Student/Parent Handbook 2020-2021

Home , Hawken School

11025 Magnolia Dr, Cleveland, OH, 44106 (440) 423 8801 http://masteryschool.hawken.edu/

Updated: 9.17.2020

Table of Contents

Greetings from the Director of the Mastery School 3

How We’ll Work Together Best 4

Important Contacts 5 Administrative Council 6 Hawken School Board of Trustees 7

Purpose, Promise & Principles 8

The Mastery School’s Academic Program Overview 9 Schedule 10 Mastery Credits & Crediting 12 Progress Reporting and the Crediting Process 12 Homework Philosophy 13 Books & Supplies 13 Technology at Hawken 14

School Culture 15 Our Commitment to Equity 15 Integrity Code 15

Health Services 16 Medication Policy 16 Emergency Forms 17

Key Policies and Procedures 18 Navigating our City Campus Safely 18 Dress Code 18 Transportation & Parking 19 Arrival & Departure Procedures 19 Student Attendance 19 Absences 20 Late Arrival & Early Dismissal Policies 20 Unauthorized Tardiness 20

Student Life 21 Co-Curriculars 21 Athletics 21 Dining Services 22 Food Allergy Awareness 22 Lockers 23

Community Guidelines & Behavioral Expectations 24 Discipline 24

Restorative Justice Conferencing 24 Student Conduct 25 Student Expectations 25 Boundaries of Responsibility (Proximity Rule) 26 Policy for Alcohol & Other Drugs 26 Voluntary Disclosure 26 Harassment Protocol 27 Suspension & Expulsion 27 Reporting of Disciplinary Incidents to Colleges and Universities 28

COVID-19 Policies 29

Appendix A: Hawken School Harassment Protocol 30 Prohibition against Harassment 30 Definition of Harassment 30 Reporting a Complaint 30 Resolution Procedure 31

Appendix B: Hawken School Diversity Statement 32

Appendix C: Technology Acceptable Use Policy 33 Non-exhaustive List of Unauthorized Usages and Prohibited Behaviors 33 Preservation of Resources 35 Additional Questions/Concerns 35

Greetings from the Director of the Mastery School September 2020

This handbook, like our school itself, is a work in progress. At a school that deeply values iteration, process, and human-centered design, we enter this year eager to partner with our Founding Class students and families. We intend for students to play a central role in developing and upholding community agreements for how we behave and treat each other, and we’ve designed our schedule and calendar to allow that to happen.

As we build the Mastery School of Hawken, we recognize this once in a generation opportunity to rethink high school from the ground up. In every aspect of the school, it is our intent to keep only the practices that are truly conducive to individual growth for each young person, and rethink the rest. With a keen awareness of the history of schools and their challenges in serving students well, we are deeply committed to building an inclusive culture where every student is known, heard, and valued and has the support to grow.

In order for that growth to occur for each young person in a healthy way, schools and families need to work in partnership with mutual respect and understanding. We look forward to building and partnering with you throughout this first year.

Julia Griffin Director of the Mastery School of Hawken

How We’ll Work Together Best Hawken School follows the National Association of Independent Schools' Principles of Good Practices as stated below. These guidelines and more can also be found at nais.org. Parents and independent schools work together to create and sustain effective partnerships. The following principles of good practice describe the respective roles and responsibilities of both partners.

Parents Working with Schools 1. Parents recognize that effective partnerships are characterized by clearly defined responsibilities, a shared commitment to collaboration, open lines of communication, mutual respect, and a common vision of the goals to be reached 2. In selecting an independent school, parents seek an optimal match for the needs of the student, their own expectations, and the philosophy and programs of the school. 3. Parents are familiar with and support the school's policies and procedures. 4. Parents provide a home environment that supports the development of positive learning attitudes and habits. 5. Parents involve themselves in the life of the school. 6. Parents seek and value the school's perspective on the student. 7. When concerns arise, parents seek information directly from the school, consulting with those best able to address the concerns. 8. Parents share with the school any religious, cultural, medical, or personal information that the school may need to serve the student best.

Schools Working with Parents 1. The school recognizes that effective partnerships are characterized by clearly defined responsibilities, a shared commitment to collaboration, open lines of communication, mutual respect, and a common vision of the goals to be reached. 2. The school clearly and fully presents its philosophy, program, and practices to parents during the admission process and encourages dialogue that clarifies parental expectations and aspirations for the student. 3. The school seeks and values the parents' perspective on the student. 4. Teachers and administrators are accessible to parents and model candid and open dialogue. 5. The school keeps parents well informed through systematic reports, conferences, publications, and informal conversations. 6. The school defines clearly how it involves parents when considering major decisions that affect the school community. 7. The school offers and supports a variety of parent education opportunities. 8. The school suggests effective ways for parents to support the educational process. 9. The school actively seeks the knowledge it needs to work effectively with a diverse parent body.

Important Contacts

Julia Griffin, Director of the Mastery School D. Scott Looney, Head of School [email protected] [email protected] (440) 423-2144 (440) 423-2925

Ambrose Faturoti, Dean of Students Renee Bischoff, Director of College Counseling [email protected] [email protected] (440) 423-4446 x484 (440) 423-2089

Ashley Poklar, School Psychologist Karrie Chounet, College Office Coordinator [email protected] [email protected] (440) 423-2085 (440) 423-2916

Gail Burns, University Circle Campus Nurse Jim Doyle, Director of Athletics [email protected] [email protected] (440) 423-8802 (440) 423-2108

Rasa Drane, Director of Admission for the Mastery Clarence Bonner, Director of Transportation and School Summer Programs [email protected] [email protected] (440) 423-2039 (440) 423-2941

Terry Dubow, Director of Special Projects Kathy O’Neal, Assistant Head of School for (Communications for the Mastery School) Enrollment Management [email protected] [email protected] (440) 423-2913 (440) 423-2992

Mindy Roth, Office Manager & Admission Information Sources for School Closings Coordinator Mastery School Website: www.masteryschool.hawken.edu [email protected] Hawken Website: www.hawken.edu (440) 423-8801 i-Alert: www.wkyc.com/ialert TV Stations: Channels 3, 5, 8, 23, 19, 43 Radio Stations: 640 AM (WHLO), 1100 AM (WTAM), 96.5 FM (WAKS), 98.1 FM (WKDD), 99.5 FM (WGAR), 105.7 FM (WMJI), 106.5 FM (WMVX)

Administrative Council

The Administrative Council is the core group of administrative leaders representing the various departments within Hawken School. The Council, chaired by the Head of School, meets on a regular basis to form policy and establish short- and long-term goals for the School.

D. Scott Looney (Leslie Short) Garet Libbey (Matt) Head of School Associate Head of School for Program (440) 423-2092; (440) 423-2925; [email protected] Mobile: (216)13 [email protected] Mobile: (216) 905-6419 10-3360 Courtney Martin Chuck Debelak (Helene) Director of the Lower School Head of School (440) 423-2122; [email protected] Mobile: (216)1 Birchwood School of Hawken (216) 251-2321; 538-3533 [email protected] Mobile: (216)18 49-7460 Kathy O’Neal (Margarito Gonzalez) Assistant Head of School for Enrollment Management Helene Debelak (Chuck) (440) 423-2992; [email protected] Director of Curriculum Birchwood School of Hawken (216) 251-2321; [email protected] Sam Steinhouse (Susan) Mobile: (216)1870-3344 Chief Financial Officer (440) 423-2141; [email protected] Mobile: (440)1 Suzette Dyer ( Jesse) 821-4224 Director of the Upper School (440) 423-2075; [email protected] Mobile: Stephanie Tolleson (Peter Johnson) (917)1755-3819 Chief Operating Officer (440) 423-2127, [email protected] Mobile: (216)1 David Gillespie ’89 272-1429 Director of Information Management and Research (440) 423-2113; [email protected] Mobile: Gina Walter (Matt) (216)1210-8081 Director of Strategic Marketing and Communications (440) 423-2997; [email protected] Mobile: (216)1 Julia Griffin (Jason) 374-1892 Director of the Mastery School of Hawken (440) 423-2144; [email protected] Mobile: (216)1513-5404 Ryan Wooley (Christina) Chief Technology Officer Michelle Harris (Paul) (440) 423-2905; [email protected] Mobile: (216)1 Director of the Middle School 210-2721 (440) 423-2933; [email protected]: (216) 310-5002

Hawken School Board of Trustees Hawken School is governed by its Board of Trustees, which has ultimate authority over all school decisions and policies.

Officers Life Trustees Todd R. Horn ’73 Jeffrey M. Biggar ’68 Caleb Hsieh ’94 Charles P. Cooley, Chair Charles P. Bolton ’57 Wendy Morton Hudson ’86 Samuel P. Gerace, Vice Chair Robert W. Bruml ’72 Daniel Hurwitz Blair K. Haas '72, Vice Chair William E. Bruner II ’67 Charles N. Jordan ’65 Paul N. Harris, Vice Chair David A. Daberko Henri Pell Junod, Jr. ’59 Steven M. Ross '84, Vice Chair Whitney Evans ’51 Blake C. Kleinman ’95 Alan D. Rosskamm, Vice Chair Leigh L. Fabens William H. Lewis ’86 Andrew D. Ross, Treasurer Sally L. Gries P. Jeffrey Lucier Janice W. Hawwa, Secretary K.P. Horsburgh, Jr. ’65 David A. McCreery ’81 Peter A. Horvitz ’72 Wynne Dusenbury Odell ’76 Himanshu S. Amin G. Russell Lincoln ’64 Sarah Dorenkott Pearson ’06 Daniel Brown William C. McCoy ’38 Leon W. Pryor ’92 Steven M. Dettelbach ’84 Anthoni Visconsi II ’71 Randy F. Rizor ’70 Tamara Durn Doody ’85 John C. Schirm ’01 Michael Graham Visiting Committee Theodore “Tod” Sedgwick ’66 Dan F. Grajzl Paul C. Shiverick ’71 Kendra C. Howley Jeffrey M. Biggar ’68, Chair John M. Shubert ’74 John LeMay Donald R. Allman ’70 Michael Rosskamm ’97 Brinton C. Lincoln ’94 Todd A. Barrett ’83 Carl E. Smith ’74 James “Deej” Lincoln, Jr. ’91 Scott M. Beatty ’77 Bradley A. Stirn ’68 Julie K. Mangini Brooke M. Buckley ’94 S. Tucker Taft ’70 Summer Paris Kristie Taylor Burns ’89 Natalie Ronayne F. David Coleman ’69 School Community Lou Salza Sean M. Decatur ’86 Representatives Lauren B. Spilman Dennis P. Fisco ’73 David Sylvan Paul Franklin ’02 Josiah A. Haas ’99 Dominic A. Visconsi, Jr. ’77 Jonathan W. Friedland ’86 Alumni Association President Meredith Smith Weil ’85 Timothy M. George ’70 Holly Wiertel Adam M. Guren ’99 Parents’ Association President Richard G. Hawwa ’02

Purpose, Promise & Principles Hawken School is guided by our Purpose, Promise, and Principles, which affirms our School’s long-standing mission of the development of character and intellect and forward-focused preparation for the real world. As we prepare our students to enter a new and ever-changing world, our 3 P’s ensure that we continue to proactively empower our students with the skills and traits required to navigate a complex and dynamic world with self-confidence and determination.

Our Purpose Forward-focused preparation for the real world through the development of character and intellect.

Our Promise Hawken School prepares students to navigate a complex and dynamic world with self-confidence and determination; embrace challenges with disciplined analysis and creativity; and engage others with empathy and integrity.

Our Principles 1. We truly know our students as learners and individuals. 2. We pay purposeful attention to the development of character through the cultivation of virtue, helping students understand Hawken’s motto of “fair play,” and its founder’s call to find their “better selves.” 3. We consider developing the intellect to be a critical part of developing character and, as such, we expect the highest levels of academic excellence and work ethic from our students. 4. We orient our program with a primacy toward the development of essential skills beyond the acquisition of specific knowledge. 5. We use classroom methods that place the student at the center of learning. We teach children to make choices, manage their time, think critically and creatively, and develop ownership for their learning. 6. We believe students find energy and passion through engagement, and we expect them to participate and contribute meaningfully in an array of activities outside of the classroom. 7. We believe in the power of community, and foster connections through teamwork, partnerships, and shared experiences. 8. We appreciate difference and individuality, and embrace diversity in our community. 9. We believe students need authentic experience in the real world to make meaning from knowledge. Nature, Cleveland, and the global community are extensions of our classrooms. 10. We believe that to provide the most relevant education possible, our faculty and administrators must be learning continually about educational best practices, advances in technology, and developments in the world.

The Mastery School’s Academic Program Overview The Mastery School of Hawken’s programs allow you to personalize your journey while also digging deep into ideas, skills, and knowledge. The language we use to describe school will sound a little different because the kind of learning that students do will be different, too.

Macros Interdisciplinary experiences where you work in teams to solve real challenges for a community partner. Year One Macros include Ethics and Technology; Reinvention; Movement and Belonging; and Talking to Strangers.

Micros Self-paced, individualized, small group learning experiences that give you some of what you want and some of what you need. They are short bursts of action with a clear focus. Most Micros stretch a few weeks and focus on a specific skill or content area.

Wayfinding Built-in opportunities to meet regularly with a mentor as well as a group of other students to process what you’re learning and to reflect on what it means to your particular journey. In Wayfinding, you’ll explore your identity, identify your strengths, and strengthen your sense of purpose.

Intensives Three-week immersive sessions that meet all day, every day. Twice each year, you’ll join your classmates from the Upper School where you’ll dive deeply into topics together, such as Rocket Science or Shakespeare.

Schedule Given the pandemic and the need to be flexible, we have developed two schedules: one for when we’re able to meet in person full time and one with a Remote Wednesday so we can practice teaching and learning in this mode.

With Remote Wednesdays:

All In-Person:

Mastery Credits & Crediting At the Mastery School, students earn Mastery Credits when they demonstrate sustained ability to apply their knowledge and skills. Mastery Credits fit under six broad categories called Mastery Credit Areas, which describe skills and mindsets that students need in order to master complex content and abilities:

1. Citizenship 4. Creative Problem-Solving 2. Collaboration 5. Critical Thinking 3. Communication 6. Self-Directed Learning

Within each of these six Mastery Credit Areas, we have developed (and will continue to develop) a series of Mastery Credits of which there are two kinds: Foundational and Advanced.

Foundational Credits are the baseline credits that each student must earn in order to graduate. Foundational Credits include Systems Thinking, Communication in an Additional Language, and Quantitative Reasoning.

Advanced Credits allow students to demonstrate the depth of their skills in the areas that matter the most to them and to show off their unique profile of interests and strengths.

Students earn Mastery Credits by marshalling sufficient evidence drawn from work they produce in Macros, Micros, Intensives, Wayfinding, co-curriculars, or pursuits students engage in beyond school. At designated times and with the support of their Wayfinding mentor, each student presents this evidence to a committee that will evaluate whether the student’s evidence indicates that they have met the skill level described in the Mastery Credit. Once a student earns the Mastery Credit, it appears on their Mastery Transcript, which is a digital showcase of their demonstrated abilities.

Progress Reporting and the Crediting Process For the first year of the school, our focus is on what we sometimes call the “deschooling” process. Rather than chasing credits (which could replicate the process of chasing grades by another name), students will engage in a focused process that includes goal-setting, reflection, and presentation of work that reflects their accomplishments and their growth.

What we have learned over time in utilizing very different instructional methods focused on growth is the importance of interrupting the cycle of chasing grades and a single “right answer” and instead developing the skill of self-directed, active learning through focused, targeted reflection and goal-setting. Macro teachers and Wayfinding Mentors play a critical role in supporting students throughout this process.

This growth process is non-linear, and some of it is internal. One of the best ways for families to understand the process is to attend the events where the students demonstrate their learning and their work, including at the end of every Macro challenge.

In year one, we will also report on student learning in several forms:

1. Comments from each Micro teacher at the end of each Micro module, individualized to the student. 2. Communication from the Macro teacher to families at the completion of each Macro challenge, focused on the skills and knowledge that students in the class are building. 3. Fall Family Conferences in October 4. Winter Progress Check summary in February 5. Spring Presentation of Learning in April

Homework Philosophy At the Mastery School, our goal is for students to grow into self-directed learners driven by intrinsic motivation and curiosity. We know that students learn and master material at their own pace. We also believe in preparing students to meet important, non-negotiable, real-world deadlines. We do this in several ways: first, by harnessing the power of motivation and engagement; second, by creating structure and accountability for contributing in collaborative environments; and third, by providing support and coaching from caring adults whose goal is to help each student learn and grow as an individual.

In Macros, students are asked individually and as teams to complete specific deliverables with fixed deadlines to the best of their ability. As students advance and grow in their skill level, they take an increasing level of ownership in driving their own learning and work both in and out of the classroom, identifying what each member of their team will do in order to complete their solution. Wayfinding teachers check in frequently with students about their workload and well-being.

In Micros, intrinsic motivation plays a critical role. Students’ work in micros is shaped by their goals and interests, and teachers help students develop plans, tasks, and deadlines that help them achieve their specific goals. Students pursue work outside of school that matches the goals and deadlines they have established with their Micro teachers.

Books & Supplies While the school will provide most supplies, there may be instances where students will need to acquire a copy of a book to read for a Macro, Micro, or Intensive. The specifics of the book order will be communicated directly by the teacher. There are often many options for acquiring a book, including borrowing from the Mastery School library or public libraries where available.

In instances where acquiring required books, supplies, or athletic equipment becomes a hardship, we will make every effort to accommodate those requests, and would ask that families communicate with their Wayfinding mentor or the dean of students.

Technology at Hawken The use of technology both inside and outside the classroom shall be guided by core values of Hawken School including justice; compassion; fair play; and respect for the rights, work, ideas and dignity of all. Members of the Hawken community are expected and required to refrain from actions that are illegal (such as libel, slander, vandalism, sexual harassment, theft, plagiarism, inappropriate access), or unkind (such as personal attacks, invasion of privacy, injurious comments) in all their activities, including the use of technology.

Appropriate use of technology in a classroom is entirely the prerogative of the classroom teacher, who can craft policy for what devices and programs may be used, how they may be used, and when they may be used. As long as teachers have made their expectations known, students must respect them. Inside and outside the classroom, the use of technology must adhere to the policies outlined in the Technology Acceptable Use Policy (see Appendix) and must respect the shared nature of School resources. This policy applies to all technology resources, including but not necessarily limited to: computers, phones, video equipment, copy machines, PDA’s, and information storage devices.

Students bringing personal technological devices to school are expected to conduct themselves in accordance with School policies. Students may not connect personal devices to the network without permission from the Technology Department. Incidental personal use of the school’s technology resources must not interfere with the community member’s performance or with the community’s ability to use the resources for professional and academic purposes and must not violate other school policies or standards of behavior. See the Technology Acceptable Use Policy in Appendix C for more detailed information.

School Culture

Our Commitment to Equity We are committed to being a community where everyone is seen, heard, and valued for their uniqueness. Diversity is a strength and we celebrate our many differences as signs of the richness of our community.

● Diversity: We celebrate our differences as a sign of our communal strength. ● Equity: We commit to building systems and processes that provide every student, from the broadest range of backgrounds, what they need in order to thrive. ● Inclusion: We welcome students from every background and identity to engage as their full and authentic selves because the social, intellectual, and emotional wealth of our community hinges on the contributions of every member of our community. ● Justice: We believe a good education produces citizens with robust social imagination who are equipped with the tools to question systems that produce injustice and who are committed to building systems that create just outcomes for all.

We know that young people learn most effectively when they feel safe. Our approach will work to foster that safety through our systems, practices, community values, and opportunities for student leadership. Some of our highest goals at launch include:

● Helping learners cultivate a positive sense of self and receive affirmation of their identities. ● Facilitating connection to foster belonging. ● Encouraging student voice through placing student choice at the center of our practice, ● Developing relationships of trust with students and families.

Integrity Code During the first week of school, Founding Class students will have an opportunity to develop an Integrity Code using the principles of our challenge-based learning methods.

Health Services The Mastery School will have the benefit of a part-time psychologist. Our school psychologist and the dean of students will work with learners, families, and outside providers to build healthy coping strategies for navigating the stressors common to adolescents.

Hawken School strives to create a strong foundation of support through: ● Identification - of strengths and challenges ● Intervention - academic and/or socio-emotional skill instruction via individual appointments for specifically identified concerns ● Consultation - with parents, faculty and outside providers ● Education and Prevention - programs and training ● Self-Advocacy - increasing self-awareness and the ability to navigate the Mastery School environment and expectations

Wayfinding groups will provide another layer of support as students build the important life skills they will need in order to thrive. Each student will participate in a Wayfinding group where an adult mentor will walk alongside them through their learning journey, supporting their needs as they continue to discover their strengths and develop a sense of purpose.

Finally, we are excited to utilize Restorative Circles to build the values we will all strive to uphold together.

Medication Policy All medications, prescription and non-prescription, must be administered by the school nurse or a designee of the division director as outlined in this policy. ● A parent or guardian must complete and submit the student medication form to the School. This must be done prior to any medication being administered. Forms are available in the online forms system. ● The completed form will provide the following information: ○ Name of the medication ○ Date, dosage, and time of administration ○ Duration of administration (day(s), months, emergency use only, or as needed) ○ Signature of the parent/guardian and physician (physician signature is required for prescription medication). ● All medication must be brought to school by the parent/guardian in the original labeled container. Medication will be kept in a central location in a locked cabinet and a medication log book will be kept during the academic year. ● Unused medication will be returned directly to the parent/guardian. ● Information regarding student medication will be strictly confidential. ● Parents must notify the school when there are changes that affect a student’s medication.

● Non-prescription medications may be kept with the student for self-administration provided the appropriate medication forms have been completed and are on file in the nurse’s office.

Please refer to the Healthy Hawken Restart Guide for specific protocols regarding COVID-19.

Emergency Forms All parents must complete an online emergency form for each child at Hawken, which gives the School specific instructions about whom to call and what action to take when we are unable to reach either parent. Please notify the clinic if any of the information on the emergency form changes during the year, such as a new work number. Teachers bring emergency forms on all off-campus trips.

Key Policies and Procedures

Navigating our City Campus Safely Our campus in year one includes three main buildings: Academic Building 1 including the lab, where Macros, Micros, and Wayfinding groups meet; Academic Building 2, which includes the dining hall, dining areas, and the makerspace with a tent behind the building; and Academic Building 3, which includes a second dining area, admissions, the tech office, and the nurse’s office. There are also outdoor spaces that we use.

During the day, we expect that students typically either be accompanied by at least one other student or adult when walking between buildings or communicate with an adult about where they are going.

We ask that students sign out with the office manager in Academic Building 1 if they need to leave campus before 2:30 pm.

During off-campus experiences as part of academics or co-curriculars, it is critical that students heed the following safety protocols and any others designated by the adult leader of the activity:

● Travel in groups of two or more. ● Know your route and walk purposefully. ● Put phone and tablet away. ● Pay attention to your surroundings. ● Cross streets carefully. ● Heed the communication protocols established by the adult leader of your activity (i.e. messaging the adult to confirm your arrival in a new location).

Dress Code As students this fall will have the unique opportunity to shape what the school culture will be, we will make specific decisions about the details of our dress code and how it should be implemented going forward in collaboration with Founding Class students. During week one of the school year, students will engage in a challenge through which they will create these details together.

Across Hawken’s campuses, the dress code tends to be on the more informal end of the spectrum (i.e. no uniforms or collared shirts required), jeans, khakis, shorts, leggings, joggers, and sneakers are all accepted forms of dress.

Student clothing must be suitable to the needs of all scheduled learning activities, including physical education, science labs, wood shop, or other activities where unique hazards exist. Specialized courses may require specialized attire, such as formal meetings with community partners, sports uniforms, or safety gear. Students should make sure to have at least one business casual outfit for meetings with local businesses.

With the well-being of every member of our community in mind, we prohibit attire that depicts or advocates violence, criminal activity, the use of alcohol or drugs, pornography, or hate speech.

Transportation & Parking Students participating in sports and other after-school activities on the Gates Mills campus will have access to the daily free activities shuttle, departing from University Circle at 2:40 pm each afternoon. A return shuttle departs from the Gates Mills campus at 5:30 pm and arrives at 6:15 pm in University Circle. Hawken provides additional shuttle service between the Gates Mills, Lyndhurst, and University Circle campuses before school, after school, and after activities. To register for any of these options, please visit this link or connect with our director of transportation and summer programs. More individualized services, including transportation between Hawken campuses and Birchwood, may be requested and will be developed when significant need arises.

On-campus parking is not available for students in year one. In exceptional circumstances, families may request support for student parking, and we will do our best to help connect you with resources.

Arrival & Departure Procedures Students should plan to arrive at school between 8:00 and 8:25 am. The first scheduled activities of the day will begin at 8:30 am. Before school, students may stop by their lockers to drop off any large or heavy belongings; participate in any before-school activities; or socialize in a common area.

After school hours, students are welcome to stay on campus for in-person or remote activities, to work on homework, or to ride the shuttle to the Gates Mills campus. Students not involved in a supervised activity should be picked up from school no later than 4:30 p.m.

Student Attendance Learning by doing and active collaboration are central to our learning model. Whether learning from home or while physically present, we expect a high degree of engagement from students. Each learning experience is an opportunity for students to develop their understanding and move toward mastery. Lack of attendance or engagement can become a serious cause for concern especially given how it will impact not only the student, but their peers as well.

If teachers become concerned about a student’s level of attendance or engagement interfering with their ability to learn, they will send a note indicating their concern. If repeated concerns are expressed, the Wayfinding mentor and the dean of students will meet with the family to make a plan for how to best support the student. Cases of a persistent pattern of disengagement in learning or lack of attendance in class may jeopardize a student’s enrollment.

Absences When a student knows they will need to be absent for a previously scheduled reason, they should notify the office manager 48 hours in advance of the planned absence using a Planned Absence Form. To complete the form, students should obtain signatures from their Macro and Micro teachers, Wayfinding mentor, and dean of students.

Reasons for authorized absences include medical or dental appointments (note to be provided upon return to school), major medical procedures, weddings, graduation, chapel talk at Lyndhurst Campus, funerals, religious observances, Hawken extracurricular competitions (i.e. debate trips, Model U.N. trips, Outdoor Leadership trips), and Hawken athletic events (i.e. regular season or state competitions).

If you wake up and are feeling unwell, please enter your symptoms into the Teambuildr app and email the office manager to notify the school of your absence.

Late Arrival & Early Dismissal Policies If students arrive late, they must sign in with the office manager at the back door of Academic Building 1. If the office manager is not at their desk, the student should check in with the dean of students, or their Wayfinding mentor. Students who are late must either have a parent call or submit a note from a parent to the office manager. Students should also connect via email with any teacher whose class was missed.

Should a student need to leave school before the end of the school day, the student’s parent or guardian must inform the school. It is mandatory that students sign out with the office manager when it is necessary for them to leave early. If the office manager is not at their desk, the student should find the dean of students or their Wayfinding mentor, with whom they can check-out. Failure to secure permission prior to early departure or to secure a note in the case of an appointment will cause the absence to be treated as unauthorized, regardless of the reason for leaving. Unless excused by a parent (with notification to the dean of students), students are to remain in school until the end of the school day.

In order to participate in any extracurricular activities on that day, students must arrive at school no later than 10:30 am and attend all classes. These activities include, but are not limited to, athletics, clubs, rehearsals, and performances.

Unauthorized Tardiness Punctuality is an expectation we have for all members of the community. Being on time for the first scheduled activity of the day, whether Community Time or Wayfinding, is essential, but throughout the course of a semester there may be extenuating circumstances that contribute to tardiness. Students are allowed five unauthorized tardies (sometimes recorded as absences from Community Time) in a semester. Should a student accrue more than five in a semester, an appropriate consequence will be assigned for each additional tardy/absence.

Student Life

Co-Curriculars We endeavor to keep student voice at the center of what happens both inside and outside of the classroom. The Founding Class students will have the unique opportunity to shape the issues around which they will build connection through creating and implementing their own clubs and activities. As we know that diversity of identity and opinion are strengths to encourage, it is our hope that the clubs that they develop will be as varied as are their interests and curiosities as they continue developing their respective voices outside of the classroom.

In the first weeks of school, student activities will take place before school, during whole-school Community Time, during lunch, as well as after school hours.

To start a new club, students should talk to the dean of students and find a faculty advisor to begin formal meetings. Clubs will have the opportunity to meet during Community Time from 8:30 - 9:25am, for 15-20 minutes after lunch, and again after school between 2:45 and 4:30 pm.

During the fall semester, we also plan to launch affinity groups to support the positive identity development needs of students. Affinity groups will be elective spaces where students can build a positive sense of self in smaller communities of shared connection.

In addition to clubs that students will pilot in year one at the Mastery School, they will also have the opportunity to participate in some clubs and activities that occur outside of the school day at the Upper School, including Outdoor Leadership, Speech and Debate, the Hawken Players Society, and athletics. Students interested in participating in clubs and activities that take place at the Upper School can do so through riding the 2:40 activities shuttle from University Circle to Gates Mills, for an expected arrival at 3:15 pm. A return intercampus shuttle departs Gates Mills at 5:30 pm.

Athletics As part of one Hawken High School, Mastery School students are welcome to join teams that practice and play at the Gates Mills campus. ● Governing Bodies: Our students compete through the Ohio High School Athletic Association. Hawken abides by all rules and regulations that have been established by the OHSAA. Hawken is one of 18 schools in the Chagrin Valley Conference. Hawken also abides by the rules and regulations that have been established by the CVC. ● Purpose of Athletics: The purpose and goal of athletics at Hawken is to provide a program that will allow students to learn the lifelong value of involvement in sports, the values of good sportsmanship, personal commitment, physical activity, teamwork, skill development, sacrifice, decision-making and an appreciation for the notion that participation in athletics is a privilege.

● Athletics Offerings: Hawken offers the following athletics teams. Note: freshman and junior varsity teams exist in many of the sports listed. Please direct questions regarding athletic teams to the athletic department. ○ Fall: Football, Cross Country, Field Hockey, Golf, Tennis(G), Volleyball, Soccer ○ Winter: Swimming, Basketball, Wrestling ○ Spring: Track, Softball, Tennis(B), Lacrosse ● Athletic Eligibility: To remain eligible for athletics participation, the Ohio High School Athletic Association requires that a student pass five full-credit courses at the conclusion of each quarter. If a student is passing fewer than five full-credit courses, they become ineligible for the following quarter. This applies to all Hawken sports whether OHSAA sanctioned or not. Students may not participate in a sport without having had an annual physical and without a medical release on file with the nurse. ● Athletic Handbook: F or more detailed information on athletics department rules, regulations, and expectations, please refer to the Student/Parent Athletics Handbook available from the Athletics department.

Dining Services SAGE Dining Services provides lunch every day which is covered by the cost of tuition. Parents should communicate any information regarding food allergies to the school nurse and the SAGE team.

Students should consume food in designated areas for lunch. Food is permitted in classrooms only with permission from and under the supervision of an instructor.

Food Allergy Awareness

A number of students and faculty/staff in our community are allergic to peanuts, tree nuts, and other food items and ingredients, some of which can cause anaphylaxis and threaten their health. We are a community based on mutual respect and inclusiveness, and we also maintain a real-world orientation that has our students away from the Hawken campuses a great deal. We seek to balance these significant health concerns with the recognition that students are continuing to grow toward adulthood and developing their skills as self-advocates.

As a high school that frequently brings its students out into the community, we try to support all students with allergies as they develop the self-advocacy skills needed for college and beyond. As a supportive community, we also seek to make our campus as peanut and tree nut-free as possible.

Students and families bringing food to share for Hawken classes or activities are expected to follow the same guidelines and should be aware of any allergies of students with whom the food will be shared, alerting affected students as to the contents. It should be noted, however, that the Mastery School welcomes the public to all kinds of events at Hawken and cannot guarantee that everyone who visits knows of our peanut and tree nut policies; therefore, some caution about allergens and awareness of one’s surroundings is still clearly advised.

Lockers Because space is at a premium in a campus based in a city, we ask that students pack light when they come to school and bring only a backpack to carry throughout the day. If they need to store any large or heavy equipment, we ask them to store it in their locker. Lockers are in the basement of Academic Building 1. Students are only allowed in the locker area at the beginning and end of the school day. In order to observe distancing, students are only assigned to every third locker and are discouraged from lingering near their lockers.

Community Guidelines & Behavioral Expectations Our approach to discipline values connection and relationship foremost, endeavoring to separate a young person’s behavior from their intrinsic worth as a person, using a restorative practices approach. We believe that doing so allows young people to admit and learn from their mistakes, right their wrongs, and reintegrate into a community successfully.

A key feature of our approach leverages peer accountability to help build positive student culture. In this environment, students hold one another accountable by acknowledging appropriate behavior and problem-solving collectively when an action breaches community trust. In order for this model to work, we implement proactive restorative circle conversations where students build their social-emotional skills and vocabulary before such a breach happens, then utilize the skills gained in order to arrive at a solution together when such occasions arise.

Discipline Learning communities need rules, and when young people have an opportunity to participate in the establishment of those rules, they are more apt to share the responsibility for their personal behavior as well as the behavioral expectations of the group. With clear processes for behavior and open communication between students and adults, we work toward a safe environment that supports and promotes the academic and emotional growth of each young person.

Jane Nelsen, in her 1996 book Positive Discipline, writes, “The goal of all behavior is to achieve belonging and significance within the social environment. Misbehavior is based on a mistaken belief about how to achieve belonging and significance.” When mistakes are made, teachers and young people come together to gain understanding of the transaction or incident and work toward positive change.

Restorative Justice Conferencing When a student is deemed to have violated our community guidelines and expectations, we initiate the restorative conferencing process that helps a student acknowledge that there is a problem, understand their role in it, then take steps to repair the harm they have caused. The sequence of events in the conferencing process include:

● Interviewing the person who has caused harm with their parent or guardian present ● Interviewing the victim and other people affected by the harm ● Convening conference where the person who has caused harm acknowledges their actions, and all parties discuss the most appropriate way to repair the harm, up to and including separation from the community for a period of time ● Developing plan for re-entering community trust

Student Conduct The rules and expectations for student behavior at the Mastery School stem from our belief that students thrive best when they feel safe to grow in an environment characterized by student agency, belonging and trust, characterized by respect for and generosity toward others. Every member of our community is expected to demonstrate respect for self and others at all times. In the event that a student demonstrates a pattern or disregard for the safety and well-being of our community, their seat at Hawken may be in jeopardy. Membership in the Mastery School is an opportunity, not a right.

Student Expectations ● Students are expected to respond to questions posed by adults with complete honesty. ● Students may not depart from campus at any time with prior authorization from Mastery School main office and notification from a parent. Students must notify Mastery School staff prior to departing from campus, and follow all off-campus protocol, including returning at previously negotiated times, and notifying Mastery School staff if events in the field create an unanticipated change in plans. ● Talking on cell phones is prohibited during the school day without permission from an adult. ● Violation of this rule may result in confiscation of the cell phone. Students may use their phones for texting and music during the academic day during free time. Students should refrain from texting while walking in the halls and they may not wear headphones or in-ear listening devices (earbuds, Airpods, etc) while walking in the halls. This is designed to create an environment of community and interaction rather than isolation. ● Overt, public displays of affection are not suitable for the school setting. ● Students are expected to use good manners in the dining rooms and to keep the tables clean. They should be courteous toward the members of our team who provide lunch. ● Students must stay clear of kitchen facilities and storage spaces set aside for use by maintenance or kitchen staff. ● Students should display courtesy and respect while riding school buses and be respectful of drivers.

The Mastery School retains the right to suspend or dismiss any student whose academic work or conduct on- or off-campus is deemed unacceptable. The following behaviors would violate the values we have set for our shared community: ● References to a person’s identity in a derogatory manner, including but not limited to one’s ability, ethnicity, family structure, gender, nationality, race, religion, sexual orientation, socioeconomic status, or any other personal, cultural identifier. ● Bullying behavior or harassment whether in-person, virtually, or in any other form - See Appendix A ● Theft, vandalism, or other abuse of school property or the property of individuals. ● The use of alcohol or the abuse of prescription or non-prescription drugs. ● Gambling is not permitted at any time.

Boundaries of Responsibility (Proximity Rule) The Mastery School recognizes that an individual’s responsibility for the community includes both active and passive participation. It is not enough to stand idly by while the safety, integrity or dignity of others is put at risk. In situations involving wrongdoing, community members have a responsibility to act. Action includes direct intervention, speaking up to call out a wrong, or telling an adult.

If this responsibility cannot be met, students must remove themselves from situations involving wrongdoing as long as they can do so without endangering self or others. Students who are in the presence of wrongdoing are accountable for their choices.

This expectation emphasizes education on ethical decision-making, not punitive responses, and could result in students being asked to explain their choices to the dean. However, where students’ failures to act or remove themselves enables more serious misbehavior, such as criminal activity or actions that endanger others, students may face serious consequences appropriate to the offense.

Policy for Alcohol & Other Drugs Hawken offers school-wide education regarding decision-making and personal responsibility through the Wayfinding program and Community Time programming throughout the year.

Although the School wishes to prevent any abuse of alcohol and other drugs through education, the School must also be clear about the consequences of the use of alcohol and other drugs. Students may not possess, use, transmit, sell, conceal, or be under the influence of alcohol, marijuana, or non-prescribed drugs; this policy also includes the abuse of any prescribed drug.

The School assumes jurisdiction with respect to this rule when the student is on campus at any time, on the way to campus, off campus at a school-sponsored function or senior lunch, on a school bus, or during an unauthorized absence from campus. Lastly, any alcohol or other drug abuse that occurs off campus, but which discredits the School or negatively impacts other Hawken students, could result in a disciplinary response.

It is also a violation of policy for any student to facilitate another student’s disregard for this policy. Tobacco use and the use of vaping devices, e-cigarette, and juuls are prohibited on school property and at school-sponsored events.

Voluntary Disclosure In the event of a student or his or her family voluntarily disclosing problems related to alcohol or other drug abuse not related to a disciplinary event, the School will make every effort to work cooperatively to assure that the student receives support, intervention, and any other care that will enable the student to return to a healthy condition.

Harassment Protocol Hawken School employs a specific and through process of investigating harassment complaints. Please refer directly to Appendix A for the specific guidelines regarding the reporting, investigation, and the resolution of harassment complaints.

Suspension & Expulsion Hawken is committed to maintaining an atmosphere conducive to student learning, achievement, and growth. In furtherance of that goal, Hawken expects all students to conduct themselves in accordance with School rules and external law. If a student is alleged to have violated a rule or law or has otherwise acted in a way detrimental to the reputation and integrity of the School, Hawken reserves the right to remove him/her from class and/or participation in school activities. Removal may be in the form of a suspension (for a fixed period of time), indefinite suspension, or expulsion.

Ordinarily, when there is the possibility of suspension, or expulsion, the following procedures may be followed at the discretion of the Director of the Mastery School or the Head of School.

1. There shall be an initial determination of the facts by the division director and the dean of students. The determination shall be based on their consultation with faculty, staff, students, or others who were involved in or have knowledge about the matter(s) giving rise to the possible suspension, indefinite suspension, or expulsion. 2. If the division director or their designee determines that the facts are sufficient to consider suspension, indefinite suspension, or expulsion, the division director or their designee shall make a recommendation to the head of school, who shall have sole and exclusive authority to suspend or expel a student. 3. Prior to making a final decision regarding the student’s recommended suspension or expulsion, the head of school or their designee shall communicate to the student and their parent(s) the potential suspension or expulsion. Such communication shall include an identification of the rule(s) or law(s) alleged to have been violated, the reasons for the possible violation, and the action that the School proposes to take. 4. At the time of the communication, the student and/or their parent(s) may be given the opportunity to provide the head of school or their designee any information or evidence necessary to rebut or otherwise explain the allegations against the student and/or to discuss the proposed discipline. Based on a consideration of all of the facts and evidence, the head of school will then make a decision to suspend or expel the student. 5. The head of school or their designee shall confirm their decision regarding the disciplinary status of the student in writing within a reasonable period of time. After the initial communication has been provided and pending the head of school’s final decision or the written confirmation of that decision, the student may not be withdrawn from Hawken in order to avoid discipline.

6. Students on suspension (both in school and out of school) are responsible for their academic work. Faculty members are under no obligation to reteach missed material to students who have been on suspension.

These are possible procedures only, and some or all of these steps may or may not be followed, in any order, at the school’s sole discretion, depending upon the situation.

When the circumstances warrant/justify/require, at the sole discretion of the administration, a student may be suspended or removed from class prior to any parental communication. Hawken administration will make every effort to provide timely and appropriate communication to students and their families should disciplinary consequences result in the loss of class time.

Hawken reserves the right to make known to the student body and the Hawken community the disciplinary action taken by the school against a student who has been suspended, indefinitely suspended, or expelled. Such communications shall be made solely for the purpose of learning from the incident. By the act of enrolling at Hawken, every student and parent are deemed to understand and agree to these procedures.

Reporting of Disciplinary Incidents to Colleges and Universities Hawken will report any disciplinary probation, suspension, or expulsion to colleges and universities. Normally, such a report will also include a brief explanation of the circumstances surrounding the incident. Additionally, Hawken will notify colleges regarding similar incidents that occur throughout the application process and/or after an offer of admission has been extended.

Application forms ask both students and college counselors to indicate whether or not an applicant has a disciplinary record while in high school. (A direct quote from The Common Application: 1. Have you ever been found responsible for a disciplinary violation at any educational institution you have attended from the th 9 grade forward, whether related to academic misconduct or behavioral misconduct that resulted in a disciplinary action? These actions could include, but are not limited to: probation, suspension, removal, dismissal, or expulsion from the institution. If you answered ‘yes’, please attach a separate sheet of paper that gives the approximate date of each incident, explains the circumstances, and reflects on what you learned from the experience. Note: Applicants are expected to immediately notify the institutions to which they are applying should there be any changes to the information requested in this application, including disciplinary history.)

Students should also be aware that it is expected for admissions officers to ask a student to report any disciplinary incident directly to them with an accompanying explanation. It is to a student’s advantage, and it is Hawken School’s expectation that students will respond to such issues honestly and promptly. Since Hawken School is committed to supporting students in the college admissions process, the School will take appropriate steps to ensure colleges or universities have a clear and balanced perspective of the context of the incident(s) reported.

COVID-19 Policies Please refer to the Healthy Hawken Restart Guide for specific protocols regarding COVID-19.

Appendix A: Hawken School Harassment Protocol

Prohibition against Harassment Hawken School’s “Purpose, Promise, and Principles” describe a learning and work environment where all individuals are treated with respect and dignity. Each member of the Hawken community has the right to learn and work in an environment free of harassment. All persons associated with Hawken are expected to conduct themselves at all times so as to provide an atmosphere free from harassment. Accordingly, Hawken will not tolerate harassment and will make every effort to maintain a community free from harassment.

Definition of Harassment Prohibited harassment on the basis of sex, race, national origin, religion, sexual orientation, disability and age includes such conduct as slurs, jokes, or any other verbal, physical or visual attack that:

● Has the purpose or effect of creating an intimidating, hostile, or offensive environment; ● Has the purpose or effect of unreasonably interfering with an individual’s performance; or ● Otherwise adversely affects an individual’s opportunities or participation in the educational environment.

Sexual harassment includes, but is not limited to, unwelcome sexual advances, requests for sexual favors, and other verbal, nonverbal, or physical conduct of a sexual nature when:

● Such conduct has the purpose or effect of unreasonably interfering with an individual’s school performance or creating an intimidating, hostile, or offensive school environment. ● Submission to such conduct is an explicit or implicit term or condition of an individual’s participation in a school related activity; or ● Submission to such conduct by an individual is used as the basis for decisions affecting the individual.

Reporting a Complaint Hawken is committed to taking steps to provide a harassment-free environment. In order to enforce this policy effectively and to take prompt, corrective measures as appropriate, it is essential that any and all incidents of harassment be reported promptly.

1. Any student who believes they have been subjected to sexually or otherwise harassing behavior by another person is encouraged to communicate with a trusted faculty member who will advise and assist the student.

2. Harassment must be promptly reported to a “designated person.” At this point a designated person will employ Hawken’s Harassment Protocol to determine the veracity of the allegation. The designated person

receiving the allegation will alert the appropriate division director or director of Support Services as soon as possible.

Resolution Procedure Step 1. Good faith complaints may be either written or oral. The designated person will attempt to obtain as much information as possible about the complaint from the complainant, such as details about who was involved in the incident, when and where the incident occurred, any potential witnesses, and any steps taken to stop the harassing behavior.

Step 2. Two or more designated persons will promptly conduct an appropriate investigation using Hawken’s harassment investigation protocol or take other appropriate measures to end the harassment. The protocol that exists is applied consistently across all official complaints. The investigation may involve the assistance of other Hawken officials as deemed necessary.

During an investigation, the designated persons will notify the alleged harasser of the allegation and will take steps to prevent the recurrence of harassing behavior. These steps may include removal from school (treated as an excused absence).

Step 3. When the designated persons have completed their investigation, they will determine what response is recommended. This determination may include a recommendation to the head of school for discipline or termination. Students found to have engaged in harassment will be disciplined in accordance with the established disciplinary procedures for the harasser’s division, which may include expulsion from school. The head of school will make the final decision with respect to discipline.

Step 4. The complainant and the alleged harasser will be notified concerning the results of the investigation; however, specific details about any discipline may not be revealed to the complainant in order to respect the confidentiality afforded to each Hawken student OR in order to safeguard each student’s individual right to confidentiality/privacy. Where the designated persons are unable to determine harassment occurred, they will alert the head of school and notify both the complainant and the alleged harasser of this finding.

Step 5. A complainant or an alleged harasser dissatisfied with the results of an investigation which does not result in discipline may appeal the decision to the head of school.

Designated persons at the Mastery School of Hawken: Ambrose Faturoti, Julia Griffin, Janae Peters, Ashley Poklar

Appendix B: Hawken School Diversity Statement

Hawken School’s steadfast commitment to diversity is rooted in our mission of “forward-focused preparation for the real world through the development of character and intellect.” We honor the dignity of every human being, and we value differences including but not limited to race, ethnicity, gender, socioeconomic status, sexual orientation, political and social values, culture, religion, and physical ability. We believe that this commitment to diversity, equity, and social justice is vital to the realization and cultivation of character and intellect in our students.

Through our policies, programs, and practices, we actively promote a culture of respect, social awareness, and moral responsibility. Community members are expected to model and encourage intellectual growth and curiosity through the open and courteous exchange of ideas. As a result, students are empowered to think critically, challenge assumptions, engage in creative and collaborative problem solving, and learn from one another.

We affirm our commitment to introducing the next generation to “a higher plane of life” and believe it is incumbent upon every member of our community to act with integrity, empathy, honesty, kindness, and compassion, ensuring that all constituents feel welcomed, accepted, respected, and valued. We understand that striving toward cultural competency is not always easy work; it requires a high level of personal awareness, ethical fortitude, and intellectual challenge. It also requires that we value all that makes us unique, explore perspectives that challenge our own, and initiate and engage in candid and courteous conversations. Our motto of Fair Play demands nothing less.

Appendix C: Technology Acceptable Use Policy

The Hawken School Computer Network was created to support the educational and professional needs of Hawken students, faculty and staff. The use of the network is a privilege not a right. Hawken regulates the use of its network by principles consistent with: applicable local, state, and federal laws; the educational mission of the school; and articulated expectations of student conduct (see the Student/Parent Handbook). This policy applies to all technology resources, including but not necessarily limited to: computers, tablets, iPad-type devices, eReaders, virtual reality equipment, robotics, maker\fablab resources, phones, video equipment, copy machines, and information storage devices. Students found in willful and/or persistent violation of this policy will have their network privileges revoked and may face further disciplinary action.

Aside from government laws, the rules for using the Hawken network are fairly simple: the use of technology, both inside and outside the classroom shall be guided by the values of the Hawken Integrity Code—justice, compassion, fair play and respect for the rights, work, ideas and dignity of all. Hawken network users are expected and required to refrain from actions which are illegal (such as libel, slander, vandalism, sexual harassment, theft, plagiarism, inappropriate access, and the like), or unkind (such as personal attacks, invasion of privacy, injurious comments, and the like). Because the school's network resources are limited we have also instituted other policies to preserve those resources, such as placing limits on use of bandwidth and storage space. (See “Preservation of Resources” below).

Students are welcome to bring phones and other personal technology devices, but are expected to conduct themselves as if they were using a Hawken-issued device (usage is in accordance with policies outlined in the Student Handbook). In addition, students may not connect to the school’s network without permission from the technology department. All MAC addresses from any network-connecting device must be registered with the tech department in order to gain permissible access to the school network.

Incidental personal use of the school’s technology resources must not interfere with the community member’s performance or with the community’s ability to use the resources for professional and academic purposes and must not violate other school policies or standards of behavior. Hawken’s technology department reserves the right to search the contents of any device that connects to the school network through cables or WiFi.

Non-exhaustive List of Unauthorized Usages and Prohibited Behaviors 1. Slander and Libel - In short, slander is “Oral communication of false and malicious statements that damage the reputation of another.” Libel is “The legally indefensible publication or broadcast of words or images that are degrading to a person or injurious to his or her reputation.” (both terms defined in The American Heritage Dictionary of the English Language, online, 2018.) In effect, students must remember that material distributed through the Internet is “public” to a degree that no other school publication or utterance is. Any such remark may be seen by millions of people and harmful and false statements will be viewed in that light.

2. Vandalism and Hacking - Deliberate attempts to damage the hardware, software, or information residing on the school network or any other computer system attached through the Internet is strictly prohibited. Attempts to violate the integrity of private accounts, files or programs, the deliberate infecting of the network with a computer “virus,” attempts at hacking into any internal or external computer systems using any method will not be tolerated. Any attempt to make the technological infrastructure difficult or inefficient for others to use is a direct violation of this policy. Students may not tamper with any equipment unless employed by the technology department to do so.

3. Invasion of Privacy - Users of Hawken’s network are entitled to a reasonable expectation of privacy for their files and email. No user may have access to another’s private files. Any attempt by users to access another user’s or the school’s non-public files, phone, or email messages is considered theft. Any attempts to gain access to unauthorized resources or information, either on the computer or telephone systems of this school or any systems to which Hawken School has access, are prohibited. The systems administrator will access the private files or emails of users only to purge them (see “preserving bandwidth,” below) or in the event of a suspected or proven violation of school rules or expectations.

4. Unauthorized Use of Software or Other Intellectual Property from Any Source - Laws, ethics, and common courtesy require proper handling of intellectual property. Software is intellectual property, and, with the exception of freeware or open source software, is illegal to use without legitimate license or permission from its creator or licensor. All software loaded on school computers must be approved by the school, and Hawken must own and retain the licenses for all copyrighted software loaded on school computers. This policy also prohibits students from using Hawken-owned computer hardware for the purpose of copying anyone else’s software. Requests for new software should be directed to the school’s technology department. Illegal peer-to-peer file trafficking of copyrighted works is prohibited. Online articles, blog posts, podcasts, videos, and wiki entries are also intellectual property. Students should treat information found electronically in the same way they treat information found in printed sources - which would include properly citing sources of information and refraining from plagiarism of any type.

5. Harassment - Students may not use any of Hawken’s technological resources for the purposes of harassing others, either within the Hawken community or external to the community. Foul and abusive language, the posting of obscene images or texts, posting of information that injures or threatens another, cyber-stalking, sexual comments or images, racial slurs, and any comments that would offend someone on the basis of age, gender, sexual orientation, religious or political beliefs, national origin, or disability will not be tolerated. Students may not spoof or pretend to be someone else using email, social networking spaces, or any other technological means. Phishing of any kind is prohibited.

6. Inappropriate Access - Students may not use the Hawken network to access or publish inappropriate materials. Inappropriate materials include adult or pornographic content, gambling, documents encouraging violence or illegal acts, weapons, illegal drugs, or other criminal activities. Hawken uses Internet filtering software that tracks all Internet sites visited by students. Violations of this policy are traceable and will likely result in the forfeiture of network access and other disciplinary action.

a. VPN and proxy – Students may not install or use VPN software or proxies on their electronic devices. Any attempt by a student to mask or hide their network traffic, or circumvent the security measures of the school, is prohibited. Mobile hotspots are not permitted on Hawken grounds without explicit permission from the Technology Department.

7. Abuse of Network Resources – Peer-to-peer file sharing, mass mailings, downloading of unauthorized games, videos, and music are wasteful of limited network resources and are forbidden. In addition, the acquisition and sharing of copyrighted materials are illegal and unethical.

8. Unauthorized Printing - Hawken School printers are for the purpose of printing school related documents and assignments. Printers, like other school resources, are to be used in a responsible manner. Cartridges and paper, along with printer repairs and replacement are very expensive. Therefore the Technology Department monitors printing by user. Print jobs deemed excessive and abusive of this privilege may result in charges to the student’s account.

9. Use of Fab Lab and Maker Space - Operating the equipment recklessly, without formal instruction, or without proper safety measures, may be harmful to a person, machine and\or the school facilities and is strictly prohibited. In addition, the consumables and supplies in the Maker Space and Fab lab locations are costly to the school and are to be used in a responsible manner. Utilizing these limited resources excessively, or for personal use without permission, may be cause for disciplinary action.

10. Use of Hawken Technological Systems for Commercial Purposes - Hawken’s technology resources may not be used for private gain or commercial purposes. In addition, mining for cryptocurrency is prohibited on all Hawken-owned and 1:1 program computers at any time.

11. Physical care of devices and accessories - Students expected to provide a high level of care for their tablet computers and any other devices or accessories signed out to them or used by them. While accidents do happen, students are expected to do their best to keep their computer, stylus pen(s) and charger(s) in excellent working condition. Loaned items should be returned in the same condition as they were loaned out, and within a reasonable timeframe. Unreturned loaner items will be billed to the student’s tuition account at full replacement cost.

Preservation of Resources All resources are limited; computer resources are not an exception. Each student is permitted reasonable space to store email, web, and personal files. The school reserves the right to limit bandwidth and require the purging of files in order to regain disk space. The use of network resources by students is governed by the same expectations of trust, common courtesy and mutual respect, which govern the school community.

Additional Questions/Concerns Any questions and concerns may be directed to Ryan Wooley, chief technology officer, [email protected]