Family Handbook
2015 Bath, Maine
TABLE OF CONTENTS
When you need Help Page 1
Dorm Phone Numbers Page 2
Returning Checklist Page 3
Calendars School year calendar Page 5 College office calendar Page 6 Family Education calendar Pages 7-8
Health Pages 9-10
Academics Pages 11-13
Policies and Procedures Dean’s Area Page 15 Dress Code Page 16 Packing List Page 17 Travel Pages 18-20 Technology Pages 21-22 Damage to School Property Page 23 Media Page 24 Emergency Response Page 25
Student Accounts Business office Page 26 Student Bank/Retail Store Page 27 Student Mail Page 28
Guide to Family Education Page 30
WHEN YOU NEED HELP!
If you have specific questions concerning your student, please call:
1. Discovery Group Leader Please feel free to contact your students Discovery Group Leader with any questions concerning your student. You will be given their name at registration.
2. Dean’s Area Dean of Students – Colin Foye 207-433-7151 email: [email protected] Admin. Assistant 207-443-7119 email: [email protected] Fax # 207-443-1450
3. Academic Office Director of Academics – Ken Grant 207-443-7112 email: [email protected] Asst. Dean of Academics – Stacey Brooks 207-443-7305 email: [email protected] Registrar – Susan Dube 207-443-7141 email: [email protected] Fax # 207-443-7146
4. Family Education Executive Director of Family Ed. – Claire Grant 207-443-7117 email: [email protected] Director of Family Ed. – Mary Moore 207-443-7120 email: [email protected] FLC Coordinator – Lisa Dickson 207-443-7107 email: [email protected] Fax # 207-443-1450
5. Head of School Head of School – Laura Gauld 207-443-7100 email: [email protected] Associate Head of School – Rich Truluck 207-443-7135 email: [email protected] Assistant Head of School – Kevin Folan 207-443-7155 email: [email protected] Executive Assistant – Brandy Beckwith 207-443-7105 email: [email protected] Fax # 207-443-1450
6. Emergency Calls – When school is in session
Monday through Friday 8:00 am to 4:00 pm Front Desk 207-443-5584 After 4:00 pm Duty Team 207-841-3016 Saturday and Sunday Duty Team 207-841-3016
7. Health Office Director, Student Health – Louise Dupuis 207-443-7186 email: [email protected] Admin. Assistant – Lindsey Armstrong 207-443-7186 email: [email protected] Fax # 207-443-7187
8. Technology Executive Director – Donna Dubinsky 860-963-4755 email: [email protected] Director – Joel Randazza 207-443-7190 email: [email protected]
9. Athletics Director – Stefan Jensen 207-443-7380 email: [email protected] Athletic Trainer – Jake Heeren 207-443-7143 email: [email protected]
Dorm Phone Numbers
GOVERNORS HALL: 1ST Floor Rooms 101-107 207-443-1061
1ST Floor Rooms 108-114 207-443-1064
2nd Floor Rooms 201-205 207-443-1060
2nd Floor Rooms 206-212 207-443-1074
FIELD HOUSE: 207-443-2280 207-443-9301
MIDDLE DORM: 207-443-8008 207-443-8046
DECK HOUSE: 207-386-8822 207-443-9802
BROOK HOUSE: 207-443-9247 207-443-9854
EMERO HOUSE: 207-443-9859
You may also connect with any of the Hyde faculty members by going to our website. The link to the faculty directory is as follows:
http://www.hyde.edu/about-hyde-school/facultystaff-directory/
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Returning Student Checklist
______Health Forms completed and returned to the Health Office Questions: Lindsey Armstrong 207-443-7186 - Email: [email protected]
______Return to School travel plans finalized Monday, August 31, 2015 – Seniors return by 2:00 PM Wednesday, September 2, 2015 – New student registration 9:00 AM Wednesday, September 2, 2015 – Underclassmen return by 2:00 PM
Questions regarding Athletics: Stefan Jensen 207-443-7380 - Email: [email protected]
______FLC date(s) scheduled with Family Education Department. Questions: Lisa Dickson 207-443-7107 - Email: [email protected]
______Tuition and Fees paid Questions: Cindy Morgan 207-443-7375 - Email: [email protected]
______Transcripts for new students Questions: Ken Grant 207-443-7112 - Email: [email protected]
______Forms completed at enrollment: Media Release Form Damage to School Property Form Computer Acceptable Use Policy Form Questions: Wanda Smith 207-443-7101 - Email: [email protected]
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HYDE SCHOOL-BATH FAMILY CALENDAR 2015-2016
SUMMER 2015
Sunday-Sunday May 31-June 28 Lennox Lodge Monday-Sunday July 6-August 2 Summer Leadership Challenge Program Sunday-Wednesday August 2-Sept. 2 Lennox Lodge
SCHOOL YEAR 2015-16
Monday August 31 Seniors return by 2:00 PM Wednesday September 2 Underclassmen return and New Student Registration 9:00 AM Saturday September 12 ACT test date
Saturday October 3 SAT test date Thursday October 22 Fall Family Weekend Registration 3:00 PM - 6:00 PM Sunday October 25 Fall Family Weekend ends at 12:00 PM
Saturday November 7 SAT test date Tuesday-Thursday November 17-19 Fall trimester exams Friday November 20 Students leave for break 7:30 AM Monday November 30 Students return from Thanksgiving break by 7:00 PM
Tuesday December 1 Winter trimester classes begin Wednesday December 2 New Student Registration 9:00 AM Saturday December 5 SAT test date Saturday December 12 ACT test date Friday December 18 Students leave for break 7:30 AM
Monday January 4 Students return from break by 7:00 PM Tuesday January 5 Winter trimester classes resume Wednesday January 6 New Student Registration 9:00 AM Friday January 8 Return of the Recent Grads Day Saturday January 23 SAT test date
Saturday February 6 ACT test date
Tuesday-Thursday March 1-3 Winter trimester exams Friday March 4 Students leave for Spring break 7:30 AM Monday March 21 Students return from Spring break by 7:00 PM Tuesday March 22 Spring trimester classes begin
Saturday April 9 ACT test date Thursday April 14 Spring Family Weekend Registration 3:00 PM - 6:00 PM Sunday April 17 Spring Family Weekend ends at 12:00 PM
Saturday May 7 SAT test date for all juniors Tuesday May 10 Grandparents Day Friday May 27 Baccalaureate 4:00 PM; Senior Family/Alumni BBQ 6:00 PM Saturday May 28 Graduation at 10:00 AM (all students required to attend) All students leave after graduation
Friday-Sunday June 3-5 Hyde @ 50 Events
February, 2015
COLLEGE OFFICE CALENDAR 2015/2016
FALL TERM
September 12 ACT (Registration Deadline: August 7) October TBD TOEFL (International Students) October 3 SAT (Registration Deadline: September 3) October 14 PSAT – Sophomores and Juniors Only October 22 - 25 Fall Family Weekend Financial Aid and College Counseling Workshops for Senior Families October 24 ACT (Registration Deadline: September 18) November TBD TOEFL (International Students) November 1-30 University of California Application Submission Period November 7 SAT (Registration Deadline: October 9) November 15 Deadline for Early Decision Applications November 20 Students depart for Thanksgiving Break – Seniors Visit Colleges
WINTER TERM
December TBD TOEFL (International Students) December 5 SAT (Registration Deadline: November 5) December 10 All College Work Due for January 1 Application Deadlines December 12 ACT (Registration Deadline: November 6) December 18 Students depart for Winter Break January 15 All College Work Due for February 1 Application Deadlines January 23 SAT (Registration Deadline: December 28) February 6 ACT (Registration Deadline: January 8) February 15 Mid-Year Reports Made to Colleges Upon Request March 4 Students Depart for Spring Break – Junior College Visits SAT (During Spring Break – Take at Home; Registration Deadline: February 5)
SPRING TERM
April 9 ACT for Juniors (Registration Deadline: March 4) April 14 - 17 Spring Family Weekend College Counseling Information Session for Junior Families April TBD National College Fair for Juniors May 1 Candidate Reply Date (Deadline for College Deposits) May 7 SAT for Juniors (Registration Deadline: April 8) June 4 SAT (Take at Home; Registration Deadline: May 5) June 11 ACT (Take at Home; Registration Deadline: May 6) June 15 Senior Final Transcripts Sent to Attending Colleges
6 HYDE BATH 2015 - 2016 FAMILY LEARNING CENTER (FLC) SCHEDULE
FLC # Start Date End Date Comments 201 5
FLC 1 Thursday, September 24 Sunday, September 27 Adoption and Regular Groups
FLC 2 Tuesday, October 20 Thursday, October 22 condensed
Thursday, October 22 Sunday, October 25 FALL FAMILY WEEKEND
Friday, November 20 Monday, November 30 Thanksgiving Break
FLC 3 Thursday, December 3 Sunday, December 6 SAT test date (seniors)
FLC 4 Thursday, December 10 Sunday, December 13 ACT test date (seniors)
Friday, December 18 Monday, January 4 Winter Break
2016 FLC 5 Friday, January 8 Sunday, January 10 Condensed
Sibling FLC Friday, January 15 Sunday, January 17 MLK Weekend Younger 14-17 Older 18-23
FLC 6 Thursday, February 11 Sunday, February 14 (Wrestling conflicts unavoidable)
FLC 7 Thursday, February 18 Sunday, February 21 (Wrestling conflicts unavoidable)
Friday, March 4 Monday, March 21 Spring Break
FLC 8 Thursday, March 31 Sunday, April 3
FLC 9 Tuesday, April 12 Thursday, April 14 condensed
Thursday, April 14 Sunday, April 17 SPRING FAMILY WEEKEND
To sign up, please contact Lisa Dickson on the Bath campus at [email protected] or 207-443-7107 All FLCs begin at 7 pm on the first date and end at 12 noon on the last date.
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HYDE SCHOOL – BATH Wilderness FLC Schedule
Fall Trip #1 September 19 - 23 Fall Trip #2 October 3 - 7
There is a charge for this Hyde Wilderness experience - please contact Lisa Dickson at [email protected] or call 207-443-7107 for more details.
Important Notes for FLC sign up
• Please sign up for FLC as soon as possible. Space in each session is limited and therefore, we cannot guarantee the date of your choice if you wait until spring to choose your date.
• Things to check prior to scheduling your FLC:
o your child’s athletic involvement – February athletic season is very busy and may require lengthy travel for your child
o SAT or ACT testing – check with your child to be sure he/she has not signed up for these tests on the same weekend as the FLC
o your regional retreat date does not conflict with the FLC weekend you have selected
• We recommend Senior Families do their FLC with their child before the winter break.
HEALTH OFFICE INFORMATION
HEALTH OFFICE HOURS
The Health Office is open Monday thru Friday from 7am – 3pm. The Health Office is open 7 days a week for medication administration. Phone messages can be left at any time (calls will be returned ASAP). There is on-call emergency nursing coverage 24 hours per day, 7 days per week. During off hours, the nurse can be reached by faculty on duty or the on-call cell 207-752-5158.
Hyde School Health Office 616 High St. Bath, Maine 04530 Phone 207-443-7186 Fax 207-443-7187
After-Hours Nurse - Emergency Number
3pm-11pm: 207-751-5158 11pm-7am: 207-522-9487
TRANSPORTATION (Health Appointments)
Brunswick Taxi will provide transportation to area appointments through the Health Office. Taxi fees are approximately $9-$12 each way. This fee is deducted from your student’s account. Driving services are usually available Monday - Saturday from 7:30 AM to 9:00 PM.
MEDICATION DISTRIBUTION FEE
The school is charging a fee of $150 per trimester to all students who receive medication/vitamins/supplements on a daily basis (includes medication that is available daily, but only taken on an as-needed basis). This is to defray the cost of medication storage, preparation, and administration. The Health Office will alert the business office each trimester and the money will be deducted from the student’s accounts.
MEDICATION
Please review Hyde School Medication Policies. All policies were written with your child’s safety in mind and must be adhered to.
ROUTINE EXAMINATIONS
Routine examinations, i.e. sports physicals, dental, eyes, & GYN should be made at home with your personal physicians. Most of these exams need to be made 4 - 6 weeks in advance, so please keep your child’s school schedule in mind so they can be seen during school breaks. Please understand that we have many students to care for and do not have the opportunity to schedule their routine exams. For emergency purposes, a list of specialists will be provided at your request.
SURGERY
Should your child require surgery, arrangements will need to be made for them to return home for the procedure and/or convalescence. 9
SCHOOL PHYSICIAN:
Dr. David Enright is the Hyde School Bath physician. He and his covering group are also available for telephone consultation 7 days a week from 8:30–9:00 am, 1:30-2:00 pm and 5:30-6:00. In the event that your child needs to see the physician, your student will be asked to contact you for parental permission. In the event you cannot be reached, the signed Medical Consent form in your student’s file gives us permission to have your student seen without delay. We will provide Mid Coast Pediatrics with your up-to-date insurance information; you will be responsible for making payment arrangements.
Mid Coast Pediatrics 121 Medical Center Dr. Brunswick, Maine 04011 Phone: 207-721-8333 Fax: 207-798-4618
ORTHOPEDIC REFERRALS:
Orthopedic issues and sports/school injuries are initially reviewed by the Hyde School trainer. In the event that an orthopedic appointment is warranted, parents will be contacted. Again, this will give you the opportunity to review your insurance coverage and make any necessary calls.
Dr. Stephen Katz Coastal Orthopedics & Sports Medicine 14 Thomas Point Rd. Brunswick, Maine 04011 Phone: (207) 442-0325
Orthopedic Associates 22 Station Avenue Brunswick, Maine 04011 Phone: (207)721-8411
Orthopedists at Mid Coast Medical Group 430 Bath Rd. Brunswick, ME 04011 Phone: (207) 442-0350
PHARMACY: (Subject to change during the school year)
The school utilizes:
Wilson’s Pharmacy 114 Front St. Bath, Maine 04530 Phone 1-800-783-0123
Walgreens Pharmacy 11 State Rd. Bath, Maine 04530 Phone 207-443-1786
The pharmacy has received a copy of all insurance information on file at the school. Every effort is made to utilize your insurance cards. Please keep in mind that not all insurances can be accessed through the pharmacy computer system. In order to process prescriptions, an account will need to be set up with the pharmacy directly with payment information to cover any balances. * If you have any questions regarding pharmacy billing, please contact them directly! *
10 Laura Gauld Head of School
2015-2016 Lisa Geller Director, College Counseling School Profile Lori Hobart CEEB: 200068 Associate Director, College Counseling
Mission Statement Hyde School provides students with a comprehensive college preparatory education through a challenging academic curriculum and a rigorous character education curriculum that strengthens positive attitudes and develops community leaders.
General Hyde School is an independent, coeducational college-preparatory boarding school with emphasis on academic challenge, character education, and student leadership. All juniors take the PSAT, ACT, and SAT, and one hundred percent of seniors apply to four-year colleges. Boarding campuses are located in Bath, Maine and Woodstock, Connecticut; nearly all students are boarding students from across the United States and a number of foreign countries. Approximately twenty percent of the student body is international.
Admissions Hyde School admits students who demonstrate academic aptitude and a desire to develop strong personal character and leadership. Admission is based on a review of the prior academic record, educational testing, and an in-depth interview of the student and parents. Due to the character education aspect of the curriculum, it is customary that students will spend a minimum of two academic years at the school prior to graduation.
Accreditation Hyde School is accredited by the New England Association of Schools and Colleges (NEASC).
Curriculum As a college-preparatory school, Hyde School’s curriculum reflects rigorous challenge in all aspects of the student’s experience. The academic year consists of three trimesters. Advanced Placement and honors courses are offered without restriction. Students are required to take five courses—at least four of which must be in core subject areas of English, Mathematics, Social Studies, Science or Foreign Language—participate in interscholastic athletics each trimester, perform daily campus jobs, participate in all-school performing arts productions, engage in community leadership in partnership with faculty, and regularly evaluate their character growth with input from peers, parents, and faculty.
In grades 9 through 12, students must earn a minimum of 18 academic credits, distributed as follows:
English 4 Foreign Language 2 Mathematics 3 Social Studies 3 Science 3 Electives 3
Grading A B C D F 100 - 90 89 - 80 79 - 70 69 - 65 Below 65
In the classroom student performance is evaluated based on academic achievement and learning attitude. Grading is quite rigorous. Grade point averages on a 100-point scale include academic subjects only and are weighted for AP (ten points) and honors (five points) courses. The cumulative average is based on years at Hyde School—prior high school grades are not included in the reported cumulative GPA; the entire record is on the transcript. A cumulative Hyde School GPA quintile ranking is provided.
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Graduation Hyde School seniors demonstrate considerable leadership; in partnership with the faculty they oversee all aspects of student life on campus; share responsibility for the school-wide academic tenor; dormitory oversight; disciplinary system administration; supervision of the athletics and campus jobs programs.
Hyde School’s graduation requirements embody a quest for personal excellence in academic achievement and character education. In addition to satisfactorily completing the academic requirements, every senior participates in 40 to 50 hours of personal character evaluation process with all members of the senior class and the faculty during the final trimester of the senior year.
English Science Foreign Language English 9 H Biology H Spanish I, II, III, IV H English 10 H Chemistry H AP Spanish Language English 11 H Anatomy & Physiology English as a Second Language AP Language and Composition Environmental Science English 12 H AP Environmental Science Physics H AP Physics C: Mechanics Sociology Performing and Visual Arts Foundations in Arts Continuing Art Studies Mathematics Social Studies Ceramics and Sculpture Algebra I H World History H Painting and Drawing Geometry H Modern European History Photography and Video Algebra II H AP Human Geography AP Studio Art College Algebra Government H Sound Engineering & Stage Pre-Calculus H AP U.S. History Prod. Calculus H U.S. History H Intro to Music and Songwriting AP Calculus AB 20th Century U.S. History H Advanced Theory & AP Calculus BC US Cultures Performance AP Statistics
H Distinguished students can earn Honors designation in all non-AP courses.
SAT Profile:
100% of the Classes of 2013, 2014 and 2015 took the SAT or ACT. Mid-Range (25-75%) and Mean scores are:
SAT: Critical Reading 430-570 and 511 Math 450-610 and 536 Writing 430-570 and 500 ACT: Composite 17-24 and 21
College Acceptance: 98% of graduates in the Classes of 2013, 2014 and 2015 were admitted to four-year institutions.
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Graduates in the classes of 2013, 2014 and 2015 were admitted to the following institutions:
Academy of Art University Gulf Coast Community College Plymouth State University Acadia University University of Hartford Providence College University of Alabama Hartwick College Purdue University Albright College Hawaii Pacific University Quinnipiac University American International College High Point University University of Redlands American University Hobart & Wm Smith Colleges University of Rhode Island University of Arizona Hofstra University Rhodes College Arizona State University Husson University Rivier University Assumption College Indiana University Rochester Inst. of Technology Augsburg College Iona College Roger Williams University Augustana College Ithaca College Rollins College Babson College Jacksonville University Sacred Heart University Becker College James Madison University Saint Joseph’s College- ME Belmont University Johnson & Wales University Saint Louis University Bentley University Johnson State College Saint Mary’s College Boston College Juniata College Saint Michael’s College Bowdoin College Keene State College Salem State University Brandeis University Knox College San Diego State University Bryant University Lackawanna College San Francisco State University University of Buffalo Lake Forest College Savannah College of Art and Design California Polytechnic State University Lasell College Smith College University of California: University of Le Verne Sonoma State University Berkeley, Davis, Irvine, Los Angeles, Lehigh University Southern Connecticut State University Riverside, San Diego, Santa Barbara, Santa Lesley University Southern Methodist University Cruz Louisiana State University Southern New Hampshire University California State University: Loyola Marymount University University of San Diego Chico, Long Beach, Monterey Bay, Northridge Loyola University-Maryland University of Southern California Castleton State College Loyola University-New Orleans University of Southern Maine University of Central Florida Lynn University Southern Methodist University Central Connecticut State University University of Maine: Orono, Farmington Southwestern University Champlain College Maine Media College Springfield College Chapman University Manhattanville College St. John’s University – Queens Campus Christopher Newport University Marquette University St. Lawrence University Clark University University of Mary Washington Stevenson University Colby-Sawyer College University of Maryland, College Park Stonehill College College of Charleston University of Massachusetts: Suffolk University University of Colorado Amherst, Boston, Dartmouth, Lowell SUNY College at Cortland Colorado State University Massachusetts College of Liberal Arts SUNY Oswego Columbia College Chicago Mercyhurst University Syracuse University University of Connecticut University of Miami University of Tampa Cornell College Miami University, Oxford University of Tennessee, Knoxville Curry College Michigan State University Temple University University of Denver University of Missouri Columbia Texas A&M University Drexel University Mitchell College The George Washington University Earlham College Monmouth University Towson University East Carolina University University of Montana Trinity College Eastern Connecticut State University Moravian College Tulane University Eckerd College Mount Allison University University of the Pacific Elmira College Nazareth College Ursinus College Elon University University of Nebraska at Lincoln Utah State University Emerson College University of New England University of Vermont Emmanuel College New England College Villanova University Emory University New England School of Communications Virginia Commonwealth University Endicott College Newbury College Virginia Tech Fairfield University University of New Hampshire Wake Forest University Fisher College University of New Haven University of Washington Flagler College Nichols College Washington and Jefferson College Florence Institute of Design International University of North Carolina at Asheville Washington College Florida Atlantic University University of North Florida Wentworth Institute of Technology Florida Gulf Coast University Northeastern University Western Connecticut State University Florida Southern College Northern Michigan University Western New England University Florida SouthWestern State College Northland Community and Technical College Wheaton College (MA) Florida State University Norwich University Fordham University Occidental College Wheelock College Franklin and Marshall College Ohio Wesleyan University Whittier College Full Sail University Old Dominion University Willamette University Gettysburg College Pennsylvania State University: Goucher College Erie, University Park Green Mountain College Philadelphia University Guilford College University of Pittsburg
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DEAN’S OFFICE
The Dean’s Office at Hyde School serves three basic functions: to ensure that each student’s concerns and issues are being addressed, to provide a forum for students to develop their conscience and decision-making skills, to uphold the ethics of the school. The overall objective is to create an atmosphere where students take responsibility for themselves.
ETHICS A discussion of discipline at Hyde School must begin with our school’s ethics. These include lying, cheating, stealing, sexual behavior, fighting, drugs, tobacco, alcohol, misuse of technology, and Brother’s Keeper. The standards pertaining to these ethics are thoroughly explained by the Dean of Students on the first night of school. Students are expected to adhere to these ethics with a positive attitude.
Ethical FAQs: How does one misuse technology? Hyde asks students to take a “Positive Post Pledge”. The pledge requires that students only use technology in a positive way. This includes posts on social media, interpersonal email, and other forms of media sharing. We also expect students not to let technology interfere with their studies, athletics, or community involvement.
What is Brother’s Keeper? At Hyde we push students to reach for their best. That also means that students share in the responsibility of pushing their peers to their best as well. This may include, but is not restricted to confronting other students about unsafe or unethical behavior. Ultimately we strive to create a dynamic peer culture where the students look out for each other.
ACCOUNTABILITY When a student breaks an ethic at Hyde, he/she is generally brought to the Dean’s Office. The philosophy is to focus on honesty and the attitude of the student, rather than the behavior. A large emphasis is placed on students being accountable for their own actions and attitudes, rather than blaming someone else. Work projects, early morning workouts, concern groups, and discussions with faculty are generally all part of the process
Accountability FAQs: What is a 5:30? This is an early morning workout that begins at 5:30AM. It is generally used for minor incidents, usually involving a student’s attitude. Based on effort as opposed to ability, these workouts are intended to reinforce ethical rigor.
What is a work project/weekend project? Occasionally, it is more beneficial to a student not to be pulled from the community completely. In this case we assign them to a specific task to be completed outside of the normal activities. It allows them the structured time to reflect on recent actions and give back to the Hyde community.
What is Work Crew/2-4? 2-4 is Hyde’s name for work crew. Work crew is accountability for students who are clearly struggling with our ethics and is a chance for them to self-reflect separately from the school community. Students partner with proctors and our facilities personnel to better the Hyde environment through assigned tasks. This process combined with peer and faculty discussions has been helpful in addressing students’ attitudes and behaviors. Typically 2-4 does not interfere with the academic schedule.
What is a concern group? A concern group consists of faculty and peers with whom a student has made a connection during their time at Hyde. This small group provides the opportunity to both support and challenge the student honestly in light of recent incidents or attitudes. It allows the student to see how their actions and attitudes affect those around them.
For any questions regarding the above information, please contact the Dean’s Office at 207-443-7119.
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HYDE SCHOOL DRESS CODE The Hyde School community has a commitment to connect our appearance with our highest expectations for ourselves and for each other. We seek to look sharp and respectful when engaged in the learning process.
HYDE DRESS Usually required dress for each Monday, but can also be worn at other times.
MEN WOMEN Navy blue blazer; white or light blue dress shirt; khaki Navy blue blazer or navy blue sweater; white or light pants; belt; dress shoes; dress socks; Hyde tie. blue shirt; khaki skirt, pants or khaki/white dress; dress shoes; stockings.
ACADEMIC DRESS Usually required during the school day. (Clothing is expected to be cleaned, ironed and mended.)
MEN WOMEN Dress collared shirt; tie; khaki, corduroy or dress Collared dress shirt or blouse; dress/skirt that is pants; belt; dress shoes; dress socks; sweater or blazer approximately knee length; khaki, corduroy or dress optional. (Clean-shaven; hair neat; earring free.) pants; belt; stockings or tights optional; dress shoes or boots; sweater or blazer optional. (Dresses should have sleeves or wide straps; hair neat; two earrings, one in each lower lobe with one additional earring optional; make-up in moderation.)
ATHLETIC DRESS Worn at each athletic practice and may also be worn at some meals and on free time.
MEN and WOMEN Appropriate shorts and t-shirts to engage in physical exercise; athletic socks; proper athletic footwear; Hyde warm-up gear; compression shorts for males; sports bras for females. (Sleeveless athletic shirts are covered up after exercise; hair tied up.)
CASUAL DRESS Worn on weekends and during down time.
MEN and WOMAN Casual pants; shorts; appropriate t-shirts; polo shirts; sneakers; casual boots; jeans that are appropriate; yoga pants. Casual is relaxed and “neat and clean.”
Dress code leniency may be earned by students in the Leadership phase.
Students are encouraged to work with mentor students and faculty in the dorms to start each day in appropriate dress. A student may be asked to change his/her dress if clothes do not fit, are too tight or revealing or, in general, do not represent the student’s best. If students or parents have questions regarding appropriate dress, need assistance or suggestions with where and what to buy for dress code, school personnel are always available to help. 16
Academic Year Packing List
Items for Student’s Room Toiletries Alarm Clock Antiperspirant/deodorant Blanket Hairbrush Clothes Hangers Personal items Laundry bag/hamper Shampoo/conditioner Laundry detergent Soap Pillow/Pillowcase Sunscreen Towels Toothpaste/toothbrush Twin bedding
Men’s Clothing Women’s Clothing “Hyde Dress” Outfit “Hyde Dress” Outfit Belt – brown/black (leather) Dress code pants (khakis) Dress code pants (khakis) Dress code shirts Dress code shoes (leather) Dress code shoes (leather) Navy blue blazer Navy blue blazer or sweater Sweaters Sweaters Rain jacket Dresses/skirts Shirts – collar/button down Rain jacket Dress Socks Dress Socks, stockings, tights Ties Underwear Underwear Winter jacket Winter jacket Winter shoes Winter shoes
Athletic Clothing Prohibited Items Athletic shoes Alcohol T-shirts Drugs / drug paraphernalia Cleats for field sports Tobacco of any kind Sports bras for women Appliances (hot plate, microwave, coffee maker, iron, etc.) Athletic socks Refrigerator Athletic shorts Health supplements Sweatshirts/pants Incense, candles, matches, lighter Compression shorts Pets Pornography of ANY form Recommended Weapons Lockable container for valuables Computer Monitors over 27” Projectors
Optional Items Bicycle and lock Personal books Camera Helmet (must be worn with bikes, skates, skateboards, Computer/printer – Monitors must be <27” scooters, etc.) Desk lamp Houseplants Fan Sleeping bags Hair dryer Backpack Musical instrument Wastebasket 17
Off-Campus Request Procedure
Please call the Dean’s Office when requesting that your child go off campus for any reason. Where possible, contact the Dean two weeks prior to the requested departure date. The student will fill out an Off-Campus Request Form, which can be picked up in the Dean’s Office.
The Dean of Students office grants permission for students to leave the campus overnight. The nature of a Hyde education requires significant commitment from the students and families. We expect our students to participate in all school activities including academics, athletics, performing arts, dorm activities, jobs, the family program, and wilderness trips. We understand however that some absences are needed for specific situations. Please call the Dean’s Office before making off-campus decisions in order to discuss scheduling and priority considerations.
Procedures: 1. Parents must obtain permission for absence from the Dean’s Office by calling (207) 443-7119. Please do not make travel arrangements until permission is granted. 2. Once permission is given, the student should notify teachers of the absence and have an Off-Campus Request Form signed by the noted offices and/or individuals. 3. The completed form must be filed with the Dean’s Office at least 24 hours prior to departure. 4. Update the Dean’s Office with expected departure and return times, travel arrangements, and contact information during the student’s absence as soon as possible.
As a convenience to parents, Hyde charters several buses for Thanksgiving, Christmas, and March breaks to bring students to airports in Portland, Boston (Logan), and Manchester, NH. A bus will also travel to Portsmouth, NH, Danvers, MA, and Boston South Station. These buses deliver students safely to their destination, as arranged. Faculty members do not travel with the buses to the airports. Therefore, if flight changes occur after students are dropped at the airport, parents are responsible for making new arrangements. There will be a faculty member on duty and available by cell phone (207-841-3016) until 8:00 PM on travel days. We suggest parents also arrange to be available when students are traveling so they may be reached to help their student problem-solve should an unforeseen circumstance arise.
Any other travel arrangements during the academic year, including the beginning and end of the year, are the responsibility of the student and their family. While students may ask available faculty members for assistance in getting to and from the airport or bus station, we cannot guarantee there will be a faculty member available to transport them.
Before students leave for break, we review with them strategies for problem-solving if their travel is interrupted. We advise them to stay in the area of the airline they are traveling, to contact their parents, and not to leave the airport, bus, or train station with anyone. If parents feel their student is not able to travel safely alone, we suggest they contact the airline for assistance in providing travel supervision. It is imperative that students have a valid photo ID for traveling on any airline and some buses and trains. Please check with your child before any trip to be sure he/she has his/her ID and enough money to cover meals and any emergency. Please be aware that some airlines require children under age 14 to be accompanied to and from the airport by an adult.
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OFF-CAMPUS REQUEST (Must be completed and returned to Dean’s Office 24 hours prior to leaving campus)
NAME: REASON FOR REQUEST: DATE/TIME LEAVING: DATE/TIME RETURNING: NAMES/PHONE NUMBERS WHERE STAYING:
METHOD OF TRAVEL: Leaving Returning
PLEASE PROCURE THE FOLLOWING SIGNATURES
1. DEAN OF STUDENTS: (Dean or Assistant Dean MUST SIGN FIRST)
2. CLASSROOM TEACHERS:
Period 1 Period 2
Period 3 Period 4
Period 5 Period 6
3. COACH (if you will be missing sports):
4. HEALTH OFFICE:
5. DORM PARENT (If you will be away overnight):
6. Person who will replace you in your job assignments:
7. BUSINESS OFFICE (If money has been requested & approved by parent(s)):
Dean’s Notes:
Faculty Notes:
19 PLEASE CHECK DEPARTURE TIMES AND TRAVEL HOURS AS WE HAVE MADE SOME ADJUSTMENTS.
The following is a list of the departure and return times and the locations serviced to assist you in your travel arrangements for November, December, and March breaks.
Please note: Space on the bus is limited. When you reserve a seat on the vacation charter bus, please communicate to your student that you have done so, as to avoid double-booking. If your student is unaware that he/she has a reservation and makes alternate arrangements for travel, the student’s account will be charged for the vacation charter bus reservation as well as the alternate arrangement. If you must cancel a reserved seat, please do so at least two days prior to departure. Contact Lisa Laplante – 207-443-7134 or Karen Moody – 207-443-7378.
Departure at 7:30 a.m. from Bath: Friday 11/20/15 Friday 12/18/15 Friday 03/04/16 Arrival: Bus 1 (Boston Bus) PORTSMOUTH, NH 9:05AM Roundabout Diner Parking Lot DANVERS, MA 10:00AM Danvers Supino’s Route 1 BOSTON, MA 10:50AM South Station (Amtrak and Greyhound) BOSTON, MA 11:30AM Logan Airport Terminal E (the International terminal)
Bus 2 (Portland Bus) PORTLAND, ME 8:30AM Portland Jetport
Bus 3 (Manchester Bus) MANCHESTER, NH 10:00AM Manchester Airport These are approximate times, depending on the weather and traffic.
Return Trip times: Monday 11/30/2015 Monday 01/04/2016 Wednesday 03/21/2016
Bus 1 (Boston Bus) BOSTON, MA 2:30PM South Station (Amtrak and Greyhound) BOSTON, MA 3:30PM Logan Airport Terminal E (the International terminal) DANVERS, MA 5:00PM Danvers Supino’s Route 1 PORTSMOUTH, NH 6:00PM Roundabout Diner Parking Lot
Bus 2 (Portland Bus) PORTLAND, ME 5:30PM Portland Jetport
Bus 3 (Manchester Bus) MANCHESTER, NH 3:30PM Manchester Airport All arrival times in Bath are approximately 7:30 p.m.
Please be aware that the bus will leave the departure point at the time listed and CANNOT wait for late arrivals. Make sure that your child’s flight arrives well in advance of these departure times.
Our local transportation companies are listed below for your convenience. 800-696-2463 Mermaid Transportation 800-937-2424 MidCoast Limo 207-386-0333 Seacoast Shuttle Limousine Service 207-729-3688 Brunswick Taxi 888-729-1853 Along the Coast Airport Charter & Shuttle Service 207-865-9494 Freeport Taxi 20
The Technology Ethic Job first, Technology second
In order to build a strong Hyde community and to foster our personal best, the use of technology must lend itself to the development of our character and the pursuit of academic excellence. Therefore, any improper, inappropriate, unlawful, or excessive use of technology is unacceptable.
It is important for parents to understand that there is a direct relationship between student leadership/ownership and access to non-academic technology.
Acceptable Use Policy The computer network that allows Hyde School to provide Internet access, including computer and communications equipment, software, operating systems, storage media, wireless, and network accounts (collectively, the “Network”), is the property of Hyde School. Your use of the Network is contingent upon your agreement to abide by certain rules. This policy is provided so that you are aware of the responsibilities you are about to acquire. In general this requires efficient, ethical, and legal utilization of Network resources.
General This policy governs the use of the Network and all information technology resources owned and operated by Hyde School. The Network includes but is not limited to: network infrastructure, servers, desktop workstations, peripherals, remote access, computer labs, and telecommunications systems. The Network is provided for use by authorized School community members, only. School community members include all staff, faculty, students with official standing, and others associated with Hyde School who have credentials to access the Network.
Although the School does not routinely examine the contents of data or files in user accounts or monitor usage of the Network, on occasion circumstances may warrant monitoring or examination of a user’s files to maintain system security or system integrity in response to legal mandate or for some other reason. In such cases, authorized School personnel may monitor your use of the Network or examine any user files or data without notice.
Security The system of accounts, User Identification names and passwords, plays an important role in protecting the Network and all users. The following policies govern their use:
• You may log-in to your own account only; • You must not share or divulge your password with anyone else or knowingly allow another person to access or use your account; • You must not use or attempt to discover another user's password; • You are responsible for all use made of your account; • You must take reasonable precautions to prevent unauthorized use of your account, including changing passwords regularly.
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Email Every student is given a Hyde email account. Your account must remain secure. Remember to log out of your email account when it is not in use. Appropriate dialogue within email is required at all times.
Internet access and Wi-Fi We provide the infrastructure for students to complete their academic and research work. The network and Internet are not provided for video streaming, downloading, and gaming. The use of personal wired or wireless network equipment configured as routers, DHCP servers, wireless access points, or wireless hotspots, is not permitted on the Hyde campus. Internet access is allowed until lights out. The Meraki Wi-Fi system is shut off at lights out to ensure students are getting the rest they need.
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AGREEMENT
REGARDING DAMAGE TO SCHOOL PROPERTY AND TAMPERING WITH FIRE SAFETY EQUIPMENT
We agree and understand that any deliberate damage to school property by the student will be documented, repaired, and charged to the student. This policy applies to all Hyde students and all school buildings.
Deliberate damage charges include but are not limited to the following: holes in walls, broken windows and doors, broken screens, discharging fire extinguishers**, and defacing school property. Average charges for these repairs may range from $100 to $500+ per occurrence.
The damage charge in each case is the actual cost to the school for labor and materials. Payment for these repairs will be the responsibility of the undersigned student and their parent(s) or guardian. Payment amount due will be deducted initially from the student’s allowance. The remaining balance will be deducted from the student’s bank account or billed home if funds are not available in the student’s account.
**Misuse, violation, or unnecessary discharge of fire safety equipment and/or alarm systems may result in legal prosecution, charges, fees, and a donation up to one hundred dollars ($100) to replace equipment and support our local Fire Department.
______(Student Print Name) (Student Signature)
______(Parent/Guardian Print Name) (Parent/Guardian Signature)
______(Date)
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PHOTO and MEDIA RELEASE FORM
Student’s Name ______
I ______(Please print parent or guardian name here) hereby authorize and give full consent to Hyde School and its respective directors, officers, employees, successors, assigns, licensees and agents (including but not limited to photographers, advertising agents, audio and video technicians and recorders) to record, reproduce, use, exhibit, display, perform, broadcast, publish, distribute and create derivative works of (i) photographs or videotaped images of myself and/or my student, and (ii) our names, identities, achievements, biographical information, voices and likenesses, for use in connection with the activities of the school or for promoting, publicizing or describing Hyde School or any of its activities. This consent includes, without limitation, the right to publish such images and information in the alumni magazine, on Hyde’s web site, and public relations/promotional materials, such as marketing and admissions publications, advertisements, fundraising materials and any other Hyde-related publication. These images and information may appear in any of the wide variety of formats and media now available and that may be available in the future, including but not limited to print, broadcast, videotape, CD-ROM and electronic/online media.
I hereby forever release and agree to hold harmless Hyde School from and against any and all claims arising from the use of such images and information.
I have read and understand this document. I waive all rights to compensation for the use of such images and information, and understand that Hyde School will have sole authority over use of such images and information.
Signature Date
I do not authorize Hyde School to use my student’s individual image in promotional materials. I understand that Hyde School may use group photos of more than eight students (i.e., graduation photos, team photos) and photo, audio, or video of school activities (i.e., musical performances, athletic events) without parental consent. I have the right to grant or rescind permission at any time by submitting a signed form.
Please contact our Office of Marketing and Communications with any questions about our student media policy and procedures: 207.443.7147
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EMERGENCY RESPONSE PLAN
Emergency at School
Hyde School has developed and implemented an “Emergency Response Plan” that encompasses situations arising from student, campus, or outside community / natural disaster causes. Some of these situations include but are not limited to:
• Blood Borne Pathogens • Fire/Explosion • Utilities Malfunction • Medical Emergency • Visitors / Strangers (Intruders) in Building • Bomb Threat • Fights / Violence • School Vehicle Accident • Natural Disaster
Emergency at Home
In the event of an emergency at home, key school personnel are to be contacted to ensure proper handling of the situation. When a crisis at home happens (tragic accident / death of a close family member / home community crisis), please be sure to utilize the “chain of command” listed below to contact appropriate Hyde School personnel who may then assist in communication between family and student. Most highly sensitive or severe issues should go through the Associate Head of School’s office. If the situation is of less severity, contacting the Discovery Group leader is the most appropriate. The Dean’s Office is also notified when students are expected to be released from Hyde School to go home or to another pre-determined location.
A copy of the complete “Emergency Response Plan” may be requested by contacting the Head of School’s Executive Assistant at 207-443-7105.
Emergency Contacts
Associate Head of School – Richard Truluck 207-443-7135 Dean of Students – Colin Foye 207-443-7151 Health Office Director – Louise Dupuis 207-443-7186
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BUSINESS OFFICE
The Business Office is ready and willing to assist parents in all of the paperwork and financial issues that arise during the school year.
Our Executive Business Manager, Cindy Morgan, can help with enrollment paperwork and/or payments. She oversees the Student Bookstore Accounts and Business Office Staff sending out statements at the end of each month to inform parents as to what their student is buying and/or being charged. Any questions regarding bookstore accounts should be directed to the business office at 207-443-7378.
Please be aware that the $2,500 amount earmarked for the Bookstore may or may not be enough to see your student through to the end of the year. Extra expenses that can put charges over the $2,500 mark are:
• Prescriptions and/or their co-pays • Medicine Distribution Fee of $150 each trimester (for students who get their medication from the Health Office) • Transportation to doctor appointments ($23 each round-trip) • Travel money • Damages to campus
In addition, if your student is a junior or senior, extra expenses may be incurred for:
• Prom Ticket • AP Exams • College Applications • Yearbooks
These extra charges are not built into the $2,500. Therefore, please be aware of what is being charged and the impact it may have on the student’s account. If a student account should have a negative balance, the student or the Business Office will contact parents.
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STUDENT BANK/RETAIL STORE INFORMATION
Along with the school supplies that are needed at the Hyde School, the retail store carries a wide range of weather-appropriate and sports-related clothing. Personal care items such as shampoo, soap, toothpaste, and deodorant are also available as are various sundries (laundry detergent, fabric softener, etc.).
Laundry cards are used on the Hyde School Bath campus and are sold in the retail store. They are debit cards with $30 of pre-paid service. When the card is out of money, a new card may be purchased.
The Student Bank dispenses allowance money (no more than $20) each week. Banking hours depend on the weekly schedule but are generally 12:30 PM to 1:20 PM. This amount is sufficient to purchase a few snacks and have cash on hand for the weekend. Weekend activities are pre-organized by faculty and additional spending cash is released from the accounts to faculty involved.
The only other money that can be dispensed from a student’s account is for travel. Please contact Karen Moody at 207-443-7378/[email protected] or Lisa Laplante at 207-443-7134/[email protected] at least two days before cash is needed to ensure that it will be ready at departure time. We suggest that students not take possession of travel money until just before it is needed.
From time to time, your child may need money for special activities and/or projects. Please remember that while the Student Bank is authorized to dispense certain monies, it is not a bank and cannot be used as such. There are banks within walking distance of the school that will cash checks you send to your student, if you have an established account there.
It may be necessary to deposit additional funds into the Student Bank account as the year progresses. You will receive a statement which describes, in detail, exactly how money was dispensed (allowances, purchases, etc.) each month. At the academic year’s end, any funds remaining in the account will be returned to you.
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STUDENT MAIL
All students will be assigned a mailbox during fall registration. Student mailboxes are located in the student mail house outside of the union. If students forget the combination to their mailboxes, they may see the Assistant to the Dean of Students, who will provide them with their combination.
Postage stamps may be purchased from the student bank. Stamps must be paid for in cash and cannot be deducted from the student’s account. Students may mail packages home through the mail room. The charge for this postage may be deducted from the student’s account since this is usually more costly.
The mailing address for packages, letters, cards, etc. is:
Hyde School Attn: (Please include your student’s name) 616 High Street Bath, ME 04530
Many students do not check their mailboxes regularly. If you are sending something special, please let your student know so that he/she can watch for the item being sent. Any mail left in student mailboxes at year end will be forwarded to your student’s home address.
Please note that any and all medications for your student should be sent to the attention of the Health Office. The Health Office will determine which medication may be kept in the student’s room.
If you are sending an important item to the school for your student, you may contact Lisa Laplante ‒ 207-443- 7134/[email protected] and she will watch for the letter or package.
**Please be aware that we do not have weekend deliveries. Do not pay extra for “Saturday Delivery.” There will not be anyone available at the front desk or the mailroom to sign for weekend deliveries.**
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Guide to Family Education 2015–2016
1
Table of Contents
Hyde School: Statement Of Purpose ...... 3
Hyde School Family Program Overview ...... 4
Family Education Program ...... 5
Regional Membership ...... 7
Attendance ...... 8
Regional Retreat ...... 10
Basic Regional Meeting Format ...... 12
Regional Leadership ...... 13
Parent Admission Network (PAN) ...... 15
The Seminar ...... 16
Clear The Decks ...... 17
Seminar Guidelines ...... 18
Explanations of the Seminar Guidelines ...... 19
Hyde Family Education: A Life-Long Journey ...... 21
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Hyde School: Statement Of Purpose
Each of us is gifted with a unique potential that defines a destiny. A commitment to character development enables us to achieve personal excellence and find fulfillment in life. To paraphrase Martin Luther King Jr., we strive for a school where members of our community will be judged, not by their inherent talents, nor native abilities, but by the content of their character.
Our primary goal is the personal growth of Hyde’s students, but experience has taught us that all constituents—students, teachers, and parents—must strive for personal growth in order for Hyde’s teenagers to achieve it. As we narrow the gap between what we want to foster and how we foster it, we continue to believe that our success is due more to an adherence to a belief system, rather than a set curriculum. The cornerstones of that belief system are the Five Words and the Five Principles of Hyde School.
The Five Words have adorned the school’s shield since its founding:
Courage ◆ Integrity ◆ Leadership ◆ Curiosity ◆ Concern
The Five Principles were adopted by the entire community in 1988:
Destiny Each of us is gifted with a Unique Potential. Humility We believe in a power and a purpose beyond ourselves. Conscience We achieve our best through character and conscience. Truth Truth is our primary guide. Brother’s We help others achieve their best. Keeper
We value these words and aspire to reflect these principles in our individual and collective endeavors. Our respect in this community and that which we accord our peers is a reflection of these efforts.
Malcolm Gauld
President
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Hyde School Family Program Overview
The Family Program at Hyde School encourages a lifelong journey of personal and family growth.
Goals
Self-Discovery: helping each participant to become his or her best self. Family Excellence: understanding the family’s strengths and challenges. Hyde Philosophy: learning about the core beliefs and principles of the Hyde Education. Parent Commitment
There are three required components to the year-long program. The first two years have a structured format. Subsequent years allow parents flexibility within the program’s framework.
Region – As a global network for Hyde families, the region provides a setting for parents to focus on their own growth. Parents are expected to attend three regional meetings (September; January or February; and May) and participate in two Hyde webinars, (November and January or February.) During the March vacation, families do community service. The September meeting is an all-day parent orientation; either the January or February meeting is an overnight retreat.
Family Learning Center (FLC) – The FLC is a two- or three-day workshop held on campus. (Veteran families have the option to attend a wilderness FLC in Eustis, ME, in the fall.) Parents choose a date which best fits their schedule from an FLC calendar provided by the Family Education Department.
Family Weekends – A time when the entire community gathers, family weekends provide an opportunity to highlight student growth, work on family renewal and reaffirm the mission of the school. Two family weekends are held each year: one in October and one in April. These weekends begin on Thursday night and end on Sunday at noon. Parent Participation
The family program is open to all parents and committed adults. Full participation involves a willingness to do one’s best. Hyde recognizes that conflicts may arise and the Family Education staff will work with each family to create a successful partnership to ultimately benefit the student.
Parents who participate in the program have an opportunity to graduate with a Hyde Parent Diploma on the morning of their child’s commencement.
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Family Education Program
Family Education at Hyde is a lifelong journey focused on three areas of learning: self-discovery, self/family/community excellence, and the Hyde philosophy. Just as Hyde students are required to make a commitment to and participate in all aspects of the Hyde curriculum, Hyde parents are required to be full participants in all aspects of the parent program. Family Education at Hyde consists of the following:
Regional Meetings and Retreats Regional meetings take place throughout the year: • September: All-day parent orientation during which parents learn the key elements of the Hyde parenting philosophy and how to implement them in the home • October – Fall Family Weekend on campus • November: A live webinar • December: Check-in by phone or in person • January or February: An overnight retreat focused on personal growth • January or February: A live webinar • March: Family or regional community service • April – Spring Family Weekend on campus • May – Regional meeting • July or August - Social gathering
Journaling In addition to regional meetings, all parents will be doing self-directed journaling, and sharing it with mentors or others in their region. • Parents who join Hyde’s Summer Leadership program will receive a summer journal. • First-year parents will receive “Hyde 101” journals. • Second-year parents will receive “Hyde 201” journals. • Third and fourth year parents will have flexibility in the program and may elect to do the Hyde 301 journaling or do a special project.
Family Learning Center (FLC) The FLC is an on-campus experience for a parent and student to join other students and parents to focus on their individual journeys of self-discovery. Parents choose a session from a list of dates provided by the campus Family Education Department (FED) office. Attending a Thursday evening through Sunday noon FLC is encouraged for your first FLC; however, if your schedule does not allow for this, there are shorter, but more intensive, choices. Parents stay on campus in the housing provided.
After completing one on-campus FLC, families may attend subsequent FLCs in Eustis, Maine, at the Black Wilderness Preserve. Space is limited for these, and there is an additional cost. 5
Family Weekends Fall and Spring Family Weekends, Thursday evening through Sunday noon, are times when the entire community assembles. The curriculum focuses on the family and the impact each member has on the overall functioning of the family. There are opportunities for teacher conferences, seminars, academic, and athletic events. Parents arrange their own housing at area accommodations.
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Regional Membership
Purpose of the Regional Meeting The purpose of the regional meeting is to provide intentional time for parents to practice the Hyde process. Leadership and veteran parents assume primary responsibility for ensuring that this experience is meaningful and holds members to their best; I need a challenging and supportive community in which to develop my character. However, each parent is expected to assume responsibility.
Many regions rotate the responsibility for leading the meeting among the members. This is very effective in spreading and fostering leadership for the future.
Third-year and fourth-year parents have the option to complete the “Hyde 301” journaling. They may also choose to do a special project of their design to further their growth. They will attend the two regional retreats with the on-line classroom being optional.
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Attendance
Attendance at the regional meetings is required. Obviously, a major family event may take priority over a regional obligation. There may also be a conflict regarding work that absolutely cannot be rearranged / changed. Other than that, parents are required to make the scheduled meetings and take responsibility for being a full participant of the region.
What to do when you miss a meeting: If you cannot attend a meeting, including a webinar meeting, notify the regional chair. If you are traveling in the months of September or during your region’s winter retreat, the FED office will help you connect with another region whose meetings dates accommodate your schedule.
It is always your responsibility to complete missed work and inform both the regional chair and the FED office. A second expectation is to call someone in the region and talk about what you got out of the work.
Spirit of the law versus letter of the law: A productive attitude about regional attendance is more important than anything else. A productive attitude means that you always do your best, not perfection, and that you follow through on the commitments you made. If you miss more than one meeting, and there is a concern about your involvement, then the region will work with the school to discuss your situation.
Withdrawals When a parent officially withdraws the student from school, he/she is also withdrawing from the parent program. While these situations can be difficult, especially if the parent has made strong personal connections with regional members, the region’s purpose, which is to prepare families for graduation and support the child’s growth at Hyde, must be respected.
Interventions Parents of a student, who enters a short-term intervention program (i.e. wilderness, rehab or hospitalization) and plans to return to Hyde upon completion of the program, are usually welcome to continue participation in both regional and on-campus activities. Some programs, however, have parental components that might make it difficult for parents to focus on the regional requirements while their child is enrolled in a program elsewhere.
Each situation is unique and the Family Education faculty will consult with the leadership of the region regarding ongoing support for Hyde parents.
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Regional Retreat
Purpose Each region will hold an annual Winter Retreat in the months of January or February. This one or two-day (usually overnight) retreat provides an opportunity to address issues in-depth away from distractions and responsibilities of everyday life, allowing parents to focus on their own growth. The FED office provides the regional leadership with the curriculum.
Retreat Chair The Retreat Chair works closely with the Regional Chair to manage and communicate the logistics, theme, expectations, etc., to regional members. The Regional Chair works with the individuals who are assigned to facilitate a session: DELEGATE!
Date and Location Retreats can be held at a location where regional members stay overnight at the retreat site or with other parents; or they may be held in a regional member’s home and parents stay in their own homes and return for the second day. The preferred site will provide an environment conducive to the introspective nature of the weekend, will allow for shared meals and housing, and will respect travel and economic realities for all regional members.
Participants Attendance at the entire Regional Retreat is required for all parents participating in the Family Program. There may be unusual circumstances where a parent cannot attend his or her own Regional Retreat. This parent is expected to contact the FED well in advance, so arrangements to attend another Retreat can be made. Students, siblings, or “guests” who are not part of the Family Program are not invited.
Costs The cost of room, board, and transportation is borne by individual parents. The Region as a whole is responsible for room and board for faculty. The school will pay for faculty transportation. Alumni parents (HAPA) who are asked by the region to participate may be able to pay their own way or may need help from the region.
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Faculty and Alumni Parent Roles
Model the Process The primary responsibility of faculty and HAPA mentor parents is to model the process by participating fully in all aspects of the retreat (i.e. complete all of the worksheets, journaling, etc.). This is their opportunity to join parents in taking a “time out” from busy lives, to take stock and reconnect with one’s spirit. Faculty members are immersed in the Hyde process on a daily basis and have much to share and gain. The Region is responsible for setting the tone for a successful retreat. The regional leaders still provide the leadership even though faculty and alumni parents are present.
Offer a Unique Perspective Faculty and alumni parents will have a unique and valuable “outside” perspective which may be more objective because they have not been a regular member of the group. They may see issues/attitudes/strengths that others have not noticed. Without being embroiled in the logistics of the weekend, they have the opportunity to step back a little and take the pulse of the weekend. Are individuals challenging themselves and each other? Are the seminars reaching a deeper level? Are conversations happening outside of the seminars?
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Basic Regional Meeting Format
Components of a Regional Meeting
1. Introductions of New Members
2. Attendance The Regional Chair will note to the group those who are not at the meeting and reasons why. If there needs to be any follow-up action to a parent, the Chair will assign that to someone or contact the appropriate FED office for assistance. The Regional Chair (or Attendance Chair) will email the attendance to the FED office within a few days of each meeting.
3. Business This is optional and should be as brief as possible. Examples of business items might be: • Announcements about upcoming events • Housekeeping details such as retreat deposits • Update on FLC sign-ups and other information necessary to the group
4. Journaling / Sharing Journaling is an ongoing process and is self-directed; however, the school recommends that parents do a section of the journal each month. Regions may ask parents to share their journaling with a partner and give feedback to each other.
5. Seminar / Clear the Decks During the seminar we share what we are working on in our lives through betting on the truth. Small groups form and go through a basic format: • Each person gets an allotted amount of time and a timekeeper is appointed. • Read the Seminar Guidelines. • Clear the Decks: We bring up what we need to say, either about ourselves or to someone in the region, to bring out unresolved concerns that might get in our way and prevent us from giving 100% to the seminar process. There is no response. • One person begins by sharing where they are or reading homework if assigned. • Group gives feedback.
6. Wrap-Up Depending on the size of the group, participants stand in a circle, shoulder to shoulder, or for a large group, it could be done “popcorn” style. Guiding questions are: • What did I learn about myself today? • What is a step I need to take to move forward in my life? • What am I taking away from today’s meeting?
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Regional Leadership
Regional Chair The chair is the steward of the Hyde process within the region. Working closely with a leadership team of parents, he/she ensures that the region functions and interacts in accordance with the school’s words and principles. The role is not to defend the school, (or serve as the school’s “mouthpiece”) but rather to support the school’s mission.
A chair’s greatest strength is his/her conscience and courage. These are the qualities needed to make the region a “growth group” rather than a “support group.” The chair’s greatest downfall is often a desire to be liked, a fear of making mistakes or accepting help, and a mistrust of gut instinct. These fears usually lead to a lack of Brother’s Keeper, superficial regional culture, and diminished personal growth. The chair strives for a balance of commitment, integrity, wisdom, humor, a trust in oneself, and a willingness to both learn and ask for help.
Regional Vice-Chair (Preferably representing a different campus than the chair) The regional vice-chair works closely with the regional chair and leadership team to ensure a strong region. Individual responsibilities must be clearly defined and communicated to the region. Although each region may choose a different approach and role description for the chair and vice-chair, the final decisions for the region rest with the chair.
Additional Leadership Roles The incoming chair and leadership team appoint the remaining leadership positions with guidance from the school.
Fair Share Chair (One representative for each campus) The fair share chair works closely with Hyde’s Development Office on each campus to: • Present the Fair Share concept to new families joining the region; • Encourage all families to participate in this vital annual campaign to the best of their ability, striving to reach 100% participation. • Work with the Development staff on Fair Share Campaigns during the Fall and Spring Family Weekends.
Retreat Chair The Retreat Chair is responsible for the logistics of the region’s winter retreat. Working with the regional leadership team, the Retreat Chair manages and communicates to regional members pertinent information about dates, times, retreat location, costs, etc. He/she connects with each regional member to gather attendance or find out why a parent cannot attend and report to the school.
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FLC Chair The FLC chair works closely with regional members to ensure all parents are scheduled for an FLC and that all parents participate in an FLC. They also keep track of who has completed their FLC since the last meeting and encourage parents to share what they learned. The FLC chair stays in close contact with the Family Education Department about these sign-ups. At each meeting the FLC chair will: • Encourage parents to share what they learned at their FLC. • Ask new members to sign up before Fall Family Weekend. Families enrolled after Fall Family Weekend should sign up as soon as possible. • Talk with new parent to prepare them for their FLC.
Mentor Chair Regional Chairs may serve as Mentor Chair or delegate this to another veteran parent. When a new student enrolls at Hyde, each of his/her parents involved in the program will be assigned a mentor by the Mentor Chair or Regional Chair. The mentor will be a strong veteran parent in the region; he or she will assist the new parent in understanding Hyde and the expectations of parents in the Family Program.
Some veteran parents will need to mentor more than one new parent, depending on how many strong veteran parents are in the region.
Mentoring should include face-to-face or telephone conversations every two weeks. The FED office on each campus can be called upon to help identify Hyde alumni (HAPA) parents, who may also serve as mentors.
Mentoring will continue for six weeks or longer if the new parent desires.
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Parent Admission Network (PAN)
The Parent Admission Network (PAN) is an initiative of the Hyde Admissions Office, and all Hyde parents are invited to join. PAN is an active effort to identify prospective families and engage them in learning about Hyde Schools. To join the group or learn more about the effort go to www.hyde.edu/pan.
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The Seminar
Over the past thirty years, the seminar has evolved into an integral component of the Hyde philosophy and program. Initially, it was called Senior Seminar and as the name implies, only seniors engaged in the experience. Furthermore, only one individual was designated to facilitate these sessions: Joseph Gauld, Hyde’s founder. This arrangement remained untouched until 1974, when Hyde began to focus more of its efforts on family growth; it was clear that the seminar would be a critical component of Hyde’s future. As the seminar became a Hyde mainstay, it became apparent that one facilitator would not suffice. Therefore, seasoned veteran faculty members were trained in the process by the founder. Then student facilitation began in the form of dorm meetings or athletic team debriefings. By the late ‘70s, the seminar had become an important signature practice at Hyde, and parents were trained to lead regional groups.
Seminar Guidelines The seminar offers a time for participants to honestly and openly share their hopes, their fears, their dreams, and their concerns about themselves and about each other. Above all, it is a time for us to be truthful with ourselves and with each other as we are led by conscience. The Seminar Guidelines provide a system of guidelines that can help us maintain balance between our thoughts and our emotions, between criticism and praise.
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Clear The Decks
The Metaphor “Clear the Decks” is an apt metaphor in the Hyde process. The Hyde family name has been associated with deep-water ship building on the Kennebec River in Bath, Maine. These ships had a variety of decks—fore deck, main deck, quarter deck and poop deck which were cluttered with tools and materials for cooking, washing, and repairing sails. If it became necessary to prepare for military action, foul weather, or difficult maneuvers, the orders would go out first to “Clear the Decks,” then rig for action. “Clear the Decks,” in the context of Hyde, is an important first step in the Seminar process. Like clutter on the decks of sailing ships had the potential to cause harm or at the very least prevent efficient work from being done, unspoken issues, concerns, and unproductive attitudes present obstacles that are bound to trip one up on the path to personal growth.
The Process “Clear the Decks” immediately follows the Seminar Guidelines. Its primary purpose is to provide participants with the opportunity to clear their conscience with a statement about themselves or with a statement directed specifically to another person.
Norms of “Clear the Decks” In order to respect the integrity of this process, the following must be adhered to. Whenever possible, address thoughts and concerns about regional members one-on-one before the meeting. If impossible, raise your concerns during “Clear the Decks.”
“Clearing the Decks” IS the time to: “Clearing the Decks” IS NOT the time to:
◆ Use “I” statements and speak for ◆ Speak in generalities (everybody does, yourself; thinks, etc.) This leads to confusion and ◆ Be specific; an avoidance of the clarity that is required ◆ Speak directly to the person or persons to move forward; involved; ◆ Clear the Decks with or speak about ◆ Listen carefully to concerns raised about someone who is not present; you; ◆ Carry on a dialogue; ◆ Be willing to look at your part in ◆ Air general concerns about the region conflict/confusion. or the school.
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Seminar Guidelines
Principles
1. DESTINY Each of us is gifted with a unique potential. 2. HUMILITY We trust in a power and purpose beyond ourselves. 3. CONSCIENCE We attain our best through character and conscience. 4. TRUTH Truth is our primary guide. 5. BROTHER’S KEEPER We help others achieve their best.
Five Words
COURAGE, INTEGRITY, LEADERSHIP, CURIOSITY, CONCERN
Guidelines
1. When in doubt, I will bet on the truth; still in doubt, I will bet on more truth.
2. I will listen and not act defensively. (I cannot hear with my mouth open.)
3. I will not give advice, complain, explain, intellectualize, or protect. I will move from my Head through my Heart to my Soul.
4. I will be specific, speak for myself, and stay on the subject.
5. I will share from my own experiences. I know how you Feel…I have Felt the same way…This is what I have Found.
6. I will stay out of my ego as much as I can. I will take my job seriously, not myself.
7. With my conscience as my guide, I will support and challenge the best from others in the group. I will let others know how I feel about them.
8. I have a personal obligation to make this seminar go.
9. I will try not to take comments personally. If the shoe fits, wear it; if not, throw it away.
10. What goes on in this room stays in this room. (There may be times, however, when an issue needs to be shared with school staff for the benefit of a student.)
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Explanations of the Seminar Guidelines
1. When in doubt, I will bet on the truth. Still in doubt, I will bet on more truth. Speaking the truth is paramount. It is not up to us to try and anticipate how others may or may not react to the truth—that is their issue. Our obligation is to be as truthful about our lives and our feelings as possible. Authenticity is essential. The greatest gift we can give is our courage and concern to speak the truth – not what we think others want to hear.
2. I will listen and not act defensively. (I cannot hear with my mouth open.) All too often in conversations with people, we are listening in order to respond. We are listening “defensively,” as in a debate—looking for the points to rebut, challenge, or contest. Such “listening” is not genuine—we are really in dialogue with our own heads, and so not open to the wisdom others are offering us. It is important to seek to accept what others have to say with an open heart and mind. They may or may not be “right,” but that is not the point.
3. I will not give advice, complain, explain, intellectualize, or protect. I will move from my Head through my Heart to my Soul. It is very tempting to try and explain ourselves—to make sure people “understand” us, or our family members (explain/protect). At other times, we want to use this forum to point the finger at others in our family, or in the school (complain). In our “self-help” culture, it can also be easy to “analyze” our feelings to death (intellectualizing). Likewise, we can believe we fully “understand” someone else’s situation and have “the answer” for them (advice-giving). These familiar reactions are not helpful in Seminar; in fact, they can severely impede our ability to hear others’ stories truly, and to hear the truths they have to say to us. We must open not only our hearts, but “get out of our heads” (and get beyond our emotions) in order to receive new visions and perceptions of ourselves.
4. I will be specific, speak for myself, and stay on the subject. We don’t always need to know all of the extenuating details of a situation. Get right to the heart of an issue or attitude, directly address the question at hand, and speak from your own experience. If you find yourself talking “long,” or seeking to change the subject, ask yourself what simple (but uncomfortable) feeling or truth you may be avoiding.
5. I will share from my own experiences. I know how you feel; I have felt the same way. This is what I have found…. When giving feedback, we need to speak from our own experiences (“How does that relate to you?”). For example, we may observe in someone that they seem to be avoiding an issue. We can make that observation, and then share our own experience about how and why we avoid issues, and what we’ve learned from that behavior.
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6. I will stay out of my ego as much as I can. I will take my job seriously, not myself. My “job” in the seminar is to listen attentively and to do my best to share from my own experience in the interests of contributing to a greater pool of wisdom from which we all can benefit. This is not a time to speak out of desire either to inflate or to protect my ego.
7. With my conscience as my guide, I will support and challenge the best from others in the group. I will let others know how I feel about them. In the seminar, all of the participants share the responsibility of “co-facilitating” in a way—of trusting others’ emotional toughness enough to point out when they may not be participating to the best of their ability—when they are not “going where they need to go.” If you are harboring doubts, anger, or fear for another member of the seminar, you owe it to them, and to yourself to share that emotion, without seeking to make sure you are “right.” Respect Unique Potential as our spiritual connection to others. Our personal stories provide wisdom about the journey in life.
8. I have a personal obligation to make this seminar go. I need to listen attentively to others and seek to find places where I relate to them. I may never have experienced the same behavior or event, but I can relate to underlying attitudes or dispositions, and share what I have learned from dealing with those attitudes. Unless we ALL participate, it is difficult to build trust and share wisdom within the group.
9. I will try not to take comments personally. If the shoe fits, wear it; if not, throw it away. Sometimes people will share an insight that creates an “ah ha” moment (we can “wear that shoe”). Other times, we are left wondering what connection some feedback has to us; sometimes what others have to say to us has more to do with their own issues than our own. We don’t always need to take what people say to heart if it really doesn’t seem to apply. Still other times, we have a knee-jerk reaction that what someone is telling us is nonsense. We should pay special attention to these last times. Often what we are most eager to reject is what we most need to listen to (at least try the shoe on!). Seminar is about sharing experiences, not about passing (or accepting) judgment. Listen Respectfully.
10. What goes on in this room stays in this room. (There may be times, however, when an issue needs to be shared with the school staff for the benefit of the student.) Confidentiality is critical to maintaining trust. The school staff may share with others that a family is “doing well,” or “struggling,” or “making moves” without referring to specifics. On very rare occasions (for example, if a student reveals a health threat of some kind), more details may need to be shared. You should not “gossip” about what has been said in a Seminar even with participants in the Seminar. If you continue to have concerns or thoughts about someone, go right to that person and engage in a follow-up conversation.
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Hyde Family Education: A Life-Long Journey
SELF-DISCOVERY SELF, FAMILY AND THE HYDE Focusing on personal growth COMMUNITY PHILOSOPHY and character development EXCELLENCE Understanding the core beliefs Strengthening family and shared values commitment and honesty of the Hyde Schools AICR through the 10 Priorities (Attentive, Insightful, Unique Potential Critical, Responsible) 1. Truth over Harmony Every individual is gifted
with a unique potential 2. Principles over Rules that defines a destiny. Action/Reflection
3. Attitude over The Seminar Aptitude The Five Words
Curiosity Rigor 4. Set High Expectations, Courage Let Go of Outcomes Concern
Synergy Leadership 5. Value Success and Integrity
Failure Conscience
6. Allow Obstacles to The Five Principles Concern Meeting Become Opportunities Destiny
7. Take Hold and Let Go Humility Conscience IPSES Truth (Intellectual, Physical, 8. Create a Character Brother’s Keeper Social, Emotional, Culture Spiritual) 9. Humility to Ask For and Accept Help Confrontation/
Intentional Intrusion 10. Inspiration Job #1
EEMO (Excellence, Effort, Motions, Off-Track)
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