Student & Family Handbook
Code of Conduct 2018- 2019
BOARD APROVED AUGUST 2018
CONTACT INFORMATION
2018-2019 John Johnson, College Counselor [email protected] HENRY FORD ACADEMY: SCHOOL FOR CREATIVE STUDIES Ryan Thomas, Guidance Counselor 485 West Milwaukee Street [email protected] Detroit, MI 48202 (313) 481-4000 Abe Miller, School Operations Manager [email protected] Joseph Hines II, School Director [email protected]
Clare McKenna, Assistant School Director [email protected]
Christian Richardson, Middle School Dean of Culture [email protected]
Akosua Burris, High School Dean of Culture [email protected]
Liz Bastian, Science Instructional Coach [email protected]
Ursula Ragland, Math Instructional Coach [email protected]
Jennifer Tiggs, Humanities Instructional Coach [email protected]
Manal Kadry, Art and Design Instructional Coach [email protected]
Chris Spencer, Restorative Practice Instructional Coach [email protected]
Jada Frank, SMP Coordinator [email protected]
HENRY FORD ACADEMY ELEMENTARY SCHOOL 10225 Third Street Detroit, MI 48202 (313) 826-1159 www.hfaes.org
Felicia Brimage, School Director [email protected]
Kenya Buchanan, School Operations Manager [email protected]
Patrina Caldwell, Dean of Culture [email protected]
Sarah Feldman, Instructional Coach [email protected]
Shanay Gilchrist, Instructional Coach [email protected]
Caroline Steward, Academic Achievement Specialist [email protected]
TABLE OF CONTENTS
LETTERS FROM SCHOOL DIRECTORS………………………………………………………………………………………………………… 1
CALENDAR ……………………………………………………………………………………………………………………………………………….. 2
UNIQUE FEATURES OF HFA: SCS
Different by Design ……………………………………………………………………………………………………………………… 3
School Vision, Mission and Values …...... 3
Locations ……………………………………………………………………………………………………………………………………… 4
Governance …………………………………………………………………………………………………………………………………. 4
HENRY FORD ACADEMY NETWORK OF SCHOOLS
Design Framework ……………………………………………………………………………………………………………………… 4
Five Developmental Areas …………………………………………………………………………………………………………… 5
ACADEMIC PRACTICES, SUPPORTS AND EXPECTIONS
The Scholar Way ………………………………………………………………………………………………………………………….. 6
The Scholar Way Pledge ………………………………………………………………………………………………………………. 6
The Seven Fundamental Principles ……………………………………………………………………………………………… 6
Homework …………………………………………………………………………………………………………………………………… 7
Student Recognitions …………………………………………………………………………………………………………………… 7
Graduation Requirements ……………………………………………………………………………………………………………. 9
Academic Support ………………………………………………………………………………………………………………………… 10
Parent-Teacher Conferences ………………………………………………………………………………………………………… 10
PowerSchool …………………………………………………………………………………………………………………………………. 10
Grading Scale and Grade Point Averages ………………………………………………………………………………………. 10
Grade Reviews/Appeals ………………………………………………………………………………………………………………… 10
Academic Intervention Meetings …………………………………………………………………………………………………… 11
Testing Out/Dual Enrollment ………………………………………………………………………………………………………… 11
SCHOOL CULTURE Philosophy of School Culture ………………………………………………………………………………………………………… 11
Responsive Classroom Program …………………………………………………………………………………………………… 12
Restorative Practices ……………………………………………………………………………………………………………………. 12
Key Restorative Principles and Values …………………………………………………………………………………………. 12
Restorative Practices Continuum …………………………………………………………………………………………………. 13
Home-School Partnership …………………………………………………………………………………………………………….. 13
Student Code of Conduct – Expected Behaviors …………………………………………………………………………….. 14
Bullying and Cyberbullying …………………………………………………………………………………………………………… 15
Respect for Physical and Intellectual Property …………………………………………………………………………….. 15
School Dress Code ………………………………………………………………………………………………………………………… 15
Rights and Responsibilities ………………………………………………………………………………………………………….. 17
Behavior Concerns, Violations, Interventions and Consequences ………………………………………………… 18
Suspension and Expulsion Due Process Procedures …………………………………………………………………….. 23
School Safety Policy ……………………………………………………………………………………………………………………… 24
SCHOOL HOURS AND SECURITY
School Hours ………………………………………………………………………………………………………………………………… 25
Student Identification and Security ……………………………………………………………………………………………… 25
Access to CCS during School Day …………………………………………………………………………………………………… 25
Arrival and Early Morning Privileges …………………………………………………………………………………………… 26
Dismissal and After School Policies ……………………………………………………………………………………………… 26
Early Dismissal Requests ……………………………………………………………………………………………………………… 26
ATTENDANCE
Attendance Philosophy ………………………………………………………………………………………………………………… 26
McKinney-Vento (Homeless) Act ………………………………………………………………………………………………….. 26
Skipping ……………………………………………………………………………………………………………………………………….. 27
Attendance Reporting Procedures ……………………………………………………………………………………………….. 27
Absences ………………………………………………………………………………………………………………………………………. 27
Missed Assignments when Absent ………………………………………………………………………………………………… 27
Punctuality and Tardiness ……………………………………………………………………………………………………………. 27
Attendance and Tardy Interventions and Consequences ……………………………………………………………… 28
Truant Patterns …………………………………………………………………………………………………………………………….. 33
School-Home Communication Regarding Attendance …………………………………………………………………… 33 TECHNOLOGY AND USE OF ELECTRONIC DEVICES
Technology Code of Conduct ………………………………………………………………………………………………………… 33
Internet and Computer Use …………………………………………………………………………………………………………… 34
Use of Electronic Devices ……………………………………………………………………………………………………………….. 34
Use of Cell Phones ………………………………………………………………………………………………………………………….. 34
SCHOOL MEALS
Dining Hall Behavior ………………………………………………………………………………………………………………………. 35
School Meals …………………………………………………………………………………………………………………………………. 35
School Meals Payment ……………………………………………………………………………………………………………………. 35
DISTRIBUTION OF LITERATURE ON SCHOOL PROPERTY ……………………………………………………………………………. 35
USE OF SCHOOL NAME AND LOGO ………………………………………………………………………………………………………………. 35
MESSAGE FROM THE SCHOOL DIRECTOR OF HENRY FORD ACADEMY SCHOOL FOR CREATIVE STUDIES
Over the summer the leadership team at HFA: SCS has worked extremely hard to develop a school climate that gives all of our students the best opportunity to be successful. Our leadership team, teachers and staff members are looking forward to building on the great things that are already happening at HFA: SCS-including our strong art and design program, our signature career exploration program-the Senior Mastery Process, and the many community partnerships that enhance student engagement and real-world learning. To support these efforts we have created a system that will acknowledge our students’ hard work, dedication, and academic success. We have also created a system that acknowledges our students for their positive citizenship and contribution to the school community. Further, we have adopted the Restorative Practices approach to achievement and discipline that will help facilitate students’ positive academic achievement and socio-emotional growth. Restorative Practices will serve as the foundation to how we interact with our students, how they interact with each other, how the school staff interacts with parents, and how parents interact with each other. This handbook serves as the guide and provides details as to how our mission is to be accomplished. Our plan is to work as a collective school community to ensure that ALL of our students receive the best education experience possible. I look forward to our work together this year! WE CAN- WE WILL- WE MUST!!!
Joseph E. Hines II
MESSAGE FROM THE SCHOOL DIRECTOR OF HENRY FORD ACADEMY ELEMENTARY SCHOOL
At Henry Ford Academy Elementary School we are committed to providing each student with a well- rounded education that is relevant, engaging and meaningful, supported by high quality teacher leaders, who motivate and encourage them to take risks, embrace differences, and develop into productive scholars and life long learners. We ask that every student come to school every school day on time and prepared to learn. Having a successful school is a team effort and every player (student, parent, teacher, administrators, board members, and community partners) is an integral part of that team. When every player does his or her best, everyone wins!
We believe it’s important to provide partnerships between our families and surrounding community. HFA focuses on growing the whole child through responsive classroom and restorative practices along with positive relationship building. We are here to help your child succeed. As partners in your child’s education, we look forward to a successful and rewarding 2018-19 school year.
Please take a few moments to read the contents of this handbook and review pertinent information with your child. The handbook contains many answers to questions you may have about day-to-day procedures and policies and is a useful reference to keep on hand.
Felicia Brimage
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UNIQUE FEATURES OF HFA: SCS successfully.
HFA: SCS members believe that all students have the capacity DIFFERENT BY DESIGN for meaningful creativity, inspiring vision and commitment to make their world a better place. HFA: SCS, a visual art and design middle and high school, is built on the idea that learning needs to be hands-on, HFA: SCS members value and use Art and Design as critical connected to the real world, and should not only develop tools for transformative contributions to the local and global students’ academic knowledge and skills and visual art and community. design skills but also their potential as creative problem thinkers and innovative problem-solvers. HFA: SCS members are themselves life-long learners, seeking knowledge and skills from a wide variety of formal and Our focus is on engaging students and preparing them for the informal teachers, as well as peer learners. future through our college preparatory curriculum, career exploration, and real world experiences that focus on HFA: SCS members believe that strong, personal, learning- innovation and creativity. Through our partnership with the focused relationships are essential to promoting the quality, College for Creative Studies, HFA: SCS students are ensured safety and security of the learning environment. intensive art and design preparation with access to world- class instructors, resources and facilities. HFA: SCS members view the education of the individual, whole child as central to all decision-making, understanding HFA: SCS is a Thompson Education Foundation 90/90 school, that not all children will come with a strong foundation, follow committed to graduating at least 90% of our students and the same path or require the same supports to accomplish sending at least 90% of those graduates on to post-secondary education.
VISION
HFA: SCS will be the national model in public education for innovative teaching, active learning and responsible global citizenship.
MISSION
HFA: SCS is an exemplary Detroit middle and high school that prepares students for college and career success through real world experiences that have an explicit focus on innovation, creativity, art and design.
CORE VALUES
The HFA: SCS learning community creates a foundation of support for learning through the active and committed participation of these essential, contributing members: students, families, staff members, Board members and adult and community partners.
ambitious learning outcomes. HFA: SCS members are driven to achieve ambitious results for academic achievement and personal growth Jaylen Tate-Lucas Class of 2015
HFA: SCS members believe that achievement in learning can and should be demonstrated in authentic ways that reflect readiness to attend college and pursue a career of choice 10
LOCATIONS HENRY FORD ACADEMY NETWORK
THE TAUBMAN CENTER - Students at HFA: SCS attend OF SCHOOLS school in the A. Alfred Taubman Center for Design Education, a campus of the College for Creative Studies (CCS). This HFA: SCS is a member of the Henry Ford Academy Network of unique facility brings together several organizations devoted Schools. All HFAs incorporate the same essential features to promoting the development of creative individuals and which provide a strong foundation for academic success, organizations through a range of learning programs, business individual personal growth, meaningful use of partner and opportunities and distinguished public events. Through community resources, and a central focus on preparing all intention and supportive planning, HFA: SCS students graduates for college readiness, career readiness, a future participate in activities promoted by CCS, take courses with enabled by creativity and innovation. These include the CCS faculty, engage in collaborative projects with CCS Academy Design Framework, the Five Developmental Areas students, and have access to art and design studies normally and the Core Educational Program. reserved for CCS staff and students only. Staff and students of each school also share many common spaces in the building OUR DESIGN FRAMEWORK and throughout the grounds: major throughways the cafeteria, the CCS College Store, Tim Horton’s, the gymnasium, public PARTNERS IN LEARNING restrooms, sidewalks, gardens and parking areas. Central to the design of the Henry Ford Academy is the HENRY FORD ACADEMY ELEMENTARY SCHOOL - commitment to public school as the center of a tightly knit, Henry Ford Academy Elementary School is located at 10225 growth-oriented community in which local businesses and West Third Street in the city of Detroit. The historic Duane community and cultural organizations play a substantial role. Doty School was totally renovated in 2011 and reborn as Henry Ford Academy Elementary School through the Partners bring together financial, material and human generosity of the Thompson Educational Foundation. The resources to support powerful, authentic learning experiences school now functions as a state of the art learning facility. It is for students. fully equipped with the latest technology, enabling students to The host institution shares its physical space and overall explore the curriculum through a variety of media and professional community with staff and students on a daily maximize their learning. basis. Through both formal and informal contact, students SCHOOL GOVERNANCE regularly encounter a variety of work-based tools, projects, contexts and professionals that enhance their overall The HFA: SCS district is a Michigan Public School Academy (a knowledge and its skill base. “charter school”). It is authorized by Grand Valley State PUBLIC SCHOOL IN A PUBLIC SPACE University to provide education to students. Public School
Academies of Detroit (PSAD) is recognized by the Michigan Henry Ford Academy students attend classes and participate Department of Education to serve as the School Board. As in learning experiences in the midst of significant cultural and such, it provides legal oversight for all financial, operational community organizations. These content-rich environments and education performance requirements. Creative Urban provide students with invaluable artifacts, environments, and Education (CUE), a partnership between the Henry Ford adult interactions from which to learn and grow. Learning Institute and CCS, provides daily and annual management of the staff, students and implementation of the Teachers incorporate analysis of real-world artifacts, financial, operational and educational program on behalf of presentations from guest experts, and out-of-school PSAD. exploration of relevant resources into their lesson plans.
Students are expected to learn and work in very diverse public settings, interacting with adults on a regular basis and maintaining high standards of personal conduct.
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THE WORK PLACE AS THE LEARNING SPACE century global community. Each Academy graduate will demonstrate readiness to do so by meeting the expectations Located on site, at the center of a major cultural and for high standards of personal mastery in each of the Five community institution, Henry Ford Academy provides Developmental Areas. Core and elective courses, student students with daily opportunities to observe how adults live, activities, and the many formal and informal interactions learn and work to meet the responsibilities associated with among staff and students are consciously designed to their careers. reinforce one or move of the Developmental Areas, ensuring that students have multiple and varied means of support in Students witness professionals meeting deadlines, planning their many years at HFA to achieve this challenging goal. and accomplishing goals, implementing new strategies, collaborating with colleagues, continuing learning beyond ACADEMIC CONTENT school, and gaining pleasure and a sense of accomplishment from a job well done. Students will develop and demonstrate an understanding of the critical elements of the core academic disciplines The multi-generational relationships between the adults and (Language Arts, Mathematics, Social Studies and Science) by the students reinforce the connections between what is exploring compelling questions and/or problems, engaging in emphasized in the Academy curriculum and what students authentic work for each particular content area, and applying will find in the world beyond their classroom. their skills and knowledge to real-world experiences through
the process of design thinking. In addition, students will also develop competencies in and an appreciation for fine arts, life- long health and physical fitness, and world languages and cultures. They will understand that this knowledge is not a finite source of information; rather, it is the foundation for effective learning and decision-making in both work and life.
TECHNOLOGY
Through their daily work and life, students will use technology as an integral part of their learning and solving problems at Henry Ford Academy. They will become familiar and develop expertise with a wide variety of technologies that include media tools, computers, hand-held data collection PEDAGOGY OF AUTHENTIC ACHIEVEMENT devices, graphing calculators and robots. Significantly, students will learn to evaluate the various tools that are Centered on our deep commitment to all students attaining available for a specific purpose and select the one that is most high standards of personal and academic achievement, the appropriate from their needs. They will also consider and Academy curriculum provides students with a structured address the intellectual, environmental and ethical issues approach to developing deep, significant knowledge that associated with the use of technology and its impact on emerges from thoughtful, discipline-based inquiry and that society. addresses the value of that knowledge beyond the classroom. THINKING AND LEARNING Students must demonstrate individual mastery of the Academy’s Five Developmental Areas: academic content, Throughout their courses, students will develop and communication, technology, personal development, and demonstrate proficiency with design thinking – a set of thinking and learning. They do so through a variety of creative and critical thinking skills that enable them to assessments, ranging from traditional tests to more authentic identify problems correctly, gather and analyze needed performance or project-based tasks. information, and select innovative and effective solutions, which is a capacity that they will need long after they leave FIVE DEVELOPMENTAL AREAS formal schooling. Engaging in a variety of cognitive strategies, students will also develop their capacity as life long learners Henry Ford Academy will provide every student with the tools so that they will be able to adapt to new environments and and capacity to thrive as a contributing member of the 21st challenges they will certainly face beyond high school. Lastly, 12 students will be expected to understand their own learning THE SCHOLAR WAY needs and seek strategies or support that will enable them to meet the expectations for high personal and academic At Henry Ford Academy we embody the SCHOLAR WAY as our achievement. daily creed. This pledge is describes the ideological framework for how all stakeholders in our community should COMMUNICATION engage. At our middle/high school we take the SCHOLAR WAY a step further by naming seven fundamental principles Learning and working in a team-centered community that as cornerstones to the pledge. emphasizes collaborative effort as critical to individual and collective success, students will develop and demonstrate a THE SCHOLAR WAY PLEDGE variety of effective communication skills that include reading, writing, speaking, listening, persuasion, negotiation, and Here at HFA conflict resolution. They will also learn to evaluate the We act the SCHOLAR WAY! validity, reliability and accuracy of the information they Set on a path towards college receive and the effectiveness of the communication strategies Carefully listening to all they choose to employ in a variety of situations, including Helping our HFA family members when needed personal relationships, work-based interactions and larger Only doing our best social contexts. In an every-changing global society, these Leading, not following skills will enable them to share ideas, work collaboratively Allowing people to be themselves and promote a more cohesive community made up of diverse Respecting ourselves, each other and our school people and cultures. We pledge to act with integrity and honesty As we trust the process PERSONAL DEVELOPMENT Year after year, striving to succeed in a global community
Students will develop a strong awareness of their own values Here at HFA We act the SCHOLAR WAY! and use self-assessment and reflection as a means for personal growth. As a consequence of their education at HFA, they will demonstrate personal characteristics that include an THE SEVEN FUNDAMENTAL PRINCIPLES orientation of innovation, creative confidence, focus on achievement, trustworthiness, reliability, flexibility, an Self-control openness to change, acceptance of diversity, and a Commitment commitment to their local, national and global community. In addition, students will demonstrate their ability to apply the Hard Work “soft skills” in a variety of situations, including school-based and work-based environments. As an ongoing part of their Optimism experience, students will understand the importance of Leadership continuous learning and set goals that reflect a commitment to the values required to live in a diverse and democratic society. Achievement They will also be able to translate their competencies to a variety of setting, including school, home, work and Respect community.
ACADEMIC PRACTICES, SUPPORTS HOMEWORK
AND EXPECTATIONS Homework is assigned on a regular basis and in all classes. The purpose of homework is to reinforce concepts covered in HFA:SCS is committed to promotion of high standards and class, provide additional practice on essential skills, encourage high expectations in an academic program that will prepare both short and long term review of information, and provide students for college readiness, career readiness, creativity and opportunity to develop important life skills such as time innovation. management and organization. While the amount and type of 13 homework will vary, parents should expect 60-90 minutes of standards of art scholarship, character and service in bringing homework for middle and high school students every day. art education to the attention of the school and community. Parents of elementary school can expect 30-60 minutes of th th homework, depending on grade level. National Art Honor Society: NAHS recognizes 9 -12 grade students who have shown an outstanding ability and interest HFA staff encourages students to use their time wisely during in art. Nomination to this society is based on same criteria as class and during in-school study sessions. This will decrease NJHAS. the amount of work that must be completed at home. It is also important for students to budget their time when working on Grade level Student of the Month: Students who pass all major projects or studying for tests to avoid last minute crises classes (minimum G.P.A. of 2.0) and maintain excellent and “study crunches”. behavior (no referrals or suspensions) will be eligible to receive this recognition at the end of each month. STUDENT RECOGNITIONS Grade level Student-Athlete of the Month: Student-Athletes A variety of student awards have been created to recognize who pass all classes (minimum G.P.A. of 2.0) and maintain the achievement of our scholars. We believe that these are an excellent behavior (no referrals or suspensions) and are important part of reminding students what is possible and recommended by their Coach and approved by their Dean will motivating them to always do give their best effort. be eligible to receive this recognition at the end of each month.
Middle/High School Recognition Programs:
Principal’s Club: The goal of The Principal’s Club is to recognize students demonstrating academic excellence, strong school attendance and punctuality and outstanding citizenship. To earn this recognition students must earn at G.P.A. of 3.5 or better each semester, maintain 95% or better attendance; as well as a record of excellent behavior.
Honor Roll: Students earn this award at the end of each semester by achieving at least a 3.0 G.P.A. on their cumulative report card.
National Junior Honor Society: This is the nation’s premier organization established to recognize outstanding Middle Scholar of the Hour: Grade level teachers collaborate to School students. More than just an honor roll, NJHS honors nominate one student who has best embodied the SCHOLAR those students who have demonstrated excellence in the areas WAY during the week. The student is elected on a Friday and of scholarship, leadership, service, citizenship, and character. is announced on Monday of each week. Students who achieve a cumulative G.P.A. of 3.5 or better and who demonstrate excellence in the other areas are eligible for Dean’s List: This award recognizes students who demonstrate membership. outstanding citizenship. It is awarded at the end of each quarter. Students who receive no behavior referrals receive National Honor Society: The National Honor Society is the this award. nation’s premier organization established to recognize outstanding High School students who demonstrate Elementary Recognition Programs: excellence in the areas of scholarship, leadership, service, citizenship, and character. Students who achieve a cumulative These awards are given to scholars in each learning studio at G.P.A. of 3.5 or better and who demonstrate excellence in the the end of each quarter. other areas are eligible for membership. Academic Content: Students who push themselves to achieve
National Junior Art Honor Society: NJAHS recognizes 6th-8th academically, frequently exceed expectations, and consistently grade students who have shown an outstanding ability and achieve mastery in a wide range of studio objectives are interest in art. Students must demonstrate the highest eligible for this award.
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Well-Spoken Scholar Award: Students who demonstrate respect and courtesy when interacting with fellow students, staff and others and show initiative and confidence when addressing the studio in regards to both academic and personal information are eligible for this award.
Great Strides Award: Students who display substantial improvement in attitude, behavior, and/or effort as related to academic or social traits are eligible for this award.
Raising the Bar Award: This award is given to students who demonstrate abstract, creative, and critical thinking processes when posed with challenges, students who approach projects in an inventive and unique manner.
21st Century Problem Solver: This award is given to forward- thinking students who interact with academic material in a method which connects it to the real world in a 21st century context, students who display an intrinsic motivation towards understanding and alleviating societal dilemmas.
Pathfinder: Students who demonstrate a plan or focus towards lifelong learning, who envision themselves enhancing their education by attending college are eligible for this award.
Perfect Attendance: This award in given to students who have no absences and no tardies.
President’s Award: The President’s Education Award honors elementary students as they transition to middle school for achievement and hard work. This award is given by the President of the United States and U.S. Secretary of Education.
Presidential Fitness Award: This award is given at the end of each year to those students who demonstrate specific physical fitness standards as defined by the Presidential Youth Fitness Program.
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HENRY FORD ACADEMY: SCHOOL FOR CREATIVE STUDIES PROMOTION & GRADUATION REQUIREMENTS
Henry Ford Academy: School for Creative Studies is committed to providing a premier education for each and every child in order to ensure the brightest post-secondary future possible. The key is for students to stay “on track” by passing core classes and meeting the minimum required total number of credits each year starting their freshman year and maintaining that focus every year following their first in order to graduate on time.
However, students fall “off track” when they fail a core course – English, Math, Science, Social Studies and Art courses – and those lost credits must be recovered before they can graduate from HFA: SCS. If this happens, the student’s date of graduation will be pushed back unless he/she enrolls in and successfully completes some form of approved credit recovery option, which is typically evening school, summer school or Michigan Virtual Academy. Some students even choose to drop out due to their excessive lack of credits in a particular year or in total; they feel they are too far behind to catch up with reasonable time and effort. We want to avoid this last outcome since all students have better future options with a diploma.
We therefore strongly encourage parents, guardians and students to become familiar with HFA: SCS’s promotion and graduation requirements as outlined below and work with us to keep our students on track to graduate! We can and will do this if we all work together.
9 TH GRADE ( 6.0 CREDITS) 10 TH GRADE ( 6.0-12.0 CREDITS) 11 TH GRADE ( 12.0 - 18.0 CREDITS) 12 TH GRADE ( 18.0-24.0) CREDITS) Requirement Credits Requirement Credits Requirement Credits Requirement Credits
Eng Lang Arts9 1.0 Eng Lang Arts 10/ 1.0 Eng Lang Arts 11/ 1.0 Eng Lang Arts 12/ 1.0 Honors English Lang Honors Engl Lang Honors Eng Lang AP Lan Arts Arts 9 Arts 10 Arts 11 Algebra I 1.0 Geometry 1.0 Algebra II 1.0 Pre-Calculus/ 1.0 Probability and Statistics 9th Grade 1.0 Biology 1.0 Chemistry 1.0 Physics 1.0 Foundations
US History 1.0 Civics/Economics 1.0 Jr.Workshop/ 1.0 Senior Workshop 0.5 Practicum Art Foundations 1.0 Art Elective 1.0 Art Elective 1.0 Art Portfolio 1.0
Health/PE 1.0 Spanish 1 1.0 Spanish 2 1.0 Senior Workshop 1.0 Maximum 9th Maximum 10th Maximum 11th Maximum 12th Grade credits 6.0 Grade credits 6.0 Grade credits 6.0 Grade credits 6.0 Maximum Maximum Maximum Maximum 6.0 12 18 24 cumulative credits cumulative credits cumulative credits cumulative credits Required credits to Required credits to Required credits Required credits to 5.0 11 17 24 be “on track” be “on track” to be “on track” be “on track” Minimum service Minimum service Minimum service Minimum service 10 10 10 10 learning hours learning hours learning hours learning hours
PROMOTION TO 10 TH GRADE PROMOTION TO 11 TH GRADE PROMOTION TO 12 TH GRADE GRADUATION REQUIREMENTS REQUIREMENTS REQUIREMENTS REQUIREMENTS Earn minimum of 28.5 total credits, including specified courses. Complete Sr Art Portfolio with at least Earn a minimum of 5.0 total credits Earn a minimum of 11 total credits Earn a minimum of 17 total credits a “meets expectations” rating. Practicum must be completed in Complete all phases SMP with at Summer prior to Sr. year least a “meets expectations” rating. Earn a minimum of 10 service Earn a cumulative minimum of 20 Earn a cumulative minimum of 30 Earn a cumulative minimum of 40 learning hours service learning hours service learning hours service learning hours. Complete SAT Exam series (pre-, Complete SAT Exam series Provide proof of acceptance to Complete MSTEP/SAT post-test) (pre-, post-test) college or university program.
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ACADEMIC SUPPORT GRADE SCALE AND GRADE POINT AVERAGES
HFA offers supplementary instruction in Language Arts and Elementary/Middle Grading Math to accelerate the progress of students who have not yet reached grade level achievement standards. Students are In our effort to instill an intrinsic love of learning and use identified to receive these services through regular reviews of developmentally appropriate best practices, grading at the student test scores, grades, and teacher recommendation. elementary school is standards-based. Using the Common Core State Standards, as well as our own social curriculum, ACADEMIC INTERVENTION MEETINGS learning targets are identified and assessed every quarter for each student. Instead of letter grades, levels of mastery are Academic intervention meets are designed to address the reported. needs of students who: 1) are identified as extremely low performing over a documented period of time; and 2) for High School Grading whom teachers have implemented a number of strategies The percentage and letter grading scale for HFA: SCS Middle without success. Both parents and school personnel can and High School is as follows: request the convening of an academic intervention meeting.
Unlike a parent conference, intervention meetings may Grade Percent include the Principal, school counselor, social worker or other A+ 100 support personnel and/or outside invited service agency A 93-99 representatives. A comprehensive plan is developed at these A- 90-92 meetings and roles are assigned. Parents may also be asked B+ 87-89 for additional academic, psychological and/or medical B 83-86 assessment for their child at these meetings. B- 80-82 C+ 77-79 PARENT-TEACHER CONFERENCES C 73-76
C- 70-72 School-wide parent teacher conferences are scheduled twice a D+ 67-69 year. Additionally, a parent/guardian or teacher may request D 63-66 a conference at any time throughout the school year. D- 60-62 Requests for such conferences will not be unreasonably F 59 and below withheld and will be scheduled at the first available opportunity. Other staff, family members or administrators The Grade Point Average equivalents for letter grades are as may be invited to the meeting, depending on the reason(s) for follows: the meeting. A+ 4.33 C+ 2.33 POWERSCHOOL A 4.00 C 2.00
A- 3.67 C- 1.67 HFA uses PowerSchool, a computer based program to keep B+ 3.33 D+ 1.33 track of student data. Parents/guardians can access student B 3.00 D 1.00 grades, attendance, and meal balance information using B- 2.67 D- 0.67 PowerSchool and any computer with an Internet connection F 0.00 or cell phone with a data plan. Parents/guardians are provided with private login information for each of their students, along with information about using the site. Once GRADE REVIEWS/APPEALS logged in, parents can view the current and previous week’s If there is a question regarding a student’s grades, attendance and current grade in each of their student’s parents/guardians should first meet with the class instructor. classes. Many items can also be clicked on to provide greater If the parent disagrees with the instructor’s decision after detail, such as descriptions of class assignments. Parents can hearing an explanation of the grade, he/she should then meet also set up automatic updates that will be delivered to their e with the Director of Curriculum, Instruction and Assessment (DCIA). If the issue is not resolved after this meeting, parents/guardians may request a “Grade Review” through the Principal’s office. Grade appeals must be made within one (1) 17 school year of the received grade in order for any adjustment • Enabling them to discern right from wrong to be considered. Final decisions in these materials are at the • Fostering in them the desire to do good sole discretion of the Principal. • Encouraging them to take responsibility for their words and actions ACADEMIC INTERVENTION MEETINGS • Modeling the behaviors the adults want to cultivate in students Academic intervention meetings are designed to address the needs of students who 1) are identified as extremely low School staff has the added responsibility to clearly describe performing over a documented period of time; and, 2) for desired behaviors and expectations to students in whom teachers have implemented a number of strategies that developmentally appropriate ways AND to provide have failed to produce desired results. Unlike a parent- experiences that will teach students to successfully teacher conference, academic intervention meetings include demonstrate those behaviors and meet those expectations. additional support personnel that may include the Principal, Guidance Counselor, Dean, School Social Worker, etc. as well as invited outside agency personnel. A comprehensive success plan is developed at these meetings and roles are assigned. Parents may be asked for permission to conduct additional academic, psychological, and/or medical assessment for their child.
TESTING OUT/DUAL ENROLLMENT
“Testing Out” is a program established by Public Act 335, Section 1279e, which allows accelerated students the The HFA: SCS school district has adopted specific programs to opportunity to show mastery of a subject prior to taking the provide those experiences. Responsive Classroom is used at course. Students who wish to “test out” of a course for the the Elementary School and Restorative Practices are used at upcoming school year must submit an application to the both the Elementary School and the Middle/High School. school counselor by May 1st of the current school year (this At HFA, discipline is a progressive process that is built upon option applies to High School students only). ideals of respect, as well as the setting and modeling of high
The Michigan Post-Secondary Enrollment Act (Dual expectations, clears consequences, and recognition for Enrollment) provides students with the opportunity to take positive behavior. college courses while enrolled in High School. To be eligible, SOCIAL COMPETENCE FOR ELEMENTARY EDUCATION th th students must be in the 11 or 12 grades and have achieved state endorsement in the subject area of the Michigan Merit Discipline is a necessary component of any classroom setting. Exam, or if in a grade lower than grade 11, achieved a passing Young children, though, need much more structure than older score on a readiness assessment. HFA, in partnership with students. Their behavior is more impulsive, and they need a The College for Creative Studies and other local great deal of help learning the rules that go along with being a colleges/universities offers dual enrollment opportunities to part of a community of learners. We think of discipline as a SCS students who meet specific academic and visual art way to educate children about appropriate behavior and criteria. social expectations, versus a way of punishment.
SCHOOL CULTURE Young children enter school with a variety of life experiences. In addition, young children demonstrate a range of PHILOSOPHY OF SCHOOL CULTURE developmental levels of their academic readiness, motor skills, speech and language proficiency and social competence. This Students and school staff all need a safe, respectful and is absolutely normal. Young children’s social competence is productive atmosphere in order to do their best work. At HFA necessary for them to have a successful school experience. we believe that ALL adults involved in school life (teachers, Children learn to understand and conform to school principals, administrators, school staff, parents and behavioral expectations that are appropriate for their age. community partners) have an obligation to help students learn to be good citizens and lead productive lives by: Social competence, like all other domains of development, 18 grows and changes over time and is impacted by children’s - Encouragement and Belonging direct experiences through intentional instruction, guided - Empathy and Inclusion conversation, and reinforcement of desired social skills. The foundation for social competence is age appropriate language Our goal at HFA is to prepare students to take on challenges and communication skills. It is essential that social and academically and in life. As a community we are moving emotional learning and behavior in our youngest learners is forward with that agenda by implementing Restorative Justice approached in the same manner as all other essential Practices as the foundation for our schools’ culture. academic skills – through daily instruction, support, and Restorative Practices are focused on building POSITIVE assessment of students’ individualized needs. Social and RELATIONSHIPS through COMMUNITY dialogue related to emotional learning skills are purposefully planned for and situation that cause HARM. Participating in RESTORATIVE taught within our elementary program. To assist with the Practices offers students an opportunity to repair their social curriculum, we use the Responsive Classroom Program wrongdoing. that aligns with our district-wide use of restorative practices. Through Restorative Practices, members of the HFA RESPONSIVE CLASSROOM PROGRAM community will understand that relationships are central to building community. In addition, it’s our intention that Responsive Classroom is an evidence-based education community members will make positive changes when those approach associated with greater teacher effectiveness, higher in a position of authority do things WITH them rather than TO student achievement, and improved school climate. them or FOR them. This approach allows for HFA to establish Responsive Classroom practices help educators build a culture of HIGH expectations with HIGH support for all competencies in four key domains – each of which enable and community members. Using Restorative Practices, benefits enriches the others. They are: our school by having a more efficient teaching and learning environment. Lastly, Restorative Practices puts a greater Engage Academics – Teachers create learning tasks that are emphasis on responses to inappropriate behavior that seek to active, interactive, appropriately challenging, purposeful and reconnect and restore relationships with young people versus connected to student interests. creating disconnections.
Positive Community – Teachers nurture a sense of belonging, KEY RESTORATIVE PRACTICES PRINCIPLES AND significance, and emotional safety so that students feel VALUES comfortable taking risks and working with a variety of peers. Acknowledges that relationships are central to building Effective Management – Teachers create a calm, orderly community. environment that promotes autonomy and allows students to focus on learning. Ensures equity of voice among all members of the community. All voices are valued. Everyone is heard. Developmental Awareness – Teachers use knowledge of child development, along with observation of students, to create a Establishes a culture of high expectations with high support, developmentally appropriate learning environment. emphasizing doing things “with” students/stakeholders, not
“to” or “for” them. RESTORATIVE PRACTICES
Builds systems that address misbehavior and harm in a way The use of Restorative Practices has been shown to be a highly that strengthens relationships and focuses on the harm done effective way to build and maintain positive school culture rather than only rule breaking. that supports a safe, productive and high performing learning community for students and adults in school settings. The use Engages in collaborative problem solving. of Restorative Practices allows HFA students to experience some of these important aspects of community: Enhances accountability, responsibility, and empowers change and growth for all members of the community. - Respect and Safety - Consideration and Appreciation
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RESTORATIVE PRACTICES CONTINUUM
THE HOME-SCHOOL PARTNERSHIP
Families play a critical role in the success of children’s development of social competence. Before children begin school, an orientation session is held for children and their families within the classroom setting. Parents/guardians and school staff exchange information about the various components of the school day – routines, expectations, procedures and how staff responds to children’s individual needs and the typical issues that arise during the day. Families become familiar with clear, concise language and terms that will be used with children in the school setting (example: “At this school we use our words to solve problems.”) Parents also provide essential information about their children to school personnel. This shared knowledge is the basis for strong home-school partnerships that support consistent, developmentally appropriate, and individualized instruction for every child.
Affective Statements is the starting point for all restorative processes in the HFA community. It is an active process that demands strategic non-judgmental listening and expression of feeling and impact. Affective statements allow stakeholders (students, staff, parents/guardians, etc.) to build positive relationships by authentically presenting themselves.
Restorative Questions is a systematic approach to help those harmed by other’s actions, as well as those who have committed the harm, process the incident. Sample questions include the following: What happened? What were you thinking at the time? What have you thought about since?
Proactive and Responsive Circles are used for community building and problem-solving. They enable a group to build relationships in a non-threatening way. They provide students with the opportunity to express their opinions. They are also used to address wrongdoing in the community.
Restorative Meetings/Conferences involve several stakeholders (e.g., those who have caused harm, those who have been harmed) and are focused upon understand each other’s perspectives and coming up with a mutually agreed upon plan that will repair the harm as much as possible.
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STUDENT CODE OF CONDUCT EXPECTED BEHAVIORS
You are responsible for PERSONAL You are responsible for COOPERATING WITH CONDUCT AND CHARACTER BY: OTHERS AND TREATING OTHERS WITH RESPECT BY: • Attending school regularly and on time • Accepting direction, requests, feedback and support • Treating others the way they want to be treated respectfully from adults • Expressing your thoughts and opinions in ways that are • Demonstrating self-discipline by making responsible polite, respectful and courteous behavioral and academic choices • Using a considerate tone of voice and appropriate body • Being truthful about and accountable for words and language actions • Listening when others are speaking to you • Following school rules and meeting standards of • Respecting others’ personal space and keeping your behavior hands to yourself • Accepting consequences when behavioral • Working with others cooperatively in large and small expectations are not met or school rules are violated groups • Making an effort to correct and improve behavior • Acting with kindness, caring and sensitivity towards through restorative interventions others • Dressing appropriately
You are responsible for helping to maintain a You are responsible for LEARNING BY: SAFE SCHOOL COMMUNITY BY:
Completing high quality work in every subject • • Helping to make school a community free from • Being prepared to learn violence, intimidation, bullying, harassment and • Challenging yourself and making your best effort discrimination • Demonstrating a strong work ethic • Asking for assistance when you need help resolving • Bringing an open mind and positive attitude to conflicts and differences learning every day • Contributing to the safety and well-being of our • Seeking help and assistance when you need it community • Using all equipment in school in a safe manner • Putting everyone’s safety first by not: engaging in violent or destructive acts that harm others and the community; making threats about using dangerous You are responsible for respecting the objects or about harming others; touching a fire alarm PROPERTY of others by: unless it is an emergency · Taking care of property that belongs to other students or adults or the school You are responsible for REPRESENTING YOUR SCHOOL • Using school or other people’s materials carefully COMMUNITY BY: for the intended purposes · Keeping your hands away from studio and hallway • Respecting the cleanliness and noise levels of the displays public space · Keeping personal electronic devices OFF and AWAY (out of sight) except with permission of • Interacting respectfully to all guests and visitors to school staff our building · Using school technology appropriately as directed • Showing good sportsmanship at all athletic events by adults • Exhibiting the “Scholar Way” at all school sponsored activities
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SCHOOL CULTURE: A SHARED RESPONSIBILITY – COMMUNITY CODE OF CONDUCT
HFA: SCS students, parents/guardians and staff are all expected to treat one another with respect, support teaching and learning, and to respect our environment and surroundings. This expectation extends to how we respect ourselves, how we talk and interact with one another, and how we treat each other’s property and personal space. In keeping with this, certain norms should be observed, including but not limited to those described below.
This chart identifies in more detail some of the key rights and responsibilities of important stakeholder groups in the HFA community.
RIGHTS RESPONSIBILITIES
Students have the right to: Students have the responsibility to:
- Learn in an equitable environment - Respect others’ opinions and be cooperative, committed - Be treated fairly and courteously and engaged - Ask for and receive support from teachers, - Care for others and behave in a socially acceptable manner administrators, parents and when appropriate, - Respect property students - Punctually attend all classes - A safe, clean and healthy school environment - Complete all work conscientiously and to the best personal standard
Staff have the right to: Staff have the responsibility to:
- Teach - Maintain a knowledge of the curriculum and how students - Be treated fairly and courteously by students, parents learn and colleagues - Communicate clear expectations - Ask for and receive support from colleagues, - Model respect, fair treatment and problem-solving administration, parents and students behaviors - Promote a positive and cooperative school atmosphere - A safe, clean and healthy school environment - Inform parents/guardians of student academic progress and behavior
Parents/Guardians have the right to: Parents/Guardians have the responsibility to:
- Be actively involved in their child’s education - Actively participate in their child’s education by sending - Be treated fairly and courteously by students, school them to school daily and encouraging punctuality staff and other parents - Maintain close communication with the school and support - Ask for and receive support from school staff, and school programs and policies when appropriate, other parents - Attend parent-teacher conferences and informational - Be fully informed of their child’s progress meetings - Have access to their child’s teachers through - Assist their child with work and study habits where appropriate channels appropriate - Be provided with information about school activities
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BULLYING AND CYBERBULLYING on the basis of gender. Inquiries regarding the application of Title VI or Title IX at HFA: SCS schools should be referred to All forms of bullying and harassment are strictly prohibited in Ms. Tonya Brown, Compliance Coordinator, HFA: SCS (313- HFA schools. This includes all harassment or bullying based 481-4000 ext. 1103) or the U.S. Department of Education, upon sex, race/color/national origin, and/or disability. Office of Civil Rights, Customer Service Team, 400 Maryland Avenue, SW, Washington, DC 20202-1100; Phone (800) 421- Bullying is any written, verbal or physical act, or any 3481; Email: [email protected] electronic communication (cyber bullying), that is intended or that a reasonable person would know is likely to harm one or Rights of the Disabled: All students with disabilities in the more students, either directly or indirectly, by doing any of HFA: SCS School District are entitled to the benefits of a free, the following: appropriate educational program. For specific information about eligibility and services or resolution of any questions or - Substantially interfering with the educational concerns, please contact the Director of Student Support opportunities, benefits, or programs of one or more Services, Ms. Adia Boone at 313-244-5918 or students; [email protected]. - Adversely affecting the ability of a pupil to participate in or benefit from the district or school’s educational Section 504/Americans with Disabilities Act: Section 504 programs or activities by placing the student in accommodations can be provided for a student who has a reasonable fear of physical harm or by causing physical or mental impairment that substantially impacts the substantial emotional distress; student’s education. Each situation in based on the - Having an actual and substantial detrimental effect on individual’s needs. For a complete description of rights a student’s physical or mental health; granted under Section 504 and resolution of any questions or - Causing substantial disruption in, or substantial concerns, please contact Ms. Adia Boone, Director of Student interference with, the orderly operation of the school. Support Services at 313-244-5918 or [email protected]
A student who believes he/she has been the victim of RESPECT FOR PHYSICAL AND INTELLECTUAL bullying/cyber bullying or retaliation, should immediately PROPERTY report the situation to the school Principal, Dean of Students or other school Administrator. The student may also report HFA exists in a creative, innovative and expressive concerns to a teacher, School Social Worker or Restorative community. Students will be asked to create and display Justice Specialist. An investigation will be completed within 5 items that show their impressions, skills and views through school days. If the investigation concludes that bullying physical images, writing or models. As a learning community behavior or other prohibited activity has occurred, it will our students and staff must respect the physical expression result in prompt and appropriate disciplinary action, up to represented by works of art or items that are placed on including expulsion. Individuals who engage in serious display. Copying, false representation of ownership or bullying may also be referred to law enforcement officials. destruction of items that represent the artistic or academic work of others cannot and will not be tolerated. Damage to RIGHTS AND RESPONSIBILITIES property or any kind will not be tolerated.
Students at HFA: SCS have the basic constitutional rights SCHOOL DRESS CODE guaranteed to all citizens. In exercising these rights, students have a responsibility to respect the fundamental rights of all The purpose of the HFA dress code is to promote a positive, citizens. One purpose of schools is to encourage responsible healthy and safe learning environment and to prepare use of these rights and to develop good citizenship within the students for the world or work. The dress code is part of the framework of an educational community. The school is a overall school philosophy that focuses on student community and the rules of a school are the laws of that achievement and not on dress styles and fads. School dress community. To enjoy the right of citizenship, students must codes must be followed at ALL times, except during also accept the responsibilities of citizenship. designated alternate dress days.
Right to Nondiscrimination: The federal Title VI law Parents/guardians will be informed if their child is out of guarantees protection from discrimination or harassment on uniform and will be asked to bring proper uniform clothing to the basis of race/color/national origin. The federal Title IX school immediately. Please note that student must wear an law guarantees protection from discrimination or harassment 23 official HFA authorized uniform. Students are not allowed to be worn in place of the uniform polo shirt. Spirit wear can wear substitutions of any kind unless explicitly approved by ONLY be worn on scheduled days indicated by school staff the administration. Students are not allowed to wear and administration. headgear unless it is religious in nature. HFA reserves the right to make amendments to this policy for certain situations. Physical Education Uniform:
Daily Uniform for Elementary School Students: In addition to the regular uniform, students need to wear certain items to participate in physical education classes: Boys and Girls – standard black or navy blue pants or shorts (correct fit with a belt; no baggy style, cargo or denim) Sneakers/gym shoes (preferably aerobic, cross-trainers, or running shoes) Girls – Standard black or navy blue skirt/skort or capris (knee length; no cargo style, denim, leggings or “jeggings” or mini- These items are necessary for the students’ learning and must skirts) be brought to school on the days they attend physical education. It is not the students’ option to refuse to HFA polo shirt – long or short sleeve participate unless there is a documented medical reason. Students who are chronically unprepared will be in jeopardy HFA sweater/hooded zipper front sweatshirt (“hoodie) of failing physical education.
Shoes must be closed toe (open toed shoes, sandals, flip flops, Other Dress Code Guidelines: etc. are strictly prohibited) Sunglasses are not to be worn inside the school. Daily Uniform For Middle and High School Students: .Administration and staff reserve the right to dispute items Mandatory Uniform Shirt – Students must wear the HFA: that interfere with or disrupt the learning process of other SCS polo shirt to school each day. Each grade has a required students. color that is shared with families as part of the registration process. Uniform Exceptions:
Bottoms - Students can wear any color/style of pants, shorts, At times, HFA leadership may allow students to attend school skirts or skort that is appropriate and acceptable to be worn with an alternate dress code to support a particular learning in a school environment. Acceptable bottoms are as follows: or school spirit goal. On those days, students will receive a written notice indicating that such alternate clothes are • Jeans/Slacks/Jeggings/Joggers – These must be permitted and the alternate dress code guidelines will be free of holes, rips, inappropriate language, cannot be provided. Students are NEVER allowed to wear the following: transparent or reveal undergarments • Shorts/Skirts, Skorts - These must be worn to fit Bare midriff (high cut shirts or low waisted pants) below the knee. Skirts must be free of rips, tears, sheer lace, tutu material, and must fit appropriately to Low-rider or baggy pants (pants must be up around waist) bottom knee-length when standing. “See-though” apparel Outerwear that can be worn indoors – Students are allowed Clothes with inappropriate language, pictures or symbols to wear the HFA: SCS Black Logo Fleece or HFA: SCS Black Hoodie during the school day with their polo shirt (not in Tank tops, halters, or “spaghetti strap” types of shirts place of). All other hoodies, vests, sweaters, shirts, etc. must be worn under the HFA:SCS polo shirt. Exposed undergarments
Shoes – Students can wear any kind of closed toe shoes (i.e., Skirts/shorts that fail the “finger tip” test no sandals, flip flops, house shoes, etc.) Hats, bandanas or headgear are not allowed EXCEPT for HFA: SCS School Spirit or Athletic Wear – Spirit wear cannot during special school sanctioned events/activities
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BEHAVIOR CONCERNS, VIOLATIONS, age, gender, developmental and acquired disabilities, INTERVENTIONS AND CONSEQUENCES race and ethnicity, socio-economic status, religious and spiritual orientation, national origin and home All expectations and rules governing student behavior language, sexual orientation, and indigenous heritage. apply before, during and after school hours - while A student identified as an individual with disabilities or students are on the property of HFA and/or CCS, for whom there is a basis of knowledge of a suspected attending school-sponsored field studies, or in adjacent disability pursuant to the Individuals with Disabilities property or parking lots. All rules governing student Act (“IDEA”) or who is qualified for services under behavior also apply during any school-related function Section 504 of the Rehabilitation Act of 1973 (“Section or activity, at any time in any setting. 504”) is subject to the same grounds for suspension
LEVELS OF INTERVENTIONS AND CONSEQUENCES – and expulsion and is accorded the same due process DETERMINING DISCIPLINARY RESPONSES procedures as all other students except when federal law or special education laws require additional or The purpose of disciplinary action at HFA: SCS is to different procedures. ensure that individual students, their parents/guardians and the HFA: SCS community stay Disciplinary responses may include any one or any focused on growth and learning. Prompt resolution of combination of the following, depending on the problems/issues is expected. circumstances, and are at the sole discretion of the school administration: School officials will consult this document when determining which disciplinary interventions and • Verbal and/or written warning consequences to impose. In determining how to best • Loss of privileges or removal from extra- address inappropriate, unacceptable, and unskillful curricular activities behaviors, it is necessary to evaluate the totality of the • Parent/guardian notification and/or circumstances surrounding the behavior. The conference following facts will be considered prior to determining • Creation of a signed contract by student the appropriate assignment of consequences and outlining necessary improvements to his/her interventions. behavior and/or performance and action steps to achieve improvement - The student’s age and maturity • Meeting with Dean of Students, Director or - The student’s disciplinary record some other school administrator with or - Whether the student is a student with a without a parent/guardian disability • Academic Consequences - Whether the behavior threatened any student • Suspension or staff member • Expulsion - The seriousness of the behavior (including • Denial of readmission number of people involved • Other forms of discipline that the school may - The circumstances/context in which the determine appropriate behavior occurred - Whether restorative practices will be used SUSPENSION AND EXPULSION - The student’s response to the intervention (number of instances of misconduct) HFA: SCS regards suspension and expulsion as last - Whether a lesser intervention would properly resort consequences. Criteria for suspension and address the behavior expulsion will be consistent with all applicable federal and state statutes and constitutional provisions. Differentiated responses to disciplinary problems are Students will be afforded due process, including a assigned given the considerations described above to hearing and right of appeal, as described below. ensure just and equitable practices under which all students are treated fairly with respect, dignity and A student will be suspended with a mandatory decency and without favor toward or prejudice against recommendation for expulsion is he/she is found to any one group of students according to ability, talent, have:
18 · Possessed, sold, or otherwise furnished any (a) while on school grounds; (b) while going to and firearm, explosive or other dangerous object from school; (c) during lunch period; (d) during, or while going to or from, a school sponsored activity; A student may be suspended or expelled for any of and, (e) during non-school time and while off campus, the following offenses: if the school determine that there is a connection
between the action taken and the school community · Possession, use, offering, arranging and/or sufficient to warrant action by the school. negotiating to sell or provide a knife, imitation firearm, other weapon, or item that could be AUTHORITY TO IMPOSE DISCIPLINE construed and/or used as a weapon · Possession, use, being under the influence of, When a behavioral violation has occurred the school offering, arranging and/or negotiating to sell Principal (or his/her designee) will conduct an tobacco, alcohol, drugs, other controlled investigation of the facts and circumstances . The substances, or intoxicants of any kind, investigation may include search(es), a review of including but not limited to over-the-counter evidence, interview of the student, affected parties and medication and/or prescription drugs witnesses as well as the involvement of authorities. · Theft of property, including but not limited to attempting to steal and/or receive stolen The Principal (or his/her designee) will consider the property and/or aiding and abetting the same various disciplinary options, including whether · Physical assault including, but not limited to alternatives to suspension or expulsion are aiding or abetting in the same appropriate. The Principal (or his/her designee) has · Damage to school or private property, the authority to determine whether or not to impose a including but not limited to attempted or suspension or expulsion. Suspensions may be caused damage imposed: · Sexual harassment 1. Pending an investigation to determine further • Threatening, harassing, bullying and/or discipline, including the possibility of an attempting to intimidate other members of the expulsion hearing, if warranted; or, community including but not limited acts of 2. Companion to setting an expulsion hearing. “cyberbullying” HFA: SCS Principals have the discretion to · Obscenity/profanity/vulgarity, including the determine which form of suspension may be commission of an obscene act and/or imposed. engagement in habitual profanity/vulgarity · Disruption and/or defiance, including but not DUE PROCESS FOR SUSPENSIONS limited to disruption of school activities and/or willful defiance of the authority of According to HFA policy and school law, the Principal school personnel or his/her designee, is delegated the authority to · Violations of HFA: SCS academic policies, temporarily separate or suspend a student from including but not limited to plagiarism and/or school. Before a suspended student may return to cheating school, he/she will be required to attend a readmission • Violations of HFA: SCS Information conference with parents/guardians to discuss the Technology policies, including but not limited behavioral problem and develop a plan to avoid to transmitting computer viruses, using or reoccurrence of such problems. In the event the attempting to use others’ accounts, trespassing administrator is unable to arrange the conference by in another’s portfolio, folders or files the date set for readmission, the principal may, at the · Violations of HFA: SCS conduct policies as request of the parent/guardian, authorize an described in the HFA: SCS Student/Family alternative method of achieving the conference or may Handbook. waive the requirement of the conference.
A student may receive consequences for the acts listed In an effort to provide fair and equitable treatment of above when they are committed at any time, including students who have been assigned suspensions, the but not limited to: following procedures will be followed:
19 1. A student will be fully informed of the incident c. Parents are strongly urged to attend. in which he/she is accused of violating school d. Due process is afforded to student and policy or rules, including the rationale for the parent by being allowed to refute action and the conditions of time and charges and present evidence. termination. The student will be given the e. Parent may bring a representative or opportunity to explain his or her version of the legal counsel to the hearing. Prior incident to the staff member recommending notice to the hearing officer is suspension. strongly encouraged 2. The parent/guardian will be notified, within 3. Hearing officer makes recommendation 24 hours, by telephone, personal contact or regarding expulsion to the Principal and the letter if a student is to be suspended from Superintendent within 2 days of the hearing. school. Written notation of the suspension The Superintendent makes a decision whether will be logged in the student’s discipline file. or not to accept the recommendation of the 3. Appeal procedures available to hearing officer within 3 days of receiving the parents/guardians include: recommendation and notifies the a. As a first step, parent/guardian parent/guardian and Principal in writing. should request a conference with the 4. The parent/guardian may appeal this decision. Administrator who issued the To do so, a letter should be submitted to the suspension. The Administrator will Chair of the PSAD Board or a designee within 5 affirm or modify the terms of the days of notification of the Hearing Officer’s discipline within two school days of decision. the conference. 5. Parent/guardian or student may present an b. Within five school days from the argument for the decision of the Hearing Administrator’s decision, the Officer to be overturned at either the next parent/guardian may appeal the scheduled PSAD Board Meeting or a special decision to the Principal. The meeting. Decisions of the PSAD Board of Principal will affirm or modify the Directors are final, and there are not decision within two days from hearing additional appeal opportunities. the appeal. c. The Principal has the final authority in Due process steps regarding expulsion matters of suspension. recommendations for 6-12 students are as follows:
DUE PROCESS FOR EXPULSIONS 1. Principal or designee recommends student for expulsion with a misconduct report to the Due process steps regarding expulsion Superintendent, the CUE Board President or recommendations for K-5 students are as follows: designee, and the assigned hearing officer. Principal or designee contacts 1. Principal or designee recommends student for parent/guardian (minimum 3 attempts) to expulsion with a misconduct report to the schedule an expulsion hearing, documents Superintendent and the assigned hearing contact efforts in PowerSchool, and notifies officer. Principal or designee contacts parent of the expulsion hearing via certified parent/guardian (minimum 3 attempts) to mail. schedule an expulsion hearing, documents 2. Principal or designee schedules the expulsion contact efforts in PowerSchool, and notifies hearing. parent of the expulsion hearing via certified a. Designated hearing officer conducts mail. the expulsion hearing. 2. Principal or designee schedules the expulsion b. Representatives of the Principal may hearing. present evidence or witnesses. a. Designated hearing officer conducts c. Parents are strongly urged to attend. the expulsion hearing. d. Due process is afforded to student and b. Representatives of the Principal may parent by being allowed to refute present evidence or witnesses. charges and present evidence.
20 e. Parent may bring a representative or - Robbery or extortion legal counsel to the hearing. Prior - Threat of suicide notice to the hearing officer is - Attempt of suicide strongly encouraged - Larceny theft of items of value of $100 or more 3. Hearing officer makes recommendation - Intruders regarding expulsion to the Principal, - Drug use or overdose Superintendent, and CUE Board President or - Drug possession or sale designee within 2 days of the hearing. The - Vandalism or destruction of property of value CUE Board President or designee makes a of $100 or more decision whether or not to accept the - Bus incident involving any of the above recommendation of the hearing officer within - Bus accident 3 days of receiving the recommendation and notifies the parent/guardian, Principal, and Optional Reportable Incidents: Superintendent in writing. - Assault incidents (i.e. ethnic intimidation, 4. The parent/guardian may appeal this decision. stalking or assaults without injury To do so, a letter should be submitted to the - Theft crimes involving less than $100 Chair of the PSAD Board or a designee within 5 - Vandalism involving less than $100 days of notification of the CUE Board decision. - Alcohol crimes 5. Parent/guardian or student may present an - Tobacco crimes argument for the decision of the CUE Board to - Truancy be overturned at either the next scheduled PSAD Board Meeting or a special meeting. These reports may or may not be placed in a student’s Decisions of the PSAD Board of Directors are educational record. Parents will be advised when final, and there are not additional appeal notification is sent to a law enforcement agency. opportunities. SCHOOL HOURS AND SECURITY SCHOOL SAFETY POLICY
In compliance with requirements of the Michigan SCHOOL HOURS – ELEMENTARY School Safety Policy and of MCL 380.11a(3)(b), HFA SCHOOL will share information with and provide reports to the appropriate law enforcement agency when any of the Arrival following incidents occur on school grounds, on school sponsored transportation or at a school sponsored Building Doors Open 8:00 a.m. activity: Breakfast Program 8:00 a.m. - Armed student or hostage - Suspected armed student School Day Begins 8:30 a.m. - Weapon on school property - Death or homicide Dismissal - Drive-by shootings - Physical assault fights where: School Day Ends 3:40 p.m. (1:30 o Victims allege injury o An injury requires medical attention p.m.)* o A weapon was used - All assaults on teachers, administrators or Late Pick-Up Ends 4:00 p.m. school personnel 1:50* - Bomb threat: by telephone, email, fax or After School 4:00 p.m. – 6:00 written notice Programs p.m. - Explosion - Arson *Early Release Day Dismissal Time - Sexual Assault
21 up their student from the Second Ave. building SCHOOL HOURS – MIDDLE/HIGH SCHOOL entrance. Please understand that any unsupervised student that is Arrival found in the building after 5:30pm will be exited out of the building space. It is imperative that families make Building Doors Open 7:15 a.m. arrangements for your child to be picked up no later than 3:30pm and/or directly following their after school Breakfast Program 7:15-7:50 a.m. practice/activity end time.
School Day Begins 8:00 a.m. Dismissal
Middle School Day 3:05 p.m. (1:52 Ends p.m.**)
High School Day Ends 3:05 p.m. (1:52 p.m.**)
After School Pick-Up 3:05-3:30 p.m. Endsà Cass Door (2:05**) After School Pick-Up 3:30 - 5:30 p.m. Endsà 2nd Ave Door (2:05**) After School 3:30 p.m. – 5:30 Programs p.m.*
*Unless specifically noted to run longer
**Early Release Day Dismissal Times
Students driving themselves to school, as well as those taking public transportation or walking must follow the same rules regarding arrival and dismissal times as those who ride with parents or in a carpool. If students fail to follow these guidelines, a meeting with parents/guardians will be convened and an alternate plan of getting to and from school may be required.
STUDENT SAFETY AND SCHOOL DAY
To ensure the optimal safety and security of your child, all families are expected to adhere to these school hours. Students will not be allowed to wait outside of the school building or in the common space outside the school area for pick-ups beyond the late pick-up time.
It is our expectation that all students are picked up at the 3:05pm dismissal time. If parents are running late, students will be allowed to wait at the Cass Ave. entrance until 3:30pm. Parents who are experiencing a later arrival must pick
22 ARRIVAL AND EARLY MORNING PRIVILEGES STUDENT IDENTIFICATION AND SECURITY HFA: SCS officially opens its doors at 7:15 a.m. each day. HFA Elementary School officially opens its doors Students will be issued an official HFA at 8:00 a.m. Students may be admitted at these times identification badge. Middle and High to participate in the breakfast program or receive School students must carry their ID badge tutoring from a staff member (as pre-arranged. on their person and present it to any staff member upon request. Badges of elementary aged students will be kept by their teachers and distributed for use in the lunch program on a daily basis. Students should not alter or deface their ID badges in any way. ID badges cannot be loaned or transferred to any other person or student.
Students who misplace their ID badge will receive a second badge at no cost, one time only. All subsequent badges will be printed at cost. The cost to replace a badge is $5. Temporary badges are available for $1 each time one is provided.
Students and staff are subject to having their school bags and property screened by HFA and CCS security staff as they move throughout the building spaces. Students may not refuse to have their bags or personal property screened by security staff.
For the safety or our schools, students are NEVER allowed to admit anyone into school spaces except for a teacher, staff member or fellow student unless a staff member is present and gives permission. Admission of non-HFA students or staff into the building is taken very seriously and may result in suspension or expulsion, depending on the circumstances.
ACCESS TO CCS DURING SCHOOL DAY
A school staff member or parent/guardian must accompany students in any part of the CCS campus other than designated HFA: SCS school spaces. Administrators and teachers at HFA: SCS reserve the right to administer disciplinary action as they deem fit to address any inappropriate behavior in the public space.
23 Students not participating in one of those two activities • Name of student and student signature will be expected to wait quietly in a designated area, • Parent/Guardian name and signature until 7:50 for SCS and 8:20 for HFA Elementary School, • Car make and model with license plate when they may proceed to their lockers and prepare number of each vehicle student may be driving for first period classes. ATTENDANCE DISMISSAL AND AFTER SCHOOL POLICIES
All Middle and High School students must be picked up ATTENDANCE PHILOSOPHY from school no later than 3:35 on full days of school Consistent school attendance is not only legally and no later than 2:05 p.m. on early release days. required but is also critical to school success. Elementary students must be picked up from school no Attendance involves arriving at school on time every later than 4:00 p.m. on full days of school and no later day and remaining at school for the entire duration of than 1:50 p.m. on early release days unless they are the school day. Being present for instruction, participating in an approved after school activity. HFA: classroom discussions, interactions with classmates SCS offers a wide variety of after school activities: and peers is essential for students to reach their goals interest groups, clubs, sports teams, academic team and achieve their dreams. Chronic absenteeism competitions, tutoring and detention. Students are creates a variety of negative outcomes for young encouraged to stay after school if they are registered people that include an increased likelihood of poor for and involved in a structured, supervised and academic performance, difficulty maintaining positive sanctioned school activity. peer relationships, and disengagement from school. To ensure student safety, it is essential that parents Teachers, counselors, and administrators have the pick students up promptly at the conclusion of any responsibility to work with families in meeting the goal after school activity. In the event of a late pick up of acceptable attendance, however the major (beginning 15 minutes after the assigned ending time), responsibility for acceptable attendance lies with the parents will be charged $1 per minute. student and parents/guardians. We must have cooperation between parents/guardians, students and EMERGENCY SCHOOL CLOSING school staff to ensure that students attend every class, every day, on time. HFA will have individual listings on TV/radio stations in case of emergency school closings. Broadcasters will ATTENDANCE REPORTING PROCEDURES announce that Henry Ford Academy Elementary School and/or Henry Ford Academy: School for Creative When a student is absent, an automated phone call will Studies will not be in session. We encourage be made to inform families of the absence. This parents/guardians and students to check television automated call will occur whether the absence was stations WDIV, WXYZ and Fox 2, as well as WWJ and excused or not. WJR radio stations for school closing information. If a student must be absent from school or tardy to a Parents/guardians will also be notified by our School specific class or mandatory event for any reason, the Messenger system. parent/guardian must contact the school within 24 STUDENT DRIVERS AND PARKING hours to provide a reason for the absence. Parents may provide advance warning with an email message Driving to school is considered a privilege. Students sent to [email protected] (Middle/High School) who drive their own vehicles to and from school must or [email protected] (Elementary School) .Excuses comply with the following rules. Failure to follow must include the following information: student’s these rules may result in an immediately disciplinary name, parent/guardian’s name, grade, date/period(s) meeting and/or action. of absence and reason for absence. There are no exceptions to this rule. Students who drive to and from school must complete a form that includes the following information to the The following methods may be used to share this front desk of the school: information:
24 • Phone – School phones record messages 24 constitutes a good and sufficient cause for hours a day, 7 days a week absence, in the judgment of the school. • Written note Final course grades/credits of students shall not be • In-person conversation with front desk penalized because of absences if the following personnel (verifying employee will record conditions are met: 1) Absences are justified and information shared. Photo ID may be validated for excusable or valid reasons; 2) Make up requested) work for excused absences was completely • Visit to the student’s home by verifying satisfactory; 3) An appeal to have a credit reinstated employee was submitted to the Principal no later than thirty (30) • Any other reasonable method that establishes days following the formal end of the semester. All the fact that the student was absent and the decisions regarding the reinstatement of credit are at reason for the absence. the sole discretion of the Principal. ABSENCES Unexcused Absences Please make note of the following definitions as they All absences other than those outlined above are relate to absence from school or from individual considered invalid or unlawful and may become part of classes: a truancy determination. If there is no written excuse presented to the Excused Absences school within 24 hours, an absence normally If a student is not in attendance for at least half of the considered excused will be considered unexcused. instructional day, he or she is counted absent. HFA is not required to provide make-up work for Valid/lawful absences are based on written excuses unexcused absences. The following excuses are presented by parents/guardians. When it is considered unexcused: demonstrated that the purpose of the absence is due to an appropriate reason for lack of school attendance, • Lack of transportation the absence(s) may be considered excused. The • Babysitting following excuses are considered valid/lawful excuses: • Oversleeping • Family vacations • Personal illness or injury • Death or illness of a family member • Quarantine under direction of a county or city TARDINESS health officer • Medical or dental appointment Punctuality is taken very seriously at HFA: SCS. • Attendance at a funeral service Arriving late to school or class causes students to miss • Participation in religious instruction not to activities and is also disruptive to the learning process exceed 2 hours per week of others. Time management is an important life skill • Court appearance that students need to depend upon throughout their • Observance of a religious holiday or ceremony lives. School begins promptly at 8:00 for SCS and 8:30 • Absence due to parental active military for the elementary school. All students are expected to deployment (Student may be absent up to 1 arrive early enough to be in class and ready to learn on full school day if the student’s time. If students wish to get breakfast at school, they parent/guardian or sibling is a service must arrive during the breakfast period time (before member being deployed or returning from class begins). Students who have a pattern of tardiness active duty, or up to 2 full days if the location will be subject to the same consequences as student of the deployment or return is more than 300 who have a pattern of absence from school. miles from the student’s home) A student is considered tardy if he/she is not in his/her • Absence due to suspension seat at the start of the school day or period of the day. • Absence due to participation in school- If a student is late to school, he/she is to report to the sponsored or school-related activities front desk for a tardy slip. A note, phone call, or in- • An emergency or set of circumstances which person explanation (with photo ID shown) must be
25 received from the parent/guardian stating the reason recorded as 1 day of absence for the tardiness. Cooperation by parents/guardians is necessary to minimize tardiness. Repeated tardiness MAKE-UP WORK may be grounds for disciplinary action or grade determination. Students should request make-up work when they are absent from school. All assignments that were given
EARLY DISMISSAL REQUESTS during a student’s absence are to be turned in within the same number of days after the student returns. Make-up work from excused absences will be eligible HFA understands that there will be times when for full credit as long as it is submitted by the extended students need to leave school early for personal deadline. It will be within the discretion of the teacher reasons (doctor/dentist appointments, court date, to determine whether assignments missed during an family emergency, etc.). These should be rare and unexcused absence may be made up and eligible for parents/guardians should make every effort to credit. schedule such commitments for times outside the regular school day McKINNEY-VENTO (HOMELESS) ACT
If a student has to leave school before the end of the Students who lack a fixed, regular and adequate school day, a parent/guardian must report to the Main nighttime residence are eligible for services under the Office of the school with photo ID to check the student federal McKinney-Vento (MV) Act. School personnel out. The parent will be asked to provide a reason for determine MV status. This term includes: the early dismissal. This information will be used to determine if the early dismissal is excused or 1. Children and youth who are sharing the housing of unexcused. Excused early dismissals will include the other persons due to a loss of housing, economic same reasons as excused absences outlined above. hardship, or a similar reason (sometimes referred to as “double up”) In emergency situations when this is not possible, - Living in motels, hotels, trailer parks, or notification by phone call, email or written note may be camping grounds due to lack of alternative made by a parent/guardian, provided a phone number where the parent may be reached is included. adequate arrangements Emergency notifications must include the name of the - Living in emergency or transitional shelters - Abandoned in hospitals person authorized to pick up the student, the person’s - Awaiting foster care placement relationship to the student, and a phone number where the person may be reached. 2. Children and youth who have a primary nighttime residence that is a public or private place not If a student is leaving on his/her own by driving, designed for, or ordinarily used as, regular sleeping taking a bus, cab or walking, the notification must accommodation for human beings. include this information as well. The school office will contact the parent/guardian by phone to verify this 3. Children and youth who are living in cars, parks, information. public space abandoned buildings, substandard housing, bus or train stations, or similar settings. RECORDING OF TARDINESS AND EARLY DISMISSALS RELATED TO ATTENDANCE 4. Migratory children who qualify as homeless because they are living in circumstances as described.
Both tardiness and early dismissals are considered a Families are surveyed for possible MV status at the form of absence. They will affect a student’s start of each school year as part of the enrollment attendance record in the following manner: process and are encouraged to contact the School Social Worker at any time should their housing • 1-3 hours in a given day will be recorded as a conditions change. In the event that a student is half day of absence determined as MV, absences that are related to their • More than 3 hours in a given day will be MV status will be deemed excused.
26 TRUANCY the responsibility of school personnel to explore every possible option to address student attendance issues A student is considered truant and will be reported to with the parent/guardian. The school will consider all the Principal (or designee) if the student is: relevant school-based and/or community-based social services that would help resolve the issues identified. • Absent from school 10% or more of the days of school from the first day of enrollment Members of the SART include the Principal or • Tardy or absent for more than a 30-minute designee, the designated school official responsible for period during the school day without a valid monitoring and managing attendance records, and any excuse on three consecutive occasions other school personnel the Principal/designee deems • Any combination of the above appropriate. The SART panel will discuss the attendance problem with the parent/guardian (and ATTENDANCE INTERVENTIONS student when appropriate), define underlying issues causing the problem and develop a plan to support the Weekly attendance reports are generated for each student and family in maintaining a pattern of school that track the accumulation of absences over consistent and continuous school attendance. time. When any student is found to be truant (according to the conditions described above), • The SART panel shall direct the Truancy Letter #1 will be sent home along with a parent/guardian that no further unexcused copy of the Attendance Policy. The purpose of this absences (or in the case of students missing at letter is to let parent/guardian know that the student is least 10% of days of school, no further in violation of the school Attendance Policy and State of absences of any kind) can be tolerated. Michigan law and that this pattern of attendance must • The parent/guardian shall be required to sign be corrected. This letter must be signed by the a contract formalizing the agreement to parent/guardian and returned to the school within 5 improve the student’s attendance or face days. Upon parent/guardian’s receipt of the written additional administrative action. notice, the student is required to appear at school on • The contract will identify corrective actions the next regular school day. required and will indicate that the SART panel shall have the authority to order one or more If, after 30 school days, the student continues to be of the following consequences for non- absent from school for more than 10% of the time compliance with the terms of the contract: (cumulative since the beginning of the school year or o Student retention in grade date of student’s enrollment), Truancy Letter #2 – o Loss of course credit Conference Request will be sent to the o Meeting with the CEO/Superintendent parent/guardian and a parent/guardian conference o Loss of school event privileges will be scheduled to discuss the student’s attendance o Required remediation plan as set by and to develop an intervention plan/contract. the SART o Referral to the County District If the student continues to maintain more than 10% Attorney for prosecution absences 30 days after the conference, the student will o Filing of an educational neglect be referred to the School Attendance Review Team complaint with Child Protective (SART). The Attendance Officer may also file a Services complaint against the parent/guardian with the • Notice of the SART recommended corrective juvenile court for failure to comply with formal notice. action(s) will be provided to the parent/guardian in writing. If the parent/guardian refuses to attend a scheduled If the conditions of the SART are not met, the school/parent/guardian conference, the student will • Principal will schedule a meeting with the be immediately referred to the SART. District CEO/Superintendent to plan next SCHOOL ATTENDANCE REVIEW TEAM (SART) steps. If, after the procedures have been followed, the student continues to have The purpose of the SART is to identify and remove unexcused absences, tardies or early barriers to a student’s full attendance at school. It is
27 dismissals, or has excused absences that technology. In addition, financial restitution will be continue the pattern of less than 90% required for loss, theft, damage and/or unauthorized attendance, the parent/guardian will receive use. notification that the student is in violation of the SART contract. The parent/guardian (and The use of logos, trademarks, paraphernalia or other student when appropriate) will be required to recognizable landmarks from HFA or CCS may not be appear before the CEO/Superintendent or used outside of school assignments in pictures, designee to discuss the absences. After this websites, videos, etc. without written permission from meeting, or after reasonable attempts by the Administration. This includes, but is not limited to, CEO/Superintendent or designee to schedule websites such as Facebook, Twitter, Tumblr, such a meeting, if the parent/guardian is Instagram, Pinterest, MySpace and YouTube. unresponsive, it may be deemed that the INTERNET AND COMPUTER USE parent/guardian has voluntarily disenrolled the student from school. · For all communications set forth in this process, the school will use the contact information provided by the parent/guardian in the registration packet or the most recently updated contact information in the school’s Student Information System. It is the parent/guardian’s responsibility to update the school with any new contact information. · If a student is absent ten (10) or more consecutive days without a valid excuse and the parent/guardian cannot be reached at the phone number or address provided in the registration packet or most recently updated contact information in the school’s system and The HFA: SCS computer network is provided for does not otherwise respond to the school’s students to conduct research, complete assignments communication attempts as set forth above, and communicate with others. Access to network the student will be in violation of the SART services is given to students who agree to act in a contract, and the SART panel will recommend considerate and responsible manner. Parent that the student be deemed to have voluntarily permission is required. Access is a privilege – not a disenrolled. Upon this occurrence, notification right. Access entails responsibility. Students are of disenrollment will be sent to the student’s responsible for behavior using computers, just as they district of residence are in a learning studio or school hallway. Computer network storage (hard drives and personal folders) TECHNOLOGY AND USE OF may be treated like school lockers. Network ELECTRONIC DEVICES administrators and teachers may review files and communications to maintain system integrity and ensure that users are using the system responsibly. TECHNOLOGY CODE OF CONDUCT The following misuses of the computer system are not Students and parents will sign a Technology Code of permitted: Conduct in order for students to utilize the many modes of technology available at HFA. The use of • Sending and/or displaying hateful or technology is a privilege extended to HFA students to pornographic messages or pictures enhance learning and exchange information. Parents • Using abusive, threatening or inappropriate and students should understand and agree to abide by language the Technology Code of Conduct and further • Harassing, insulting or attacking others understand that HFA assumes no responsibility for the • Engaging in or promoting violence student’s communications while using such 28 • Engaging in racial, gender or other slurs request. The device will be given to the • Receiving or transmitting information Dean/designee. pertaining to weapons such as bombs, The following graduated restorative processes will be automatic weapons, illicit firearms or followed for violations of the electronics policy: explosive devices
• Damaging technology equipment (computer • Ist instance – Phone will be confiscated and it systems, computer networks, tablets, will be returned to the scholar at the end of calculators, TVs, VCRs, digital cameras, the day. Scholars will sign a contract that scanners, etc.) states that he/she understands consequences • Violating copyright laws (copying internet or if their device needs to be confiscated again. other materials without permission) • 2nd instance – Phone will be confiscated and • Using others’ passwords will not be returned until a parent/guardian Trespassing in other students’/teachers’ • meets with a staff member. folders, work or files • Intentionally wasting limited resources 3rd instance – Phone will be confiscated and will need • Employing computer network for commercial to be picked up by parent/guardian. Student will have purposes to turn their phone in daily. A bag check intervention • Transmitting personal information without will be implemented where the scholar will be written parental consent required to voluntarily provide the phone or show that • Accessing areas considered borderline without he/she has not brought a phone to school through a written parental consent self-search, noninvasive process for the remainder of • Hacking (attempting to gain unauthorized the quarter. access to files, folders and/or other systems) Students who use other students’ personal electronics Violations may result in restricted use, temporary or in violation of the school’s personal electronics policy permanent loss of computer privileges, as well as other are putting that person’s personal electronic device(s) disciplinary or legal action. at risk. This means that students are responsible for the appropriate use of their personal electronics at all PERSONAL ELECTRONICS times.
HFA: SCS Elementary School students are not to bring USE OF CELL PHONES personal electronic devices to school. The school will provide them with all devices necessary for their HFA recognizes that due to the times, many students studies. will have cell phones that allow them to access their parents and vice versa. Although this may be the The use of personal electronics at HFA: SCS Middle and preferred method of communication between parents High School is governed by a Green and Red Zone and students before and after school, HFA will not system. permit students to use (call or text) cell phones during the school day. Student cell phones must be Red Zone – All learning studios. All personal OFF and AWAY while on school premises. Students electronics (cell phones, mp3 players and all similar should use landlines in the school office if they need to electronic devices) must be off, stored away, out of contact parents/guardians due to an emergency sight unless being used under the direct supervision of situation. Similarly, school office staff will convey a teacher. messages of an urgent nature from parents/guardians
Green Zone – The cafeteria. Students are free to use (only) to students when needed. HFA reserves the their devices as long as usage does not create a right for school personnel to confiscate student cell disruption or chaotic situation. phones if they are not OFF and AWAY. Additionally, HFA is not responsible for lost, damaged or stolen cell Students who are seen using electronic devices for any phones. non-instructional/non-sanctioned reason will be expected to give their device to staff immediately upon STUDENT HEALTH AND WELLNESS
29 STUDENT ILLNESSES administered at school per the instructions of the physician. All medication must be kept in a secure While we encourage all students to attend school every storage location and administered per physician’s day, an ill child typically cannot learn and may expose instructions by designated staff. other students and staff in their learning studios, creating cycles of illness. Please use the following Designated staff will return all surplus medication to guidelines and keep your student at home is any of the parent/guardian upon completion of the regimen these symptoms are present: or prior to summer holidays.
• Fever of 100 degrees or greater (before In order for students to be assisted by designated medication) school personnel in taking prescription, including • An undiagnosed rash insulin shorts, parents/guardians must provide HFA: • An earache or draining ear SCS with • Diarrhea or vomiting • A written and signed statement from a • Severe sore throat physician detailing the name of the • Persistent or severe cough medication, method of administration, dosage • Persistent or severe headache and time schedule by which the medication is • Any known communicable disease to be taken, and • Evidence of head lice • A written statement from the parent/guardian If your child has a fever of 100 degrees or greater, they requesting school personnel to administer the must be fever free for without medication for 24 hours medication. These statements must be before returning to school. A child also needs to be free updated at least annually. Designated staff of diarrhea for 24 hours to return to school. members will establish emergency procedures for specific medical conditions that require an If your child’s doctor diagnoses them with a immediate response (e.g., allergies, asthma communicable disease, please notify the school so we and diabetes), consistent with instructions can notify parents of other students in the studio if from the parent/guardian/physician. necessary. Communicable diseases include chicken pox, Coxsackievirus (hand, foot, mouth disease), croup, For 6-12 grade students, certain medications (with Pertussis (whooping cough), pink eye, pinworms, written doctor prescription) may be carried by impetigo, fifth disease, hepatitis, flu, measles, mumps, meningitis, strep throat, lice, ringworm, and scabies. students:
Middle and High School students may keep Please notify the school when your child will be absent • as well as the reason for the absence by calling the inhalers for asthma conditions; certain over- school office. the-counter medicines (e.g. Tylenol, Motrin and supplements like glucose tablets) in their MEDICATION possession. • Students are prohibited from sharing any HFA: SCS does not have a nurse on staff at each school medications, whether prescribed or over-the- site. The school’s main office staff members have basic counter with any other students. first aid training and can deal with minor first aid • HFA: SCS will not be responsible for any needs. They are your health center point of contact. adverse reactions to medications self- administered by students without the The primary responsibility for administration of knowledge of HFA: SCS staff, faculty or medication rests with the parent/guardian, student administration. and medical professional. Medication will be administered during school hours only if determined SCHOOL MEALS to be necessary by a physician. When this occurs, parents should bring medication to school in its HFA Elementary students eat in the Dining Hall on the original container with written instructions for 3rd floor of the school. HFA Middle and High School administering the medication. Designated school students eat in the designated area of the CCS cafeteria. personnel will keep records of the medication
30 SCS students are restricted from open access to other derogatory manner. They are also not allowed to use CCS food options by federal law. the school logo for promotional items (flyers, websites, clothing items, etc.) without the written approval and consent of the Principal.
DINING HALL/CAFETERIA BEHAVIOR
Students are expected to follow appropriate behavior, dining manners and etiquette in the dining hall/cafeteria at all times. Excessive noise, table messiness, horseplay and rudeness to the dining hall/cafeteria staff of others eating in the cafeteria will not be tolerated. Students must keep their voices at a moderate level.
SCHOOL MEALS PROGRAM
HFA schools participate in the Federal Free and Reduced Price Lunch Program. In compliance with Federal nutritional guidelines, participating students must receive the complete meal, which consists of a main entrée, fruit/vegetable, and milk (juice). Our school lunch program is designed to encourage all students to take the full meal.
PAYMENT FOR MEALS
Because HFA schools are free lunch schools, all students are eligible for free breakfast and lunch every day. The only requirement to receive a free breakfast is to arrive at school early enough to participate. See School Hours section of this handbook for specific times for your child’s school.
DISTRIBUTION OF LITERATURE ON SCHOOL PROPERTY
Approval of the school Principal/designee must be obtained prior to anyone distributing or posting written material on school property. Students distributing written materials without approval will be assessed a disciplinary intervention or consequence as appropriate. Any and all posted materials must be placed in designated areas.
USE OF SCHOOL NAME AND LOGO
Students are NOT permitted to use the Henry Ford Academy or Henry Ford Academy: School for Creative Studies name, initials or logo in a defaming or
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