MIDDLE SCHOOL STUDENT HANDBOOK 2017-18
Tower Hill School
The Tower Hill Mis sion Statement Tower Hill School prepares students from diverse backgrounds for full and creative engagement with a dynamic world. Each student is provided with an educational experience that
emphasizes the development of an inquisitive, discerning
and critical mind; the value of being creative and aesthetically sensitive; the appreciation of physical well being; the ability to
collaborate and to function as part of a team; and the growth of character.
C ON T EN T S Welcome 3 The Academic Program 4 Courses of Study Schedule Communication and Reports Grades Failures and Summer Work Homework Homework Planner Extra Helping and Tutoring Extended Time – Tests and Exams Field Trips Books Advisors and Counseling 12 Head Class Advisors Flow of Communication Class Meetings Chapel Codes of Conduct 14 Honor Code Character Code of Conduct Disciplinary System Demerits Infractions and Responses Attendance and Absences 18 School Day Lateness Absences – Students Absences – Excused Absences – Unexcused Drop Off and Dismissal Early Morning Dismissal After School Program Snow Days
2
21
Technology and BYOD 23 Bring Your Own Device Computer Policy On-Site Technology Guidelines Personal and School Safety Guidelines Administrative Guidelines Responses to Violations Cell Phones Middle School Dress Code Boys Girls
27
Health Services 30 Illness Illness Notification to School Medications Physical Health Forms Concussion Policy 2015-16 32 “Return to Learn” Return to Learn Protocol “Return to Play” Physical Education and Athletics Athletic Offerings for Boys Athletic Offerings for Girls Athletics – Return After Injury, Illness, Surgery Sportsmanship Physical Education Clothing
36
Student Council 39 Social Events 40 Parent Representatives 41 Parent Coffees 41 Important Dates and Events 2015-16
The Tower Hill Mission Statement
42
Welcome to the Tower Hill Middle School Handbook
The Middle School helps each student discover and develop his or her own special talents while at the same time refining the essential skills needed to function in a most challenging academic environment. The academic program is supplemented with daily physical education classes, a full fine arts curriculum, trips of many kinds and explorations into co-curricular activities. Emphasis is placed upon effective and compassionate communication, consideration and tolerance of others, the development of teamwork and the strengthening of one’s value system. The school program is an extremely full and busy one. All students take classes in the fundamental disciplines, as well as art, music, computer, physical education, health, study skills and a wide range of shortterm elective activities. The program is supplemented by a chapel assembly program; interesting day and overnight trips; major dramatic productions; special math, social studies and science competitions; internal and external community service projects; and an energetic student council program. Classes are small, each student has an advisor, the reporting system allows for specialized narratives at narrowly spaced intervals, all of which helps assure parents that the progress of their child is being closely followed. A strong counseling and learning support program reinforces the work of the advisor and head class advisor and provides parents with additional resources within the school. We believe passionately in the right of each student to take advantage of every aspect of the school program. Therefore, we react very strongly to those who physically, sexually and/or verbally abuse others. Abusive behavior of any type will not be tolerated. Please free to contact me at pcapodanno@towerhill.org if you have questions about the Middle School. Have a great year! Sincerely,
Paul Capodanno Head of Middle School
Welcome to the Tower Hill Middle School Handbook
3
T HE ACADE M IC P RO G RA M
4
The Academic Progam
We are part of a strong school. Much of our role is to prepare students for the rigors of a challenging secondary school curriculum. Our goals include having students entering the 9th Grade be enthusiastic about learning, highly literate, able to compute easily and accurately, and in possession of the skills necessary to cope with the many demands that will be made upon them. We want our students to be forthright and honest, able to work independently and able to contribute to a group effort, and we hope to see them grow and become self-confident individuals. Our job is to help our students reach toward these goals, recognizing that each is unique and at a different point of personal development physically, intellectually, emotionally and socially. Character Code of Conduct is an integral part of the reinforcement of essential core values. Our rigorous program is designed to foster the development of the individual, helping each student to become increasingly independent yet able to function well in a group. Through a variety of courses, field trips, class projects and other activities, we seek to provide each student with the maximum opportunity for individual growth and expression. It is our hope that the process of learning will be a rich, joyous and rewarding experience.
Courses of Study The following list of courses is presented to give a general view of the academic program offered in the Middle School. A more detailed curriculum is available by checking the online curriculum guide on our website, www.towerhill.org. Grade 5—English, Reading, Math, Science, History, Prima Lingua, Computer, Physical Education, Art/Shop, Band, Chorus or Strings. All fifth-graders learn to type by completing lessons in our new online Typing Club Program. The students must complete each lesson with an average of 20 words per minute with 90 percent accuracy. Grade 6—English, Reading, Math, Science, History, Foreign Language, Computer, Physical Education, Music, Band, Chorus or Strings. All sixth-graders have a typing requirement and will complete lessons in the Typing Club Program. The student must complete each lesson with an average of 25 words per minute with 90 percent accuracy. Grade 7—English, Math, Science, History, Foreign Language, Computers, Health, Art/Shop and Athletics. Seventh-grade students have the option of continuing to take Band, Chorus or Strings. Seventh-grade students are involved in a class called disABILITIES, a course designed to build our students’ awareness of and increase their comfort level with those with physical, mental and cognitive disabilities.
Grade 8—English, Math, Science, History, Foreign Language, Technology and Production, Health, Art, Music and Athletics.
The Academic Progam
5
New Schedule for the 2017-18 School Year Sixty-minute classes, six periods a day, eight day cycle In the Middle School, classes currently run for 40 minutes in eight instructional periods per day over a 12-day cycle (green and white weeks). In an effort to allow for deeper exploration of topics during class times, as well as enhanced collaboration time, plus allow our middle school students to have fewer transitions during the often hectic school day, we will shift to slightly longer periods (55/60 minutes) and fewer meetings per day (6 periods). This schedule will translate to less daily homework for our students, as homework is only assigned on days that classes meet. The Middle School day will continue to be from 8 a.m. to 3:15 p.m. The school building will be open at 7:30 a.m. each day. Fifth- and sixth-graders will attend band, chorus or strings during the last period of the school day (2:35 p.m. – 3:15 p.m.). Seventh- and eighth-grade students during that time will attend their athletic team practices from 2:45 p.m – 3:45 p.m. each day. The Middle School will also be moving to a semester calendar for the 2017-18 school year, similar to the Upper School. This means that your child will now have four reporting periods instead of the three trimesters they had in previous years.
Communication and Reports There are several ways in which the student’s progress is monitored and reported upon in the Middle School. Open Gradebook— This web-based program is available through our Tower Hill website. Parents will have access to any graded assignment their child was involved in after the child has received it back from their teacher. Conferences— The advisor meets with the parents (and when needed, the student as well) of each of his/her advisees formally, after the 1st Quarter (Nov/Dec). This is an excellent time for parents and teachers/advisors to share and compare their perceptions of the student’s progress. Please bring your calendars to our MS Parent Night on Sept. 19 to sign up with your child’s advisor for your conference meeting. Interim Reports— Interim reports are written midway through each quarter. Reports will be written for students who: 1) are new to the Middle School (this will occur for the 1st Quarter, but might not need to be done for the 3rd Quarter); 2) students who are having difficulty in a course. Semester Reports— Reports are written and distributed at the end of each quarter. These reports focus on the students’ strengths, challenges and goals for the following semester. In all subjects, a reference to the student’s effort will be noted.
6
The Academic Progam
Middle School 8-Day Schedule
The Academic Progam
7
Grades 5th Grade is the first time in the academic life of a student that grades are given in addition to narrative comments from each teacher. At the end of the year, the report card will show the semester grades, the exam grade (7th and 8th Grade only) and the cumulative grade in each subject. The cumulative grade consists of an average of the two semester grades plus the exam percentage. For 7th and 8th Grade, the exam will count 20% of the final grade.
Middle School Report Dates 2017-18
Grades and Their Numerical Equivalents Letter Grade Number Equivalent A+ 97-100 A 93-96 A- 90-92 B+ 87-89 B 83-86 B- 80-82 C+ 77-79 C 73-76 C- 70-72 D+ 67-69 D 63-66 D- 60-62 F 0-59
8
Quarter/Semester Dates Oct. 10 - Interims due - all fifth-graders and new sixth- to eighth-graders Nov. 3 - End of 1st quarter Nov. 6 - 1st quarter reports due Nov. 10 - 1st quarter reports out to parents Jan. 19 - End of 1st semester Jan. 22 - 2nd semester begins and grades due Jan. 26 - 1st semester grades out to parents Feb. 26 - Interims due April 13 - End of 3rd quarter April 16 - 3rd quarter reports due April 20 - 3rd quarter reports out to parents June 6 - End of 2nd semester June 11 - 2nd semester reports due June 15 - 2nd semester grades out to parents
The Academic Progam
Failures and Summer Work In the event a course is failed, the school will recommend summer work and, when required, a re-examination. Final exams are given in English, mathematics, history, science and foreign language. Any student who earns less than a 50% on his/her final exam, regardless of his average prior to the exam, must be re-examined in order to pass the course. Prior to the re-examination, it is customary for the student to get extra help as determined by the teacher of the course. If the student earns a 50% or higher on the re-examination, s/he will pass the course for the year as long as his/her average was at least a 62 going into the final exam. The exception to this policy is in the seventh-grade foreign language courses, where a student may be advised to drop the foreign language course in the 8th Grade instead of making up the work over the summer. S/he will then re-begin foreign language study in the 9th Grade. Eighth-grade students failing a course will be required to make up the failure before entering the 9th Grade. Occasional exceptions may be made in the cases of students taking the accelerated math course or those in a foreign language course. The status of any student failing a course or showing poor effort will be reviewed carefully by the Middle School faculty to determine whether that student should continue at Tower Hill. Students failing two or more courses for the year, or failing a core curriculum course without making it up during the summer, are normally not invited to return to school in September. Parents of students having extreme difficulty in any course will be notified well before the end of the academic year, in order to make necessary summer plans. Although D or D- are passing marks, students completing a year of work in major academic subjects at those levels are considered to be at considerable risk in those subjects for the coming year. We, therefore, may require summer work for students whose understanding and achievement reveals major gaps in important basic skills. The Division Head, Department Chair and Head Class Advisors can offer specific guidance on where to find tutorial assistance or summer programs.
Homework An important means of developing one’s skills in a subject or a craft is by practice. Beginning in the 5th Grade, students are required to do some homework in preparation for each of their academic classes. On the average, such assignments should not be in excess of 20-30 minutes per subject per night. Parents who find that their child constantly needs more time than that should contact the teacher. Conversely, parents should contact the teacher if their child never seems to have any homework. Parents: Please do not do homework for your child! If a few leading questions or hints are not enough to help, the child should see his/her teacher the next day for clarification and/or extra help. If your child seems to need help frequently, please call the teacher. Students develop good individual learning patterns best when they are able to do their own work, make their own mistakes and learn by trial and error. “Help,” either from parents or classmates, often can become a crutch. The easiest way for a teacher to diagnose a student’s difficulty is to see the work of the student. The teacher can then make some helpful suggestions or re-teach particular concepts. How a child does The Academic Progam
9
his/her homework is often a valuable clue for the teacher. Parents who are being asked by their child to get involved with homework should let the teacher know what is going on. Parents will often need to help their children establish a consistent study time, which is both long enough and allows for occasional “breaks.” Providing a well-lit and well-organized area and a desk are essential, and students work best away from distractions, including conversations, televisions, stereos, computer games and radios. If your child is less organized, having her/him study in the kitchen or dining room can be helpful. Students should always e-mail their teachers if they have questions about an assignment.
Homework Planner We issue student homework planners at the beginning of each school year. Please reinforce with your child the value of using this book every day. It is extremely helpful to have all assignments, upcoming tests, quizzes and project deadlines listed in one central place. Homework can also be found on TowerNet. However, the homework planner should be what a child uses first when s/he needs to know what to do for homework.
Extra Help and Tutor Students are encouraged to go to teachers for extra help whenever they need it. Extra Help is available:
1. during periods that both the teacher and student are free
2. before school from 7:30-8 a.m., approved by the teacher
For students who need more assistance than the above suggestions, a tutor from outside the school community will be suggested.
Extended Time - Tests and Exams Students who have a documented need for extended time for in-school tests and exams (it is specifically recommended in their educational evaluation) may have up to an additional 50% additional time for a test or exam. Parents should be aware that the student’s educational evaluation should be updated every five years. These guidelines are essentially the same as those used by the College Board whose website discusses the basic guidelines we use for provision of extended time.
Field Trips Field Trips are valuable “hands-on” experiences that bring learning to life outside the classroom. Flo Brown will have contact information for all field trips. If you are uncomfortable about having your child participate on a trip, please contact the Division Head about your concerns. Permission slips are provided and required for all field trips and may only be signed by the parent or legal guardian. Parents may be asked to accompany students who have severe asthma, life-threatening allergies or other serious health conditions that might put the student at risk on a field trip. Please supply emergency medications, such as quick-relief inhalers and auto-injectable epinephrine, for all field
10
The Academic Progam
trips. Students may be allowed to carry their emergency medication on their person if deemed ageappropriate at the discretion of the school nurse, physician and parent.
Books Books are available online via the link to MBS Direct on TowerNet. Parents are welcome to order an extra copy if they desire them. There is a buy back book day in the spring for families looking to sell back their student’s textbooks.
The Academic Progam
11
AD V ISORS AND CO U NSELIN G
Each student in the Middle School is assigned an advisor. The advisor and his/her advisory group meet twice a week for 30 minutes. Establishing relationships with their advisors gives the students opportunities to engage with a trusted adult about issues that are appropriate for their particular age. It is our hope that this frequent contact will help facilitate communication during those times when adolescent issues can become a hindrance to a student’s academic, social or behavioral well-being. Advisors will communicate on a regular basis with parents about the student’s progress and any issues that will have an effect on the student’s day-to-day output in the Middle School. Counselor Fran Henkel, school psychologist Amy Cuddy and learning specialist Samantha Spruance work closely with teachers, parents and students to help them deal with both learning and social issues.
Head Class Advisors Grade 5—Chris Theim Grade 6—Paul Mulvena Grade 7—Jennifer Houston Grade 8—Ida Leader
Flow of Communication Subject Teacher Student Advisor Head Class Advisor Head of Middle School
Class Meetings Each grade level meets together once a week under the leadership of the Head Class Advisor. These meetings are designed to foster communication and effective ways of relating within a class and to allow students and teachers together to discuss an issue as a whole. Sometimes these meetings focus on upcoming events and how to approach them in the most positive way possible. Issues that include friendship, peer pressure, the codes of conduct, how to study effectively and many others are discussed.
Chapel A longstanding tradition at Tower Hill, Chapels are designed to offer students an opportunity to present and mull over important values. The themes for Chapels in 2017-18 will be connected to our advisory program. Topics may include Gratitude, Community, Kindness, Empathy and Leadership.
Advisors and Counseling
13
CODES O F COND U C T
14
Code of Conduct
Honor Code Tower Hill provides an enriched and challenging program in which each student’s abilities and talents are recognized and respected. The Tower Hill community places honesty as its highest value and feels that a community of trust must be maintained through the effort of students, faculty, administrators and parents. All work that is to be done for a subject should be the work of only that student, unless the assignment is a group project or one on which collaboration (working with peers, family members and other outside help) has been specifically required, suggested or permitted by the teacher. This includes all exams, tests, quizzes, classwork and homework. Students are not to communicate unannounced quizzes or tests or the contents of quizzes or tests to students in other sections. Copying another student’s homework is always an honor code violation.
CHARACTER CODE OF CONDUCT As a member of the middle school COMMUNITY at Tower Hill, I have agreed to follow and sign the Character Code of Conduct described below, created and written by middle school students. I will be RESPECTFUL toward my classmates and their belongings. I will be mindful of what I say to other people whether it is on paper, through an electronic device, or spoken out loud. I will be KIND and treat my classmates the way I want to be treated. I will demonstrate all of these character traits on a daily basis by actively participating in class, by keeping my locker clean and my belongings organized, by seeking out a teacher for help when I am struggling, and by being RESPONSIBLE for everything I put my name on. Suggested responses when students witness others violating any of the codes of conduct: 1. Confronting the individual as soon as you can, telling the student you saw what happened. 2. Ask the student to turn him/herself in to the teacher most connected to the situation. 3. Reporting the student to a teacher yourself. 4. Letting your advisor or parent know what has happened and seeking advice from her/him.
Code of Conduct
15
Disciplinary System Tower Hill has high standards of performance in all areas, including personal conduct. Students are expected to be on their best behavior whether in class, at assemblies, in the lunchroom, in the halls, on the athletic fields, on field trips and even after school! Students are, at all times, ambassadors of their school as well as of themselves and their families. Proper table manners, good dress and grooming, appropriate use of language, courtesy toward others and concerns for others’ property and person are important factors in establishing a healthy atmosphere that nurtures the growth and development of each student. Academic honesty is an important quality that is expected of each student and reinforced constantly by the faculty. By this, we mean that each student is expected to turn in work that only s/he has done, unless a group project was assigned. Copying the work of others, either on homework assignments or on quizzes and tests, is misrepresenting one’s work and will be treated as a form of dishonesty. Respect for the possession of others is essential. Stealing will not be tolerated. Using, being under the influence of, or distributing any form of tobacco, alcohol, or illegal drugs while on school property or while attending any function sponsored by the school will not be tolerated. Tolerance of personal differences is an essential cornerstone of a vibrant, healthy learning community. Any sort of intimidation, bullying or harassment whether written (in note form, in I-Ms, on the Internet), verbal, physical or sexual in nature will not be tolerated and may be grounds for dismissal from school. To encourage high standards of conduct, we have a system of warnings, demerits and detention in the Middle School. Students will always be warned by a faculty member when they are demonstrating inappropriate behavior. If the behavior continues then a student will be issued a demerit. Detentions are usually given after a student has accumulated three demerits, but students can be assigned a detention based on the inappropriate act.
Middle School Unkind Behavior Policy Tower Hill recognizes that Middle School students are in the process of developing judgement, foresight and perspective, so our process is designed to foster these skills and further their growth. Our goal is to engage students in reflection, active listening, problem solving and empathy building, as they work toward a more mature understanding of the consequences of their actions. Tower Hill School defines unkind behavior between students as teasing, intimidation, threats, physical contact or other subtle forms of behavior that occur in person or online. These types of behavior can affect a student’s self-esteem and begin to fracture the overall middle school community.
16
Code of Conduct
When a student reports that this type of behavior is occurring, he/she should first contact his/her advisor who will listen and guide the student in order to address the situation. Listed below is the procedure we follow: 1. A team of appropriate school personnel, which would typically include the advisor, the Middle School counselor, and/or the Head of Middle School will meet to determine the extent of the unkind behavior and schedule a time to bring all parties together. 2. A face to face conversation with the students and their advisors will occur in order to obtain a clear understanding of what has happened from each student’s perspective. Students may also be asked to provide a written account of the events from their point of view. Mutual respect by all in attendance will be emphasized throughout this process. 3. A resolution will be constructed by all parties involved and worked on collaboratively during this process. The students will work with their advisor, the Middle School counselor, and/or the Head of Middle School on a plan to maintain a civil relationship within our community. 4. Participation in this dynamic learning process does not absolve students of appropriate consequences. Unkind behavior will be disciplined in an appropriate manner. Demerits are assigned typically for the follinw types of behavior: Repeated class disturbance and innappropriate language Ongoing dress code violations Consistently late to school (3 times unexcused) or class Defiance or disrespect to school personnel Disrespect or harassment toward other students Damaging school or personal property Detention: Honor Code violations Cheating and/or plagiarism Mis-use of technology—laptops, cell phones, etc. (Refer to page 26) Infractions and Responses: 3 demerits = after school detention 6+ demerits = detention, parent conference and/or suspension. When teachers assign demerits, they do so after consultation with the Head Class Advisor and the student’s Advisor. Parents will be notified when a student has been assigned a demerit. Code of Conduct
17
AT T ENDANCE AND ABSENCES
18
Attendance & Absences
School Day The school day begins promptly at 8 a.m. The school day is over at 3:15 for fifth- and sixth-graders and 3:45 for seventh- and eighth-graders. Students are expected to be picked up promptly at the conclusion of their school day. Our After School Program is the extended-day program for fifth- and sixth-graders, and the Homework Club serves seventh- and eighth-graders.
Lateness It is extremely important that our students make every effort to be in school by 7:55 a.m. Failure to arrive on time constitutes lateness. Students who are late to school must sign the late book in the Middle School Office and obtain a late pass. Parents/guardians will be notified of repeated lateness to school. Students who are late to school three times will be issued a demerit. We feel that it is very important for the students to be on time so they have the time to organize themselves for the day.
Absences - Students Students are expected to be in school on all calendar school days. In the event that a student will be absent, parents are to call Flo Brown, Middle School administrative assistant, at the school between 7:45 and 8:30 a.m. All students are expected to get their homework assignments, which are posted daily on TowerNet. If a student is absent for more than one day, students and parents are encouraged to call the student’s advisor during school hours to coordinate obtaining and completing assignments. The student and their advisor can reschedule the completion of work with any of the student’s teachers. We urge strongly that parents not place their children in an awkward position by taking them out of school on seventh- and eighth-grade athletic game days or for any band or chorus performances. Team commitments need to be strong, and the absence of a player for a game or concert can have a most demoralizing impact on his/her teammates.
Absences - Excused We ask parents to think long and hard about taking their children out of school for anything but absolutely essential family events (funerals, graduations, weddings). Since much learning at school is hands-on, collaborative and experiential, it is virtually impossible for work to be made up after an absence.
Attendance & Absences
19
Parents will need to make a request for an excused absense to the Head of the Middle School at least two weeks before the anticipated date(s). In the event that a request has been approved, the following procedure will be followed:
1. Teachers will be notified that the student has been granted an excused absence.
2. A week before the student departs for their absence, they are to meet with each
teacher to get assignments and to arrange for make-up tests to be taken. In some cases
it may be possible for the student to take some or all of the tests before their absence
date.
3. The initiative to do this needs to come from the student and the parents. While the
teacher may remind the student of their responsibility, it is up to the parents and the
student to get the necessary information from the teachers.
4. In general, such absences are treated like illnesses; teachers will allow the student
time to assimilate material before testing the child on it.
Excusing students from school is an unusual occurrence; it is very important for families to recognize the importance of getting assignments ahead of time. When teachers have to take extra time to help students make up work they have missed, it takes away time that could have been spent on preparing materials for the students who are present.
Absences - Unexcused No matter how carefully the calendar is planned, vacations fall at times that are inconvenient for someone. Nevertheless, parents are advised that if they withdraw their child early for a vacation or return him or her late after a vacation, they are placing their child in a difficult situation of being unexcused from school. Teachers will not provide extra help or make-up time for such absences. Tests and quizzes given during unexcused absences need to be made up on the day that the student returns to school or before the student leaves. Parents will need to have requested and received an excused absence from the Head of the Middle School for their child at least two weeks prior to them taking their child out of school.
20
Attendance & Absences
DRO P O F F AND DIS M ISSAL
Early Morning
Fifth- through sixth-grade students arriving at school before 8 a.m. should unpack their belongings and then go to the MS Study Hall (Room 223), where they will be supervised from 7:30 a.m. Seventh-grade students report to computer lab (Room 219). Eighth-grade students may go to any one of the eighth-grade homerooms or sit quietly in the hallway outside of Mrs. Anderson’s classroom. Our day begins at 8 a.m. It is very important that the children be at school by 7:55 a.m.
Dismissal 5th Grade Parents will pull into the parking lot off of Rising Sun Lane and follow it through the underpass on the left side until you pass the doors to the theater. Your children will be assembled on the sidewalk along the underpass. If the underpass is full, please pull into the Field House parking lot and wait until there is room. Lower School siblings of fifth-graders will also be picked up at this site. 6th Grade Parents will pick up your child on Tower Road. Please pull up on the right and go up to the stop sign on the corner of 17th Street and Tower Road. Your children will be waiting at the gates in front of the Stabler Building on Tower Road. While on 19th Street, if Tower Road is full, please make a left into Rockford Park, drive around the loop and wait at the stop sign at the entrance of the park until those ahead of you pull up or out. Lower school siblings of sixth-graders will also be picked up at this site. 7th and 8th Grade We have a Homework Club open to all seventh- and eighth-graders. Students will be able to come to the Homework Club after their sports practice and stay until 6 p.m. if needed. They will meet in the Middle School Computer Lab and will be assisted with homework by a faculty member. This is a great opportunity for students to receive support and complete some of their homework before returning home. We recognize that it is in everyone’s best interest to have students in a supervised location while on campus after school. The students will have the choice to join the Homework Club or be picked up by their parents directly after their sport practices conclude between 3:45 and 4 p.m. at the Underpass.
Attendance & Absences
21
DRO P O F F AND DIS M ISSAL
After School Program
There is an After School Program available for fifth- and sixth-grade students each day at the completion of their school day. Students need to register for the program and it is open until 6 p.m. each day. Students have the opportunity to relax, have a snack before they begin to work on homework around 4:00/4:15 each day. Please contact the Director of After School Cindy Sardo at csardo@towerhill.org for more details.
Snow Days If we are to be closed, our phone and text alert system will be activated and an announcement will be sent to you to that effect and will also be made on one of the local radio stations. There will be a recorded message available on the school phone number (302-575-0550). Our usual policy on days when the weather worsens progressively is not to close. On such days you may wish to pick up your child early, and that is fine. We do not allow students to call home to ask to be taken home before the end of the normal day.
22
Attendance & Absences
T ECHNOLO G Y & B Y OD
Technology and BYOD
23
Bring Your Own Device Technology is always evolving and changing at Tower Hill. Our seventh- and eighth-grade students are part of our BYOD program. Commonly asked questions about a personal device can be found on the school website under BYOD. Keeping in mind that the human interaction between a student and teacher is the most important component of education. We truly believe learning to utilize technology is critical to today’s educational environment and the world beyond the classroom. Our BYOD approach enhances opportunities to research, communicate, share and collaborate online. Our seventh- and eighth-grade students will be utilizing their personal devices in many different aspects of the curriculum. The goal is for the device to be an additional tool that the students can use to support their learning, whether that is through lab work in science, research in history or creative papers in English. Often the students participate in a variety of partner projects as well. Having devices at their disposal will only improve the quality of this process, make it smoother and more efficient. Teachers see a wide variety of learning styles within the classroom and incorporating personal devices will only help to serve students in this capacity as well. The seventh- and eighth-graders are not the only students who will have exciting technology opportunities. Our fifth- and sixth-grade students have daily access to an iPad cart that is used throughout the division. Teachers use the iPads for many different reasons, including creating videos to demonstrate class lessons, sharing various learning apps for students practicing their math and grammar skills, language apps to record and listen to the accents and so much more. In an effort to continue to be proactive, and to create awareness about Tower Hill’s expectations regarding students’ use of technology, all Middle School students will be required to read and sign our Responsible Use Policy ( RUP ). The policy is designed to inform the students about the teacher’s expectations both on school and personal devices. It also reinforces the expectations of students’ technology use throughout the school.
Computer Policy The use of technology at Tower Hill is designed to support the educational program of our students. All computer users are expected to use the computing and information resources responsibly, respecting the rights of other computer users, protecting the integrity of the computing resources, following all licensing agreements and applying the principles of the Middle School Codes of Conduct. The school’s computer system should not be used in any way that is harassing, offensive, intimidating or discriminatory. In addition, students who are found to have openly disparaged Tower Hill or members of its community in a libelous or harassing manner in a public Internet forum—Facebook, Instagram, Snapchat, Kik, Twitter, etc.—may face disciplinary action, comparable to if the offense occurred in school. Students are expected to use the technology resources to support their educational program or appropriate recreational use as determined by faculty and staff. Students should always be able to justify their use of the technology resources by explaining how their actions are connected to their Tower Hill program or to appropriate recreational use. Any accessing of technology either through school or personal devices that becomes problematic because it is inappropriate in its content, disruptive to others or negatively impacts a student’s academic performance will not be permitted and may be subject to disciplinary action. 24
Technology and BYOD
All students will be issued logins and passwords that will allow them access to most Tower Hill computers on campus. Additionally, all students will be given accounts on TowerNet (website) and on TowerApps, which will provide them with a TowerMail (email) account, shared documents accessible both at school and at home, a shared calendar and all course pages and homework assignments. If a student brings in their own device, they will also be given access to the school’s Wi-Fi. The guidelines below, although not all-inclusive, apply the principles listed in the overview to specific situations. These policies and guidelines apply to students using Tower Hill computing resources, their own personal technology devices at school and TowerApps/TowerNet accounts from home or elsewhere.
On-Site Technology Guidelines •
Use TowerMail for educational purposes and school coursework.
•
Always use a headset when accessing technology that involves sound.
•
Do not use any personal device or the computer resources for commercial, political or non-Tower Hill-related purposes, including games.
•
Do not participate in chat rooms or similar activities, unless the chat is part of a class.
•
Do not download audio or visual files (MP3s, music videos, sports clips, etc.), unless they are a part of an academic project.
•
Use the Internet only for Tower Hill-related activities, avoiding sites that are pornographic or otherwise inappropriate or sites that hinder overall network performance (videos or streaming music, for example).
•
Do not violate the privacy or property rights of others.
Personal and School Safety Guidelines • Do not disclose personal information over the Internet. Do not reveal your real name, telephone number, address, password, credit information, school or other information. Do not give out such information about anyone else. •
Do not use the Tower Hill computer resources for any monetary or financial transaction (shopping, auctions, purchases, banking, etc.).
•
Do not give out your password or let anyone else use your account.
•
Do not create, send or forward documents or messages that are inappropriate, malicious, pornographic, harassing, wasteful or annoying (chain letters, for example).
•
Do not access, copy, delete or alter information or files that are not your own.
Technology and BYOD
25
Administrative Guidelines •
Do not attempt to acquire a password from another student or teacher.
•
If a student learns a password or becomes aware that someone without authorization has obtained a password, the student should notify Meghan Donlon, Director of Academic Technology, or Paul Capodanno, Head of Middle School.
• Be aware that the school computers, server storage, TowerApps and TowerNet accounts, and Internet use may be monitored at any time; there should be no expectation of privacy using the school’s computer system. •
Follow any special rules established for each computer area in the school.
•
Report broken or malfunctioning equipment.
Responses to Violations Any accessing of technology either through school or personal devices that becomes problematic because it is inappropriate in its content, disruptive to others or negatively impacts a student’s academic performance will not be permitted and may be subject to disciplinary action. Access to Tower Hill’s technology resources is a privilege granted to members of the Tower Hill School community and may be revoked or limited for violations of the policies outlined in this document. Depending on the violation, Tower Hill students may also be subject to further disciplinary action under the guidelines established in the student handbook, and in some cases to criminal charges by local, state or federal authorities. Students should be aware that the use of Tower Hill’s technology resources and their TowerApps and TowerNet accounts may be necessary for their school work; therefore, any revocation or limiting of their privileges may have academic implications as well.
Cell Phones We have found that cell phones can cause an incredible amount of distraction for our students for a variety of reasons. With phones in each classroom and a phone in our main office with Flo Brown, there are ample ways to get messages to our students from their parents during the school day. Therefore, students are not allowed to have their cell phone with them during the school day. Students are to turn their phone off and place it in a designated area in the Head Class Advisor’s classroom. This should be done before school begins at 8 a.m. After school, the student may pick up their phone from the Head Class Advisor’s classroom.
26
Technology and BYOD
M IDDLE SCHOOL DRESS CODE
Middle School Dress Code
27
Tower Hill’s dress code is based primarily on the belief that dress should be appropriate to the work people are doing. The school’s dress requirements, therefore, stem from an effort to provide an atmosphere that is comfortable, but conducive to education. Student attire should reflect good taste and respect for the instructional environment.
Boys: Shirts • Collared Polo type dress shirt or turtleneck—long or short sleeve • Shirts must be tucked in all the way around at all times • No logos bigger than a silver dollar Pants/Shorts • Clean khaki style pants/shorts with a belt. No denim/jeans • Shorts of an appropriate length may be worn until October 15 and after April 15 Footwear • Shoes in good repair that cover the entire foot • Sneakers in good repair; laces must be tied • Socks must be visible above shoe/sneaker Outerwear • Sweaters in good repair; collared shirts must be worn underneath. • Only Tower Hill crew neck or quarter-zipped sweatshirts are permitted; “hoodies” are not permitted • Students should not wear outdoor jackets, coats or hats of any kind in school.
Girls: Shirts • • • •
Collared Polo type dress shirt or turtleneck - long or short sleeve Shirts must be buttoned to the second button hole No logos bigger than a silver dollar Camis may be worn underneath a dress code shirt but should not be seen on the chest
Pants/Shorts • Capri pants or full-length pants • No denim/jeans, yoga pants, jeggings, leggings or excessively tight pants Dresses/Skirts • Dresses (with collar), skirts and shorts of an appropriate length (no more than 3 inches above the knee). Shorts may be worn until October 15 and after April 15 Footwear • Shoes in good repair that cover the entire foot • Sneakers in good repair; laces must be tied • Shoes that have a closed toe and preferably closed heel Outerwear • Sweaters in good repair. Collared shirts must be worn underneath. • Only Tower Hill crew neck or quarter zipped sweatshirts are permitted; “hoodies” are not permitted • Students should not wear outdoor jackets, fleeces, coats or hats of any kind in school 28
Middle School Dress Code
Dress-down days/FFAS (Faculty Fund to Aid Students) Jeans days On these special days, students may wear jeans, sweatpants, or shorts along with t-shirts, sweatshirts or tops of their choosing. However, short length and top coverage rules are still mandatory. Non-appropriate items (see list) are not permitted. If a student does not want to participate, they do not have to make the donation and should, therefore, be in dress code. If these rules are in question, students should be sure to ask a faculty member BEFORE the dress down day so warnings are not given for non-compliance to this privilege.
Middle School Dress Code
29
HEALT H SER V ICES
30
Health Services
Illness Should a student become ill at any time during the day, the nurse’s office is available. The office is located on the ground floor across from the Lunch Room. Questions about health and diet should be directed to our School Nurse, Nancy Martin. Please have consideration for others and do not send your child to school when ill. Please do not send children to school with a fever (100 F or higher), suspected strep throat, rash of unknown origin, vomiting or diarrhea. Students are not to return to school until they are without fever, vomiting or diarrhea for at least 24 hours. Remember, if a child’s fever is even slightly elevated in the morning (99F or higher) it may be a fever by the afternoon. Students with suspected strep throat should remain at home until the throat culture result is obtained and/or until the student has been on an antibiotic for at least 24 hours.
Illness Notification to School Please inform our nurse, Nancy Martin, of any serious illness or injury, or anything of a highly contagious nature. It is essential that the nurse have information regarding allergies to food, medication, bee stings and any chronic health conditions such as seizures, asthma or diabetes.
Medications Whenever possible, medication should be taken at home. If medication must be taken at school, the medication must be in the original container or prescription bottle with a note from the parent specifying the dosage, time to be given, number of days to be given and reason medication is to be taken. Students are not to carry medications on their persons or to keep them in their lockers. Students with asthma or severe allergies should have extra emergency medications sent to school and kept in the nurse’s office. These include quick relief inhalers and auto injectible epinephrine. Parents should supply emergency medication for all field trips.
Physical Health Forms Physical exam forms and emergency cards are due from fifth-, seventh-, eighth- and new sixthgrade students by Aug. 1. Students who have not turned in their forms will not be allowed to practice with their team (seventh and eighth) or participate in P.E classes (fifth and sixth).
Health Services
31
CONC U SSION P OLIC Y 2017-18
For a student diagnosed with a concussion, the academic and extracurricular impact will be varied and unique to the situation. However in our recent experience, the typical physician-recommended concussion protocol is very often one-size-fits-all and misaligned with the realities of the environment of Tower Hill. Concussions are both a medical and educational issue. Assessing and addressing problems with learning and school performance, as well as athletic participation, do not solely involve medical decisions, but educational ones as well. It is important to note, however, that medical recommendations, while not educationally binding, will certainly be taken into consideration as the school determines the proper plan for each student. Our concussion protocol includes steps to help students safely return to school and athletics. Extended time away from full-time school work while battling concussion symptoms can make it very challenging not only to get caught up but also to maintain one’s pre-concussion academic standing. From the school’s perspective, we want to be reasonable and compassionate with concussed students, while remaining realistic about how much work can be modified or excused. A student’s health is the top priority, and we will do all we can to facilitate “return to learn,” but work will need to be made up, and it is possible that grades will be impacted due to missed classroom time. This is a natural and unfortunate consequence of a mild brain injury. It should not persuade a student to return to school before they are healed, but should be considered in managing expectations for recovery.
32
Concussion Policy 2015-16
“Return to Learn” A concussion management team comprised of the school nurse, the Head Class Advisor, the student’s advisor and school counselors as needed will oversee the student’s recovery process pertaining to academics. For students who have been concussed for more than one week, the Head Class Advisor will meet with the advisor and teachers to determine: what the student must make up; if missed work can be supported by extra help or if outside tutoring for short period of time would be advised; a reasonable timeline based on length of time student has been unable to do academic work; a calendar that outlines the plan to make up missed assessments and extra help times (if needed); a periodic follow-up assessment of how things are proceeding. Return to Learn Protocol: Tower Hill will generally implement the following protocol, borrowed from “An Educator’s Guide to Concussions in the Classroom” from Nationwide Children’s Hospital guidelines. Because symptom severity and length of recovery vary from student to student, some students may not need every one of the following phases. Phase 1: No school • Symptom: In this phase, the student may have a high level of symptoms that prevent him or her from being able to benefit from being in school. Physical symptoms tend to be the most prominent and interfere with even basic tasks. •
Treatment: The student should rest the brain and body as much as possible.
•
Interventions: • No school • No activities that exacerbate symptoms, such as television, video games, computer use, texting or loud music • Other “triggers” that worsen symptoms – noted and avoided to help promote healing • No physical activity, which includes anything that increases the heart rate, such as (but not limited to): weightlifting, sport practices and games, gym class, running, stationary biking, push-ups, sit-ups, etc.
Phase 2: Half-day attendance with accommodations •
Symptom Severity: In this phase, the student’s symptoms have decreased to manageable levels. Symptoms may be exacerbated by certain mental activities that are complex, difficult and/or have a long duration.
•
Treatment: Balance rest with gradual re-introduction to school. Avoid tasks that produce, worsen or increase symptoms. Avoid symptom triggers.
•
Interventions: • Part-day school attendance, with focus on the core subjects; prioritize what classes should be attended and how often • Symptoms reported by student addressed with specific accommodations • Eliminate items not essential to learning priority material, as determined by individual teachers
Concussion Policy 2015-16
33
• Emphasis in this phase on in-school learning; rest is necessary once out of school; homework reduced or eliminated • No physical activity Phase 3: Full-day attendance with accommodations •
Symptom Severity: In this phase, the student’s symptoms have decreased in both number and severity. Symptoms may still be exacerbated by certain activities, but short time spans with known symptom triggers do not have drastic effects on symptom levels.
•
Treatment: As the student improves, gradually increase demands on the brain by increasing the amount of work, length of time spent on the work, and the type or difficulty of work. Gradually re-introduce known symptom triggers for short time periods.
•
Interventions: • Continue to prioritize assignments, tests and projects; limit student to one test per day • Continue to prioritize in-class learning material; minimize workload and promote best effort on important tasks • Gradually increase amount of homework • Reported symptoms addressed by specific accommodations; accommodations reduced or eliminated as symptoms wane and resolve • No physical activity
Phase 4: Full-day attendance without accommodations •
Symptom Severity: In this phase, the student may not have any symptoms or may have mild symptoms that are often intermittent.
•
Treatment: Accommodations are removed when student can function fully without them.
•
Interventions: • Construct a plan to finish completing missed academic work and keep stress levels low. • No physical activity until released by a healthcare professional (such as physician or athletic trainer).
Phase 5: Full school and extracurricular involvement •
Symptom Severity: No symptoms are present.
•
Treatment: No accommodations are needed.
•
Interventions: Before returning to sports, the student must also complete the DIAA- mandated Gradual Return to Play Plan.
Other items of note: If students miss any classes due to healing from a concussion, they may not be present at or take part in school-sponsored activities on those days (i.e. field trips, theater productions, athletic practices or contests, dances, etc). Implementation of academic accommodations is temporary and directly correlated to symptom duration. If the student’s symptoms persist after two months and/or there is a request to maintain accommodations, the concussion management team will request that the family arrange for more extensive testing (e.g., neuro-/psycho-educational evaluation) to determine the extent of impairment. The testing results would allow us to determine the appropriateness for 34
Concussion Policy 2015-16
accommodations and additional support at school. Accommodations can be continued temporarily while the family pursues a more comprehensive evaluation. Note: Accommodations given within school are separate from those offered outside of school (College Board and ACT), which require a separate application process if requesting accommodations. All necessary work, as determined by the school, must be completed before the start of the following school year for a student to matriculate to the next grade. “Return to Play” Tower Hill follows the DIAA Concussion Protocol regarding a student’s return to athletic participation after sustaining a concussion. It is important to note that, regardless of physician clearance, students will not be permitted to return to full participation until they have completed the first five stages of the DIAA Gradual Return to Play Plan, listed below. In addition, the athletic trainers incorporate the Impact Testing and Balance Testing as tools to see progress in an athlete’s healing. If a student should report no symptoms, yet cannot pass an Impact test, then we do not allow them to start the stages of the DIAA Return to Play Protocol, which include: Stage 1: No physical activity. If the athlete has no signs or symptoms consistent with a concussion they may progress, after 24 hours, to Stage 2, etc. Stage 2: Low levels of physical activity (i.e. symptoms do not come back during or after the activity). This includes walking, light jogging, light stationary bike, light weightlifting (low weight, higher reps, no bench, no squat). Stage 3: Moderate levels of physical activity with body/head movement. Includes moderate jogging, brief running, moderate-intensity stationary biking, moderate-intensity weightlifting (reduce time and/or weight from typical routine). Stage 4: Heavy non-contact physical activity. This includes sprinting/running, high intensity stationary bike, regular weightlifting routine, non-contact sport specific drills (3 planes of movement). Stage 5: *** Must have physician clearance before beginning this stage*** Full contact in controlled practice. Stage 6: Full contact in game play. If signs or symptoms return after Stage 5, must see physician again for Stage 6 clearance. It is also important to note that a return to academic program takes precedence over the student’s return to sports. Students may not return to full athletic participation unless they are meeting their full academic obligations without concussion-related accommodations or modifications.
Concussion Policy 2015-16
35
P H Y SICAL ED U CAT ION AND AT HLE T ICS
36
Physical Education and Athletics
Fifth- and sixth-graders will participate in a physical education course that will meet every day. Boys and girls are separated. The objectives of the class are: a) to help young people become/remain physically fit b) to provide physical development through outdoor and indoor games c) to introduce the team sports that the children will be asked to participate in when they become seventh- and eighth-graders d) to develop an understanding of good sportsmanship - the demonstration of appropriate conduct, honest rivalry and graceful acceptance of the outcome Seventh- and eighth-graders will participate in athletics that take place at the end of every school day. The program emphasizes teamwork, cooperation, sportsmanship and the development of individual skills. Interscholastic competition is featured in many aspects of the program. Students are placed on teams compatible with their skill development. Participation in athletics is required. We will consider an exemption from the program for one season if a child is involved on a daily basis in a sport that we don’t offer. Proposals for exemptions should be directed to Athletic Director Seth Kushkin. The most up-to-date sports calendar for Middle School can be found on Hillerssports.com. You can click on “calendar” or scroll to the bottom of listed sports and click on Middle School, where all the sports will be listed.
Athletic Offerings for Boys: Fall: soccer, football, cross country Winter: basketball, wrestling, indoor track, squash Spring: baseball, lacrosse, track, tennis
Athletic Offerings for Girls: Fall: hockey, cross country, volleyball Winter: basketball, fitness, indoor track, squash Spring: soccer, lacrosse, track, tennis
In order to represent the school in an interscholastic game, a student must have been in the school for the entire academic day.
Physical Education and Athletics
37
Athletics - Return After Injury, Illness, Surgery: Following serious illness, injury or surgery, a note from the physician will be required before the student is permitted to participate in physical education/athletics.
Sportsmanship Athletic competition is an integral part of the educational and developmental process of our students, and many important lessons are taught through athletic experience. Therefore, athletics are a fundamental part of the total curriculum at Tower Hill, fulfilling our motto of Multi Bene Facta, Many Things Done Well. The objective of coaches and teachers are identical: to help young people reach their fullest potential intellectually, emotionally and physically. Accordingly, sportsmanship—the demonstration of appropriate conduct, honest rivalry and graceful acceptance of the outcome—is as important as the full development of athletic skills. Critical to these teachings is the expectation that our community as well as our athletes will demonstrate respect for everyone involved in athletic competition.
Physical Education Clothing The Green and White Club is pleased to continue offering Tower Hill sports merchandise and gear online through Kelly’s Sports. A premier provider of sportswear since 1972, Kelly’s Sports provides name-brand gear at team-discounted prices. While the majority of parents will find purchasing from Kelly’s online store a convenience, students are not required to wear Tower Hill imprinted clothing for their gym class or team sport, as long as clothing meets these guidelines: •
Girls are required to have dark green shorts, white T-shirt, white socks and sneakers. Soffe shorts are not acceptable. PE shorts should have at least 5” inseam. The seventh- and eighth-grade girls may wear a sleeveless dark green or white shirt offered by Kelly’s Sports. The sleeveless shirt from Kelly’s is the only option if a sleeveless shirt is your preference.
•
Boys are required to wear dark green shorts, white T-shirt, athletic socks and sneakers.
•
We suggest students have a sweatshirt and sweatpants to wear in cold weather.
•
Seventh- and eighth-graders may wear black or gray apparel for school or team-related activities.
Finally, students are required to have a combination lock but are not required to purchase it from the school. We will have a supply available for $7 on orientation day on Sept. 5 in Weaver Gym.
38
Physical Education and Athletics
S T U DEN T CO U NCIL
Under the leadership of Mrs. Applegate, the Student Council meets on Wednesdays. Eighth-grade officers are elected in the spring of their seventh-grade year. The primary responsibilities of the Student Council are to work with the faculty in discussing the quality of life in the Middle School, to organize the annual fundraiser in January, to arrange social activities and to organize the Middle School Fair for the Lower School. The Student Council decides where the proceeds from its functions are to be sent. The Student Council represents an opportunity for students to exercise responsible leadership in the Middle School and helps to teach students the processes involved in representative government. Representatives are expected to make a report to each homeroom following the meetings. Students in each grade have the opportunity to participate in Student Council. A boy and girl from each homeroom are elected in the fall of each academic year to be the Class Representative. Representatives meet 1-2 times a month to discuss issues, and they are expected to make a report to their homeroom following the meetings. Officers for 2017-18 Jacques de Ramel Jalyn Miller Ben Racape Bella Gattuso
Student Council
39
SOCIAL E V EN T S
Though the school schedules a few social activities (the Halloween Party and one or two seventhand eighth-grade dances) and class trips, most social activities are put together by class parents, as coordinated by the parent representatives to the Parents’ Committee of the Home and School Association. It is important that behavioral guidelines for all activities be agreed upon by the parents in charge and that these guidelines be made clear to the students involved. Middle School students become progressively more socially aware, and parents often ask the school for some basic guidelines about how best to entertain young people. Parties and social events can be great fun. But, in no other area of life are students’ feelings more easily hurt and friendships tested. Therefore, some systematic way of inviting guests for parties, dances or outings is suggested, especially if the guests at dances or outings are predominantly members of a student’s class at school. Boy/girl parties, especially those to which boys and girls are invited as couples, are strongly discouraged. For parties, past experience has shown that the happiest formula is to invite: 1) a small group; or, 2) the entire class (with several sets of parents organizing and chaperoning, which can be arranged in concert with the parent representatives); or, 3) an entire section of a class (about 15 or 20 people); or, 4) all the boys or all the girls in a class or section. Students are not to issue invitations or to invite friends to parties at school! If your child is giving a smaller party, please remind her/him not to discuss it at school. The school will be happy to provide class lists if desired. Skating, bowling, swimming, hiking, tubing, skiing, canoeing, rafting parties, picnics and other activity-centered gettogethers are excellent ideas for large group gatherings of Middle School age students. The school’s facilities are available for groups of parents wishing to sponsor dances or other activities. Class representatives to the Parents’ Committee are interested in helping to organize class activities. If you have an idea for an activity, please contact the appropriate person. 40
Social Events
PAREN T RE P RESEN TAT I V ES 2016-17
Grade 5 Alexandra Kirtley - akirtley@philamuseum.org Allison Texter - allison.texter@gmail.com
Grade 6 Christine Schiltz - cschiltz@pgslegal.com Ann Tiao - atiao.home@gmail.com
Grade 7 Becky Allen - mdbaallen@comcast.net Ilicia Strasser - iliciastrasser@hotmail.com
Grade 8 Alice Saunders - alicesaunders012@gmail.com Kim Gattuso - kimgattuso1@verizon.net
Parent Coffees Beginning in October, parents, Amy Cuddy, Fran Henkel, Samantha Spruance, Paul Capodanno and other resource people get together to discuss pertinent developmental and learning-related topics. An essential guideline for these meetings is that we discuss topics and not people—teachers, other parents and/or other people’s children. Agendas are set, and the meetings are chaired by the parent representatives of each class.
Parent Resources
41
Tower Hill School