports program provides an opportunity for students in Grades IV and V to learn fundamental skills in soccer, field hockey, basketball and lacrosse. These elective sports are scheduled twice a week from 3:15 p.m. to 4:30 p.m. at no additional cost. Girls’ teams meet on Mondays and Thursdays and boys’ teams meet on Wednesdays and Fridays.

Athletics for Grades VI-IX More than 90 percent of Upper Division students choose to play on our varsity, junior varsity, or sixth-grade teams. Students in Grades VI-IX can choose to compete on a variety of team and individual sports. The School offers interscholastic competition in the following sports: Fall Winter Spring soccer basketball lacrosse field hockey ice hockey softball cross-country wrestling track & field Please refer to the Athletic Calendar on the School’s website (http://www.parkschool.org/Page/ School-Life/Athletics), which is updated regularly, and check the Sports Hotline (617-274-6180) for daily updates and schedule changes.

Sports Uniforms and Equipment The School provides uniforms for students participating in interscholastic games. Students are responsible for keeping their uniforms clean. Each season, a letter is sent home outlining necessary equipment for each sport. In most cases, the School provides the basic equipment. Please direct any questions or concerns about sports uniforms and eqipment to the Athletic Director.

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ATHLETICS, CLUBS, AND ACTIVITIES

Sportsmanship Participating in athletics can enhance a student’s overall educational experience and help to build well-rounded students and leaders. Integrity, fairness and respect are the principles of good sportsmanship. With them, the spirit of competition thrives, fueled by honest rivalry, courteous relations and graceful acceptance of the results. Sportsmanship goals include:

• Developing a sense of dignity under all circumstances; • Respecting the rules of the game, the officials who administer the rules, and their decisions; • Respecting opponents as fellow students and acknowledging them for striving to do their best while you seek to do your best at the same time; • Looking at athletic participation as a potentially beneficial learning experience, whether you win or lose; • Educating other students and fans to understand the rules of the game, and the value of sportsmanship; and • Accepting the personal responsibility that comes with your actions on the court/field. The School also encourages parents and guardians to act in a sportsmanlike manner. Consistent with the School’s guidelines on Parental Support for School Policies (p. 46), the School expects parents and guardians will:

• Realize that athletics are part of the educational experience, and the benefits of involvement go beyond the final score of a game; • Encourage students to perform their best, just as we would urge them on with their class-work, knowing that others may turn in better or lesser performances; • Participate in positive cheers and encourage our athletes, and discourage any cheer that would redirect that focus; • Learn, understand and respect the rules of the game, the officials who administer them and their decisions; • Respect the task our coaches face as teachers, and support them as they strive to educate our youth; • Respect our opponents as students, and acknowledge them for striving to do their best; • Remember that we would all like to be victorious in every situation we face in life, but just like in athletic competition, sometimes we fall short.

Medical and Other Athletic Absences Any student who is to be excused from physical education or athletics for more than one day must bring in a medical note signed by a doctor and present it to the School Nurse. For the first day of an excused absence from physical education, a note from the parent is acceptable. Page 28

The “Players in the Park” stages two musicals and two dramatic plays each year. The fall musical is open to students in Grade VII-IX. The winter term features a Grade VI musical and a separate dramatic production for seventh through ninth graders. The spring play showcases actors from Grade VI – VIII. During the first week of each term, students may try out for cast or crew of a production without forfeiting their chance to play after-school athletics. Before the cast is selected, student must choose between the play or a sport.

ATHLETICS, CLUBS, AND ACTIVITIES

Drama

Student Clubs, Activities, and Publications Clubs allow students to pursue interests they already have or to explore new ones with one another. Middle Division clubs meet after school and many Upper Division clubs meet during a lunch period. Activities and clubs may include: Middle Division Chess Club Math Club Robotics Club Thinking, Investigating, Designing, Building, Inventing, Tinkering and Sharing Club (TIDBITS) Upper Division Gay Straight Alliance (GSA) Green Club Lego League Math Counts Math Team Model United Nations Pangea Service Council Student Council Yearbook Anthology: Publication of school-wide writing and artwork. Printed and distributed in the summer. Yearbook: Produced by Grade IX and faculty advisors. Distributed to Upper Division students in June.

Community Service In addition to assuming responsibility for themselves and for their conduct towards others, students are expected to participate in cleaning their classrooms, clearing lunch tables, and supporting the School’s recycling program. Each Upper Division student is also required to complete one hour of service to the School community each term. At home, parents and guardians are urged to reinforce these expectations for responsible membership in a community.

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ATHLETICS, CLUBS, AND ACTIVITIES

Park is also committed to making students aware of the larger community beyond their classroom and the School walls. Students have many opportunities to participate in projects, both through the Service Learning curriculum, as well as through activities sponsored by Service Council, Pangea, and the Parentsâ&#x20AC;&#x2122; Association Community Service Committee.

In-School Fundraising While the School supports student involvement in community service opportunities, we also recognize the need to minimize the extent to which members of the school community are solicited to contribute financially to causes, drives, and other types of fundraising initiatives. As repeated and frequent solicitations can create a financial burden for members of the community, in-school fundraising is permitted only on rare occasions. Please direct any questions to the appropriate Division Head. â&#x20AC;&#x192;

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Student Dances and Social Events at School

SPECIAL DAYS

IX. SPECIAL DAYS There are several Student Council sponsored social events (dances and a movie night) for Grades VI-IX during the course of the year. At the end of the year, Grade VIII hosts a dance for Grades VII -IX. The following rules apply at all School-sponsored dances:

• Once they arrive at a dance, students must stay in the designated area. • Faculty representatives will be present at the dance and will be in charge at all times. • Students may not leave the dance before it is over unless accompanied by a parent/ guardian or other authorized person. • Students may not leave a dance early and then return. • Park alumni in Grades VI – IX are always welcome to come to the dances. • Students may bring one non-Park guest with permission ahead of time from the Division Head.

School-Sponsored Social Events Parents’ Nights and All-School Evening During the fall, Parents’ Nights are held at each grade level for parents and guardians to meet teachers, visit classrooms, learn about the year’s program, and discuss appropriate School and parent expectations for each age group. Every year, the Parents’ Association hosts an All-School Evening, which includes alumni and parents and guardians of alumni and features a presentation or forum on a topic of educational interest and importance.

New Parent Dinners In the fall, the Parents’ Association and the Head of School invite new parents to a special dinner to meet each other and to learn about Park from the Head of School, Chair of the Board and other School administrators.

Grandparents’ & Special Friends’ Day Park welcomes grandparents and special friends to spend the morning at School the Wednesday before Thanksgiving. Students in Grades Pre-K through III perform at a special assembly, followed by an early dismissal at 11:00 a.m. for the whole community.

Yule Festival As a School of religiously and culturally diverse families, we believe that it is important to share our traditions and to celebrate together. Park’s longstanding holiday assembly is an opportunity to Page 31

SPECIAL DAYS

acknowledge both the common values and the varying traditions that enrich the School community. This annual program features songs and dances from a variety of traditions performed by students across Grades Pre-K to IX, as well as readings that capture the principles and spirit of world traditions and cultures. The whole community is dismissed at 11:30 a.m. and winter vacation begins.

Spring Fest Spring Fest is an annual outdoor, day-long fair and community-wide celebration – as well as the largest fundraiser for the Parents’ Association. Activities include games, rides, silent auction, and lunch. All families are asked to volunteer the day of the event to make it a success.

May Day Lower and Middle Division students celebrate spring at a special assembly followed by a noon dismissal for the whole community. Grade III is highlighted as students perform Morris and May Pole dances.

Charter Oak Ceremony During the last week of school in June, Park’s departing eighth graders are recognized during a special ceremony. Park’s eighth graders are invited to a luncheon with their parents, followed by a special ceremony to which extended family are invited to attend.

Graduation The Park School Graduation provides a special opportunity for friends, relatives, and their extended family to celebrate the unique gifts of Park’s Grade IX class. Graduation takes place on the final Friday of the academic year and marks the last day of school for Upper Division students.

Summer Programs In the summer, Park offers dozens of camp programs for students who are 4-15 years of age from throughout the Boston-metropolitan area, regardless if they attend the School. Families can also join the Swim & Tennis club to enjoy Park’s tennis court and 25-meter swimming pool. For more information, please visit http://www.parkschool.org/Page/School-Life/Summer-Programs. Creative Arts at Park. For more than 30 years, this five-week, multi-arts camp for students who are 8-15 years of age has offered over 130 courses in video, visual arts, photography, theater, dance, music, creative writing, and a variety of sports including fencing, karate, gymnastics, swimming, tennis, and basketball. Summer at Park. Campers can choose one- and two-week sessions from an incredible variety of more than 25 camp programs such as soccer, science, nature, and cooking. Every day includes swimming and optional before and after care.

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We believe that the School community benefits from the clear articulation of important, shared values. Individually and collectively, parents and guardians are expected to provide guidance to their children during out-of-School activities, like parties, that are consistent with the School’s guidelines on Parental Support for School Policies (p. 46). Within all levels of the School, party plans should attempt to respect the range of values regarding age-appropriate activities (e.g., movie selection). We share a special commitment to educating our students about the profound and lasting effects of drug and alcohol abuse, while simultaneously providing them with the opportunity to experience a drug-free youth. The School encourages families to respect the following guidelines.

SPECIAL DAYS

School Gatherings Off Campus (Not Sponsored by the School)

• Sensitivity should be paid to issues of social exclusion/inclusion. It is especially difficult for children (and for their parents and guardians as well) when they are one of just a few not included at an event – such as when an entire class or an entire grade is invited with the exclusion of a small, conspicuous number of students. “Small or All” is a commonsense guideline – invite either a whole class or grade or a small group, such as an advisory, section or a group of friends that is less than one fourth of the class. • Party invitations should be mailed to student homes, not distributed at School. • Parents of invited guests are encouraged to contact the host parents and guardians in order to confirm arrangements. • Guests should remain at the party location for the duration of the party. It will be the responsibility of the parents and guardians of the invited guests to see that they are picked up promptly at the agreed-upon end of the party. • The host parents and guardians should closely supervise any private party. The host parents and guardians may want to invite other adults to share in their responsibility; older siblings may assist in chaperoning parties, but they are not to be considered substitutes for the host parent. • The School explicitly expects that parents and guardians prohibit the use of drugs, consumption of alcohol, and/or smoking of cigarettes among underage guests either at the party site or in its vicinity. If a student arrives at a party already under the influence of drugs and/or alcohol, that student’s parents and guardians should be informed and the student should be sent directly home.

Special Overnight Trips Project Week/Project R.E.A.S.O.N. There are week-long activities for Upper Division students in the fall. Activities are designed to welcome new members of the class and build camaraderie.

Grade IX Language Trips The highlight of Park’s language program is a ten-day class trip to France, Spain, China, or Italy. These trips include language classes and cultural excursions in and around the cities of Aix-enProvence, Grenada, Shanghai, and Pompeii. Page 33

SPECIAL DAYS

Grade VII Trip to the Grand Canyon This optional, summer trip to the Grand Canyon is open to all seventh graders for an additional cost (with financial aid available). The trip provides an opportunity for students to experience firsthand the geologic features and processes they have studied in earth science during the year.

Grade VIII Trip to Costa Rica This optional, summer community-service trip to Costa Rica is open to all eighth graders for an additional cost (with financial aid available). Participants work with elementary students in a school and are provided the opportunity to learn about the environment and biodiversity of Central America through reforestation projects.

Gifts to Faculty and Gifts Among Students Gifts from individual families to teachers are not required or expected.

Winter During the holiday season, if individual families would like to make a gesture to a faculty member, they should feel free to do so. A holiday gift will not be coordinated by the Class Representatives, and should not be a coordinated effort within a section. The sincerity of a heartfelt note or simplicity of a modest gift or gift card is greatly appreciated.

Spring Class Reps for each section in the Lower and Middle Divisions will coordinate a gift from the entire class. The Class Reps may ask for parent help, and possibly donations but there is no requirement to participate. Often Class Reps present the gift during the last two weeks of school when parents and guardians are invited to the classroom for year-end portfolio presentations, class museums, or performances. Because Upper Division students have many different teachers, Class Reps will not be asked to coordinate any gift-giving to teachers. There is no expectation that a family give an individual gift at the end of the school year. Gift giving among students at School can lead both to awkwardness and hurt feelings. We discourage students from exchanging gifts at School.

Gifts For Coaches And End-of-Athletic Season Celebrations Gifts for coaches are neither required nor expected. If a team does decide on group gifts for coaches, they should be small; the best ones are those with playersâ&#x20AC;&#x2122; signatures (cards, team photos, etc.). Upper Division team parties are usually held on the last day of the season (if a game is not scheduled) or just after the season ends during regular sports time (3:15 - 4:30 p.m.) and on Park School grounds. Players are asked to bring no more than $7 each to cover the cost of pizza and often will bring other snacks to accompany this (chips, soda, etc.) Middle Division team parties are organized by the Athletic Department and take place in the last few minutes of the seasonâ&#x20AC;&#x2122;s last day. Page 34

Illness and Injury The School Nurse aims to facilitate health and wellness within the School community. The School Nurse evaluates students who become ill during the school day and contacts their parents and guardians as appropriate. The School Nurse is available in the School Nurse’s Office five days per week. Nursing services are provided from 8 a.m. to 3 p.m.

STUDENT HEALTH AND SUPPORT

X. STUDENT HEALTH & SUPPORT SERVICES

The following health policies support the educational process by enhancing the health of students within the Park community while also maintaining compliance with applicable laws related to School health services.

Students should not attend school if: • The student has a fever of 100.4 degrees or more; the student may return to school after being fever-free without medication for 24 hours. • Antibiotics are prescribed for a contagious illness; the student may return to school after taking antibiotics for a minimum of 24 hours (or three doses) and has a normal temperature for 24 hours. • The student is vomiting; the student may return to school approximately 24 hours after symptoms resolve and is able to tolerate a normal diet. • The student has diarrhea of frequency and severity that interrupts and affects school performance; the student may return to school approximately 24 hours after symptoms resolve and is able to tolerate a normal diet. • The student has an undiagnosed rash; the student may return to school after seeing the student’s physician and it is deemed not communicable. Documentation from the physician is required. • The student has severe cold symptoms and/or a productive cough. • The student is diagnosed with a communicable disease, e.g., pertussis, MRSA, or chicken pox. Documentation from the physician is required for School attendance after treatment for a communicable disease.

Dismissal Due to Illness or Injury The School Nurse assesses students for illness or injuries that occur during school hours. Parents/ guardians are notified of any significant injuries or signs of illness that may require further observation, intervention, or follow-up with the student’s health care provider. The School Nurse will contact the parent/guardian or parent designee when dismissal is indicated. The parent/guardian or parent designee is required to make the necessary transportation arrangements in a timely matter. No student will be dismissed without being assessed by the School Nurse and contact has been made with the parent/guardian or parent designee.

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STUDENT HEALTH AND SUPPORT

Medical Appointments The School expects parents and guardians to arrange students’ doctor and dentist appointments for after-school hours. To accommodate this preference, no school activities are scheduled on Tuesday afternoons.

Head Lice It is the position of the American Academy of Pediatrics, the Harvard School of Public Policy, and the National Association of School Nurses that the management of head lice should not disrupt the educational process. Lice are not a major health problem since they do not transmit diseases or cause permanent problems. Nonetheless, the School understands the unpleasantness of the condition and the desirability of limiting its spread across the School community. If the School Nurse discovers any nits on a student, their parents or guardians will be contacted by phone. The School Nurse will email lice prevention information as deemed appropriate.

Medications at School Parents are asked to attend to students’ medication needs outside of school whenever possible; however, if a student must take a daily prescription medication, the parent should deliver medications to the School in a pharmacy or manufacturer-labeled container. Parents are requested to provide separate bottles for School and home (pharmacies should be able to accommodate this request). Medications will be dispensed by the School Nurse. Medications should be picked up in June; any medications left after the end of the school year will be destroyed. Students in the Middle and Upper Divisions with inhalers or Epi-Pens may carry and self-administer their medications. A duplicate dose of life-saving medication provided by the parent or guardian may be stored in the School Nurse’s Office. It is the sole responsibility of the parent or guardian to notify the School Nurse in order to update the student’s medication administration plan with respect to any medication(s), dosing revisions, and health status changes.

Health Records, Regulations, and Access The School requires proof of an annual physical examination from a licensed physician and proof of up-to-date immunizations for every student to be kept on file in the Health Office. Religious exemption forms may be obtained from the School Nurse. All medical exemptions require written documentation from a licensed physician stating the medical reason for non-immunization. The School does not conduct health examinations such as vision, hearing, or scoliosis screenings. Parents are asked to provide the School with information about the student’s physical and emotional health. In part, this information is obtained to comply with state law; it is also needed to keep the School well-informed of the health of all students. The School is sensitive to the privacy of this information and is committed to protecting the confidentiality of students and their families by restricting the use of and access to this information for necessary medical management only, in accordance with applicable law. Page 36

Though the School strives to be a nut-free environment, the School cannot guarantee that it provides an allergen free environment. Parents and guardians are expected to notify the School Nurse of all known allergies, and in the case of a life-threatening allergy, parents and guardians are asked to meet with the School Nurse to formulate an individualized allergy care plan. If a student requires an Epi-Pen, a parental consent form and a physician’s order should be filled out prior to the student’s entry to school. The Epi-Pen must be provided by the parent or guardian, and will be kept in an easily accessible place.

STUDENT HEALTH AND SUPPORT

Allergy and Asthma Management

Asthma Management Parents of students with asthma should contact the School Nurse prior to the start of school to discuss an asthma management plan and provide emergency medication.

Medical Emergencies The School Nurse will attempt to contact parents and guardians regarding illness or injury, minor or serious, but in circumstances that warrant immediate attention when the School is unable to reach the parents or guardians, designated emergency contacts, or the student’s physician, the School Nurse will be consulted to determine appropriate management. In the event of a serious emergency, an ambulance will be called, the student will be taken to the nearest hospital emergency room, and at least one parent or guardian will be notified as soon as possible. Emergency situations arising on campus will generally be referred to Boston Children’s Hospital, which is just a few miles from the School. The School neither diagnoses nor treats injuries that occur on non-School time, but does offer temporary first aid for problems that arise during the school day. If a student complains of a persistent earache, sore throat, rashes, or joint pain, such complaints warrant a call to the student’s pediatrician. Parents are expected to keep Emergency Forms up-to-date. Please remember, it is most important that the School have current home, work and cell phone numbers for parents and guardians, day care providers, nannies, or others (relatives, friends, or neighbors) who routinely assume temporary care of the student if the student’s parent(s) cannot be reached. Parents will be notified of an illness or injury that may require follow-up medical care. Emergency treatment authorization forms must be on file for every student.

Mental Health and Other Counseling The psychologist at Park School provides socio-emotional support to all constituencies within the school community. At Park, the psychologist endeavors to know all students throughout the school and to establish a warm, welcoming and accessible presence. Within the school community, the psychologist provides an everyday, normalized presence that acknowledges the need for proactive and responsive attention to the social and emotional well being of the Park School community. For challenges small and large, there is support and guidance for students and their families. Parents are encouraged to seek out the psychologist for consultation and support for matters ranging from routine concerns that may arise when parenting a growing child to more serious difficulties related to students’ social and emotional health and well-being. Page 37

STUDENT HEALTH AND SUPPORT

Additionally, the psychologist partners with parents and guardians and teachers to address a range of learning, behavioral, and socio-emotional challenges at school. During the day, the psychologist is available for classroom observations or consultations both informally and as requested by a teacher or parent. Students also have access to Parkâ&#x20AC;&#x2122;s psychologist on a drop-in basis or by scheduling time. Parents may call or email the psychologist for consultation, to request a referral or to schedule a meeting before, during or after the school day. In addition, the School maintains a list of referrals for educational, intellectual, psychological or speech and language evaluations, should parents or guardians wish to consult with the School regarding the necessity for such an evaluation. Parents who need guidance in this area are encouraged to consult the psychologist. It is recommended that the results of such evaluations be shared with School personnel so that appropriate recommendations can be implemented.

Confidentiality Members of the School community commit themselves to maintaining appropriate professional tact and discretion with regard to confidential information they receive. However, confidential information may be disclosed to the Head of School, appropriate administrators, outside professionals, law enforcement officers, parent or guardians or others when there is a compelling reason for doing so, including, without limitation, in cases of health and safety emergencies (when students or others are in imminent danger of harm); when there is concern about an individualâ&#x20AC;&#x2122;s ability to function academically, emotionally, physically, and/or mentally within the School environment; or when legal requirements demand that confidential information be revealed.

Child Abuse and Neglect Reporting The School is committed to the highest standards of care for its students. The following policy is intended to ensure that students are protected from inappropriate or hurtful actions by adults responsible for their care. Under Massachusetts law, all professionals responsible for the care of children are required to report suspected abuse or neglect of children under the age of eighteen (18). Massachusetts law requires professionals responsible for the care of children (including, but not limited to, teachers, school administrators, guidance counselors, etc.) to make a report to the Department of Children and Families (DCF) when, in their professional capacity, they have reasonable cause to believe that a child under the age of eighteen (18) is suffering from abuse or neglect (defined below). The responsibility to report rests both on the School and also on all professionals responsible for the care of children who are associated with the School. The following procedure is established to ensure that reports are made in a timely and effective manner, and that information about students and their families is treated in a way which is respectful of their privacy.

Procedure When an employee learns of a situation of possible neglect or abuse, the employee should consult immediately with the Head of School (or his or her designee) about the situation so that appropriate action can be taken to protect the child and timely reports can be made to DCF. The Head of School (or the Head of Schoolâ&#x20AC;&#x2122;s designee) will review the information immediately and may Page 38

If the Head of School determines that a report should be made to DCF, the Head of School (or his or her designee) will generally make the first report to DCF by telephone call. As required by law, a written report will follow within forty-eight (48) hours after making the oral report. However, by law, anyone who has a reasonable belief that a student is being abused or neglected may make a report to DCF at any time. School personnel, as “mandated reporters,” are obligated to make a report to DCF if they have a reasonable belief that a student is being abused or neglected. In the event it is not clear whether conduct reaches a level of reportable abuse or neglect or there is a disagreement between an employee and the School’s administration, any party who believes that the incident rises to the threshold for making a report is expected to make the report. Once again, the responsibility to report rests both on the individual professional and the School.

STUDENT HEALTH AND SUPPORT

consult with the School Nurse or the School’s psychologist, and, if appropriate, the child’s family, legal counsel and/or a consultant specializing in the care and protection of children. If the abuse or neglect is suspected to come from the student’s family, an approach to protecting the student will be defined and the family may be notified of the School’s obligation to report the information to DCF.

Definitions DCF regulations (110 C.M.R. § 2.00) define “abuse” as the non-accidental commission of any act by a caretaker upon a child under age 18 which causes, or creates a substantial risk of, physical or emotional injury; or constitutes a sexual offense under the laws of the Commonwealth; or any sexual contact between a caretaker and a child under the care of that individual. This definition is not dependent upon location (i.e., abuse can occur while the child is in an out-of-home or in-home setting). The term “neglect” means failure by a caretaker, either deliberately or through negligence or inability, to take those actions necessary to provide a child with minimally adequate food, clothing, shelter, medical care, supervision, emotional stability and growth, or other essential care; provided, however, that such inability is not due solely to inadequate economic resources or solely to the existence of a handicapping condition. This definition is not dependent upon location (i.e., neglect can occur while the child is in an out-of-home or in-home setting). The term “physical injury” means fracture of a bone, or a subdural hematoma, burns, impairment of any organ, and any other such non trivial injury; or soft tissue swelling or skin bruising, depending on such factors as the child’s age, circumstances under which the injury occurred and the number and location of bruises; or addiction to a drug or drugs at birth; or failure to thrive; or death. The term “emotional injury” means an impairment to or disorder of the intellectual or psychological capacity of a child as evidenced by observable and substantial reduction in the child’s ability to function within a normal range of performance and behavior. A “caretaker” can be a child’s parent, stepparent, guardian, or any household member entrusted with the responsibility for a child’s health or welfare. In addition, any other person entrusted with the responsibility for a child’s health or welfare, both in and out of the child’s home, regardless of age, is considered a caretaker. Examples may include: relatives from outside the home, teachers or school staff in a school setting, workers at daycare, and child care centers (including babysitters), foster parents and guardians, staff at a group care facility, or persons charged with caring for children in any other comparable setting. Page 39

ENROLLMENT AND FINANCIAL INFORMATION

XI. ENROLLMENT AND FINANCIAL INFORMATION Enrollment Contracts An enrollment contract is deemed to have been accepted only after it has been signed by the School. Once accepted by the School, an enrollment contract constitutes a legally binding agreement between the parties, and the parents and guardians’ obligation to pay the tuition in accordance with the terms of the contract is absolute. In the event that the parents and guardians of a student fail to honor their tuition payment obligation in a timely manner, the student may be suspended from the School during the period while the non-payment continues, or dismissed from the School (at the sole discretion of the Head of School).

Financial Aid Families will receive information about applying for financial aid in December. To be considered, families need to submit the Parents’ Financial Statement (PFS) and provide all required tax forms to the School and Student Services (SSS) of the National Association of Independent Schools (NAIS) by mid February. For families using a tax preparation service, please make an early appointment, so that your 1040, W2s, 1099s, and supporting documents will be completed by the deadline. In March, the Financial Aid Committee reviews all applications, both for current families submitting new or renewed applications, and for newly-admitted families requesting aid. The School holds places for these families until they can respond to the Committee’s decisions. Because funds are limited, it is crucial that families meet all financial aid application deadlines, as they risk losing an award if all funds have been allocated for the year. The School carefully maintains confidentiality concerning financial aid.

Need-Based Financial Assistance Independent school education is expensive. Many Park families sacrifice significantly in order to pay the entire cost of Park’s tuition or to pay their fair share in combination with a financial aid grant. All financial assistance at Park is based on need: the difference between the family’s resources and the student’s total educational expenses. In determining family need, Park uses formulas devised by (SSS) which also reflect the cost of living in the Boston area

Sources of Park’s Financial Assistance The School’s endowment funds supply only seven percent of Park’s financial-aid budget. Income from the Marshall Coyne Scholarship Fund (started by a Park grandparent and supported by the Park faculty’s and staff ’s annual giving), the Parents’ Association Financial Aid Endowment Fund, and several other endowment funds helps to support financial- aid grants. The remainder of Park’s yearly financial-aid budget still must come from tuition and other sources of revenue. Over 90

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Tuition and Billing

ENROLLMENT AND FINANCIAL INFORMATION

percent of Park families make contributions to the Annual Fund, which also helps support financial assistance. In this way, each Park family makes a commitment to the importance of economic diversity in the School community.

Each January, the Board of Trustees determines the tuition for the following year. Tuition and fees are processed by FACTS Management Company. Tuition may be paid in full, semi-annually (60% July/40% December), or in ten equal, monthly payments. Payment plans begin in June. Installment payments will be processed directly from the financially responsible partyâ&#x20AC;&#x2122;s checking or savings account. Those choosing to pay in full or semi-annually may have the payment withdrawn from their checking account or have the additional option to pay by check or money order. All other incidental charges, except for academic support (but including After School Program, bus fees, etc.), will also be invoiced through FACTS in the fall.

Student Accident Insurance The School provides parents and guardians with an opportunity to participate in an elective Student Accident Insurance Plan. Information about the plan is included with enrollment materials.

Tuition Refund Plan The School relies upon the enrollment contracts to determine staffing and facilities requirements for each school year. As a result, the School expects parents and guardians to honor their obligations to pay tuition so the School can fulfill its financial obligations. Under no circumstances shall parents and guardians be entitled to receive a refund of any portion of their tuition. Parents are strongly encouraged to take advantage of the Tuition Refund Plan, which provides some financial protection in the event of specific medical and non-medical occurrences. More information about this plan is available from the Business Office.

Re-Enrollment Policy In January, the School will send enrollment contracts to the parents and guardians of all returning students. In order to hold a place for the succeeding year, parents and guardians are expected to return the signed contract and a non-refundable $1,000 deposit by mid-February. Families receiving financial aid are expected to return the signed contract with a reduced deposit by March 31. Enrollment commitments for returning families will be binding as of May 1.

Faculty/Staff Children and Sibling Enrollment In Pre-K and Kindergarten, qualified children of faculty/staff and qualified sibling candidates are given admission priority. However, they are expected to meet the same criteria as other students in terms of both readiness and behavior. Because Pre-K is a smaller class, the School may ask some families to defer their applications until Kindergarten. Applicants need to have prior school experience and be fully toilet-trained. Older sibling applicants may also receive special attention, but the School may give highest priority to motivated students demonstrating solid academic achievement Page 41

ENROLLMENT AND FINANCIAL INFORMATION Page 42

or promise, and to those whose values and citizenship reflect their capacity to make a meaningful contribution to the School community. To maintain balance at each grade level, the gender of the sibling may affect preference status. Current families who are interested in applying for a sibling are urged to contact the Admissions Office in September. Applications for admission to Kindergarten through Grade IX, from both current and new families, must be submitted by early January. Sibling applicants for Pre-K are expected to apply in November. Enrollment decisions are always made at the Schoolâ&#x20AC;&#x2122;s sole discretion.

The School is a gift-supported institution. Each student attending Park today is the beneficiary of extraordinary acts of generosity on the part of former Park parents and guardians, grandparents, corporation members, faculty, alumni, and friends.

PHILANTHROPY

XII. PHILANTHROPY

Annual Fund Tuition covers only 81 percent of the cost of educating Park’s students. The School relies on endowment income and generous gifts to the Annual Fund to close the gap between tuition income and actual operating costs. Every Park family is asked to support the Annual Fund, and over 90 percent of Park’s current families contribute every year. Contributions range from $10 to leadership gifts of $2,500 to $50,000. Additional support comes from the extended Park community: alumni, parents of alumni, grandparents, friends, and faculty. Parent participation in the Annual Fund makes an enormous impact on each student’s experience and also symbolizes parents’ collective stake in the School’s excellence. Since every family contributes to tuition (including each family that receives a financial aid grant), giving more can seem counterintuitive. However, our financial model is rooted in the faith that all parents will make Park their top philanthropic priority and will give above and beyond Park’s tuition according to their capacity. Through the years, this faith has transformed the School, thanks to generations of families who have supported Park with a spectrum of “stretch” gifts commensurate with their own giving ability. Every October, the Parents’ Annual Fund co-chairs write to all parents and guardians asking them to support the Annual Fund, and they lead 30-40 parent volunteer solicitors in a follow-up phonathon. The co-chairs ask that all pledges made in the fall be paid by June 30.

Capital Philanthropy In the mid-1960s, the trustees embarked on a decade-long capital fund drive, enabling Park to move, in 1971, from the Kennard Road area, where it had been since 1888, to a site on Goddard Avenue, itself a gift from former Park parents, Dr. and Mrs. James M. Faulkner. The facility we enjoy today was financed by $3,965,000 in outright gifts and repayments of interest-free loans (1969-1980) and by the sale of the Kennard Road buildings to the Town of Brookline (site of the new Lincoln School) for $363,000. In 1988, a $4.25 million Centennial Campaign raised endowment for faculty salaries and financial aid and also built additional athletic fields. In 1996, the Board of Trustees voted to launch a $10 million capital campaign for Park’s endowment to support faculty compensation and financial aid and to finance the construction of the West Building. In 1998, the School established The Faulkner Society, an association of alumni, current parents, former parents, grandparents, and friends who have made provisions to benefit Park through their estate planning. The Park School Pursuit, a $13 million campaign launched in 2003 and completed in 2004, raised endowment to fund professional development, faculty compensation, technology, service learning, and financial aid. Between 2006 and 2010, Park’s Foundations for the Future capital campaign raised $14.7 million to increase endowment for financial aid, faculty compensation, and professional development. In Page 43

PHILANTHROPY Page 44

addition, these donations were coupled with tax-exempt financing to build the North Wing, expand Lower Division classrooms, and renovate the library. In 2010, the Board of Trustees launched a new strategic planning process, resulting in the $16.5 million Park21 capital campaign to support program innovation and to purchase adjacent land.

PARENT INVOLVEMENT

The Park School Parents’ Association

PARENT INVOLVMENT

XIII.

All parents and guardians are members of the Parents’ Association (PA), which provides a variety of volunteer opportunities for parents and guardians seeking active involvement in their children’s school. The PA seeks to provide a variety of programs and activities that enhance the Park School experience for students, faculty and staff, and families. A board of officers and advisors administers the work of the PA. The PA holds regular meetings and parents and guardians are encouraged to attend and to participate in discussions and decision-making. There are over 20 active committees and two major fundraisers that support these committees, the School, and a range of educational and community-building events, providing opportunities for all parents and guardians to participate, regardless of their time constraints and interests.

Parents’ Role in Education at Park We believe that learning begins with the family, and our goal is to extend and develop that process. To reinforce what goes on in school, we encourage parents to confer with their child’s teacher about expectations and progress, to be aware of the curriculum and the faculty’s objectives, and to guide their child in his/her work at home. Key to the parents’ role in education at Park is being informed. Our website is tailored for each member of the School community with an individualized portal that links parents to their children and faculty. We also encourage parents to attend Morning Meeting, class events, and school functions, visit the library and classrooms, listen to children, or drop by the lobby for coffee.

Parent-School Communication Parents’ comments and questions are welcome at all times and on any subject. Parent-teacher trust and mutually understood expectations are best maintained through an open and effective system of communication. When parents have questions or concerns, we encourage them first to contact their child’s homeroom teacher or advisor, and next the division head. The Head of School is always happy to talk with parents after they have taken these steps.

Consideration For Others Park is sensitive to the pressure to conform that students often feel from one another. If parents and guardians note concern on the part of a student, we ask that they bring the matter to the attention of the student’s advisor or homeroom teacher. We are committed to reinforcing understanding and sensitivity among the students, thus developing a positive appreciation of personal differences and minimizing the impact of peer-group pressures. The School also asks that parents be sensitive to economic differences among Park families and discourage students from making comparative statements about vacations, clothing, and expensive or trendy possessions.

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PARENT INVOLVMENT

Parent Classroom Visiting Parents may visit students’ classes on Tuesday, Wednesday, and Thursday mornings for up to two hours in November, December or April. Please call the Front Desk before 1:30 p.m. at least one week in advance to arrange a visit. Out of respect for the learning environment, we ask each parent to limit classroom visiting to once per year. When visiting, parents are asked to sit with the class and participate or join in if invited to do so by the teacher. Rather than focusing on one student, parents are asked to become involved with the other students in the class as well. If time is available, teachers may meet with parents to provide wider perspective on classroom life.

Parental Support for School Policies At Park, we believe that a positive relationship between the School and a student’s parents and guardians is essential to the fulfillment of the School’s mission. We recognize that effective relationships are characterized by clearly defined responsibilities, a shared commitment to collaboration, and open lines of communication, mutual respect, and a common vision of the goals to be achieved. Park understands and appreciates that parents and guardians may employ different means to meet the expectations and responsibilities expressed in this policy. Nevertheless, Park at all times reserves the right to dismiss a student whose parent, guardian, family member or other adult involved with the student, in the sole judgment of the School, fails to comply with this or any other policy or procedure of the School, engages in conduct either on or off the School’s property that could undermine the authority of the School’s administration, and/or otherwise behaves in a manner that is unbecoming of a member of the School community. The School reserves the right to refuse re-enrollment of a student if the School, in its sole discretion, believes the actions of a parent or guardian on or off the School’s property make a positive, constructive relationship impossible, or otherwise may interfere with the School’s accomplishment of its mission and/or educational goals. To assist in creating the most effective relationship, the School expects that parents and guardians will observe the following guidelines.

Share in the School’s vision. • Understand and support the School’s mission, philosophy, policies, and procedures. • Understand that curriculum decisions are the purview of the faculty and administration of the School. • Support the School’s disciplinary process, and understand that the School’s authority in such matters is final. • Be supportive of the School’s commitment to a diverse and inclusive community. • Acknowledge that the payment of tuition is an investment in the education of the student, not an investment of ownership in the School. • Support the School’s emphasis on sustainable practices.

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• Create a schedule and structure that supports a student’s study and completion of homework requirements.

PARENT INVOLVMENT

Provide a home environment that supports the intellectual, physical, and emotional growth of the student.

• Encourage students to work independently and not to rely on outside help (tutors, parents and guardians, the Internet) inappropriately. • Be aware of the student’s online activities and use of computers, television, and video games. • Encourage integrity and civility in the student. • Be a role model, especially when it comes to behavior at School and at athletic events. • Encourage the student’s participation in events that promote high standards; actively discourage participation in events that can lead to illegal or unwise behavior.

Support a school community built on communication, collaboration, and mutual respect. • Provide a home environment that supports positive attitudes toward the School. • Treat each member of the community with respect, assume good will, and maintain a collaborative approach when conflicts and challenges arise. • Help build and maintain a positive School environment by not participating in or tolerating gossip. • Maintain tact and discretion with regard to confidential information. • Respect the School’s responsibility to do what is best for the entire community, while recognizing the needs of an individual student. • Seek to resolve problems and secure information through appropriate channels (i.e., teacher or advisor, Division Head, Head of School, in that order). • Acknowledge the value of the educational experience at the School by making regular and timely School attendance a priority, scheduling non-emergency appointments outside the classroom day. • Support the School through volunteerism and attendance at School events. • Financially support the School to the best of one’s ability. • Share with the School any religious, cultural, medical, neuropsychological or other testing from outside professionals, or personal information that the School may need to best serve students and the School community.

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INDEX

A Academic Honesty ACADEMIC PROGRAM

12 7

Academic Support Services

Accommodating Learning Differences

Accreditation

After-School Programs

Allergy and Asthma Management

Athletics and Physical Education at Park

ATHLETICS, CLUBS, AND ACTIVITIES

Attendance and Absences

Awards/Recognition of Excellence

B Behavior on Buses The Board of Trustees

19 5

Bullying, Harassment, and Intimidation

Bus Service

C Carpool Guidelines

Cell Phones and Electronic Devices

Child Abuse and Neglect Reporting

COMMUNICATION

Community Service

Confidentiality 38 The Park School Corporation

Current Family Contact Information

Curriculum

D DAILY LIFE AT SCHOOL

Discipline Guidelines

Diversity Beliefs and Aspirations

Drama 29 Drugs, Alcohol, and Tobacco

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INDEX

E ENROLLMENT AND FINANCIAL INFORMATION

Enrollment Contracts

F Family/School Communication

Financial Aid

Food at School

G General Conduct

Gifts For Coaches And End-of-Athletic Season Celebrations

Gifts to Faculty and Gifts Among Students

GOVERNANCE

Grading System and Progress Reports

H Health Records, Regulations, and Access Homework

36 8

I Illness and Injury

In-School Fundraising

Institutional Policies

L Library 26 Lost and Found

M Medications at School

Medical Emergencies

Mental Health and Other Counseling

Mission Statement

Multiple Households

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INDEX Page 50

INDEX

O OTHER SCHOOL RULES

Outside Testing/Evaluation

P PARENT INVOLVEMENT

Parent-School Communciation

Parent-Teacher Conferences

Parental Support for School Policies

Parents’ Role in Education at Park

The Park School Parents’ Association

Personal Appearance and Clothing

Pets on Campus

Philanthropy 43 Philosophical Guidelines

Philosophy of Multicultural Education at Park

Placement And Progression

R Re-Enrollment Policy Religious and Cultural Observances Respect for Property

41 4 16

S Safety and Security

School Day Schedule

School Delays, Cancellations, or Emergencies School Gatherings Off Campus (Not Sponsored by the School) SCHOOL VALUES

6 33 2

School-Sponsored Social Events

Secondary Schools Counseling/Applications to Other Schools

Sexual Harassment

Snow Days

SPECIAL DAYS

Special Overnight Trips

Standardized Testing

Student Clubs, Activities, and Publications

Student Dances and Social Events at School

29 Page 51

STUDENT EXPECTATIONS

STUDENT HEALTH AND SUPPORT SERVICES

Student Records and Transcripts

T Technology and Online Communication

Threatening and Sexual Behaviors

Transportation 23 Tuition and Billing

V Vacation Policy

Visitors to Campus

W Weapons and Dangerous Possessions WELCOME FROM THE HEAD OF SCHOOL

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16 1