St. Luke's School Handbook 2021-2022 by St. Luke's School

School Handbook 2021–2022

St. Luke’s School (“SLS,” “St. Luke’s,” or the “School”) publishes and distributes the School Handbook (the “Handbook”) to members of the St. Luke’s School community for the purpose of providing information on aspects of student and campus life so that students may gain as much as possible from their experience at the School. Students, parents, guardians, faculty, administration, and staff should all read and be familiar with the contents of this Handbook, so that each member of the community knows and understands community expectations. While policies in this Handbook will generally apply, the School may take actions that it determines to be in the best interests of the School, its faculty, and its students. This Handbook does not limit the authority of the School to alter, interpret, and implement its rules, policies, and procedures, before, during, and after the school year. This Handbook is for informational purposes only. It is not intended to create, nor does it create, a contract or part of a contract in any way, including, but not limited to, between St. Luke’s School and any parent, guardian, or student affiliated with or attending the School. St. Luke’s School may, in its sole discretion, add, revise, and/or delete School policies before, during, and after the school year.

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Contents

Welcome From the Head of School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Important Contact Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Who We Are . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 St. Luke’s Mission . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Core Values . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Accreditation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Governance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Non-Discrimination Policy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Academics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Grades . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Comments and Report Cards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Transcripts and Student Records . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Disclosure to Colleges . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Disclosure to Next Schools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Course Selection . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Course Changes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Homework and Assessments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Academic Progress Reports . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 Promotion Standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 Academic Probation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 Study Hall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 Off Campus Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Standardized Testing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Grading Calculation and Cum Laude Society . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Library . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Educational Support Services . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Academic Accommodations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 Academic Integrity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 Acceptable Help at St. Luke’s School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

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iii

Community Expectations and School Rules . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 Honor Code . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 General Expectations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 General Behavior and Rules . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 Speech and Respect for Community Members . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 Dress Code . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 St. Luke’s Cell Phone and Device Policy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 Visits by Non-SLS Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 Leaving Campus During the School Day . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 Student Driving and Parking on Campus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 Parking Lot Designation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 Unauthorized Drugs, Tobacco and Alcohol . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 Sanctuary Policy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 Behavioral Expectations While Away From Campus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 Commitment To Respectful and Healthy Relationships . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 Sexual Intimacy and Consent . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 Lesbian, Gay, Bisexual, and Transgender Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 Bigoty, Bullying, Harassment, Discrimination, Hazing, Sexual Assault and Sexual Harassment . . . . . . 25 Sanctuary Policy Applicable to Sexual Assault . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32 Child Abuse and Neglect Reporting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32 Student Lockers and Book Bags . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .32 Search and Seizure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33 Food Service . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33 Restricted Spaces . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33

Technology and Internet Acceptable Use Policy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34 Social Media . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34 School-Issued vs. Personal Devices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35 Security and Privacy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35 Email . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35 Security . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35 Care and Maintenance of Files and Devices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36 Damage or Loss . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36 Sexting and Sexually Explicit Material . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36 Acceptable Use . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37 Honorable Use Statement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38 Inappropriate Technology/Device Usage Statement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39

Daily Schedule and Attendance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40 School Day . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40 School Delays/Cancellations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40

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Daily Attendance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40 St. Luke’s Attendance Policy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41 Planned Absences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41 College Visit Absences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42 Leaving School During the School Day . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42 Attendance Reporting Procedures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42 Absence and Tardy Accountability . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43 Attendance to Participate in Afternoon Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43

Discipline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44 Middle School Discipline Philosophy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44 Honor Council . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45 Major Offenses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45 Disciplinary Infractions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46 Types of Disciplinary Action . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46

Health, Wellness, Safety, and Security . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50 School Nurse . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50 Medical Requirements and Health Records . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50 Immunizations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50 Communicable Illnesses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51 Medications at School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51 Community Support Services Team . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52 Other Counseling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52 Confidentiality . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53 Medical Leave . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53 Food Allergies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54 Asthma Management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55 Health Emergencies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55

Athletics and Physical Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56 Athletics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56 Eligibility and Participation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56 Excused Absences from Physical Education or Athletics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57 FAA Sportsmanship Policy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57 Communication . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57

Leadership, Clubs, and Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58 Afternoon Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58 Clubs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58 Dances . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59 Community Service . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59

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Posters and Decoration of School Spaces . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60 Academic and Afternoon Activity Conflicts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60

Other School Policies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61 School Directory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61 Lost and Found . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61 Student Media Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61 School Overnight Trips and Rooming Assignments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61 Students Age 18 and Older . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62 Leave of Absence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62 Rideshare Services . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63 Pets on Campus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63 Visitors to Campus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63 Background Checks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63 Emergency Evacuation Drills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64 Asbestos Hazard Emergency Response Act . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64

Family Communications and Involvement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65 Communication . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65 The Reception Desk Table . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66 Enrollment Agreements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .67 Re-Enrollment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67 Family Leave . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67 Parents’ Association Fundraising . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68 Gift Giving . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68 Charitable Giving . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68 School Bus/Van Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69 Drop Off/Pick Up . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69 No Idling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70 Parent/Child Communications During School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70 Current Family Contact Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70 Dual Households And Disagreements Between Parents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70 Parent Involvement In Disciplinary Matters . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71 Parental Comportment and Support for School Policies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71 School Gatherings Off Campus (Not Sponsored by the School) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72

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Welcome From The Head of School

Dear St. Luke’s Community, Whether you are new to St. Luke’s or a returning student and family, I hope you will find this Handbook helpful in orienting you to the School. In it, you will find answers to many of your important questions about our policies, guidelines, programs, and organization. You can also learn where to go when you need something, or whom to ask when you need advice. Please familiarize yourself with the contents of this Handbook. If you are confused about anything that you read, I encourage you to take your question to any member of the faculty, staff, or administration who will be pleased to help you. Reading this Handbook and asking questions will enable you to take full advantage of the many opportunities that St. Luke’s has to offer. It will also help you understand the policies and procedures that bind us together as a vibrant learning community infused with a spirit of friendliness and respect for one another. Sincerely,

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Mark C. Davis, Head of School

Important Contact Information

St. Luke’s School 377 North Wilton Road New Canaan, CT 06840 Main Number: (203) 966-5612 Fax Number: (203) 972-3450 Website: www.stlukesct.org

The School’s website is a dynamic part of School life and serves as a key communication tool for the St. Luke’s community. In addition to using it for general School news and the online calendar of events, parents and students can also gain access to password secured information, including the full St. Luke’s Community Directory, homework assignments, schedules, grades, report cards and other specific information. There is also a parent email network that is regularly used for timely notices. All students and faculty have access to Google Apps for Education (including mail), which can be accessed via the St. Luke’s website. Instructions on how to configure Google Apps for Education are provided during New Student Orientation and throughout the academic year. The School relies heavily on digital communication through the SLS website and email. Families unable to access the Internet should contact the appropriate Division Head to make alternative communication arrangements. Reporting Notification of Absence attendance@stlukesct.org or (203) 801-4911 For more information, please see the Attendance section of the Handbook. Director of Safety and Security Jay McMahon (203) 801-4820

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Who We Are

St. Luke’s Mission An exceptional education that inspires a deep love of learning, a strong moral compass, the commitment to serve, and the confidence to lead.

Core Values Love of Learning Good Character Pursuit of Excellence Community

Honor Code As members of the St. Luke’s community, we will maintain and encourage integrity at all times. We will be honest in what we say and write, and we will show respect for ourselves, each other, and all property. We will treat everyone with kindness, and we will accept responsibility for our actions.

Accreditation The School is accredited by the Connecticut Association of Independent Schools (CAIS) and the New England Association of Schools and Colleges (NEASC). The School is a member of the National Association of Independent Schools (NAIS).

Governance The School is a nonprofit organization, governed by a volunteer Board of Trustees. For a list of current trustees, please refer to the School’s website.

Non-Discrimination Policy St. Luke’s School admits qualified students of any race, color, gender, religion, national origin, ancestry, sexual orientation, gender identity, disability, or any other status protected by applicable law to all the rights, privileges, programs, and activities generally accorded or made available to students at the School. It does not discriminate on the basis of race, color, gender, religion, national

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origin, ancestry, sexual orientation, gender identity, disability, or any other status protected by applicable law in the administration of its educational, admissions, scholarship and loan, athletic, and other programs. The School is committed to maintaining an academic community in which the dignity and worth of each of its members is respected.

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Academics

The academic program is central to the St. Luke’s experience. The Curriculum Guide provides detailed information on the course of study and requirements for graduation. This Handbook provides an orientation to other important academic matters.

Grades Most classes at St. Luke’s use traditional letter grades, which have the following meanings at the School. A: The student’s approach to the subject matter communicates a passion for learning; the work not only satisfies the basic expectations of the assignment/course but also excels in several of them for this course or grade level. The work produced by the student: • demonstrates incisive critical thinking • is thorough, persuasive, and/or imaginative • is complex and/or deep • contains few if any calculation, grammar, stylistic, or punctuation errors • demonstrates learning through mastery of the material; is organized, complete, and almost always correct • demonstrates excellent problem-solving skills • demonstrates risk-taking and a willingness to tackle a difficult topic, task, or problem • presents clearly the thinking of the student; the writing, logic, and/or calculation flows well • demonstrates the consistent application of learned theories, principles, or facts to new situations or problems B: The student’s approach to the subject matter is good; the work reflects a level of competence that is the result of applied skills; the work satisfies the essential expectations of the assignment for this course or grade level. The work produced by the student: • is organized, clear, and largely correct in analyses and/or facts; • is typically complete and reasonably thorough • is comprehensible and reflects some critical thinking, insight, and/or originality • demonstrates good understanding of the material covered by the assignment • demonstrates good problem-solving skills • experiences no difficulty with routine problems and challenging problems elicit reasonable, though not completely correct, answers • may be formulaic or mechanical in its feel: few risks have been taken; does not reach beyond the material presented in the text or the ideas discussed in class • is straightforward and understandable but without depth

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C: The

student’s approach to the subject matter is competent but it reveals gaps in understanding and/or presentation. The work produced by the student: • is weakened by errors, oversight, and/or incomplete analysis • is correct but contains some organizational or structural problems • is uneven in expression and in logic • satisfies some, but not all, of the basic requirements of the assignment: factually, structurally, and/or grammatically; has flaws—it is less than thorough and lacking in detail • demonstrates competent problem-solving skills: simple, straightforward problems pose no difficulty—problems that require making connections and/or applying concepts to new situations often elicit incomplete and/or incorrect responses • is not clearly presented or expressed; contains conclusions that are not sound: the observations are obvious and/or superficial—the paper posits an acceptable thesis but does not support it adequately

D: The

student’s approach to the subject matter is of poor quality; it is substandard in several areas for this course or grade level; it reveals little evidence of intellectual curiosity or goal orientation. The work produced by the student: • is unorganized and unclear; the conclusions are unsound • is misguided: the student has misunderstood the point or gone in an unrelated direction • contains several serious errors or omissions • reflects oversight, incomplete analysis, little attention to detail, and carelessness • is seriously flawed on all but the most basic problems • demonstrates little understanding of concepts and relationships and how they are connected to topics previously studied

F: The

student’s approach to the subject matter is unacceptable; it is substandard in many areas for this course or grade level; it may suggest a lack of effort and disregard for institutional goals. The work produced by the student: • falls well short of achieving the goals of the assignment • shows little understanding of the material • is largely incomprehensible as presented • is incomplete, is completed incorrectly, or is the wrong assignment • contains serious factual errors, including on basic problems • contains mistakes that consistently reflect lack of oversight, incomplete analysis, and carelessness, and an inability to grasp, recall, and/or utilize the relationships between concepts. Please note that these descriptions explain what our letter grades mean, but they do not tell which grades are “good” or “bad.” For a very accomplished student, a C may be a “bad” grade, while for a student with little background or experience in a subject, the same C may be judged to be a “good” grade.

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The following traditional letter grades will apply to their numerical ranges: A+ 97-100 B+ 87-89 C+ 77-79 D+ 67-69 F 0-59

A 93-96 B 83-86 C 73-76 D 63-66

A- 90-92 B- 80-82 C- 70-72 D- 60-62

Some Upper School classes use a mastery grading scale, instead of traditional letter grades. Mastery grades do not have numerical ranges, and they are not factored into a student’s GPA. Mastery grades have the following meanings: Mastery: The

student has exceeded the expectations of the course by attaining the highest level of understanding. Above Proficiency: The student has achieved high-level work and has met the expectations of the course. Proficiency: The student has achieved a satisfactory level of work in the course. Developing Proficiency: The student has not met the expectations of the course. Students may be given an Incomplete in a class only in cases of an excused absence from School with insufficient time remaining in the semester to make up the course work, as determined by the School. The deadline for completing the course will be one week after the end of the semester, at which time the Incomplete will be converted to a grade and the report card will be updated. Students requiring more than a week to make up Incomplete grades require permission of the Division Head to do so. Pass/Fail is an option for some courses with the permission of the teacher and the Director of Studies. The commitment to Pass/Fail must be made in the first two weeks of the course and may not be changed. Transfer students entering during the academic year with grades from another school may have their grades weighted into the year’s average, depending upon individual circumstances.

Comments and Report Cards Fifth grade students do not receive grades; parents receive detailed teacher narratives at the end of each semester. In grades six through eight, a description of student progress is sent at the midpoint of each semester and detailed teacher comments about material covered and the student’s performance are sent at the end of the first semester. In grades nine through twelve, grades are shared at the midpoint of the first semester, detailed teacher comments about material covered and the student’s performance are sent at the end of the first semester, and shorter description of progress is sent at the midpoint of the second semester. Advisors write year-end comments at the end of the school year.

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Transcripts and Student Records Students’ records are kept on file at the School. Each student’s record contains a transcript with grades, athletic involvement, commendations, test scores, advisor comments, advisor letters, and letters involving any major discipline infractions. The transcript is an official record of a student’s academic achievement. Transcripts include the name of courses, grades earned (first semester, second semester and final grades), and some academic awards given by the School. Transcripts do not include exam grades, grade point average, class rank, or comments. The Schools sends the fall “snapshot” grade to colleges for twelfth grade students only. Twelfth graders should be aware that St. Luke’s will not release a final transcript to a college until all graduation requirements have been fulfilled, including such requirements as may be imposed as a result of disciplinary infractions or academic performance. The School may only release transcripts if the family’s financial obligations to the School are up-to-date. A student’s educational and disciplinary records are disclosed on a need-to-know basis to administrators, teachers, coaches, counselors, and other staff who work with the student.

Disclosure to Colleges It is the School’s policy to support students in reporting serious disciplinary consequences to colleges. It is the School’s policy to communicate honestly and accurately with educational institutions (or other organizations) seeking information about students’ academic and disciplinary history. St. Luke’s will release information upon request of the educational institution, including academic and disciplinary information. The student should work closely with the college counselors to ensure that both are responding in a consistent and thoughtful manner. If a student’s disciplinary status changes, after the filing of college applications, the School may update an educational institution regarding the student’s status and expects students to do so as well. The student and the college counselor are expected to notify colleges within two weeks from the date of the change in status. This policy is in compliance with the National Association for College Admission Counseling’s Statement of Principles of Good Practice.

Disclosure to Next Schools If a student applying to secondary school, or who has recently been accepted to attend a different school, is suspended or expelled, or experiences any significant change in status at the School after the student’s applications have been submitted to secondary or other schools, it is the obligation of the student and the student’s parents to contact all such secondary or other schools to inform them of the incident. The School may, in its sole discretion, also communicate with each secondary or other school regarding the situation. The School will generally work closely with students and families to support the honest reporting of disciplinary matters, in order to support student success at next schools.

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Course Selection The St. Luke’s School mission is clear about its goals for students as they proceed through the grades and reach graduation. This preparation derives from the concerted efforts of the faculty and administration to implement a rigorous and contemporary curriculum, individualized as necessary for the needs of each student. Nonetheless, during a student’s journey from fifth to twelfth grade, many decisions need to be made concerning an appropriate academic course of study. In the Middle School, most courses follow a prescribed sequence with variables only in the areas of math placement, choice of world language, and music, and choice of fine/performing arts and electives in eighth grade; however, in the Upper School, more options are available—and more choices must be made. The Curriculum Guide includes information about possible course sequences in each discipline, as well as other information about graduation requirements, and criteria for placement in honors and AP courses. In addition, St. Luke’s provides a number of opportunities to receive advice about course selection, including choice of electives, how many Honors, AP, or Advanced courses to take, and college expectations regarding courses. We encourage parents and students to take advantage of the full range of expertise and advice available at St. Luke’s. Please feel free to contact any or all of these resources: • The advisor is familiar with the student’s personal preferences, strengths, and weaknesses. The advisor can be useful in choosing electives as well as gauging an appropriate course load for each advisee. • The Director of Studies is knowledgeable about course sequences and can be helpful with longrange planning. The Director of Studies creates individual schedules and can advise about the various possibilities and alternatives that a student may have. • Department Chairs know the specifics of particular courses and their levels of difficulty. They can also elaborate on the criteria used for Honors, AP and Advanced placement. • The College Counselors can provide information about academic choices as they relate to the college process. • Division Heads have information unique to the Middle and Upper Schools. The most important factors to be considered when making these decisions are the student’s interests and abilities. The goal each year should be to take a course of study that is appropriately demanding and challenging, given those interests and abilities.

Course Changes Students must obtain a “Request for Schedule Change Form” from the Director of Studies and secure the necessary signatures. A course may only be added within ten class days; a course may be dropped anytime, provided that the student is left with at least five courses and 2.5 credits per semester (not including independent study projects for juniors and seniors). If a student changes courses within the same exact discipline—e.g., from an Honors, AP, or Advanced course into a regular section, as from Honors French IV to French IV—then the report card grade will be

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calculated by the percentage of time in each class. Students trying to switch course topics within a department—e.g., from Advanced Chemistry to Geoscience—would follow the standard Drop/ Add procedures and deadlines. If a student drops a course after snapshot grades are released, a W/P (“withdraw/pass”) or W (“withdraw”) for that course will be noted on the student’s transcript. If a student drops a course after semester grades are released, then the semester grade for the dropped course will be noted on the student’s transcript.

Homework and Assessments Homework over Vacations and Holidays In most courses, no assignments are given over Thanksgiving Break, Winter Break, or Spring Break. Students in certain Honors, AP, and Advanced courses, however, may be asked to complete some work, as needed. If a student is observing a religious or cultural holiday not marked by the School calendar, the student should speak with the teacher about appropriate accommodations. Major Assignments In general, a student should not have more than two major assignments due on one day. However, exceptions may occasionally have to be made. Major assignments are defined as tests, papers, and projects, and are posted on the course website at least one week in advance to allow the student enough time to prepare adequately. If students discover they have three major assignments due on one day, they should contact the teachers involved and ask one of them to move an assignment. Exams The purpose of exams is: to provide an opportunity for students to demonstrate understanding of concepts; to develop and measure writing skills; to encourage students to synthesize a large body of knowledge into a concise, written work; and to measure each student’s progress. Students in grades nine through twelve typically take a March exam in English, History, Mathematics, and Science. The exams in these courses will be weighted 20% in determining the final grade. The following exams, however, are only weighted 10% in determining the final grade: Honors World Literature, World Literature, Honors Foundations of World History, World History, Honors Biology, and Biology. Students who take an AP course must take the AP exam in May. Middle School students do not take March (or year-end) exams, unless they are taking an Upper School year-long course in a core academic subject area (e.g., Honors Algebra II with Trigonometry). Make-Up Test If a student is absent on the day of a test, a make-up test may be taken. If the absence is for the day of the test only, the student is expected to take the test on the day(s) the student returns to School (exception: medical absences that prevent a student from being able to prepare effectively for the test). If the absence is longer than one day, the student must make arrangements for the make-up test on the day of the student’s return. Parents may never excuse students from tests.

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Test Completion A student who needs to make up a test or who needs additional time to complete a test, and who is entitled to extended time according to testing on file with Educational Support Services (ESS), will be allowed to complete the test after school. Test completion takes precedence over afternoon activities. Students are required to complete a test on the same day that it was started. A student may not postpone the completion of a test to the following day.

Academic Progress Reports At their discretion, teachers occasionally send progress reports to students indicating their performance. In addition, parents may request periodic written reports (roughly every three weeks) on a student’s academic progress by contacting the Director of Studies or appropriate Division Head. However, after the first semester, students will not receive periodic progress reports in any class in which they have an average of B+ or higher. Periodic progress reports are available to students in fifth through eleventh grades.

Promotion Standards Teachers and Administrators make the decision regarding a student’s placement and readiness to move from one level of the School to the next. A student must be deemed ready physically, emotionally, socially, psychologically, and academically, in the School’s sole discretion, in order to move to the next level.

Academic Probation Academic Probation serves as a serious warning to those students who are failing, nearly failing, or underperforming in more than one class. Division Heads may place students on Academic Probation when they think it is appropriate—even before the end of a semester. Otherwise, Academic Probation is assigned to those students whose GPA is 1.67 or below or to those who receive two grades of D+ or lower. A student may be placed on Academic Probation for a period of up to two semesters. A student who is placed on Academic Probation at the end of the school year will be on Academic Probation the following school year. Students who are on Academic Probation after the first semester will have their Re-Enrollment Agreement withheld until year-end grades are submitted in June. A student on Academic Probation who, in the opinion of the administration, does not make significant progress, may be required to leave St. Luke’s School. Note: Academic Probation may be reportable to colleges and next schools.

Study Hall Upper School students who, in the opinion of their teachers, advisors, and/or Class Deans, need a structured and supervised time to work, may be assigned to a study hall at any time. The Head

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of Upper School will make the final decision on study hall placement. Middle School students are required to report to assigned spaces at all times during the school day and do not have free periods.

Off Campus Study From time to time, students may wish to study off campus for a portion of their time at St. Luke’s School. The School allows a limited number of students in tenth and eleventh grades who are deemed to be in good academic standing to study off campus at a School-approved program. Twelfth graders are not permitted to study away. Participation in an off campus program has implications for academic and college planning. Students and their families must meet with the Director of Global Education in order to discuss the planning and process for studying off-campus, as well as the academic considerations. Students interested in an off-campus program, either domestic or international, must submit, by October 15th, a letter to the Director of Global Education informing the Director of their intent to study off campus the following school year. The Off-Campus Study Committee will decide who may apply to study off campus and if the program meets St. Luke’s standards. By the middle of November, students are informed if they will be permitted to study away for the following school year. Students approved to study away, along with their parents, are responsible for completing the application for their program and for financing the program. St. Luke’s financial aid does not apply to off-campus programs. Families will be expected to pay a fee in order to retain their position in their respective class at St. Luke’s School. During the time a student’s program is in session, the student must clear any visits to the St. Luke’s campus with a school administrator prior to the visit. Upon their return, students will be expected to share their experiences with the St. Luke’s community.

Standardized Testing • Students in grade nine take the PSAT 9. • Students in grades ten and eleven take the PSAT/NSMQT. • Students in grades eleven and twelve take the SAT and/or ACT on national test dates established by the College Board and ACT. A system of standardized testing, provides the School with a snapshot of the academic status of the student body at a particular point in time, as well as with data that can be used for assessment of students’ progress over time and for benchmarking purposes by the Division Heads, Director of Studies, and College Counseling office. However, the School acknowledges that standardized testing is but one means of assessing a student’s growth and progress. Teachers will continue to use other assessment vehicles for this purpose, as well. The ongoing process of curriculum review is designed to align learning goals with assessments, as well as testing strategies.

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Grading Calculations and Cum Laude Society Grade Point Average Calculation Grade point averages are calculated by first multiplying the quality points associated with each letter grade by the credit awarded for the class, and then taking the total number of quality points and dividing by the number of credits. See below for credits awarded. • Grade point averages are computed using the following quality point scale A+ = 4.33 A = 4.0 A- = 3.67

B+ = 3.33 B = 3.0 B- = 2.67

C+ = 2.33 C = 2.0 C- = 1.67

D+ = 1.33 D = 1.0 D- = 0.67

F = 0.0

• Honors, AP, and Advanced courses receive a 0.33 GPA bump for internal GPA purposes only. Earned (i.e., unweighted) grades appear on report cards and transcripts. • Classes that meet most often in the schedule receive one credit; other courses receive 0.25-0.5 credits. Independent Study projects and Health courses do not count in the GPA calculation. Cum Laude Society In 2011, St. Luke’s School became a member of the Cum Laude Society, which was founded in 1906 to recognize scholastic achievement of students in secondary schools. The motto of the society is “Areté, Diké, Timé,” the ancient Greek words for “Excellence, Justice, Honor.” St. Luke’s School student inductees into the Cum Laude Society are those seniors whose coursework is at the highest and most rigorous levels; who have shown high levels of achievement in their studies; whose participation in class reflects enthusiasm for greater depths of learning; and who have maintained the highest levels of honor, goodwill, and integrity at St. Luke’s School. The St. Luke’s School chapter may elect up to 20% of the members of the senior class with these exemplary academic records. Cum Laude Society inductees are officially inducted into the School’s chapter at an induction ceremony in the Spring.

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. Please follow the proper procedures for borrowing library materials. Families will be held responsible for the cost of lost or unreturned books and materials.

Educational Support Services ESS seeks to improve learning in a challenging college preparatory curriculum by providing academic support services to students with a wide range of abilities. Two full time learning specialists provide individual and/or small group support to students, two parents, and teachers,

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on an as-needed basis. ESS also maintains a list of tutors, educational therapists, and speech and language pathologists for referral outside school hours. Tutors may not meet students on the St. Luke’s campus without the express permission of the Director of Counseling Services. This includes tutoring outside of normal school hours. The only students who may receive tutoring during the school day are those whose learning profiles include this as an accommodation, as determined by the School.

Academic Accommodations The School does not discriminate against qualified applicants or students on the basis of disabilities that may be reasonably accommodated. The School will discuss with families of applicants with known disabilities whether the School will be able to offer their children the appropriate accommodations to help them be successful at the School. The School is committed to ensuring that students with disabilities are provided with equal access to the School’s programs and services, in accordance with applicable laws. For students who seek additional support or curricular adjustments, the School requires documentation indicating that the student’s disability substantially limits a major life activity. 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, the student’s family, the Division Head, and the Director of Counseling Services. Even after supportive services and accommodations have been put in place, a student may still not be able to fulfill the student’s academic requirements satisfactorily. In such instances, the student’s teachers, advisor, Division Head, or other personnel may decide that the accommodations put into place may not suffice to ensure the student’s success at the School. At that time, the Head of School and/or Division Head will decide whether it is appropriate for the student to remain at the School. Families should understand that accommodations for standardized testing (such as through the College Board or the ACT) are sometimes different from the accommodations the School can provide. Questions about accommodations should be directed to the Director of Counseling Services.

Academic Integrity Academic integrity is expected of all St. Luke’s students. Students are expected to be honest in the preparation of daily homework assignments, in the compilation and the preparation of research projects and other papers, and in the preparation for and taking of quizzes, tests, and exams. In addition, students are expected to maintain academic integrity when applying to St. Luke’s School, colleges, and other educational institutions. Academic dishonesty is absolutely unacceptable and will not be tolerated by the School.

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Cheating Students must be sure they know a teacher’s expectations for getting help on an assignment. The Acceptable Help guidelines are meant to convey a general sense of what kind of help is okay, and what kind of help is cheating. It is the student’s responsibility to ask the teacher about expectations if they are unsure. Cheating is copying another student’s work during a quiz, test, exam, or any other assignment; possessing notes, open texts, or other references including the wrongful use of calculators, phones, or other electronic devices, unless explicitly authorized by the teacher. Cheating also includes deliberately providing another student with assistance in taking a quiz, test, or exam either inside or outside of class. If cheating occurs, all parties involved will be given a zero on the quiz, test, exam, or any other assignment with no opportunity for a make-up test. Plagiarism Plagiarism is a form of cheating. A student plagiarizes when the student presents someone else’s ideas, intentionally or unintentionally, as if they were the student’s own. Plagiarism is a serious form of academic dishonesty whatever the motivation. Plagiarism occurs when: a student uses someone else’s words—short phrases, sentences, or paragraphs—without giving credit to the source; 2. a student rephrases someone else’s ideas into the student’s own words without giving credit to the source; and/or 3. a student omits footnotes which give credit to the source even if the student intended to put them in. 1.

Avoiding plagiarism is simple: give credit in a parenthetical citation or footnote for any idea presented which is not a hundred percent original. Teachers may answer any questions students have about the form of footnotes or about when they should be used. If plagiarism occurs, the assignment will automatically be given a zero. If a student has any questions about how to cite properly, the student must ask for guidance from the teacher before submitting the work. If in doubt as to whether or not to cite a source, it is better to err on the side of caution and cite it. Submitting the Same Work Multiple Times or to More Than One Course Students may not submit the same or similar work from one class to another class, unless they are given direct and explicit permission from both the teachers of both courses, to either hand in the same work or something similar. The expectation for each assignment in each class is that students produce their own original work for each designated course in which they are taking. Tutoring in the Writing Process Although tutoring in composition is often helpful, tutors must not do the student’s thinking or writing. Likewise, parents should not routinely edit their child’s papers or otherwise contribute significantly to the organization in any writing assignment. A good writing tutor is a writing coach: one who prompts and encourages, but one who stays on the sidelines. Teachers who determine

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that a student’s work is not the student’s own may confer with the student and contact the parents. Overzealous tutoring is intellectually dishonest—in spite of the tutor’s good intentions—and will result in a penalty to the student ranging from a lowered mark to no credit for the paper and other appropriate discipline, as the School determines may be appropriate.

Acceptable Help at St. Luke’s School A Guideline for Students, Parents, and Tutors We encourage and expect Upper School students to ask their teachers for help. Often, though, it makes sense for students to ask peers, parents, or tutors for assistance. A little help is good; too much help and the work is no longer the student’s. Where is the line? The golden rule is that the work submitted should always reflect the student’s own ability and understanding. That, after all, is the purpose of the assignment: to allow the teacher to see what the student knows and can do. The examples below are designed to guide peers, parents, and tutors in providing acceptable help to St. Luke’s students. Okay

Not Okay

Point out the first instance of a grammatical error and indicate how to correct it. Ask the student to look for similar errors throughout the essay.

Fix the grammatical errors in the whole essay.

Show a student stuck on a math problem where there is a similar problem in class notes or in the textbook, or show the student how to solve a related but simpler problem.

Solve the problem.

Ask the student questions about the thesis statement. Point out holes or inconsistencies in the argument.

Revise the thesis statement.

Help the student check over work using the assignment sheet or rubric.

Edit the student’s assignment.

Point out clichés or imprecise vocabulary. Ask the student, “What do you mean to say here?”

Change phrasing or words to make the writing more sophisticated.

Help the student break down larger assignments into smaller tasks.

Become the project manager, overseeing each stage of the assignment.

Follow the guidelines in the W orld Language Department Acceptable Help Statement.

Provide help beyond those guidelines.

Help the student develop and implement strategies to identify materials that are appropriate sources of information.

Gather sources for the student to use; take notes from sources for the student.

Coach the student on how to write an email to a teacher asking for help.

Email the teacher to ask questions about the assignment.

Encourage the student to prepare for the extra help session with specific questions/topics to discuss.

Send a student for extra help without specific questions or topics in mind.

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Community Expectations and School Rules

General Expectations To function as a healthy community, we have a number of general expectations for students. • We expect that students will attend their scheduled classes, events, and activities. We expect them to do the work and function in their classes to the best of their ability. • We expect students to behave appropriately and with respect for each other as well as for faculty, staff, administrators, and parents. • St. Luke’s School is a community, and we expect students to recognize the role each person plays in building that community. • We expect students to respect differences among people. • We expect that students will abide by all School rules. Many of the School rules flow from these principles. If students have questions about why a particular rule is in place, the student may contact an administrator.

General Behavior and Rules St. Luke’s encourages active participation during classes, maintaining an atmosphere that is structured but flexible. Students should conduct themselves during classes in a manner that supports the learning goals of the class. At no time should a student’s behavior interfere with a classmate’s learning. • Students may not sit or lie in the hallways or lie down on furniture in the Commons. • When leaving an area, whether it is by the student’s locker, a cafeteria table, Café, or the Commons, students must pick up after themselves and agree to leave the area better than they found it. • The School is not responsible for personal items left in public spaces. Lost clothing and valuables may be turned in to the receptionist or are placed on shelves in the fifth grade locker hallway. Clothes that are left in the lost and found will be donated to a non-profit organization at the beginning of every long school break or used at the School’s discretion. • Students must be in school dress code during the academic day.

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• Students may not display any romantic behaviors. • Students may not bring the following items to School or use on School property at any time: any weapon, firearm, facsimile gun, bb-gun, paintball gun, stun gun, air gun, water gun, knife, explosive device, fireworks, or other dangerous object not approved for School use. • Students may not bring or use on School property the following items: skateboards, scooters, hover boards, roller blades, and sneakers with rollers. • Students may not bring laser pointers to School. • Students may not eat food outside of the Dining Commons or the Cafe unless they have a teacher’s permission. Students are also not allowed to eat in the hallways. • Students may not have drinks in the Science wing, unless they are given permission by a member of the Science department. • Students may not wear earbuds or earphones when walking inside the buildings. (These devices are fine to use when students are seated in common spaces, doing work, etc.). • Students may not have their cell phones out at any time unless they are at their lockers. • Students must keep their cell phones in their lockers during the school day.

Speech and Respect for Community Members The School seeks cultural competency for all community members and expects all community members to respect others, especially around race, gender, ethnicity, religious affiliation, ability, and other aspects of people’s identity. We strive to combat prejudice in all forms, including in speech and behavior. We recognize that words have the power to negatively impact others and we prohibit speech that discriminates, attacks, disparages, demeans, intimidates, or deliberately mischaracterizes an individual or group based on their identity. Offensive speech can take many forms, including, but not limited to, negatively biased categorical statements, stereotypes, and epithets be they verbal, written or posted on social media. The School invites sincere discussion and questions, and recognizes that there will be moments when insufficient information, erroneous belief, or faulty presentation will create opportunities to review statements and clarify impact. We encourage students to address those incidents directly when they occur, but we recognize that not all students may feel comfortable doing so. Students who have concerns about another’s speech, whether in person or online, should contact a trusted adult who can respond appropriately.

Dress Code General Rules for Students Students should be dressed neatly in properly fitting attire. In all cases, the final decision rests with the Upper School Dean of Students and the Middle School Dean of Students.

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Permitted • Traditional collared button-down dress shirt (including buttoned flannels) • Traditional button polo shirt. • Traditional dress tie or bow tie • Crew-neck / V-neck knit sweaters with a polo or button-down shirt underneath. • Turtlenecks • Blazers with a button-down dress shirt or turtleneck underneath • Chinos (khaki-style pants) in any color. • If shirt is tucked in, must be worn with belt • Corduroys and Capris • Any “school uniform” skort of appropriate length (see examples and additional information) • Solid-colored tights, stockings, or leggings with a skort. • Heels, closed-toe shoes or boots, including sneakers. • Non-college ¼ zips and vests with a polo or button-down shirt required underneath

Not Permitted • Hats, sweatbands, and bandanas (unless for religious or cultural Purposes) • Casual t-shirts and/or graphic t-shirts with any writing on them • Clothing with alcohol, drugs, or violent insignia • Rugby shirts • Outer coats, raincoats, and down vests • Jeans, denim, cargo pants, overalls • Yoga pants, drawstring style pants, pajama or flannel pants, sweatpants, athletic shorts • Crocs, slippers, sandals or flip-flops • Oversized or undersized clothing • Sweatshirts of any kind • College attire of any kind**

Before Thanksgiving Break & After Spring Break Students may wear non-athletic Bermuda shorts. If the shirt is tucked in, must be worn with a belt. After Spring Break ** Seniors may wear college sweatshirts. Dress-Down Day Dress Code (Includes Spirit Weeks) Students must be dressed appropriately. Game Day Policy Each varsity team will be permitted to wear team attire up to once per week in recognition of an upcoming contest. Formal Days The Student Council and Upper and Middle School deans will work with the Parents’ Association to explore possible “Formal” options such as school blazers to be worn on special occasions throughout the year. See 2021-2022 Dress Code letter to the community.

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Music Performance Dress Code For musical performances, each teacher will communicate to their students the dress code expectations for each performance. Technical Theater Dress Code Students are expected to change into clothes that can get messy for this activity. We do not provide smocks or any specialty clothing, so students are required to have a set of clothes (t-shirt, pants, and shoes) that can get painted and roughed up. Additionally, students working backstage and in the tech booths are required to have a set of all-black clothes (no colored or white trim, graphics, labels, or soles) for technical rehearsals and performances. Students must wear black t-shirts, black pants or jeans, black shoes, and black socks to dress rehearsals and performances. Loose fitting clothing (saggy pants, large blouses, dresses, skirts) is not permitted at any time, and footwear must be close-toed, rubber soled shoes (sneakers or boots). Jeans are permitted, but sweatpants and leggings are not. Long hair must be tied back in a ponytail or bun, and hanging jewelry (bracelets, necklaces, dangling earrings) is not permitted.

St. Luke’s Cell Phone and Device Policy Middle School students are not permitted to use cell phones or other electronic devices used as phones during the academic day. Students will have the opportunity to check their cell phones while at their lockers, but these devices should remain in their lockers for the duration of the day. Exceptions to this rule may be granted by a teacher or School administrator, in the School’s discretion. Upper School students may carry their cell phones with them but must put them away for classes, advisory, and meetings and refrain from using them in the hallways. Upper School students must adhere to any specific guidelines from teachers in their classrooms. In addition, the School prohibits students, parents, and School community members from using cell phones or other electronic devices to record (video, audio, or otherwise) the School environment without express permission from the School. This policy generally does not apply to recordings at School performances and events.

Visits by Non-SLS Students Non-SLS students (such as former students, siblings or friends) are welcome to visit St. Luke’s after school or for special events. Only applicants who are currently in the admissions process may visit to attend classes during school hours. These visits will be handled by the Office of Admission. Questions about visits may be directed to the Director of Admission & Financial Aid.

Leaving Campus During the School Day Only twelfth graders may have the privilege of leaving School during their lunch period, free periods, or between the end of classes and afternoon activities. Twelfth grade students must submit the offS cho ol H andb o ok 2 0 2 1 – 2 0 2 2

campus permission form signed by parents at the beginning of the year and sign out when leaving the building. This is a privilege that can be revoked by the School, in its discretion. All other students must stay on campus until the end of their last commitment (including afternoon activities).

Student Driving and Parking on Campus Parking on campus at St. Luke’s is a convenience afforded to twelfth grade students only. The School does not permit any student to park on the hill or nearby roads, or in the “A” or “B” parking lots, on the curbs, sidewalks, or any grass surface. Carpools are strongly encouraged. Students who park on campus must register their car with the Director of Safety and Security and receive a parking permit, which must be displayed on the rear view mirror when on campus. Students who do not register their car properly at school are not permitted to park on campus. Campus speed limit is 10 m.p.h. Parking in the wrong place, speeding, texting while driving, and/or reckless driving on School grounds may result in the loss of the parking permit. Ninth, tenth, and eleventh grade students who have a driver’s license may not drive or park on campus during school hours, 7:45am to 3:00pm. Violation of this rule may result in a Saturday detention, suspension of future and/ or current parking privileges, and other appropriate discipline, as the School may determine is appropriate. Other things to remember: • Traffic by the School building circle is all ONE WAY. • Students must obey all of the rules of the road and operate their vehicle safely at all times. • Students may transport other students as passengers only if authorized by motor vehicle laws and with the consent of both the operator’s and the passenger’s parents. All students who have registered a car to drive to school will receive an assigned parking spot in one of three designated lots. Assigned parking is from 7:30 a.m.-3:00 p.m. Students may not “share” assigned spots, and should not park in any spot other than the one in which they were assigned. If a student finds that someone else has parked in their spot, they will receive specific directions in regards to the procedure to follow.

Parking Lot Designation A Lot: along the hill, closest to the main school building (for faculty/staff/visitors only). B Lot: next to the tennis courts (for faculty/staff/visitors only). C Lot: past the footbridge, on the left; below the B Lot (assigned parking for seniors and

faculty/staff). D Lot: near the Facilities Building (assigned parking for seniors). E Lot: near the Athletic Center (assigned parking for seniors). Failure to comply with any of these rules will result in the temporary or permanent loss of the parking permit.

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Unauthorized Drugs, Tobacco and Alcohol Students are prohibited from buying, selling, possessing, using, or transferring alcohol or other unauthorized drugs or substances, including tobacco and tobacco-related products (including e-cigarettes and vaping), and/or any paraphernalia associated with illegal drugs and may not intentionally misuse products that can act as inhalants, while enrolled at the School. Such conduct is also prohibited for all community members while on campus and at School-sponsored events and activities. Students are prohibited from using medications, both prescription and over-the-counter, in any manner other than as prescribed or intended by the manufacturer. The School may utilize a breathalyzer at School events. Additionally, suspected violations of the law may be reported to government authorities.

Sanctuary Policy The School’s Sanctuary Policy provides students with a way to access support around alcohol and substance abuse issues without concern that reaching out for help will trigger the disciplinary process. The use and abuse of alcohol or other unauthorized drugs or substances, including tobacco and tobacco-related products (including e-cigarettes and vaping), can lead to serious health consequences; as a way of letting students know that their health and safety are of paramount concern, the School wants to encourage students to ask for help should they find themselves impaired or ill. Any student may invoke this policy on the student’s own behalf, or on behalf of another student, simply by contacting anyone on the faculty, staff, or administration at the School and using the term “Sanctuary.” Sanctuary may be invoked due to the ill-effects of recent ingestion of a banned substance, chronic substance use or abuse, or past use or abuse that may be impairing functioning at School. If a student is already involved in the disciplinary process due to alcohol or substance abuse, this Sanctuary Policy may not be invoked. If a student invokes Sanctuary, the student is immediately referred to an administrator, who will determine if immediate medical attention is warranted, and/or if any follow up evaluation or counseling is needed in an off-campus medical or substance abuse treatment program. The student’s parents, advisor, and Division Head will also be notified of the student’s invocation of the Sanctuary Policy.

Behavioral Expectations While Away From Campus While enrolled at St. Luke’s School, students are required to abide by the Honor Code. When students are on School-sponsored trips or participating in School activities, they are expected to be on their best behavior at all times. St. Luke’s students whose conduct brings discredit or embarrassment upon themselves or the School may be disciplined, even if such misconduct occurs outside of the School or School-sponsored event, or outside of the school day or school year. These expectations apply as well to students’ use of computers, both on and off campus.

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Commitment to Respectful and Healthy Relationships The School is committed to providing a safe and healthy learning environment for all members of its community. Such an environment precludes behaviors that are disrespectful of, and physically and/or emotionally harmful to, others. All members of the School community play important roles in maintaining these standards and intervening, as appropriate, when they witness or otherwise become aware of behavior that conflicts with community standards. Awareness and acceptance of individual identity are central tenets of the School. The School expects all members of the School community to treat others with civility, respect, and dignity, and to interact (whether in person or electronically) politely and appropriately. Before acting, students should give careful consideration to how their communications – whether through words, appearances, actions, or otherwise – may negatively impact others. All students are valued members of the School community, which presents unique opportunities to develop lasting partnerships with peers, faculty, and staff. The School strives to help students develop such close connections. However, the School expects these relationships to be appropriate and healthy. The School endeavors to promote this through education and intervention. With these goals and interests in mind, as well as the legal requirements of the laws of Connecticut, the School has established policies to help students manage these interpersonal relationships safely and appropriately. Students and parents/guardians are encouraged to communicate with the Head of School, the Division Head, the Upper School Dean of Students, the Dean of the Middle School, advisors, the School Nurse and/or School Counselor, and/or a trusted adult with any questions or concerns regarding these policies. The School believes that open communication about these sensitive topics is integral to preventing serious misconduct from occurring and essential to fostering a culture of personal responsibility, mutual accountability, and positive peer leadership.

Sexual Intimacy and Consent The School recognizes that sexuality is a normal part of human nature. However, any level of sexual intimacy can bring with it physical, psychological, and emotional challenges that can be overwhelming to students. Students who would like to talk about the meaning of sexual intimacy in a relationship, or who engage in sexually intimate activity and then want to report or discuss the situation, are encouraged to reach out to a trusted adult, the School Nurse, or School Counselor so that appropriate support may be provided. Under certain circumstances, the School may be obligated to report to government authorities (including the Connecticut State Department of Children and Families (“DCF”) and the local police). If students are found to have engaged in sexually intimate activity, or in a situation that suggests they have been sexually intimate, the School will generally first respond to the situation as a health issue. Such a response may include notification to parents/guardians and, as appropriate, referral to the School’s healthcare providers. It is imperative that students understand and appreciate that certain sexual activity may violate the law and, therefore, is prohibited by the School. Following Connecticut law, the School prohibits students from engaging in nonconsensual

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sexual activity, considering it to be egregious misconduct and a major disciplinary violation. Consent must be the basis for every sexually intimate encounter. Consent means the voluntary, positive agreement to engage in specific sexual activity. However, as described below, certain circumstances may make it impossible for a person to legally give consent. • By law in Connecticut, there can be no consent to sexual intercourse, oral sex, or any penetrative act if the individual is under the age of 16. • Consent cannot be obtained from someone who is asleep or otherwise mentally or physically incapacitated (whether due to drugs, alcohol, or some other condition). • Consent cannot be obtained by threat, coercion, or force. In other words, if threat, coercion, or force is used, any “agreement” does not constitute consent. • Consent is ongoing and may be withdrawn at any stage during an encounter. • Consenting to one behavior does not obligate a person to consent to any other behavior. • Consenting on one occasion does not obligate a person to consent on any other occasion. • Communicating consent means: • The person is legally capable of giving consent. • An ongoing verbal interaction, taken one step at a time, to an expressed and honest “yes.” • Asking permission to engage in specific activity and to progress to new, different, or more intimate activity – regardless of who initiated the contact. • Being clear about desires and expectations. • A clear “yes.” The absence of “no” should not be understood to mean that there is consent. • Remaining open to and respecting another’s expression of disagreement to engage in a particular activity. “No” means “no” in any sexual encounter. The School prohibits and may be obligated to report sexual activity that violates the law, including rape, sexual assault, and statutory rape. Sexual activity, of any and all kinds, is prohibited between any student or applicant and any School employee.

Lesbian, Gay, Bisexual, and Transgender Students The School strives to provide a safe and supportive environment that will help students succeed academically and socially. To that end, the School promotes respect for all people, and will not tolerate harassment or bullying based on actual or perceived sexual orientation, gender identity, or gender expression. This is the case whether the bullying or harassment takes place on or off campus, including cyber-bullying through the use of electronic technology (on or off the School’s campus, and on or off the School’s network). Particularly with respect to transgender and gender non-conforming students, the School will work closely with students 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.

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Bigotry, Bullying, Harassment, Discrimination, Hazing, Sexual Assault and Sexual Harassment The School does not tolerate verbal or physical behavior that constitutes bigotry (including cyberbullying), harassment or discrimination, hazing, sexual assault, and sexual harassment (collectively referred to as “interpersonal misconduct”). The School is also committed to promptly addressing any behavior that impedes the learning of any student or interferes with the experience of any other member of the School community. Interpersonal misconduct is prohibited on the School’s campus and the property immediately adjacent to School grounds, on School vehicles, and at School-sponsored events, activities, athletic contests, and off-campus trips. School-owned technology may not be used to intimidate, harass, threaten, or bully another student. In addition, interpersonal misconduct is prohibited at a location, activity, function, or program that is not School-related or through the use of technology or an electronic device that is not owned, leased, or used by the School. Though interpersonal misconduct that occurs outside of the above locations may be outside of the School’s disciplinary reach, we still encourage families and students to share potential incidents with a trusted staff member (as discussed in more detail below) if the School may need to have a heightened awareness of protecting students’ safety while at school. Definitions Aggressor: A student or faculty/staff member who engages in bullying (including cyber-bullying), harassment, discrimination, hazing, sexual assault, sexual harassment, or retaliation towards another person. Bias: Behavior

or language that demonstrates prejudice (preconceived opinion not based on reason or actual experience) in favor of or against one person or group compared to another

Obstinate or unreasonable conduct or commentary that denigrate or offend against another person, motivated (in whole or in part) by a biased belief or opinion held against another with regards to citizen status, disability, ethnic origin, gender, nationality, race, religion, sexual orientation, or socioeconomic status. Examples of behavior that may constitute bias or bigotry include, but are not limited to: (a) use of hate symbols or hate speech; (b) use of derogatory language including antisemitism, gendered or racial slurs, xenophobic insults etc; (c) events or activities that encourage the wearing of costumes or acting in ways that reinforce stereotypes or create a climate that is hostile towards a protected class of people; (d) making sexual comments, jokes, or gestures; (e) deliberately using incorrect pronouns with prior knowledge of a person’s pronouns; (f) ridiculing another’s accent, language, or name.

Bigotry:

Bullying: Bullying is defined as the repeated use by one or more students of a written, verbal, or electronic expression, a physical act or gesture, or any combination thereof, directed at a target that: (a) causes physical or emotional harm to the student or damage to the student’s property; (b) places the student in reasonable fear of harm to the student’s self or damage to the student’s

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property; (c) creates a hostile environment at school for the student; (d) infringes on the rights of the student at school; or (e) materially and substantially disrupts the educational process or the orderly operations of the School. Cyber-Bullying: Cyber-bullying is bullying through the use of technology or electronic communication, including, but not limited to, any transfer of signs, signals, writing, images, sounds, data or intelligence of any nature transmitted in whole or in part by a wire, radio, electromagnetic, photo electronic or photo optical system, including, but not limited to, electronic mail, Internet communications, instant messages, or facsimile communications. Cyber-bullying includes, but is not limited to: (a) the creation of a web page or blog in which the creator assumes the identity of another person, and (b) the knowing impersonation of another person as the author of posted content or messages, if the creation or impersonation constitutes bullying conduct as defined above. Cyber-bullying includes, but is not limited to, the distribution by electronic means of a communication to more than one person, or the posting of material on an electronic medium that may be accessed by one or more persons, if the distribution or posting creates any of the conditions included in the definition of bullying. Faculty/Staff: Faculty/staff

members include, but are not limited to, educators, administrators, counselors, school nurses, dining services workers, custodians, bus drivers, athletic coaches, advisors to extracurricular activities, support staff, and paraprofessionals. Harassment Or Discrimination: Harassment or discrimination is behavior that is pervasive or severe and has the purpose or effect of: (a) creating an intimidating, hostile, or offensive environment; (b) interfering unreasonably with a student’s academic performance; or (c) creating a situation where academic decisions of a student depend on the student submitting to and/or not objecting to the behavior. Harassment and discrimination can take many forms. Examples include, but are not limited to, limiting opportunities to participate in certain clubs, teams, or activities based on certain characteristics, as well as slurs, jokes, statements, remarks, questions, gestures, pictures, emails, texts, or cartoons regarding a legally protected status that are derogatory or demeaning to an individual’s or group’s characteristics or that promote stereotypes. Harassment also includes sexual harassment (as defined below). Hazing: Hazing means any action which recklessly or intentionally endangers the health or safety of a person for the purpose of initiation, admission into or affiliation with, or as a condition for continued membership in a student organization. Prohibited conduct includes, but is not limited to, requiring indecent exposure of the body; requiring any activity that would subject the person to extreme mental stress, such as sleep deprivation or extended isolation from social contact; confinement of the person to unreasonably small, unventilated, unsanitary, or unlighted areas; any assault upon the person; and requiring the ingestion of any substance or any other physical activity which could adversely affect the health or safety of the individual.

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Hostile Environment: A hostile environment refers to a situation in which certain misconduct causes the school environment to be permeated with intimidation, ridicule, or insult that is sufficiently severe or pervasive so as to alter the conditions of a student’s education. Retaliation: Retaliation

is any form of intimidation, reprisal, or harassment directed against a student who reports interpersonal misconduct, provides information during an investigation, or witnesses and/or has reliable information about such misconduct. Sexual Assault: Sexual

assault occurs when a person is forced or coerced into sexual activity without giving consent. Sexual activity includes, but is not limited to, touching or fondling, either directly or through the clothing, of another’s intimate areas or any contact, intrusion, or penetration of another’s sex organs, anus, or mouth.

Sexual Harassment: Sexual

harassment is a type of harassment (as defined above). Sexual harassment includes unwilling and unwanted sexual attention, regardless of gender, from anyone with whom a person may interact in the course of attending the School or being present at School-sponsored activities. Examples of behavior that may constitute sexual harassment include (regardless of whether the intent or consequence of such behavior is to make the target feel uncomfortable): (a) offensive body language (staring and/or leering at a person’s body or standing/brushing too close); (b) offensive or unwanted sexual comments, abuse, jokes, or insults, delivered orally or in writing; (c) derogatory or pornographic posters, cartoons, or drawings; (d) pressure for sexual activity (such as hazing or threats as well as repeated requests after rejections); (e) offering favors or benefits in exchange for sexual acts, or threatening mistreatment if one does not engage in sexual acts; and (f) offensive or unwelcome physical advances (including kissing, hugging, pinching, grabbing, groping, slapping, etc.).

Target: Any

student against whom interpersonal misconduct has been perpetrated.

Legal Definitions and School Policies In accordance with the School’s mission, values, and standards of conduct, the School has, at times, supplemented and/or provided broader protections against bullying, discrimination, harassment, and other inappropriate conduct than may be required under applicable laws. In essence, the School’s standards may be stricter than the law and the School may impose discipline accordingly. The School’s efforts to enhance its protection of students in no way expand an individual’s rights under applicable laws. Further, the School may modify and amplify the standards set forth above and use its discretion in the interpretative enforcement of all ideals and standards of conduct. Reporting Complaints To ensure the safety and well-being of our community, all individuals who experience or witness interpersonal misconduct (including bias or bigotry), are encouraged to report. A student who is the target of interpersonal misconduct, or who has witnessed such an incident or any incident of retaliation, or who otherwise has relevant information about conduct prohibited by the School,

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is expected to report the matter promptly (either orally or in writing) to the Head of School, the Division Head, the Upper School Dean of Students, the Dean of the Middle School, the Director of Equity and Inclusion, or to any other administrator or faculty member with whom the student is comfortable speaking. If a student is uncomfortable contacting one of these individuals, the student may ask an advisor, another adult, or a classmate to help. Verbal reports made to a member of the faculty/staff will necessarily be memorialized in writing. Additionally, they can submit a complaint via the newly created online incident reporting form which goes directly to the Director of Equity and Inclusion. By not reporting, students and employees passively condone inappropriate conduct and compromise our community safety. Parents/guardians of a student who is the target of interpersonal misconduct, or of a student who has witnessed or otherwise has relevant information about such misconduct, are urged to also immediately notify the Head of School, the Division Head, the Upper School Dean of Students, the Dean of the Middle School, or the Director of Equity and Inclusion. Furthermore, any parent/ guardian who has witnessed interpersonal misconduct, or has relevant information concerning such an incident or any incident of retaliation, are strongly encouraged to contact one of these administrators immediately. The School cannot promise absolute confidentiality to those reporting interpersonal misconduct, as there may be a need to share information during an investigation or otherwise; however, the School will disclose such information with discretion, on a need-to-know basis. For incidents that constitute explicit bias or bigotry towards students, the respective Dean or Division Head and Director of Equity and Inclusion will conduct the initial investigation and determine the needs of the impacted student(s) in conjunction with counseling services. Where appropriate, the Director of Equity and Inclusion and Division Head or Dean will facilitate a conversation with parties involved with the support of counseling services. The Director of Equity and Inclusion will retain notes for all complaints and inquiries and the Division Head will follow up with the parents/guardians of all students involved. Out of respect for every student’s individual confidentiality, the parties involved in reporting an incident will not be informed of disciplinary consequences involving another student. In the event of a repeated offense, the Division Head and the Director of Equity and Inclusion will facilitate a meeting with the parents/guardians of the student(s) named. Documenting Complaints When reporting incidents of interpersonal misconduct community members will be expected to provide the following: • A detailed description of the incident and your involvement (i.e. did you experience directly, witness, or hear about it), including the approximate date, time, and location of the incident; • The names of any other individuals involved in the incident, and a description of how they were involved; • The types of prohibited behavior or conduct believed to be involved in the incident (see definitions above).

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Confidentiality Because St. Luke’s values every individual’s confidentiality, all reports will be treated with consideration for the privacy of all parties and the School’s discretion not to disclose information to any party. Any information obtained during the response and resolution process will be disclosed only to the extent required by law, or as required for the School to respond appropriately. If the targeted student so chooses, they may ask for specific details to be purposefully obfuscated to any parents or guardians to respect their privacy as it relates to their social identity. The targeted student retains agency to the point that it interferes with disciplinary, administrative or legal actions. Anonymous Reporting The School expects students and parents/guardians not to make anonymous reports. Although there are circumstances in which an anonymous report can be better than none at all, it is far more difficult to determine the facts of what occurred if complaints are made anonymously and disciplinary action will generally not be taken against an individual solely on the basis of an anonymous report. False Complaints All persons involved in a complaint or investigation should understand that false or exaggerated accusations can be extremely damaging to innocent persons; therefore, the School expects and requires the honest and full disclosure of facts by all involved. Any person who knowingly makes a false accusation of interpersonal misconduct or retaliation may be subject to disciplinary action. Responding to Complaints The goals of an investigation, and any supportive, disciplinary, or other remedial process that is imposed following that investigation, are to correct the situation to the extent reasonably possible and to take steps to prevent repetition of the incident and retaliation. When a complaint is brought to the attention of the School, the Head of School or the Head of School’s designee will make an assessment to determine the initial steps appropriate to protect the well-being of the students involved (including both the alleged targets and aggressors), and to prevent disruption of the learning environment while the investigation is undertaken. The School may use strategies, such as increased supervision, stay-away mandates, and personal safety plans, as may be appropriate, to prevent further misconduct, witness interference, and/or retaliation during the course of and after the investigation. The Head of School’s designee will conduct an impartial, fact-finding investigation of the complaint. This investigation may include (but is not necessarily limited to) interviews with the impacted parties including the complainant, alleged target(s), alleged aggressor(s), and any other witnesses or parties who have information relevant to the alleged incident. The School may consult with faculty, the School’s healthcare providers, the parents/guardians of the alleged target(s) and/ or the alleged aggressor(s), or any other person deemed to have knowledge about, or circumstances surrounding, the complaint. A copy of the final incident report will be provided to the Head of School,

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appropriate Division Head and Dean (in cases: re student interactions) and/or Associate Head of school (in cases re: faculty/staff interactions) to determine next steps. The School neither tolerates nor engages in retaliation against an individual for filing a complaint about interpersonal misconduct or cooperating in an investigation of such a complaint. The School will not take adverse action against a student for making a good faith report of interpersonal misconduct. An individual who is found to have engaged in retaliation against a student for filing a complaint, or participating in the investigation of a complaint, may be subject to disciplinary action. Upon completion of the investigation, the Head of School (or the Head of School’s designee) will generally make the following determinations: • Whether and to what extent the allegation of interpersonal misconduct has been substantiated. • Whether any disciplinary action and/or other remedial action is appropriate and, if so, how it will be implemented. • Whether counseling, or a referral to appropriate services, should be offered to targets, aggressors, or family members of the affected students or targets. At the discretion of the Head of School, the Honor Council in the Upper School and the Middle School Admin team may be convened to investigate and make recommendations. The Head of School (or the Head of School’s designee) will consider any recommendations from the Honor Council or Middle School Admin team if it convenes, but the Head of School (or the Head of School’s designee) will determine any appropriate disciplinary action for a student who is found to have committed an incident of interpersonal misconduct or retaliation. The range of disciplinary actions will balance the need for accountability with the goal of teaching appropriate behavior, and may result in restriction, disciplinary notice, probation, mandatory counseling, suspension, separation, dismissal, and/or any disciplinary action deemed appropriate by the School. For incidents constituting explicit bias or bigotry, in consultation with the Head of School, Division Head and Dean, the Director of Equity and Inclusion will develop appropriate strategies for response and resolution. Different incidents may call for different response and resolution strategies. To the extent that the Honor Council is involved, all Honor Council members will be expected to undergo anti-racism and anti-bias training with the Director of Equity and Inclusion. Depending on the severity of the incident, the initial response and resolution strategies will focus primarily on restorative practices, providing resources, support, and educational interventions. Possible responses and resolutions to a report of racism, bigotry and bias may include, but are not limited to: • Resource referrals: identification of and referral to appropriate support services and resources • Informal resolution: strategies for informal mediation through restorative justice or dialogue approaches • Prevention and outreach: efforts to increase awareness through training and other support, whether individually or school-wide • Accountability and repair: working with parties involved to repair relationships, where appropriate, with individuals and with the overall school community

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• Disciplinary actions: for incidents that constitute an irreparable breach of community trust and safety, Division Heads and the Director of Equity and Inclusion will recommend to the Head of School disciplinary action up to and including termination of community membership and/or employment (for incidents involving faculty/staff) For incidents constituting explicit bias or bigotry, in consultation with the Head of School, Division Head and Dean, the Director of Equity and Inclusion will develop appropriate strategies for response and resolution. Different incidents may call for different response and resolution strategies. To the extent that the Honor Council is involved, all Honor Council members will be expected to undergo anti-racism and anti-bias training with the Director of Equity and Inclusion. Depending on the severity of the incident, the initial response and resolution strategies will focus primarily on restorative practices, providing resources, support, and educational interventions. Possible responses and resolutions to a report of racism, bigotry and bias may include, but are not limited to: • Resource referrals: identification of and referral to appropriate support services and resources • Informal resolution: strategies for informal mediation through restorative justice or dialogue approaches • Prevention and outreach: efforts to increase awareness through training and other support, whether individually or school-wide • Accountability and repair: working with parties involved to repair relationships, where appropriate, with individuals and with the overall school community • Disciplinary actions: for incidents that constitute an irreparable breach of community trust and safety, Division Heads and the Director of Equity and Inclusion will recommend to the Head of School disciplinary action up to and including termination of community membership and/or employment (for incidents involving faculty/staff) Information about consequences or other corrective action may be shared with the School community as deemed appropriate by the Head of School. Such announcement may be made in person, by electronic communication, or otherwise. Resources such as counseling or referral to appropriate services are available to all students – including the alleged aggressor(s) and the alleged target(s) – during and after an investigation. Notification to Parents/Guardians The School will generally notify the parents/guardians of the alleged target(s) and the alleged aggressor(s) promptly after a complaint has been filed, upon completion of the investigation, and to report the results of the investigation. Parents/guardians of the target(s) will generally also be notified of any action to be taken to prevent further acts of interpersonal misconduct or retaliation. In all situations, the amount of information shared by the School may be limited by confidentiality laws protecting student and employee records, other confidentiality or privacy considerations, and/ or concerns regarding the integrity of the investigation processes.

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Notification to Government Authorities At any point after receiving a report of interpersonal misconduct, the School may notify local law enforcement or other government agencies. If the School receives a complaint involving students from another school, the School may notify the appropriate administrator of the other school so that both may take appropriate action.

Sanctuary Policy Applicable to Sexual Assault Student health and safety are more important than discipline. Therefore, a student should not refrain from seeking help for fear of discipline by the School. If a student is violating a School rule when the student needs to call for help due to a sexual assault, the student will generally be granted sanctuary from discipline for the rule violation (unless, for instance, the student perpetrated the sexual assault). We reiterate that we expect students to promptly report to a School employee any incident where the health or safety of a student may be at risk.

Child Abuse and Neglect Reporting The School is committed to the highest standards of care for our students, and seeks to ensure that our students are protected from inappropriate or hurtful actions by adults responsible for their care, as well as by anyone else who may mistreat a student. In accordance with Connecticut law, all School employees are required to report suspected abuse or neglect of any student under age 18. Connecticut law requires School employees having “reasonable cause to believe” that a child has been abused, neglected, or placed in imminent risk of serious harm to report such knowledge or suspicion immediately to DCF. Suspicion or belief may be based on factors including, but not limited to, observations, allegations, facts, or statements by a child, a victim, or a third party. Such suspicion does not require certainty or probable cause. The responsibility to report rests both on the School and also on all School employees. While a School employee may wish, and is indeed encouraged, to consult with the Head of School prior to making a report of suspected child abuse or neglect to DCF, all employees are required to report their reasonable suspicions to DCF, even if the Head of School may not agree with the employee’s concerns.

Student Lockers and Book Bags St. Luke’s School assigns lockers to each student. All students must keep their bags in their lockers during the school day. The only exceptions are for those students that must carry them on their person for medical reasons. Students are not to change their lockers without authorization from the Dean of the Middle School or the Upper School Dean of Students. Lockers should be locked at all times. Students are urged not to bring any valuables to School and only bring the money that is needed for the day. Money should be kept on the student at all times. The School is not responsible for students’ personal property.

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Search and Seizure The School may conduct a search of a student and/or the student’s belongings, including personal items, such as bags and backpacks, personal electronic devices, and other effects, if the School suspects a student may be violating the law or violating a School rule or code of conduct. Lockers are the property of the School. Students exercise control over their lockers from other students, but not from the School and its officials. As a result, the Head of School and the Head’s designees, as well as law enforcement officials, may search lockers as the School determines may be appropriate, which may include random searches. The School and law enforcement officials may seize items that may jeopardize the safety of others or property, or constitute a health hazard. Parking on School premises is a privilege, not a right. As such, any person who operates a vehicle on School property or in connection with any School-related activity is agreeing that the School may inspect and search the vehicle and its contents without notice and without further consent.

Food Service The School provides lunch and an afternoon snack daily to all students. Students should eat during their assigned lunch period. If they are free before their assigned lunch period, they may proceed with lunch as long as all students assigned to that lunch period have first been served. The Cafe is open to Upper School students. There are various beverages for sale, as well as sandwich options for lunch. The same rules apply to the Cafe in regards to keeping it clean, picking up after oneself, and being respectful of the space. Occasionally groups such as advisories or clubs may wish to order food from off-campus for special occasions; this can only be done by an SLS faculty or staff member. Parents and students may not bring food from outside vendors to School for consumption on campus by either themselves or others. While twelfth grade students with the appropriate permission forms turned in are allowed to leave campus during lunch, they are not allowed to bring food from outside vendors back to the SLS campus for consumption.

Restricted Spaces The following areas are off-limits to students at all times: fire escapes; roofs of buildings; buses; driveways, and the parking lots during the academic day, including seniors, unless they are leaving from or returning to School; all wooded areas; all storage areas; the Mail Room; and the Copy Room. In addition, the following areas may only be used by students with authorization and supervision of a teacher: the Seldin Performing Arts Center; the Black Box Theater; the designLab, the music rooms; the Center For Leadership; the Seminar I and Seminar II Rooms; the Middle School gym; Athletic Center (including the Weight Room, Multi-Purpose Room, Bornstein Room, Whitcomb Room, Squash Courts, and Athletic Trainer’s office); department offices; and faculty offices.

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Technology and Internet Acceptable Use Policy

The School is fortunate to have excellent resources for communication and research. Students are expected to remember that any exchange of information within this community must be made in line with the School’s general standards of conduct and should be guided by the same principles identified in the SLS Honor Code. Each student is responsible for content they generate and store on their device(s), share on a data store, distribute via the Internet, or post to any social media platform. Whether physically on campus or off campus, whether during the school day or at night, on vacation or at any other time while enrolled at the School, whether linked to the School’s network from in school or from a remote location or not at all, or using their own personal computer or communication device on or off campus, students are expected to comply with this Acceptable Use Policy and any applicable policies and procedures as long as they are enrolled at the School, as set forth in this Handbook and as further described below.

Social Media Whether or not a student chooses to use Social Media is a decision the student should make in consultation with the student’s parents. However, to the extent that students, parents, or members of the School community represent the School to each other and to the wider community, participation in such Social Media should be done responsibly with a mind toward how both the forum where one chooses to participate and the content posted reflect on that person individually and on the School. Moreover, issues concerning respect for the privacy of students, copyrights, trademarks, and confidentiality of sensitive information are all important to understand before participating in Social Media. With the foregoing in mind, the School encourages students and parents to create an atmosphere of trust and individual accountability when accessing Social Media and the School’s network. Students are expected to comply with the policies outlined in the School’s Acceptable Use Policy regardless of whether they are using School-provided equipment or their own personal devices. St. Luke’s recognizes that social media platforms are a widespread feature of daily life for both students and teachers, and that teachers will occasionally use social media for the purposes of advancing the learning outcomes of their classes. However, students should not have online interactions with employees on social media except for platforms or forums dedicated to professional use (e.g., a coach using their professional account to follow a student athlete on Twitter to keep up with recruiting process is acceptable use, a coach discussing last night’s game with a student on a personal account is unacceptable). All direct communication between students and employees should be through School-provided channels (e.g., Remind, G Suite, Blackbaud).

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School-Issued vs. Personal Devices School-issued devices are intended to be used every day for classroom work, performing research, receiving school messages, maintaining calendars, and communicating via email. School-issued devices are to be brought fully charged to school each day. Regardless of device ownership, all students are expected to refrain from using technology for personal reasons during time that would normally be devoted to School activities. No student may use a personal device in any manner not in compliance with this policy.

Security and Privacy Security on any computer network is a high priority, especially when the system involves many users. Students must notify a system administrator if they identify a security problem. Students should not demonstrate the problem to other users. Any user identified as a security risk or having a history of problems with other computer systems may be denied access to the School’s network. St. Luke’s School strives to maintain the security of all personal information on devices and servers. However, students should not have an expectation of privacy when using School-owned devices or network. The School may: • Access, view, monitor, and track any information or communication stored on or transmitted over the School’s network, on or over equipment that has been used to access the School’s network, or School-issued devices, or School-administered accounts and services, and under certain circumstances, it may be required by law to allow third parties to do so. In addition, others may inadvertently view messages or data as a result of routine systems maintenance, monitoring, or misdelivery; and • Restrict the material accessed and not permit computers to be used for anything other than educational purposes.

Email The School provides students with an email account which should be used only for School-related communication (e.g., contacting and receiving information from teachers, submitting homework and assignments, transferring files to and from School, etc.). Students are expected to comply with the policies outlined in the School’s Acceptable Use Policy when using their School-issued email account.

Security If a student suspects a violation of this policy, or if a student feels nervous or uncomfortable about another School community member’s use of technology, the student should immediately report the student’s suspicions, feelings, and observations to an administrator or trusted adult. Some violations may constitute criminal offenses as defined by local, state, and federal laws, and the School may initiate or assist in the prosecution of any such violations to the fullest extent of the law.

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Care and Maintenance of Files and Devices It is the responsibility of the user to back up any School-issued device on a regular basis. In general, there should be no reason to save school work on the device’s hard drive; students will be trained how to back up the data on their devices to cloud storage. Students are expected to care for their devices both at School and at home. Devices should not be subjected to excessive weight, temperature extremes, or direct sunlight. To prevent damage, students should take care to insert cords and cables into the device carefully. SLS-issued devices are the property of SLS; students may not decorate or personalize their devices (e.g., apply stickers) nor damage them in any way.

Damage or Loss If a School device should break or malfunction, the student should bring it immediately to the School’s IT staff. If a device needs to be sent for repair, the student will be provided with a loaner until repairs are complete. IT staff will not be responsible for transferring data to loaner machines; regular data backup will ensure that students will not have any disruption of access to their school work while using a loaner. Devices should not be brought to the Apple store or to any other repair store. Doing so will void the manufacturer’s warranty, and the family will, therefore, be required to pay for the complete replacement cost of the device. Repairs for normal wear & tear are covered as part of your technology fee. Other repairs or replacements are evaluated on a case-by-case basis, and may incur a fee up to the full replacement cost of the device, including: • Negligent use, or other damage outside of normal wear and tear • Jailbreaking, or other operating system attempts to thwart device management • Loss or theft • Repairs by the Apple store or other unauthorized representatives • Lost or damaged accessories

Sexting and Sexually Explicit Material St. Luke’s School prohibits students from creating, requesting, sending, or possessing any written message, image, or video that contains explicit representations or references to sexual conduct, sexual excitement, or nudity. Connecticut law prohibits anyone (regardless of age) from disseminating obscene or pornographic images of minors, and the School may contact law enforcement should any student violate this policy.

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Acceptable Use The School has explicit guidelines for using computers and other electronic devices, both on and off campus, using the School’s network, and accessing the Internet, to which the School expects students and parents to adhere. The examples below are just examples and are not an all-inclusive list of requirements and possibilities. Students may: • use technology for School work or class projects and assignments, at the teacher’s discretion; • access the Internet with teacher permission to enrich learning related to School work; and • use technology in ways directed by the teacher. Students may not: • post personal contact information about themselves or other people; • access or attempt to access network resources not intended for them; • share their passwords or other’s passwords with anyone, with the exception of parents/ guardians and teachers; • alter electronic communications to hide their identity or impersonate another person; • communicate with or make plans to meet a stranger in person; • use inappropriate language or images in email, web pages, videos, or social networking sites; • be disrespectful by talking or posting derogatory material (images, video, etc.) via email, social networking sites, live chat, web page, or any other method; • engage in cyber-bullying, harassment, or sexting, in violation of the School’s policies prohibiting bullying, harassment, hazing, and discrimination and related polices as stated in the Handbook; • access or attempt to access inappropriate information on the Internet such as (but not restricted to) sites that bypass filtering, promote hate or violence, or sites with sexually explicit or graphic, pornographic, or obscene material; • plagiarize printed or electronic information—students must follow all copyright, trademark, patent, and other laws governing intellectual property; • install or download software on to School computers from the Internet, home, or by any other means; • create or use a mobile hotspot on the School campus; • remove any School-owned computer equipment (including, but not limited to, network cables and keyboards) from the School without express permission; • store personal files on the network, except in their own network user account—any information that a student leaves on a School-owned device may be deleted at any time, with or without notice; • use cell phones or other personal electronic communication devices during classroom time, without the express permission of the teacher; • disclose confidential or proprietary information related to the School or recklessly disregard or distort the truth of the matters commented on;

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• access, change, delete, read, or copy any file, program, or account that belongs to someone else without permission; • use the network for illegal or commercial activities; • vandalize, steal, or cause harm to the School’s equipment, network, or services (including, but not limited to, uploading or creating viruses, attempting to gain unauthorized access, changing hardware or software settings, or changing online materials without permission); • deliberately disrupt or attempt to disrupt the software or hardware of the School network; or • be “friends” with, or otherwise directly connect to via online networks and services, any School employee on any social networking site that is not used primarily for educational purposes (e.g., Twitter is often used by both faculty and the Administration for educational and informational purposes). If a student is contacted by a School employee via non-School channels for non-educational purposes, the student should immediately notify a trusted adult. Students should understand that: • the use of inappropriate language, harassment, and disrespectful comments in email, texting or a chat room, or on a website or social networking site from either inside or outside the School, and whether during the school day, after hours, or during vacation time, as long as a student is enrolled at the School, is prohibited; • there is no guarantee of privacy associated with their use of the School’s technology resources. Students should not expect that email, voicemail, or other information created or maintained on the School’s network, School-issued devices, or School-administered services (even those marked “personal” or “confidential”) will be private, confidential, or secure. The School has the right to access and monitor both student-owned and School-owned computers and communication devices connected to the School’s network. Each student consents to the School’s right to view and/or monitor the School’s network and all of its associated accounts; and • they will be held accountable for unattended accounts, and for use of their computer or communication device, if such equipment is left unattended and/or used by another individual. Parents/guardians should understand that: • it is the responsibility of all parents/guardians to read this policy and discuss it with the student; • teachers and administrators will strive to help students understand this policy at a level that is appropriate to their age and maturity; and • if a student damages the hardware or software of any School-owned technology, the parent/ guardian may be responsible for paying for the repair or replacement of that technology.

Honorable Use Statement I will check my email and other School communications on a daily basis. I will use School accounts and technology for academic purposes only, not for personal or social

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use. I will not use personal devices during the school day, except for my phone, if applicable, which I will only use at my locker during my free time. I will care for my device(s) both at School and at home. I will take full responsibility for any damage, and I will take appropriate measures to have my device repaired only by SLS Technology staff. I will protect my privacy and the privacy of others by not giving out or posting personal information (including images and videos without permission) and passwords. I will obey copyright laws by giving citations for images and ideas taken from the Internet. I will not represent other people’s work as my own. (See the Plagiarism policy in this Handbook for more information.) I will not attempt to circumvent the School’s firewall, alter the management software on my devices, or remove device asset tags. I will not use my technology to engage in or discuss activities that are illegal, dangerous, or disruptive. I will not use, transmit, receive, or seek inappropriate, offensive, vulgar, profane, suggestive, obscene, abusive, harassing, threatening, defamatory, or misleading language or materials. I understand the Honorable Use Statement is a living document and may be changed by the School at any time.

Inappropriate Technology/Device Usage Statement St. Luke’s School accounts and technology are for academic purposes only, not for personal or social use. Students may not use personal devices during the school day. If students are found in violation of the Technology and Internet Acceptable Use Policy (e.g., gaming or social media), the School may impose disciplinary consequences, as the School determines are appropriate. Depending on the nature and the severity of the infraction, the School may impose immediate consequences including, but not limited to, permanent loss of a device, appearing before the Honor Council, and/or dismissing a student.

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Daily Schedule and Attendance

School Day The academic part of the school day normally runs from 9:00 a.m.-3:00 p.m. Please note that Middle School students have a 2:35 p.m. dismissal time on Tuesdays, Thursdays, and Fridays. Afterschool activities follow the academic school day: most Middle School activities and some Upper School activities run until 4:00 p.m. Monday- Thursday. JV and Varsity athletic practices typically run from 3:45 p.m.-5:45 p.m. Monday-Thursday and 3:30 p.m.-5:30 p.m. on Fridays.

School Delays/Cancellations Should weather or emergency conditions make it necessary to close School, to open late, or to dismiss early, announcements of early dismissal will be made: • on the School website at www.stlukesct.org • when possible, by phone message • when possible, on the following local radio and TV stations and websites: WGCH 1490 Greenwich; WSTC 1400 Stamford; WEBE 108; WCTZ 96.7 Fairfield County; WEFX 95.9; WNLK 1350;

Channel 6/Local NBC Channel 8/Local ABC Channel 12/NEWS 12 CT www.ctweather.com

When the administration deems it necessary to dismiss students early due to inclement weather or other unforeseen circumstances, parents will be contacted as soon as possible by both email and phone broadcast messages. Due to the sudden nature of these dismissals, families are encouraged to make arrangements with other St. Luke’s families to carpool, in the event that a parent is not available for pick up. All students who drive will be allowed to leave on their own accord, as their parents determine is appropriate. Other students must wait for buses or parents in the designated areas in the School.

Daily Attendance St. Luke’s believes that regular school attendance and participation are essential for learning. All students should make every effort to attend class so that they may take full advantage of the School environment. In addition, the lessons learned by making every effort to meet one’s commitments on time are important for life-long habits. Absenteeism makes learning more difficult for the student, disrupts the continuity of the class setting and creates a burden for teachers and classmates.

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Class attendance is recorded for each class. It is the student’s responsibility to make arrangements with the teachers immediately upon return to make up any missed assignments. Failure to make these arrangements or to follow the make-up test policy can result in failure on that assignment. For students who are not involved in a defined afternoon activity, the school day ends at 4:00 p.m. It must be clearly understood that students who remain after school and who are not involved in an after school activity are not under the direct supervision of an adult.

St. Luke’s Attendance Policy Students are allowed up to 12 excused absences per semester. If a student exceeds 12 absences in a class, the student may be subject to a grade deduction in that class. A student who misses more than twelve days in a single class in a semester and is not on approved medical leave (see the Medical Leave policy below) will receive a penalty to the student’s grade. At absence #13, a student may receive an automatic 2/3 grade drop. For example, an A grade lowers to a B+, and a B- grade lowers to a C. With each successive absence, that student will receive an additional 1/3 letter grade drop. For instance, a student with 16 absences and an A average in a course would have to have the grade lower to C+ [absence #13= 2/3 drop (to B+), then absences #14-16= 1/3 + 1/3 + 1/3 drop (to C+)]. Exempt Absences Student absences are exempted in the following circumstances: • Religious holidays not marked by the School calendar; • School-sponsored field trip or early dismissals for SLS athletics; • Up to five approved college visit days for seniors (fall/spring) and up to three approved college visit days for juniors in the spring term only; and • Medical leave and absences related to a student’s medical or health needs (see the Health and Wellness section for more information).

Planned Absences When students miss school for a planned event, they should obtain a planned absence form and bring it to all of their teachers for signatures. This process ensures that students have conversations with their teachers before they miss class. Before leaving, a student must bring the form to the Dean of the Middle School or Upper School Dean of Students so that it can be properly recorded. Absences due to family trips or extended vacations during the academic year are not excused and are strongly discouraged. For planned absences, teachers are not required to reteach missed material.

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College Visit Absences College visits require a student to submit a form available from the College Counseling office at least one week prior to the proposed college visit, stating specific dates that they plan to visit. Twelfth grade students are excused for up to five days of school for college visits and eleventh grade students are excused for up to three days of school in the spring for college visits. Before leaving, a student must bring the form to the Upper School Dean of Students so that it can be properly recorded. Twelfth graders interested in attending meetings with college representatives when they visit St. Luke’s must sign up through Naviance. Students must ask teachers at least one day in advance for permission to miss class if the meeting conflicts with a class.

Leaving School During the School Day Students who leave School during the school day or are picked up early must alert the School Nurse before they leave campus. Students are not permitted to leave the campus without this note first being delivered to the School Nurse during the school day, which officially ends with the completion of afternoon activities. This does not apply to twelfth grade students who have no obligations on campus and have a signed off-campus permission form. All students leaving campus during the school day, or being picked up early, must sign out at the front desk.

Attendance Reporting Procedures If any student is going to be out sick or has an emergency absence:

• A parent/guardian must email or call the School Nurse by 9:00 a.m. (or as early as possible) each day the student is absent. Parents can reach the School Nurse at attendance@stlukesct. org or 203-801-4911. Please include the student’s name, grade, reason for the absence, the parent’s name and best contact number. If any student is going to miss School for any planned absence that is not a sickness (this includes religious and family obligations but not college visits):

• Students must fill out a planned absence form and submit the form to the Dean of the Middle School or the Upper School Dean’s office, at least two days prior to the planned absence. The purpose of the planned absence form is to alert the teachers of the impending absence and for the student to have a record of instructions for during the time missed. • Students MUST have the form signed by the Upper School or Middle School Dean of Students so the absence can be properly recorded. • Students must have all of their teachers and advisor sign the form before it is submitted. If any student is going to have an early dismissal:

• For athletics or any School-related activity, the School administrator/faculty member is responsible. • For all non-School related early dismissals, parents/guardians must email or call the School Nurse with the time of and reason for the early departure.

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If any student is going to arrive late to School:

• A parent/guardian must call or email the School Nurse by by 9:00am (or as soon as possible if the situation does not allow a call by that time). If any student misses a class and is in the School Nurse’s office:

• The School Nurse will mark the absence as “nurse’s office.”

Absence and Tardy Accountability Anytime a student is marked “absent” from a particular class, it will be treated as a “cut” until an excused reason for the absence is established. After 10:30 a.m. each day, the School Nurse will send an email home to parents/guardians who have not emailed or called about their child’s absence. We ask that parents please contact the School Nurse ASAP regarding why their child is not yet in school or in class. Each morning, the previous day’s attendance report will be checked. If the parent or student has not addressed the reason the student was not in school or class, a School administrator will follow up with the student and/or parent about the absence. If it is determined that a student “cut” a class, the School may impose disciplinary consequences, as the School determines are appropriate. Consequences generally include, but are not limited to, the following: Students will not receive credit for class work missed if they cut class. Tardy Consequences First Period and Daytime Tardies are treated the same and will be reflected that way in students’ attendance history. The School may impose disciplinary consequences for tardies, as the School determines are appropriate. The accrual of tardies resets at the conclusion of each semester.

Attendance to Participate in Afternoon Activities A student must attend classes in order to participate in afternoon activities. Students who are absent from more than half their classes may not participate in afternoon activities on that school day unless the appropriate Division Head makes an exception.

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Discipline

Discipline at St. Luke’s School is based on the assumption that all students and their parents have chosen to be a part of this community and agree to conduct themselves in accordance with the School’s philosophy and principles regarding good character, and the School’s commitment to providing a safe and healthy environment for students. Students whose behavior reflects the School’s objectives will find that the School is flexible and willing to consider increased responsibility and privileges. Students whose behavior does not reflect the School’s objectives will find the School less flexible and that privileges may be curtailed. Indeed, students in poor disciplinary standing may be denied the opportunity to participate in any School-sponsored trip or activity. Most important to the functioning of the St. Luke’s community are issues of physical and emotional well-being, honesty, respect, and responsibility. Students are expected to show respect for each member of the School community. On a daily basis, students are required to arrive to classes on time, in dress code, and prepared for the lesson. Respect for the learning environment in each class is critical to the School’s success as an academic community. Failure to meet these basic requirements may raise the question of the suitability of the St. Luke’s environment for that student. The guidelines in this section apply to all conduct by students, whether on or off campus, as long as they are enrolled at the School. Furthermore, students who choose to remain present when other students are engaging in misconduct may be subject to disciplinary action. The School may, in its discretion, contact parents to address both minor and more serious instances of misconduct, at any stage of the discipline process. Consequences of misconduct (and/or attempting misconduct) applicable to all students are detailed below. These examples are intended to provide students and their families with a general understanding of the School’s disciplinary approach; however, the School will respond to each situation with a response that the School determines, in its discretion, is appropriate.

Middle School Discipline Philosophy Given the playfulness, energy, and unique qualities of the Middle School student, St. Luke’s School recognizes the need to seize upon “teachable moments,” and provide for greater flexibility in matters of discipline for Middle School students. Therefore, both expectations and consequences are age and developmentally appropriate. The primary goal of Middle School discipline for infractions is to educate students about the consequences of unacceptable behavior, to curb such behavior, to teach accountability and to help foster the Middle School belief that moral character and good citizenship are the cornerstones of adolescent development. To help students make the necessary

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connection between behavior and consequences, more immediate action and parental involvement may be required. To this end, Middle School discipline often involves the personal attention of the Head of Middle School, the Dean of the Middle School and/or the Counselor.

Honor Council Upper School disciplinary infractions that conflict with our Honor Code may require a student to meet with the Honor Council. The Honor Council is a group of teachers and students who are selected in the spring of the previous year by peer and faculty election. The Honor Council is led by Kate Parker-Burgard and typically includes seven twelfth grade students, five eleventh grade students, three tenth grade students, and several faculty representatives. The Honor Council is convened at the discretion of the Upper School Dean of Students or Head of Upper School, or their designee. The Council’s recommendations will go to either the Dean of Students or Head of School for a final decision. Students appearing before the Honor Council may be accompanied by their advisor. Parents may not attend these meetings. All information shared in the Honor Council meeting is considered confidential, but may be shared by the School on a need-to-know basis.

Major Offenses Major offenses are serious or egregious acts of misconduct and violations of the School’s Honor Code, which include, but are not limited to, the following: • Possession or use of alcohol, tobacco, or illegal drugs; • Improper sexual conduct; • Sexual or other harassment; • Threat or use of physical violence; • Repeated acts of racial aggression or antagonizing behavior in any form; • Repeated acts of aggression or antagonizing behavior in any form, based on ones’ gender identity or sexual orientation; • Possession or use of matches, lighters, fireworks, explosives, weapons, or other dangerous materials; • Reprehensible conduct tending to reflect serious discredit to the School; • Willful destruction of property; • Stealing; • Dishonesty, including academic dishonesty and cheating; • Bullying or malicious gossip; • Distribution or electronic transmission of material that the School determines contains obscene, profane, lewd, vulgar, rude, disrespectful, threatening, discriminatory, prejudicial, false, defamatory, or otherwise inappropriate language or pictures. • Repeated acts of unkindness or misconduct;

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• Repeated classroom behavior that impedes other students’ learning; • Behavior, on or off campus, which endangers the student’s safety or welfare or the safety or welfare of others; • Behavior that is seriously disruptive of the educational environment; and • Refusal to cooperate with an ongoing investigation into interpersonal misconduct Major offenses typically result in probation, suspension, or dismissal from the School, and other appropriate disciplinary responses, as determined by the School, in its sole discretion.

Disciplinary Infractions At St. Luke’s, we are committed to community restoration as a practice for disciplinary reconciliation. This practice allows to students to give back to their community, while also working to help positively heal any relationships with their school community that may have been fractured based on their actions. Students are held accountable, while also holding themselves accountable to the actions they committed and the work that they need to do and complete. Community restoration also serves as a way for us all to build community. The actions of one, affect us all, and while there are consequences for the choices we make, we will always look for ways to build and move our community forward in a positive, constructive, and healthy way. Certain other offenses are considered serious within the St. Luke’s community. Normally, the School will act on the first violation of any of the following infractions with a written or verbal warning, loss of privileges, Community Restoration hours, Restorative Practices, Administrative Review, Warning, Disciplinary Probation, or Suspension. Examples of such infractions include, but are not limited to: cutting class, leaving campus without permission, smoking tobacco, aggressive behavior, or behavior that is disruptive or annoying to others at School or on School vehicles. Disrespectful behavior is not tolerated at St. Luke’s School. When a student is engaged in activities that have a negative impact on the character or property of the School, they can expect serious consequences, including separation from St. Luke’s School.

Types of Disciplinary Action Behavior Agreement: The

Division Head, Assistant Division Head, or Dean of Students will follow up with a student who is not behaving in accordance with St. Luke’s School expectations. Follow up with students will generally include a meeting with the student, possibly a letter home, and generally a Behavior Agreement that both indicates what the student will do to correct behavior and outlines consequences if the behavior is not changed. MS and US Deans Meeting: A

Deans Meeting is automatically called when an Upper School or Middle School student reaches six points in the infraction system, or at the discretion of the Class Deans. The purpose of the meeting is to address a student who is not behaving in accordance with basic St. Luke’s School rules and expectations (examples: dress code, parking, cell phone use). The meeting is run by one or both Class Deans at the grade level in Upper or the Middle School Dean of

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Students. Outcomes of the meeting could include no action, behavioral plan, restorative practices, community restoration hours, or parent communication (phone call, letter, in-person meeting). Note: a Deans Meeting is not reportable to colleges or next schools. Community Restoration: Students will give back to the St. Luke’s community and be assigned hours of community restoration to complete, based on the infraction points that they have accumulated by semester. Hours are prescribed based on the severity of the infraction. Once notified of the number of assigned hours, it is the responsibility of the student to schedule and complete those hours. They will also need to have their supervisor complete a form confirming completion. There will be a designated list of faculty and staff members that have offered to supervise these hours. Please note that the student must make contact with one of the supervisors individually and should not send mass emails to setup their hours. Note: these hours are not reportable to colleges or next schools. Restorative Practices: As

it relates to the Middle School Discipline Philosophy, students in the Middle School may be asked to participate in restorative practices with the Middle School Dean of Students or an adult in the community. For students, this offers them a time to pause, reflect, and restore relationships with peers and/or teachers so that students can move forward in a positive manner. In the event that a student is suspected of a serious disciplinary infraction, misconduct, or behavior which may present a threat to the student or others, as determined by the School in its sole discretion, the student may be immediately placed on Administrative Review and, if appropriate, sent home from School pending the School’s investigation and determination regarding the appropriate disciplinary action, if any. Once the matter has been investigated and reviewed, the student may be placed on Warning or Disciplinary Probation, suspended, dismissed, referred to the Honor Council (in the case of Upper School students), given another disciplinary consequence, or returned to regular status as determined appropriate at the discretion of the Head of School or Division Head. Note: Administrative Review is not reportable to colleges or next schools.

Administrative Review:

Warning: Warning

may be recommended by the Honor Council and/or assigned at the discretion of either the Head of School or Division Head when there is a serious concern about behavior, attitude, or either a specific incident or series of incidents that call into question the student’s short or long term likelihood of success at St. Luke’s. The length of the Warning period, and the responsibilities of the student while on Warning, will vary depending on the specific context and nature of the concerns. The purpose of a Warning is to express the School’s level of concern about the student’s future and to offer the student an opportunity to learn from mistakes, thereby maintaining the student’s good standing at St. Luke’s School. Note: Warnings are not reportable to colleges or next schools. Disciplinary Warning with Review: Disciplinary warning with review follows the same language as disciplinary warning above, with the addition of having that warning officially reviewed after a certain amount of time. This time, as well as the responsibilities of the student, will vary depending on the specific context and nature of the concerns. Generally, the administrator in charge of the review, and

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the student, will develop an action plan to follow, and the student will be required to demonstrate they have fulfilled the plan. The time frame for warning with review could range from four to eight weeks. Note: Disciplinary Warning with Review is not reportable to colleges or next schools. Disciplinary Probation: Probation is the most serious warning status for students. It may be recommended by the Honor Council and/or assigned at the discretion of either the Head of School or Division Head. The student is generally warned that subsequent offenses can result in dismissal. Students on Disciplinary Probation will generally not be allowed to attend School-sponsored social events or trips. If a student on probation would like to attend a School-sponsored event, the student may submit a written request to the Division Head. In addition, for those students who are on probation, Re-Enrollment Agreements will generally be withheld for the year and reviewed by the Division Head at the end of the year. Other specific conditions of a Disciplinary Probation may be outlined for each student individually. Note: Disciplinary Probation is reportable to colleges and next schools. Suspension: Serious

disciplinary infractions or misconduct may result in Suspension as determined appropriate in the sole discretion of the Head of School’s designee. Suspension may be either short-term or long-term. Short-term suspension is usually served out of School and may last for up to one week. During this time, students are separated from the community so that they can reconsider their commitment to St. Luke’s School. Students who receive a suspension from School for any period of time are considered unexcused for the days they miss. It is the student’s responsibility to initiate conversations with teachers regarding how and when any missed work will be made up. Any work that a student does not make up will receive a zero. Long-term suspension results in the student’s withdrawal from the School for a specified period of up to one year. The student must enroll at another school and have a satisfactory academic and behavioral experience there. The student may apply for re-admission after a designated period if certain requirements are met, as determined by the School, in its sole discretion. Students may not come to campus during a suspension, unless prior arrangements have been made with the Division Head. Students returning from a suspension are generally placed on Disciplinary Probation. Note: Suspension is reported to schools and colleges. Requirement to Withdraw is a permanent separation from St. Luke’s School and will be imposed for serious disciplinary infractions, misconduct, or a pattern of poor behavior, in addition to the failure of parents to comply with the comportment and School support policies and/or the terms of the Enrollment Contract, as determined by the absolute discretion of the Head of School. Note: Requirement to Withdraw is not reportable to schools and colleges, though midyear withdrawals are reflected on the academic transcript. Requirement to Withdraw:

Dismissal: Dismissal

is a permanent separation from St. Luke’s School and will be imposed for serious disciplinary infractions, misconduct, or a pattern of poor behavior, in addition to the failure of parents to comply with comportment and School support policies and/or the terms of the

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Enrollment Agreement, as determined by the sole discretion of the School. Students returning from a suspension are warned that further violation of School rules would likely result in permanent separation from the School. In certain situations, the School may allow students to withdraw pending discipline. In this scenario, the School will annotate a student’s transcript as “withdrawal pending discipline.” Additionally, the student will be expected to report this change of status to any next school, college, or other educational institution to which the student has applied or is attending, consistent with the School’s Disclosure to Colleges and Disclosure to Next School policies. Note: Dismissal is reported to colleges and next schools.

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Health, Wellness, Safety and Security

School Nurse There is a School Nurse on campus. She evaluates students who become ill during the school day and contacts their parents as appropriate. The School Nurse is available in the Nurse’s Office five days per week. Nursing services are provided from 9:00 a.m. to 4:00 p.m. The School Nurse is responsible for ensuring that all student medical forms are current and on file. Illness Students who are sick should remain at home. The School Nurse will contact families if a student is exhibiting symptoms so that the student can be promptly picked up from School. Students should be kept at home for a minimum of 24 hours following fever, vomiting, or other like symptoms.

Medical Requirements and Health Records In order to attend School and participate in afternoon activities, all students must have an Emergency Information Form, annual physical, and an updated immunization record on file in the School Nurse’s office. Students who are ill and need to be excused from physical education or other athletic activities for three consecutive classes or days must provide a note from a physician. A student who requires medical attention due to an injury may not return to gym or afternoon sports activities without a note from a physician. Parents are asked to provide the School with information about their children’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.

Immunizations In accordance with Connecticut law, the School requires all students to provide proof of up-todate immunizations or a certificate of exemption before attending school. Proof of immunization should be recorded on a Certificate of Immunization form and signed by a medical professional. A student with a qualified religious and/or medical exemption must provide the School with an Immunization Exemption Certification, pursuant to state law. A Medical Immunization Exemption Certification must be signed by a medical professional, attesting that the student is exempt from a

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specific vaccine(s) because of medical reasons. A Religious Immunization Exemption Certification must be signed by the student’s parent or guardian, attesting that immunization conflicts with their sincerely held religious beliefs. Students who do not provide proof of up-to-date immunizations or qualify for an exemption will not be permitted to attend the School or participate in any School activities. If there is a risk of a vaccine-preventable disease impacting campus or the School community, the School may, in its sole discretion, exclude non-immunized students, including those with valid religious or medical exemptions, from school and all School activities. Excluded students will not be permitted to return until (1) the danger of the outbreak has passed; (2) the student becomes ill with the disease and completely recovers; or (3) the student is immunized. In determining whether there is a risk of a vaccine-preventable disease, the School may consult with appropriate medical professionals and/or the Connecticut Department of Public Health.

Communicable Illnesses The School may exclude any student who has a communicable illness or has been exposed to an infected person if the School determines, in its sole discretion, that such exclusion is appropriate for the welfare of the student or the School community. In reaching the decision to exclude a student from the School, the School may consult with appropriate medical professionals and/or the Connecticut Department of Public Health. If and when appropriate, the School will disseminate information to students and families regarding campus health and safety issues through regular internal communication channels. For example, the School may provide families with information about the nature and spread of communicable illnesses, including symptoms and signs to watch for, as well as required steps to be taken in the event of an epidemic or outbreak. Of course, we encourage all parents and guardians to contact medical professionals with any questions or concerns about communicable illnesses or immunization issues.

Medications at School Students may not bring, and will not be permitted to maintain, medicine of any kind with their personal belongings. Parents are expected to attend to students’ medication needs outside of school whenever possible; however, if a student must take a daily prescription medication, parents are expected to provide the School with a Permission to Medicate Form signed by the student’s doctor and parent(s). The School Nurse, in collaboration with the parent/guardian and the student’s physician, will establish an individualized medication administration plan for any students who must take medications at school. A responsible adult should deliver medications to the School in a pharmacy or manufacturerlabeled container. Please ask your pharmacy to provide separate bottles for School and home. Medications will be dispensed by School nursing staff or by School personnel who have been designated and trained in accordance with the School’s policy regarding delegation of prescription

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medication administration. Medications should be picked up at the end of the school year. Any medications left after one week of School closure in June will be destroyed. The School Nurse, in collaboration with the parent/guardian and the student’s physician, will also establish an individualized medication administration plan for any student requesting medication self-administration privileges. The student will be involved in the decision-making process and the student’s preferences respected to the maximum extent possible. In a collaborative effort, the School Nurse together with the student, the student’s parent/guardian, and physician will determine the student’s understanding of the student’s medication(s) and competency in the administration of the student’s medication(s). Based on this determination, the School Nurse will allow or disallow self-administration privileges in accordance with state and federal laws. The selfadministration of medication(s) shall include self-administration while on School property or during School-sponsored trips. A duplicate dose of life-saving medication provided by the parent/guardian will be stored at the School Health and Wellness Office. It is the sole responsibility of the parent/ 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. Misuse of the privilege to self-administer medication(s) will result in immediate revocation of said privilege(s). The School will not assume any responsibility for students not in compliance with this medication self-administration policy.

Community Support Services Team St. Luke’s School addresses the health and wellness of our students through numerous initiatives intended to educate the whole student. Our Community Support Services Team (CSST) is an important component of our student care and collaborates with other faculty members and administrators with respect to students’ educational experience at the School. The CSST is led by the Director of Counseling Services Kari Olsen. As part of this collaborative effort, the CSST may share information obtained from parents and students on a “need-to-know” basis with other employees of the School and a student’s parents. The CSST, including all School Counselors, are not engaged as any student’s private therapist. Please refer to the Confidentiality policy in this Handbook for more information. Should the School determine, in its sole discretion, that it is in the best interest of a student to obtain services of a psychologist or other mental health professional not employed by the School, the CSST may assist in a referral for such services.

Other Counseling The School maintains a list of referrals for educational, intellectual, psychological, or speech and language evaluations, should parents/guardians wish to consult with the School regarding such an evaluation. Parents who need guidance in this area are encouraged to consult the Director of Counseling Services, Kari Olsen. It is recommended that the results of such evaluations be shared with School personnel so that appropriate recommendations can be implemented.

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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/guardians, and 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 individual’s ability to function academically, emotionally, physically, and/or mentally within the School environment; or when legal requirements demand that confidential information be revealed.

Medical Leave A medical leave from school may be appropriate in case of serious illness, bodily injury, or mental health condition, as determined in accordance with this policy. Decisions about granting or requiring a medical leave, or reinstating a student who has been on leave, rest with the senior administrators, the School Nurse, and the Director of Counseling Services; they will be guided by the principal goal of a medical leave: to give the student the opportunity to regain health and thereby function consistently, productively, and safely at school. In the absence of a treatment plan that, in the School’s opinion, meets these needs, the School may decline to grant a medical leave request, and instead require the student to withdraw. A student’s family may request medical leave. The School requires that any request for medical leave be accompanied by sufficient supporting documentation (as determined by the School in its sole discretion) to allow the School to evaluate the leave request, including, but not limited to, at least the following information: (a) a recommendation from the student’s treating medical professionals that the student would benefit from taking a medical leave; (b) a description of how the student’s medical condition limits the student’s ability to participate in required academic or extracurricular activities; (c) the plan for treatment of the student’s medical condition; and (d) an anticipated date for the student’s return. Additionally, in certain situations, the School may require that the student be evaluated and subsequently placed on medical leave. The School may initiate a discussion of a leave of absence in circumstances including, but not limited to: • When mental health or physical symptoms are or may be impeding a student from functioning appropriately academically; • When a physical or mental health condition interferes with a student’s attendance at school; • When a student behaves in ways that may be self-destructive or dangerous to others; • When a student is not engaged in treatment that the School has made a condition of attendance, after the student has been evaluated by medical and/or mental health professionals, who have deemed such treatment appropriate; or • When a student exhibits symptoms or behavior that is of concern to the School.

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This initial discussion may include, in the School’s sole discretion, the student’s advisor, senior administrators, the School Nurse, the Director of Counseling Services, the parents, or the student, as deemed appropriate. The purpose of this initial discussion is to establish the steps that the family is taking to ensure that the student is well enough to participate fully in life at school; and the further steps that the School may require if the situation does not improve. The School may require the family (parents and student) to enter into a medical leave agreement detailing the parameters of any leave. The agreement may include conditions and requirements for the student’s return to school. While a student on leave is excused from attending class, the student must make arrangements to make up missed work either while on leave (if possible) or upon return. While the School will strive to minimize academic disruption, the School may require that a student drop a course or courses if a prolonged absence will make it difficult for the student to satisfactorily complete the requirements of the course. To return to school from a medical leave, a student must provide a thorough, written professional evaluation of the student’s current mental health and/or medical condition from the physician, psychiatrist, or other professional who treated the student during the medical leave. The School may require additional evaluation by a physician or mental health consultant of its choosing. The guiding principle of readmission from a medical leave is the School’s confidence that the student can return safely; and that the student’s return will not compromise the student’s continued recovery, interfere with the School’s ability to serve other students’ needs, or place an undue burden on the School. The decision regarding any student’s return to the School from a medical leave remains in the sole discretion of the School. As a corollary to this principle, a student whom the School determines can safely participate in the regular school day may nevertheless be restricted from participation in overnight field trips or other residential-style School activities.

Food Allergies Our goals are to provide a safe and respectful environment for all students, to educate the School community about the nature of food allergies, and to provide support and encouragement as our students develop good decision-making skills and learn the critical lessons of managing their allergies. We hope to foster self-confidence, self-respect, and self-advocacy in our students, and to support families as they help students learn to appropriately manage their allergies. For students without allergies, our goals are to increase their awareness of food allergies, and to encourage the development of empathy and the skills needed for them to become supportive allies for their peers. As a School, we strive to help our students graduate with the skills and confidence to advocate for their own and others’ health and physical safety. Parents of students who have severe allergies with the potential for developing anaphylaxis must meet with the School Nurse to develop an action plan prior to the start of the school year. Classroom management will be discussed at that time. This plan must be reviewed prior to the start of each school year. Successful management of food allergies is the jointly-held responsibility of the School, families, and students. Education encompasses the entire School community including employees,

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parents, and students. It focuses on preventive strategies, the symptoms of anaphylaxis in individual students, and emergency care. We recognize that the management of food allergies is a developmental process, and we strive to take reasonable measures to protect our youngest students, while recognizing that students should learn to assume increasing responsibility for their own health and safety as they mature. In consideration of the number of individuals with food allergies, St. Luke’s has adopted the following guidelines: • Products containing nuts and peanuts may not be brought onto the School campus; • Food prepared by the School is nut and peanut free; • Food prepared by the School will be labeled regarding allergens; • Sharing of food is prohibited; • Frequent and appropriate hand washing will be encouraged; and • Surfaces will be cleaned to prevent cross-contamination. St. Luke’s does not warrant and cannot guarantee that our campus will be completely nut-free.

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

Health Emergencies The School Nurse will attempt to contact parents regarding illness or injury, minor or serious, but in circumstances that warrant immediate attention when the School is unable to reach the parents/guardians or the designated emergency contacts, they will contact the student’s physician to determine appropriate management. In the event of a serious emergency, an ambulance will be called, the students will be taken to the nearest hospital emergency room, and parents will be notified immediately. Emergency situations arising on campus will generally be referred to Norwalk Hospital, which is the nearest to 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 School. 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 must ensure that Emergency Forms are kept up-to-date. Please remember, it is most important that the School have current home, work, and cell phone numbers for parents/guardians, day care providers, 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. A medical release form must be on file for every student, allowing the School to obtain necessary medical assistance.

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Athletics and Physical Education

Athletics Athletics at St. Luke’s play an integral role in the whole development of the student experience. St. Luke’s athletic program has a strong tradition of excellence among independent day schools in New England, Westchester County, and lower Fairfield County. Over the past five years, St. Luke’s has won 26 athletic championships. Many of our student-athletes move on to play at the NCAA Division I, II, and III levels, as well as on competitive collegiate club teams. It is our philosophy that all students should have an opportunity to participate in interscholastic athletics where sportsmanship, leadership, and a commitment to team and self are emphasized. St. Luke’s offers competitive teams at the Middle School, thirds, junior varsity, and varsity levels. At the Middle School level, teamwork, participation, and skill development are the focal points. At the varsity and sub-varsity levels our student-athletes compete at the highest level, and are encouraged to continue playing at the next level. We generally offer varsity teams in cross country, field hockey, football, soccer, squash, volleyball, basketball, ice hockey, skiing, baseball, golf, lacrosse, softball, and tennis. Our teams compete in the Fairchester Athletic Association (FAA) and the New England Preparatory School Athletic Council (NEPSAC) divisions. Our highly dedicated and professional coaching staff are committed to providing the finest athletic experience for all of our student-athletes. At St. Luke’s, we honor the three-sport athlete and encourage all of our students to try new sports, learn from different coaches, and most importantly enjoy their athletic experience. For more thorough information on the School’s athletics offerings, schedules, and policies, please consult the School’s website.

Eligibility and Participation Students are required to have current physical and immunization records on file to participate at St. Luke’s. The Athletic Department and Sports Medicine Team provide a day each June for students to have their physicals on campus. Students may also submit physical forms completed by their family physicians. Participation is required in the fall and spring seasons and is encouraged, but optional, in the winter season for students in grades five through eleven. Students in grade twelve may request an exemption from participation in one of the three seasons. In exceptional cases, waivers of the activity requirement may be granted for students who demonstrate a substantial commitment to a

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sport that the School does not currently offer. Students should see the Dean of the Middle School or the Upper School Dean of Students for information about waivers. For further information on the athletic program, policies, and information, please refer to the Student Athlete Handbook on the website.

Excused Absences from Physical Education or Athletics Any student who is to be excused from physical education or athletics must bring in a medical excuse signed by a doctor and present it to the School Nurse. For the first day of an excused absence from physical education, a parent note is acceptable. For excused absences from physical education for more than one day, a doctor’s note is necessary. Once a student is cleared to participate in Athletics and/or physical education, a doctor’s note is required to once again to confirm their clearance.

FAA Sportsmanship Policy As members of the The Fairchester Athletic Association, St. Luke’s abides by the League’s Sportsmanship Policy. The FAA League promotes good sportsmanship by student-athletes, coaches, and fans. The League expects all spectators to respect the efforts of the players, coaches, and officials by positive cheering throughout the entire event. The use of inappropriate language, racial or ethnic slurs, or personal insults will not be tolerated and are grounds for removal from the athletic event. Spectators should not address the opposing coaches, players, or officials before, during, or after the athletic event. Noisemakers are not permitted. Spectators, coaches, and players are expected to respect the facility rules of the opposing school. Play Hard - Play Fair - Play With High Values.

Communication Please refer to the Athletic Calendar on the School’s website which is updated regularly, or call the Main Office for last minute changes due to weather and daily events.

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Leadership, Clubs, and Activities

Afternoon Activities St. Luke’s offers a wide array of afternoon activities to enrich the educational experience of our students. These include athletics, as well as theater arts, a school newspaper, and a variety of other programs led by faculty and staff. Students in grades five through eleven are required to participate in a fall season and a spring season afternoon activity; participation in the winter season is encouraged but optional. Students in grade twelve may request an exemption from participating in one of the three seasons. In exceptional cases, waivers of the activity requirement may be granted for students who demonstrate a substantial commitment to a sport that the School does not currently offer. Please refer to, and abide by, the following deadlines for waiver forms to be turned in, and for notification of acceptance or denial: Fall:

Application due by Friday, 9/10/21 Notification of acceptance or denial by Wednesday, 9/15/21 Winter:

Application due by Friday, 12/3/21 Notification of acceptance or decline by Wednesday, 12/8/21 Spring:

Application due by Friday, 4/1/22 Notification of acceptance or decline by Wednesday, 4/6/22

Clubs Part of the mission of St. Luke’s School is to provide opportunities that go beyond the academic experience and contribute to the development of the whole student—that is the social, emotional, and physical growth of each student. Clubs broaden students’ experiences at St. Luke’s by providing them with an opportunity to participate in a variety of experiences. Clubs must have a faculty advisor and are overseen by the Director of the Center for Leadership, and the Deans of Students for each Division. Note that participation in a club does not fulfill the fall and spring season afterschool activity requirement. Student Clubs may engage in fundraising as approved by the Director of the Center for Leadership. For assistance setting up a fundraiser please see the Director of First Impressions. All

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money collected needs to be turned in immediately to the Business Office or to the SLS employee supervising the event.

Dances Dances are scheduled throughout the year and are open to St. Luke’s Upper School and Middle School students. Students must check in with the faculty chaperone when they arrive, and once they leave the dance, they may not return and must leave campus immediately. Each St. Luke’s student may bring one guest from another high school. Guests are the responsibility of the St. Luke’s student host and must provide their name, enrolled school, parent’s name, and parent’s phone number upon arriving at the dance. The guest and the host must arrive at and leave the dance together. Separate guidelines for the St. Luke’s Prom are sent to students and families each spring.

Community Service The St. Luke’s School motto, “Enter to Learn, Go Forth to Serve,” is reflected in our community service requirement. Throughout their St. Luke’s experience, students have an opportunity to become involved in service activities which encourage them to share their talents with the community and develop lifelong habits of giving. Our community service program is coordinated by the Director of the Center for Leadership and is facilitated by SLS faculty and parent volunteers. In the Middle School, the class projects are centered on a theme or project for the year. While classes may adjust their activities according to community need, their activities generally follow certain themes. Examples of recent grade themes include partnering with Kiva on global microloans, addressing local food insecurity, and helping senior citizens with technology. In the Upper School, each student is required to complete a 20 hours of community service per year that they are in our Upper School. So a student joining our Upper School in 9th grade will complete 80 hours and a student arriving in 11th grade will complete 40 hours. In order for an Upper School student to receive credit for community service hours, the work must be on a volunteer (non-paid) basis and for a nonprofit organization. If a student volunteers at a for-profit agency, the student may have half of those hours count toward this requirement. In each case, the student must document the hours and have the student’s supervisor send a letter to the Director of the Center for Leadership at St. Luke’s. In each case, the student must document the hours through the MobileServe app. In addition to the hourly requirement, all students must complete a reflection on one of their service experiences. In addition, there is an opportunity for students to earn community service hours through a formal reflection on their service work. If there are any questions about this requirement, students should speak to the Director of the Center for Leadership. We reiterate that while enrolled at St. Luke’s, students are representing the School, on or off campus. Students should therefore remember that at all times, their manner and behavior reflects on the entire St. Luke’s community.

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Posters and Decoration of School Spaces Team captains, club leaders, and others wishing to hang posters or flyers on campus should use bulletin boards where possible. Please take the posters and flyers down promptly after the event. Students wishing to decorate for a larger event should coordinate with the Middle School Dean of Students and the Upper School Dean of Students. There is a dedicated space in the Student Commons for festive decorations. All posters and decorations should be tasteful and consistent with the School’s expectations.

Academic and Afternoon Activity Conflicts Although active participation in afternoon activities is an essential part of the School experience, a student’s first priority at St. Luke’s is academic work and class attendance. Therefore, extra help will take precedence over practice, particularly for students in academic difficulty.

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Other School Policies

School Directory The School has a directory of class lists and contact information for families, faculty and staff, and other members of the community. The Directory is updated each September and made available to families online. The Directory may only be used for School-purposes, and not for personal or commercial purposes. Failure to properly use the Directory may result in restricted use.

Lost and Found Please be sure to mark students’ clothes with the student’s name in indelible ink or with sewn-on labels. All unmarked clothing will be put into the lost and found box. Anything left unclaimed past a two-week period could be donated to charity or used at the staff’s discretion.

Student Media Information In order to portray its program accurately and vibrantly, the School makes a concerted effort to highlight the accomplishments of our students and faculty, as well as to publicize the strength of the entire program offered by the School, in a variety of media formats. Student Media Information—including student names, photographic images (for example, portrait, picture, video, or other reproductions), audio recordings of students’ voices, video recordings of students, and/or reproductions of students’ work and likenesses—may be used for educational and/or promotional purposes in print and electronic media. Outlets for publication of Student Media Information may include, but not be limited to, the School publications, marketing materials, the School website, press releases, social media outlets (including, but not limited to, Facebook and Twitter), newsletters, and local newspapers. While the School strives to abide by parent/guardian wishes, we do not guarantee use of a student’s name or image will never occur. Parents are asked to contact the School if they would like to opt out of the use of Student Media Information.

School Overnight Trips and Rooming Assignments When planning a trip that will involve an overnight stay, the School may have students fill out a travel form. We make every effort to have students share rooms with classmates/teammates with whom they are comfortable. Sometimes decisions are made by asking students for suggestions and other times, depending on the situation, trip leaders need to make the decisions. For international S cho ol H andb o ok 2 0 2 1 – 2 0 2 2

trips, we will ask students to identify a few members of the group with whom they would be comfortable to room.

Students Age 18 and Older Some students enrolled at the School will reach the age of 18 before graduation. In the United States, age 18 is the age of majority, which means that legally, an 18-year-old student is able to enter into contractual obligations on the student’s behalf (and is required to abide by those obligations). Therefore, the School requires all students, upon their 18th birthday, to review the Enrollment Agreement that their parents or legal guardians signed on the students’ behalf and execute an Addendum to that Agreement, which provides as follows: • permission for the School to discuss and release information and records to the student’s parent(s) and legal guardian(s) about any issues relating to the student’s enrollment at the School, including, but not limited to, academic records, academic performance, health matters, disciplinary issues, and financial matters; and • authorization for the School to interact with the student’s parent(s) and legal guardian(s) as if the student were under the age of 18. The student’s parent(s) or guardian(s) will also continue to be responsible under the terms of the student’s Enrollment Agreement, including being solely responsible for the payment of all tuition and fees related to the student’s enrollment at the School.

Leave of Absence Should a student’s extended absence from school be necessary or desired, a leave of absence may be appropriate. A leave for medical reasons will be handled in accordance with the School’s Medical Leave policy in this Handbook. The School may recommend or grant a request for a voluntary leave of absence for other compelling reasons. The initial request for a voluntary leave of absence should be made to the appropriate Division Head. The School requires sufficient supporting documentation prior to the approval of any leave. The sufficiency of any supporting documentation will be determined by the School in its sole discretion. The School makes the final determination as to whether to grant a leave of absence, as well as the duration of the leave and the conditions necessary for a student’s return (including, but not limited to, whether the student must reapply for admission). Whether the period of leave is counted towards academic requirements for promotion and graduation will be determined by the School in its sole discretion. Leaves of absence may be noted in the student’s educational record, including on the student’s transcript. A leave of absence will not be used in lieu of disciplinary action to address violations of the School’s code of conduct, rules, or policies. Additionally, a student granted a leave of absence while on academic and/or disciplinary status may return on that same status. Families remain financially responsible for tuition and other fees while the student is on a leave of absence. S cho ol H andb o ok 2 0 2 1 – 2 0 2 2

Rideshare Services Parents should be aware that many rideshare companies, such as Uber, have policies that prohibit transporting unaccompanied minors. The School prohibits the use of these services by students, and will not take responsibility for calling car services for students.

Pets on Campus Family pets need to be left at home at all times for health and safety reasons. They should not be in attendance during the school day or at special occasions.

Visitors to Campus For the safety of our students, our Visitor Pass policy includes parents, family members, alumni, and visitors from outside of the School community. Upon arrival, all visitors are requested to check in with the Main Office to obtain a Visitor’s Pass from the Receptionist. All student visitors must be approved by the Director of Admission or Division Head in advance of their visit. Visitors who have not been approved will be asked to leave the campus. Students may not bring friends to campus unless the visitors are serious admission candidates.

Background Checks With student safety as a priority at the School, the School conducts state and national criminal history and sex offender registry checks on all current and prospective faculty and staff of the School who may have direct and unmonitored access to children, including any individual who regularly provides School-related transportation to students. The School requires any volunteers who will work independently with students to undergo a state criminal background check and a state sex offender registry check. It is also School policy to require that volunteers with direct and unmonitored access to students undergo a fingerprint-based check, which is run through the Federal Bureau of Investigation, and provides access to national criminal history databases. Examples of the types of volunteer activities requiring a background check include, but are not limited to, field trips and tutoring students one-on-one. A background check is typically not necessary for parent volunteers involved with larger School functions at which many adults are typically present or in instances where there is only the potential for incidental unsupervised contact with students in commonly used areas of the School grounds. These background checks require the completion of a brief application form and verification of a government-issued photographic identification, and are only conducted with the consent of an individual employee or volunteer. A volunteer’s service, and an individual’s employment, is contingent upon successful completion of the checks, which may take several days or weeks to process. Completed background check forms must be returned to the Business Office at least two weeks in advance of volunteering.

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Emergency Evacuation Drills Fire drills and lockdown drills will be held during the year to ensure quick and orderly safety procedures are followed in the buildings. Since the unnecessary use of fire extinguishers presents a serious safety hazard to the people inside the School, the School prohibits students from using an extinguisher for any reason other than its intended use. Students should be aware that the pulling of fire alarms is not only against School rules, but it is also a crime. In the case of a fire drill or fire alarm, students must remain outside the building until recalled by a member of the administration.

Asbestos Hazard Emergency Response Act This notification is required by the Asbestos Hazard Emergency Response Act (AHERA, 40 CFR Part 763 of Title II of the Toxic Substances Control Act). Asbestos Management Plans have been developed for the School. These plans are available and accessible to the public at the School’s campus safety office. This notification is required by law and should not be construed to indicate the existence of any hazardous conditions in our School buildings.

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Family Communications and Involvement

Communication St. Luke’s School values and encourages the active involvement and support of its families. In order to foster this relationship timely, honest, and meaningful communication is essential. A number of different vehicles exist to provide the opportunity for this communication. Relationships with our families are facilitated by regular contact. Parents and students can use either phone or email to regularly communicate with teachers, advisors, and administrators. Student Advisors Each student is assigned an advisor who is the person for teachers, coaches, and parents to consult when a student concern arises. This faculty or staff member is the student’s and parents’ primary point person for all matters and helps students understand what it means to be a student at St. Luke’s School. Advisors generally contact parents at the beginning of the year and then periodically throughout the year. Advisors strive to have a sense of what is going on with their advisees in School, and any significant events outside of school should be related to the advisor so that the advisor can support the student appropriately. Advisors work closely with Class Deans and the Upper and Middle School Dean of Students to coordinate support for students as needed. The role of the advisor becomes increasingly significant as students become more independent in advocating for themselves. In general, if parents have questions or concerns regarding their children’s experience at St. Luke’s, their first point of contact is the student’s advisor. On-Campus Events, Conferences, and Meetings In September, parents are invited to a Parents’ Night, where, after hearing introductory • comments from the respective Division Heads, they visit each of their child’s classes. Teachers provide an overview of the course curriculum and answer general questions about the course. • Parent-Student-Advisor Conferences are also scheduled in mid-September. • October marks the annual State of the School, which includes a reception followed by a presentation by the Head of School and the Chair of the Board of Trustees. • In November, two days are set aside for Parent-Teacher Conferences. Parents have the • opportunity to meet with each of their child’s teachers to discuss the student’s progress toward goals for the year. • Parent-Student-Advisor Conferences are scheduled for a half-day in the Spring. • Conferences may also be arranged at other times during the year. If either a parent or teacher

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feels the need to meet, a conference involving parents and all of the child’s teachers can be coordinated by the advisor. • The Parents’ Association has meetings during which time is set aside for presentations and questions/answer sessions with different School personnel and departments. Written Communication • Report cards are prepared and made available online at the end of each semester. Students will receive performance “snapshots” roughly halfway through the semester. • Advisors will also write a one to two paragraph summary of each advisee’s overall development during the school year. This summary will be included as a comment on the second semester report card. • Teachers may send Academic Progress Reports (APRs) at any time to inform parents about significant academic events or trends at School, both positive and negative. Advisors, Division Heads, and other appropriate administrators receive copies of these reports. • Useful publications are the Curriculum Guide, which includes the St. Luke’s course of study, departmental goals, and course descriptions; this Handbook, which includes school policies, procedures, and other important information; and the Directory. • The School’s website, www.stlukesct.org, serves as a key communication tool for everyone in the St. Luke’s community. The site contains a vast amount of information about programs, faculty, activities, and events. It may be used to check the School calendar for all events and Parents’ Association activities, review daily homework assignments, view report cards, see photo galleries of recent School happenings, learn about opportunities for giving, read about general School news, and much more. • Publications include The Magazine for St. Luke’s School, and an Annual Report. • The School and the Parents’ Association use email regularly to communicate important news or upcoming events. From the classroom teacher, to the Department Chairs, to the Division Heads, to the Class Deans, to the Advisors, to other members of the School administration, St. Luke’s School is committed to communicating actively with parents to keep them adequately informed about their children’s education, growth, and development. • A weekly eNews is sent at the end of each Friday which contains current School information including stories, announcements, scheduling, and more.

The Reception Desk Table In the spirit of trying to help our students take responsibility for themselves and their own belongings, we hope that they will remember the things that they need before coming to school. There will be times that they forget things. If students forget something at home, such as homework or athletic gear, parents are asked to remember that natural consequences are an important part of how children and teenagers learn, and can be an opportunity for learning and growth. Any pick-up or delivery of student materials may not be left with the Receptionist, or in the front lobby, during normal school hours.

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Enrollment Agreements Enrollment Agreements are generally sent to families each January. Students may not attend classes or participate in any School-related activities unless a properly executed Enrollment Agreement is submitted to the School in a timely manner. Enrollment Agreements will be sent to returning students only if all financial obligations are current and the School is generally satisfied with the student’s academic performance or behavior. Please see the Re-Enrollment Policy below for additional information. Unless Tuition Refund Insurance is purchased and the Insurance covers the tuition, once an Enrollment Agreement has been signed and accepted by the School, parents are responsible for the full tuition for the academic year, regardless of the reason for withdrawal.

Re-Enrollment Re-enrollment at the School is not automatic. A decision to re-enroll a student and to subsequently forward a Re-Enrollment Agreement to the parents is based upon a student’s academic record, effort, attitude, and behavior throughout the prior year, and upon the willingness of the parents to accept and exemplify their responsibility in the partnership of education. The Director of Admission will send, via email, the invitation and instructions to complete the online Enrollment Agreement to parents of students in good standing. In the case of a student’s failure to meet these expectations, the School may hold the Re-Enrollment Agreement until the School determines that an appropriate decision about placement can be made, or may not be extended at all, if the School determines that such a recommendation is in the best interests of the student and/or the School community. For students whose Re-Enrollment Agreements are withheld, the School will generally make a final decision about re-enrollment in June and the decision will be communicated to the student’s family by the Head of School or Division Head. The Head of School, in the Head of School’s sole discretion, makes the final decision as to whether a student will be invited to return for another year. Course registration in the spring will be made only for returning students whose Enrollment Agreement and registration fee have been received and whose current year tuition balances are not in arrears. Families who miss the deadline for turning in their Enrollment Agreements will forfeit their place in the class.

Family Leave Families who take a leave of absence from the School of a year or more are generally expected to apply to the School for readmission. The student will be considered on a space-available basis, as well as within the context and competition of the applicant pool for the student’s grade level. Strength of the applicant’s file is important, including a strong finish to the student’s last year at the School, as well as a strong record of academic performance and citizenship while the student is away. Ultimately, the School cannot predict the number of openings or competitiveness of applicant pools for specific grade levels, and given the School’s high enrollment, there is never a guarantee of

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readmission for the following year. Applications for admission, from both current and new families, must be submitted by January 15. Enrollment decisions, regardless of a family’s prior or current relationship with the School, are always made in the School’s sole discretion.

Parents’ Association Fundraising The Parents’ Association (PA) conducts numerous events throughout the year, including fundraising events. In the past, PA fundraisers have included a community cookbook, a spring gathering with an auction, and a wishing tree. Gifts to Parents’ Association fundraisers support a number of educational and informational programs, student and parent social activities at every grade level, and classroom and curricular enhancements.

Gift Giving Gifts from individual families to teachers are in no way required or expected. Gift giving among students at school can lead both to awkwardness and hurt feelings. We discourage students from exchanging gifts at school, and if students choose to do so, it should be done as privately as is possible.

Charitable Giving St. Luke’s is able to meet the current needs of its students and plan for the future because of the generous support of parents, alumni, faculty and staff, and friends who include St. Luke’s in their annual charitable giving plans. As an independent school, St. Luke’s is a not-for-profit, 501(c) (3) organization. While tuition is the School’s main source of income, it does not cover the full cost of educating each student. Voluntary giving is integral to the School’s health and is a testimony to a strong community of families that care about St. Luke’s. Donations to St. Luke’s School directly benefit the student body by providing needed funds to offer better compensation packages to teachers, buy equipment, build facilities, and attract a diverse student body. In aggregate, strong participation among families signifies support for the work of the faculty and is an important benchmark to foundations that fund independent school programs and to prospective families looking at St. Luke’s School. Throughout the year, there are many opportunities to get involved in the philanthropic life of the School. If you have any questions, please contact the Development Office. The Annual Fund Voluntary tax-deductible contributions to the Annual Fund help to bridge the gap between tuition revenues and annual operating expenses. Contributions to the Annual Fund support school operations including, but not limited to: • Faculty compensation; • Curriculum development; and • Academic and extracurricular programs, buildings & grounds maintenance. S cho ol H andb o ok 2 0 2 1 – 2 0 2 2

The Annual Fund is launched each October with the help of a team of dedicated parent volunteers. All parents are asked to support the Annual Fund each year, and their support is recognized in the School’s Annual Report. Campaigns While the Annual Fund provides “money to live by,” a Capital Campaign raises “money to grow by.” Capital Campaigns are intensive, multi-year fundraising efforts to secure support for special initiatives, such as facility enhancements, endowments, and program development. St. Luke’s periodically conducts Capital Campaigns and it is our hope that community members will consider participating in these efforts in a way that is meaningful. Special Projects All proposed fundraising initiatives should be explored in conjunction with the Development Office to ensure that fundraising is beneficial and timed for maximum benefit to the School. Planned Giving Making a bequest to St. Luke’s School allows families to make a significant charitable gift to the School without exhausting assets earmarked for current personal needs. The Hilltop Society includes individuals who have made a planned gift or who have designated St. Luke’s as a beneficiary in their will. Holiday Gift Giving As a reminder, in lieu of personal gifts, SLS Parents are asked to support two fun and anticipated events: The PA Thanksgiving Pie Day, and the PA Holiday Cookie Stroll. In addition, every family contributes dues to the PA when a student is enrolled for the academic year. A portion of these dues is used to fund generous holiday gifts for each staff member. This monetary gift, along with the Pie Giveaway and Holiday Cookie Stroll, serve as wonderful tributes to the SLS staff.

School Bus/Van Information Bus/van ridership is provided for all students and we expect that proper behavior will be maintained. The same principles of behavior that prevail on campus extend to School buses, vans, and other modes of transportation to and from School-sponsored events.

Drop Off/Pick Up The School asks that parents assist to improve the drop-off and pick-up process. Following these steps may alleviate long car back-ups, particularly at the beginning or end of the school day: • Carpool, if possible, or use School bus/van transportation, when available. • Parents should discuss with their children a pickup location and have their children wait for them there. (St. Luke’s discourages Middle School students from meeting their parents by the Art House, as that area is not regularly supervised.) S cho ol H andb o ok 2 0 2 1 – 2 0 2 2

• If parents arrive at the agreed-upon location and their child is not there, parents should move out of the road or circle and allow others to move up to those students who are ready and waiting. • Parents should not arrive for pick-up earlier than the end of the school day, as early arrivals may lead to long lines and delays.

No Idling To support the School’s commitment to being as environmentally friendly as possible, all drivers who are waiting in their cars for student pick-up must turn off their engines if they anticipate being stationary for more than two minutes.

Parent/Child Communications During School Parents and students are expected to be clear about their after-school pick-up time and place to avoid confusion prior to coming to School. In the event of an emergency, if parents need to contact their child during the day, they may leave a message with the Receptionist. Students do not have access to their cell phones during the school day, so please call the School first. While messages will not be hand-delivered to students in class, except in the case of an extreme emergency, the School will deliver the message to the student during the appropriate time. Please be aware that students cannot be paged over the public address system unless it is an extreme emergency.

Current Family Contact Information The School must have current contact information for parents/guardians and caregivers. If parents move during the year, or if a home, office, or mobile number or email address changes, parents should email new information to websiteupdates@stlukesct.org. All address and contact information changes are required via email to help ensure the information is accurate.

Dual Households And Disagreements Between Parents In order for the School to communicate most effectively with parents and support each student, teachers and administrators need to be aware of students who spend time in multiple households. Additionally, information regarding who the primary caregiver is should be communicated to the School, in the event of an emergency, and whether special co-parenting arrangements exist. To that end, St. Luke’s requires that the names and contact information of both custodial parents be given to the School upon enrollment. If there are court-ordered guidelines regarding visitations, picking up a student from school, parent involvement in field trips or other issues, the School should be informed. Unless otherwise specified and supported by proper documentation, each parent for whom the School has current contact information will receive a copy of the student’s report card

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as well as other informational mailings and electronic communications during the year. When scheduling Parent-Advisor, Parent-Teacher or Parent-Student-Advisor Conferences, divorced and separated parents are expected to attend together, rather than using separate scheduling time slots.

Parent Involvement in Disciplinary Matters Disciplinary matters and student issues are handled directly by teachers, administrators, and appropriate staff. If a student is having a School-related issue with another student, parents 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. Please speak to the appropriate School administrator for guidance with any questions about contacting another student or parent about a School-related matter.

Parental Comportment and Support for School Policies At St. Luke’s, we believe that a positive relationship between the School and a student’s parents or 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, open lines of communication, mutual respect, and a common vision of the goals to be achieved. The School understands and appreciates that parents and guardians may employ different means to meet the expectations and responsibilities expressed in this policy. Nevertheless, St. Luke’s at all times, may 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 may 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 will observe the following guidelines: 1. Share in the School’s vision.

• Support the mission of the School. • Understand and support the School’s philosophy, policies, and procedures. • 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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2. Provide a home environment that supports the intellectual, physical, and emotional growth of the student.

• Create a schedule and structure that supports a student’s study and completion of homework requirements. • 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. 3. Participate in the establishment of a home/School and School community relationship 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. In cases when students or others are in imminent danger of harm, when there is a compelling reason for doing so, or when legal requirements demand that confidential information must be revealed, information may be disclosed to the Head of School, administrators, outside professionals, or law enforcement officers. • Respect the School’s decision to maintain the confidentiality or privacy of certain information, whether in the interests of the School, a student, or its community. • 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/ advisor/counselor, Head of School, in that order). • Acknowledge the value of the educational experience at St. Luke’s by making regular and timely School attendance a priority and 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, or personal information that the School may need to best serve students and the School community. • Understand and support the School’s technology policies.

School Gatherings Off Campus (Not Sponsored by the School) It is important to remember, through their quest for acceptance from peers and their desire for greater independence, that students still need clear boundaries and guidance, and the following

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section provides some ideas to consider. They are designed to be practical and, more importantly, are based on the values that we, as a school, stand for as part of our mission. In this sense, we hope that all our parents will support these in spirit, if not in letter. 1. Always be at an event or party in your own home.

• The parents should be the greeters. During the party, parents should casually make their presence known. • Have the party in a part of the house where the guests will be comfortable and where you can maintain adequate supervision. • Be the ones to bring in the food and beverages. This will keep the party running smoothly, and it will allow you to meet your child’s friends. • Occasionally walk around outside. 2. Clearly establish ground rules and expectations with your child before the party takes place (before your child goes to any social event).

• Let students know your expectations: they want guidelines, though you may hear something quite different. • Give students options, but with clear guidelines. Discuss their responsibilities and discuss what the consequences are for inappropriate behavior and what the rewards are for appropriate behavior. • Stress the concept of shared responsibility. • Parents should take the responsibility of “playing the heavy,” if there is inappropriate behavior. 3. Make sure there is plenty of food and non-alcoholic beverages and plan activities. 4. If your child is invited to a party, you should contact the parent giving the party and:

• Verify the location. • Verify that parents will be present. • Verify the starting and ending time. • Offer assistance (e.g., chaperone, food, etc.). • If there is to be a sleepover, find out what the ground rules will be. If parents must be away for any length of time, make arrangements for quality supervision in the home to ensure that parents, students, and the home are protected. Too many parties occur in homes when parents are away. Let the School and neighbors know if parents are away.

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St. Luke's School Handbook 2021-2022

Articles inside

Leadership, Clubs, and Activities

Athletics and Physical Education

Health, Wellness, Safety, and Security

Academics

Community Expectations and School Rules

Discipline

Daily Schedule and Attendance

Technology and Internet Acceptable Use Policy

Important Contact Information

Welcome From the Head of School

Who We Are