Table of Contents Mission, Goal and Virtues Middle School 9 The Program 10 Academic Monitoring and Building Community 12 Progress Reports 12 Homeroom 12 Advising 12 Special Education 13 Promotion Policy 14 Co-Curriculars and Community Service 15 Ready to Learn and Daily Schedule 16 Discipline Code 22 Uniform 29 High School 31 The Program 32 Academic Monitoring and Building Community 36 Beyond Academics 38 College Placement 40 Ready to Learn and Sample Schedule 42 Discipline Code 45 Uniform 55 School-Wide Expectations, Policies and Information 57 Parent and Family Involvement 57 Attendance Policy 58 Grading Policy 60 Technology and Internet Policy 61 Discrimination Policies 61 Other Important Policies and Information 65 School Hours 65 School Cancellation 65 Visitors 65 School Records 65 Health and Sexuality Curriculum 65 Complaint Procedures 66 Transportation and Directions 67 Faculty Contact Information 70 School Calendar 72 Student, Family and Faculty Commitments to Excellence 73

Academy of the Pacific Rim

Dear APR Families:

Welcome to the Academy of the Pacific Rim 2013 -2014 school year! We are excited that you and your student will be a part of the Academy community.

APR’s mission is to bring together the best of the East with the best of the West and in doing so to prepare students to meet their full academic and social potential. Our goal is to prepare all of our students for college and career readiness. We know that all of us — students, families, and faculty/administration — must work together to achieve this goal. In this handbook, you will find information regarding all that we as a school do to get us closer to this goal, from our academic program to our attendance policy, and from our character and discipline program to our advisory program. You will also read about the commitment we ask for from our students and families, as they become a part of our community. We have high expectations for ourselves and our students, and we believe that we must all promise to work hard, together, to meet our mission and goals.

If you have any questions or comments, please do not hesitate to contact us. We truly look forward to working with you in the upcoming year.

Sincerely,

The Faculty and Administration of the Academy of the Pacific Rim Charter School

Mission, Goal and Virtues

Our mission statement defines the founding values of the Academy and is reflected in all aspects of our program. The success of the Academy relies on the commitment of both students and teachers to persevere towards excellence.

THE MISSION: To empower urban students of all racial and ethnic backgrounds to achieve their full intellectual and social potential by combining the best of the East—high standards, discipline, and character education, with the best of the West—a commitment to individualism, creativity, and diversity.

THE GOAL: We are committed to preparing all of our students for success in college and beyond. We know that ALL students can learn and can achieve the high standards we set to help them reach this goal.

THE VIRTUES: The Academy’s school values are expressed in our acronym KG-PRIDE. We use this acronym as a cultural touchstone and it drives all that we do.

KAIZEN and GAMBATTE are Japanese words that describe the essence of our culture. The short version is that we work hard, together, and we are always looking for improvement.

Kaizen is a Japanese principle meaning continual improvement of ourselves and our community. We engage in daily rituals and routines that help us grow as individuals and as a community.

Gambatte is a Japanese word meaning “persist and never give up.” It is our belief that our success is based on our effort, not on luck.

PRIDE represents the larger pride we have in the school as well as each individual value included in the acronym. It is a pride in accomplishment, in achieving our ambitious goals.

Purpose is having goals for each action and interaction throughout the year.

Respect is treating others with politeness, consideration, and appreciation.

Integrity is being true to your values and doing the right thing when no one is looking.

Daring is mustering the strength and will to do what you know you should do, even though you are afraid of embarrassment, failure, or danger.

Excellence is striving for a high standard in your daily actions no matter how big or how small.

We believe and expect that all APR students can and will demonstrate KG-PRIDE in the following ways:

Kaizen  Be an active citizen in our community  Encourage peers to make good decisions  Build caring relationships with peers

Gambatte  Give their best effort in all that they do  Strive for an A on every assignment  Use challenges as an opportunity to learn and grow

Purpose  SLANT (Sit up, Listen, Ask and answer questions, Nod your head, Track the speaker)  Make each day a step toward college  Participate in their classes and in the community

Respect  Treat everyone with kindness and courtesy  Honor differences  Voice concerns appropriately

Integrity  Do the right thing because it’s right, not out of fear of a consequence  Take ownership of their behavior  Be honest with themselves and others

Daring  Take initiative  Immerse themselves in new academic experiences  Stand up for what they know is right and challenge what they know is wrong

Excellence  Be a critical thinker  Put our character virtues in their own words and show them in your actions  Show pride in their work and their school

Academy of the Pacific Rim Lower and Middle School

AN AMBITIOUS LOWER AND MIDDLE SCHOOL PROGRAM

Academic Skills and Knowledge During the core academic day and throughout their years at the Academy, all students undertake an ambitious program that will ground them in fundamental skills and help them to master complex ideas and thoughts. Our objectives are:

• All students will complete the eighth grade at the Academy with an excellent grasp of academic fundamentals- reading, writing, and math.

• All students will master a broad range of challenging subjects, including Algebra I, Physical Science and two years of Mandarin Chinese.

• Every student’s progress will be carefully monitored and analyzed.

• All students will meet the Academy of the Pacific Rim’s standards.

Character Education The Academy of the Pacific Rim is committed to educating our students to become knowledgeable and caring citizens of the world. While the Academy taps students’ intellectual potential through the study of literature, history, science, math and the arts in the classroom, the development of our students’ character is equally important. Hence, our school is based upon virtues that stand the test of time – Purpose, Respect, Integrity, Daring and Excellence. The Academy strives to help its students learn to be good as they learn to be knowledgeable.

• All students will understand and exhibit traits of good character—Purpose, Respect, Integrity, Daring and Excellence —–through the Academy’s traditions and structure.

• All students will learn about good character through academic courses as well as structured discussions and activities about our character virtues.

• Students who exhibit these character virtues will be acknowledged and celebrated through earning “Merits” and the Gambatte/Kaizen Award.

College Awareness From their first day as an Academy student, all students work towards the goal of college. Students will take rigorous middle school classes that prepare them for our college-preparatory high school program. We consistently reinforce the importance of college by naming each homeroom after a college or university. The students spent orientation time learning about the details of each college and getting a better sense what different institutions have to offer to incoming students. Furthermore, all students will visit at least one college campus each year.

Practical and Work Skills Students will have a solid foundation in the analytical, interpersonal and organizational skills required for success in today’s economy. The Academy will identify and teach skills necessary for professional and personal effectiveness.

Respect and Order Aristotle wisely observed, “We are what we repeatedly do.” To this end, the Academy has established routines, traditions and high expectations that reinforce the Academy’s commitment

to exemplary academic standards. Students must adhere to a rigorous code of conduct. They must be on time and in uniform. They must be respectful and prepared.

Effort and Responsibility At the Academy, we tell students that effort equals success. We wholeheartedly believe that all students and can, yet we recognize that some students may need a little more time to master a standard. Therefore, students are allowed to revise their work to raise their grades. Students may revise practice assignments which they turned in on time. 5th and 6th grade students have two weeks to revise an assignment. 7th grade students have two weeks to revise an assignment during the first trimester, and have one week to revise an assignment during the second and third trimesters. 8th grade students have one week to revise an assignment. The revised grade will replace the original grade. In other words, if a student earns a 2 on a practice assignment, yet then revises the assignment and earns a 4 the grade on the assignment will be a 4. Students see the positive consequences of their effort.

We also believe that students must learn to be responsible and to meet deadlines and expectations. No late work is accepted in 6th, 7th and 8th grades. 5th graders can hand in an assignment within one week of the due date during the first trimester only; during the 2nd and 3rd trimesters, no late work is accepted. Late work will earn no higher than 70% of the total possible points.

The following chart outlines the frequency and type of homework, as well the amount of time students should be spending each night completing homework, for each grade level.

Lower and Middle School 5 6 7 8 Daily. Projects or essays will be multi-day, but must have check-ins Frequency and/or intermediate due dates Duration per night 1- 1.25 hour 1-1.5 hours 1.25-1.5 hrs 1.5 to 2 hrs

Culture and the Arts Academy students can recognize and appreciate art and culture from around the world. All students will be introduced to a variety of artistic and cultural forms of expression, including dramatic and visual arts.

Health and Fitness Academy students will learn and practice healthy habits while at the Academy of the Pacific Rim. All students will learn how to live healthy lives on a daily basis. Middle School students will participate in health and physical education, and beginning in 7th grade they will have the opportunity to join athletic teams such as soccer, track, basketball and baseball/softball. The 6th, 7th and 8th grade students will take a sex education health class offered by the Physical Education/Science teacher.

ACADEMIC MONITORING AND COMMUNITY BUILDING

We believe in the success of every student and have built an academic monitoring system to help ensure that all students are working towards that success while at the Academy of the Pacific Rim. Yet we can only go so far on our own. With frequent, specific feedback from us, we hope to enable you to work with us to help your children succeed. We also believe in the importance of creating a strong learning community in which students feel pride and investment. To help build this community, we have homeroom and advisory programs that support small groups of students as well as middle school wide community ceremonies, activities and celebrations.

Progress Reports Families of middle schoolers will receive a progress report every two weeks in each academic class outlining your student’s progress. These progress reports will be sent home attached to the weekly Family Journal. We strongly encourage you to use the information contained in the progress reports to reinforce at home what we have identified students need to work on here at the Academy.

Tips for Families:

 Ask your student for the family journal every other Wednesday.

 Keep a binder at home of the family journals and progress reports.

 Sign and return the blue reply form with comments and questions as they arise.

 Make sure your student fills out the reflection form and initial in the space provided.

In addition, teachers meet frequently to assess student progress. The areas discussed in these meetings include academic performance, participation, engagement, effort, ability to follow directions, and organization. Not only do the teachers discuss these categories, but they also develop ways to support a student’s progress. These comments and strategies are shared with a student’s advisor and other teachers, and with families.

Homeroom and Advisor/Advisee System We have created a homeroom system whereby two teachers are ultimately responsible for monitoring the performance of their homeroom class. The homeroom teachers are also academic teachers for the homeroom. That means between greetings and attendance in the morning, academic class time, lunch and cleaning at the end of the day, the homeroom teachers will be with your student for a total of almost two hours each day. Your student’s homeroom teachers will be observing and working with your student in both social and academic settings for a significant portion of their time here at the Academy. The homeroom teachers also serve as an important resource for other teachers. If a teacher is having a difficult time with a class as the whole and/or a problem with a particular student, the homeroom teachers are notified and work with the class and/or the student to get back on track. As far as advising, a homeroom of 25 students is a large number of students for any one teacher to closely monitor. Therefore, each homeroom will be broken into two or three small advisory groups. Each of the homeroom teachers, and in some cases a third faculty member, are responsible to their small group for academic advising. Each student at the Academy will be assigned to an academic advisor who acts as a guide to students in their academic endeavors. Every staff member at the Academy has 10-12 advisees. Advisors serve as the 12 academic advocate for their advisees and are the contact person for teachers or parents when an overall perspective of a student’s academic situation is needed. The academic advisor’s main responsibilities include:

• Meeting with their advisee groups once a week • Maintaining contact with the families of their advisees at least three times a trimester. These are phone calls and/or meetings where the progress of the student is discussed in depth and records of the conversation are kept.

The role of the advisor is primarily to monitor academic progress though students may wish to refer to their advisors for guidance in other areas as well. The advisor is the first person you should contact with questions about your student’s academic progress. We suggest you know the advisor’s extension and email address, and call or email whenever you have questions or comments.

SPECIAL EDUCATION The Academy of the Pacific Rim provides a full range of academic support and special education services to students who are in need of such assistance. If your student is having persistent difficulty with school work, and you think this may be result of a disability, you may wish to consider making a referral for a special education evaluation. This referral may result in provisions being made for your student, including tutoring or other services. A referral for a special education evaluation should be made when a student is not progressing effectively in general education and there is reason to believe that the situation is caused by disability. Under state and federal law an initial evaluation for special education and related services can be requested by a parent, a teacher or any person in a caregiving or professional position. At APR, this request can be made to any faculty member, including your student’s advisor, classroom teachers or the middle school principal. Faculty will forward the request for evaluation to Michael Losche, the Dean of Support Services. If you wish, you can contact Ms. Nicodemus directly at extension 127, or via e-mail at [email protected]. Under state and federal law, parents have the right to request an evaluation at any time, and the school is mandated to respond to such a request within five school working days. A special education evaluation can result in the writing and implementation of an Individualized Educational Program (IEP). This document outlines the most effective strategies and services for meeting your student’s needs and provides legal support to ensure that your child receives such assistance. The Individuals with Disabilities Education Act (IDEA) and Massachusetts Laws under Chapter 71B require appropriate services to be administered in the “least restrictive environment,” which means that, as much as possible, students with disabilities are educated with students with no disabilities, and are only removed from the general education environment when supplementary services in the classroom are not sufficient.

PROMOTION POLICY

We believe that students should only be promoted when they have demonstrated mastery of our standards. The Academy is founded upon the belief that promoting students to the next grade because of their age, not their readiness to do the work, is not beneficial to students. Thus, one of the most critical and distinctive aspects of the Academy’s academic program is its promotion policy. To build a culture of learning and achievement, and to hold students accountable for their own efforts in their education, the Academy uses a strict and simple promotion policy: in order to be promoted to the next grade, middle school students must pass each core academic course with a minimum of a 70% average for the year.

Throughout the year, families are apprised of their student’s progress and academic standing on a bi-weekly basis. Students who are struggling in their classes will be supported during the workshop model. Students who repeat a grade will have that additional year to develop mastery of the material in all subject areas, achieve a higher level of success and grow emotionally before advancing to the next grade where expectations will be that much higher.

SUMMER PROGRAMMING AND SUMMER ASSIGNMENTS

Lower and Middle School Summer Tutoring Students who end the year with a failing average in ONE academic class may be given the opportunity to complete an additional assignment or to attend summer program. The Academic Review Committee will meet to determine which students will be invited to participate. Students who end the year with more than one failing grade will be retained. If a student is placed in Summer Program, he or she will be required to complete approximately 100 hours of academic and enrichment work during the month of July. All students will be required to pass all summer tutoring with a 70% or higher to receive credit and be promoted to the next grade.

Lower School Dragon Camp A student of the Lower School may also be invited to participate in the Academy’s three week Dragon Camp if it is determined that he/she has gaps in his/her academic skills. Students with identified skill gaps in ELA and Math will receive additional literacy and numeracy instruction in a hands on, interactive learning environment. Students will also participate in afternoon enrichment programs that include; science, art, sports, cooking, and dance. Weekly field trips and opportunities to learn outside of the classroom will be provided. Students may be invited to Dragon Camp even if they are repeating the year.

Middle School Dragon Academy A student in the Middle School may also be invited to participate in the Academy’s three week Dragon Academy. Dragon Academy provides an opportunity for project based learning, literacy and numeracy instruction, as well as the opportunity to participate in community service projects and volunteer work. Weekly field trips provide students the opportunity to engage in learning outside the classroom. Students may be invited to Dragon Academy even if they are repeating the year. 14

High School Students who end the year with a failing average in ONE academic class may be given the opportunity to participate in summer tutoring for that one course, at the principal’s discretion. Students who end the year with more than one failing grade will be retained. If a student is placed in summer tutoring, he or she must complete between ten to twenty hours of class and pass the course with a 75% or higher to receive credit and be promoted to the next grade.

CO-CURRICULAR COURSES AND COMMUNITY SERVICE

In addition to our rigorous academic program, students in the middle school will have the opportunity to enrich their day with co-curricular classes in the arts and in physical education.

The Arts All middle school students will take a class in the arts. 5th graders will have a drama class once per week, and 6th graders will take art class twice per week. 7th graders will take drama every other day throughout the year and art twice a week, while 8th graders will have an art class every other day throughout the year. Through their participation in these classes, Academy students will be able to recognize and appreciate art and culture from around the world, to learn skills and techniques in each of these artistic disciplines, and to evaluate their own artistic progress.

Health and Fitness Academy students in the middle school will participate in a physical education class that meets once or twice a week. The goals of the course are for students to actively participate in and learn competitive and non-competitive sports and exercise activities, to learn to make healthy decisions on a daily basis, and to apply and strengthen character virtues of team building and unity. Additionally, students in the 7th grade will have the opportunity to join athletic teams such as soccer, basketball and baseball/softball. During the winter months, students will take a health course that focuses on health decision making, nutrition, and other health-related social issues.

Grading Policy for Co-Curricular Courses Students will receive a grade of Honors, Pass, or Fail in all of their co-curricular courses. Students will be evaluated in these classes on completion, participation, and improvement. Progress reports will be sent out at least twice a trimester in each co-curricular class. Students must also earn a passing grade in each co-curricular in order to be on the Honor Roll. However, failing a co-curricular does not affect promotion.

Community Service Requirement The Pacific Rim Community Service Requirement is an exciting and challenging opportunity for students in the seventh and eighth grades to further their education by pursuing community service opportunities both inside and outside of the Academy walls. Under the program guidelines, the 7th and 8th graders students will spend 20 hours over the 2 years in middle school pursuing community service opportunities. Students will be able to shape their experiences to their desires and interests, as long as their community service project promises to be connected to the service or helping others.

READY TO LEARN AND SAMPLE SCHEDULE

Being prepared for class with the necessary supplies is an important component of being ready to learn. If students do not have pens, pencils, or paper, they may ask to borrow supplies from other students before class begins. Students without the required materials will receive a demerit.

Required . Supply of pencils and pens (two of each should be in hand each day) . Any other supplies required by the specific grade level team or teacher . Workbooks and textbooks (as given out by the teacher) . Student Planner (provided by the Academy)

Study Environment In order for students to continue their school work, we believe that it is extremely important for them to have a study area set aside at home. This area should be quiet and free from distractions, such as televisions and radios. It should have ample light and a desk area for books and supplies.

7th and 8th Grade Schedule

8A Johns Homerooms 7A Brown 7B Stanford 7C BC 8B Duke 8C BU Hopkins

7:30 - 7:50 Homeroom: Attendance and Homework Collection

Math 7:50 - 8:50 History Science PE Mandarin Art Extensions

8:50 - 9:50 ELA Mandarin Math Science ELA Math

Workshop

9:50 - 10:30

10:30 - 10:50 AM Break

10:50 - 11:50 PE Science ELA Extensions ELA Math History

11:50 - 12:50 Science Math ELA Mandarin History Science

12:50 - 1:30

1:30 - 2:30 Math Mandarin History Math Art ELA

Math 2:30 - 3:30 History ELA PE History H Science Extensions

Workshop

3:30 - 4:10

4:10 - 5:00

5:00 Dismissal

Lower School Schedule

Faculty R. Shemtov Rodman Allen (Mahla) A. Shemtov (Nardo) Green(Moar) (History) Fiedorek (Gold) (Parker)

7:30 - 7:50 Homeroom: Attendance and Homework Collection

ELA A. 7:50 - 8:50 ELA R. Shemtov Shemtov Math Math Mahla Intervention Math Green Math Fiedorek ELA Gold Allen ELA A. ELA R. 8:50 - 9:50 Shemtov Shemtov

Workshop

9:50 - 10:30

10:30 - 10:50 AM Break Left Side ONLY

10:50 - 11:50 ELA Shemtov History Art Tetrault

ELA ELA Gold Intervention Math Mahla ELA A. Shemtov Allen

11:50 - 12:50 ELA Shemtov CE Adams History

12:50 - 1:30 Lunch/PM Break

Contemporary Science 1:30 - 2:30 Science Moar Issues History Edelman Halpenny Math Fiedorek Math Rodman

2:30 - 3:30 CE Adams Contemporary Issues Science Hamel Art Tetrault

Workshop

3:30 - 4:10

4:10 - 5:00 Extracurriculars and Tutoring

5:00 Dismissal

Description of Schedule

Homeroom: Each student is assigned to a homeroom of about 25 students and two teachers. Attendance is taken in the morning and students remain in the same classroom with their homeroom throughout the day.

Community Meetings/Grade Level Meetings: All students on the floor join together for this school tradition weekly. Additionally, each grade level will meet all together once per week. Staff members make general announcements and recognize individual students for achievements and effort. All students shout “gambatte” at the conclusion of each community meeting.

Academic Classes: A student’s core classes are spread out over the course of the day. Fifth graders take ELA, Math, and Science. Sixth graders take ELA, Math, and History. Seventh and eighth graders take English, Math, Science, History and Chinese.

Break: Break allows the students time to release energy, socialize, and use the facilities so that they are on task and focused during classes. Students may bring a healthy snack to eat outside of the classrooms during break.

Lunch: Students may bring a lunch from home or buy their lunch from the Academy.

Character Education and Community Building: Once per week, students will take a Character Education class. They will also participate in community building activities with their homeroom during these times.

Advisee Meeting: The first week of school students will be assigned an advisor. Students will meet with their advisor regularly. Each advisor will be responsible for 10-12 students each. During the year, students can approach their advisor with any academic or social problems they may encounter.

Arts and P.E.: 5th and 7th grade students will take Drama throughout the year, while 6th, 7th and 8th grade students will take Art throughout the year. All middle school students will participate in physical education classes.

School Cleaning: Cleaning their own classrooms creates the students’ sense of pride and respect for their own environment. Students and staff clean desks, sweep floors, and take out the trash. Some students and staff participate in all-school cleaning, by sweeping stairs, cleaning bathrooms, and picking up trash around the grounds of the school.

Workshop: Workshop is a highly-structured time designed for students to get a head-start on homework or to receive individualized support from their teachers. Workshop will occur twice on most days. The first workshop block, AM Workshop, will occur after 2nd period and before AM break: 9:50 – 10:30 am. All middle school students and teachers will participate in AM workshop. The second workshop block, PM Workshop, will occur after 6th period on Mondays, Tuesdays, and Thursdays: 3:30 – 4:10 pm. Students are dismissed on Wednesdays and Fridays at 3:30 pm. All 5th and 6th grade students stay for PM Workshop. In the 7th and 8th grade, students will earn dismissal if they are earning 80% or above in each of the core content classes.

During workshop students stay in their classrooms and teachers “push-in” to designated rooms to provide supervision and individualized support. During this time students may be working individually or in a small group with a teacher, or the students may be working silently on homework, revisions, long-term writing projects, or reading. Students may also be pulled from their classroom by a teacher in order to receive individualized and small group support. During this time, students may be working with the teacher to revise an assignment, review or revise a test or writing piece, or review key content covered during a recent lesson.

Extracurriculars: For all middle school students; 4:15-5:00 Mondays, Tuesdays, and Fridays. The Academy will offer an extracurricular program, which is open to all middle school students (unless they are in detention). For 7/8 graders, extracurricular will also be offered during lunch. These activities include student council, art club, soccer, basketball, dance, martial arts, swimming, and others. We will send home a set of expectations specific to each activity, and students and parents will sign a contract at the beginning of each trimester.

All middle school students are dismissed at 3:30 on Wednesdays and Fridays.

For transportation information, please see the Transportation section.

CHARACTER EDUCATION

Character education is a foundation of the Academy. Students are expected to be good citizens as well as good scholars. Therefore, character education is an integral part of the middle school program.

Our school is based upon virtues that stand the test of time—Purpose, Respect, Integrity, Daring and Excellence. The Academy strives to help its students learn to be good as they learn to be knowledgeable.

• All students will understand and exhibit traits of good character—Kaizen, Gambatte, Purpose, Respect, Integrity, Daring, and Excellence–through the Academy’s traditions and structure.

• All students will learn about good character through academic courses as well as structured discussions and activities about our character virtues.

• Students who exhibit these character virtues will be acknowledged and celebrated through earning merits and the Gambatte and Kaizen Awards.

Citizenship Rating To help our students follow their own character development throughout the year, students will be given a numerical citizenship rating each week. In essence, the citizenship rating is a reflection of the student’s behavior, and allows us to clearly communicate this behavior to the student and his or her family, much the way grades allow us to communicate academic progress. Every student will earn a certain number of points for attending school each day. During the course of the week, students may make poor choices which result in demerits or office visits. Students may also make good choices which earn them merits. The citizenship rating is a way for us to quantify the student’s pattern of behavior throughout the week. If a student is given demerits or is sent to the office, he or she will lose points from the points earned through attendance. Uniform violations and suspensions will also result in loss of points. If a student earns merits throughout the week, he or she will gain points on top of the points earned through attendance. The citizenship rating will be communicated to students and parents weekly through a progress report. The weekly ratings will be averaged over the course of trimester or the year. Students will need to earn a certain average to participate in certain events, such as field trips, reward days, and dances.

DISCIPLINE CODE

The Academy of the Pacific Rim strives to create an environment focused on learning and student growth. Discipline at the Academy is a vital support to this goal. The Academy’s system of consequences is designed to cultivate a respectful, serious academic atmosphere. Students are expected to hold themselves to high standards for behavior. Demerits will be issued for behavior that is unproductive or counter-productive, such as unpreparedness for class, minor disruptions of class learning, uniform violations, and gum in class. More serious consequences will be administered for behaviors including, but not limited to the following:

 Disrespect, defiance and/or disruptions of learning. The Academy will not tolerate disrespectful behavior towards staff, guests, or other students. Behaviors that prevent other members of the Academy from pursuing their education (such as repeated talking or deliberately distracting other students during class) are considered disruptions of learning.

 Cheating and/or plagiarism. Cheating and plagiarism represent breaches of community integrity and trust. The Academy defines cheating as conversing with another student during a graded assessment, copying or attempting to copy the work of another student, or using/attempting to use materials other than those allowed during an assessment. The Academy also considers the act of giving answers or one’s work to another student as cheating. Plagiarism is defined as representing the work of another as one’s own.

 Safety Violation. This includes pushing, fighting, threatening or other violent behavior. Being in an unsupervised location is also a safety violation.

 Integrity Violation. This includes telling a lie, misrepresenting, or compromising their integrity in any other way.

 Unprofessional contact. This includes touching, groping, or other displays of affection.

 Attendance violations. Students are required to attend all scheduled classes and events, on time. The Academy has a closed campus. Students should not go beyond the specified limits of the school grounds without an approved chaperone or the express permission of a faculty member. Students who are not present in school may not attend school-sponsored activities after school on that day.

 Property violations. The theft, destruction, or defacement of school or private property constitutes violations of state law and jeopardizes the integrity of the school community.

 Inappropriate behavior on the MBTA. Students represent the Academy when riding the MBTA. They must not engage in any disruptive and/or dangerous behavior on the MBTA or while waiting at stops.

 Harassment. The Academy is committed to maintaining a school environment free of harassment based on race, color, religion, national origin, age, gender, sexual orientation, or disability.

 Alcohol, controlled substances, and tobacco. The sale, transfer, use, or possession of alcohol and controlled substances at school or school related functions is prohibited. Presence at school or school related events while under the influence or emitting the odor of alcohol or controlled substances is also prohibited. Smoking or other possession or use of tobacco on school grounds is prohibited.

 Weapons. The possession of a dangerous weapon at school or school related event, including but not limited to a gun or a knife, is prohibited.

 Bullying. The Academy strictly prohibits bullying. While bullying can occur with a single incident, it generally involves a pattern of conduct over time by which a student is “picked on.” Bullying may include conduct such as physical intimidation or assault; oral or written threats; teasing; putdowns; name-calling; stalking; threatening looks, gestures, or actions; cruel rumors; false accusations; and social isolation. It may also involve extortion, by which a student is intimidated into taking an action against his/her will. Please see page 40-41 for our Anti-bullying policy.

Student Responsibility

We all share the responsibility for a safe, positive learning environment. Students who have knowledge about serious disciplinary infractions or potential serious disciplinary infractions must contact a teacher or administrator. These infractions include, but are not limited to, cheating, property violations, harassment, acts or threats of violence or aggression, alcohol, controlled substances or tobacco, and weapons. Failure to contact a teacher or administrator may result in disciplinary action.

Consequences

Demerits Teachers give students visual reminders and verbal clarification to help them develop the discipline the Academy expects. When a student commits a specific minor infraction, s/he will receive a demerit. Demerits serve to remind students of the expectations, and give students an opportunity to correct their behavior.

After three demerits, students will receive a detention to be served the following day. The 5th and 6th graders will serve detention at the PM break time. The 7th and 8th graders will serve detention from 4:15 to 5:00 every except Wednesday. The 7th and 8th graders serve detention on Wednesday from 3:15 to 4:15 p.m. The Dean of Students will make every effort to contact the student’s families to let them know of the detention; however, if we are unable to reach you, we will still expect the student to serve the detention. Therefore, families should please make sure we have current contact information at all times.

For 5th and 6th graders, demerits will be “wiped clean” at the end of each week. For 7th and 8th graders, demerits will be “wiped clean” at the end of every two weeks.

Automatic Detention For specific infractions, teachers will issue automatic detentions to students. If a student earns an automatic detention, it will be served the next day. Students earning automatic detention will be able to stay in class unless they react poorly to the automatic detention.

Removal from Class Any student whose behavior disrupts the learning environment and endangers another student’s education will be asked to leave class at the discretion of the teacher. This means that the student must report immediately to the Dean of Students and remain in the office until it is clear that the disruptions will cease. Suspension from class will require a student to reflect upon and learn from his or her behavior in writing, and will require them to serve an after-

23 school detention the following day. The Dean of Students will make every effort to contact the student’s families to let them know of the detention; however, if we are unable to reach you, we will still expect the student to serve the detention. Therefore, families should please make sure we have current contact information at all times. Parent conferences may also be necessary.

Internal Suspension An internal suspension will result in the loss of all social and academic privileges for the student in question. A student who receives an in-school suspension will remain in the building and will continue to have access to the curriculum but will be isolated from classmates and peers. An in-school suspension may also result in after school duties. A parent or guardian will be required to meet with an administrator before the student’s re-admittance to class. A student will remain on in-school suspension until s/he shows that s/he can follow all Academy of the Pacific Rim rules and expectations. A student on an internal suspension who continues not to follow Academy rules and expectations will be subject to external suspension.

External Suspension An external suspension will result in the immediate removal from school of the student in question. If the family cannot pick up the student, other transportation arrangements must be made. Unless otherwise stated, the final determination of the length of any out-of-school suspension of up to ten days will rest with the Dean of Students. The Dean of Students has the option of reducing the length of a suspension if the student and his/her family meet with the Dean of Students and agree upon behavioral conditions for the student’s early re-admission. The Dean will provide an opportunity for such a meeting as quickly as possible after the student’s removal.

Long term suspensions (more than ten days) may be imposed by the Principal for serious or repeated infractions.

Further details on suspension procedures follow under Procedural Due Process.

A student suspended from school will not be allowed on school grounds or at school-related functions without the written permission of the Dean of Students or the Principal.

Expulsion An expulsion is a permanent removal from school. A student who has been expelled will not be allowed on school grounds or at school-related functions. Further details on expulsion procedures follow under Procedural Due Process.

Cell Phone Policy The Academy strictly forbids the use of cell phones during the school day. Students may keep their cell phone with them but the phones cannot be visible and must be turned off! They cannot be on silent or vibrate. Students may use cell phone before 7:30AM and after dismissal, only outside of the building. Students violating any of these rules will receive a demerit and have their cell phone confiscated. Parents/Guardians may be required to retrieve the phone for their student. The Academy is not responsible for the loss or theft of cell phones at any time.

Sample Infractions and Guidelines for Consequences Consequence  Behavior Demerits  Disrupting class  Not following directions  Gum/ Eating  Inappropriate comment  Tardiness to class  Being unprepared for class  Uniform Violation  Electronics (will also be confiscated)  Minor Safety Violation  Not SLANTing  In Hall without Pass

Automatic Detention  Unauthorized Location  Not turning in reply form from the family journal

Removal from class  3+ demerits in one class (may result in  Disrespect detention)  Inappropriate reaction to a demerit

Automatic Weekday  3 demerits Detention Saturday Detention  Skipping school, class, study hall, tutoring or weekday detention  Violation of closed campus  Chronic Tardiness (3 or more in one week)

In-school suspension  Chronic tardiness  Disrespect towards anyone in the community

Out-of-school  Fighting or threatening behavior suspension  Presence while under the influence or emitting the odor of a controlled substance or alcohol  Theft  Destruction of property  Harassment or bullying  Cheating or plagiarism  Gambling  Violation of behavioral contract (if applicable)  Disruptive or dangerous behavior on school bus  Major Safety/health violation  Integrity violation  Misbehavior on the school bus Expulsion  Use or possession of weapon  Possession, sale or transfer of controlled substances or alcohol  Assault  Commission of a felony (on or off school grounds)

The above are guidelines. Repeated or particularly serious incidents may result in increased penalties. Please contact the middle school dean or the principal with any questions or concerns.

Student Searches

The Academy of the Pacific Rim reserves the right to conduct searches of students and their property, including but not limited to backpacks, when there is a reasonable basis for believing that the search will provide evidence of a violation of school rules or of state or federal law. Except in an emergency, searches will take place in the presence of a school administrator and at least one other staff member. The parent(s) or guardian of a searched student will be notified as soon as possible to inform them that a search has occurred. If a student refuses to cooperate with a request to search a backpack or other property, the school will confiscate the property in question. School lockers and desks, which are assigned to students for their use, remain the property of the Academy and students should, therefore, have no expectation of privacy in these areas. Such areas are subject to searches by school officials at any time.

PROCEDURAL DUE PROCESS

Suspension and Expulsion Procedures

Short Term Suspensions Unless a student presents a danger or risk of substantial disruption to the educational process, the student shall receive the following prior to suspension of one to ten days: oral or written notice of the charges; if the student denies the charges, an oral or written explanation of the evidence against him/her; and an opportunity to present his/her version of the relevant facts. In the case of danger or a risk of substantial disruption, this process will occur as soon as practicable after, rather than before, the suspension.

Long-Term Suspensions or Expulsion Prior to expulsion or suspension longer than ten days, the student and family shall receive: written notice of the charges and of the time and place for hearing; an opportunity to review the student’s records; adequate time to prepare for the hearing; the right to be represented by a lawyer at the hearing (at the student’s/family’s expense); the right to present witnesses and to cross examine witnesses presented by the school at the hearing; and a reasonably prompt, written decision including specific grounds and controlling facts for the decision. In the event the student is expelled but will be permitted to apply for readmission, the permitted date of application will be stated. The Academy will record the hearing and a copy of such will be made available to the student upon request. Notices and proceedings will be translated into the student’s/parent’s primary language, if necessary for their understanding of the proceedings.

The Role of the Principal and Director in Long-Term Suspension or Expulsion The Principal is vested with the authority to suspend students on a long-term basis after following appropriate due process for any violation of this Handbook. In addition, the Principal has the authority to suspend or expel students in the following three circumstances which occur on school property or at a school-related event: student possession of a dangerous weapon; student possession of controlled substance; student assault of educational personnel. In addition, the Principal may suspend/expel a student who is charged with/convicted of a felony, whether or not the conduct occurs on school property, if the Principal determines that the student’s presence in school would have a substantial detrimental effect on the welfare of the

26 school. All decisions by the Principal regarding long-term suspension or expulsion are subject to review by the Director. The Director’s decision is the final decision of the Academy. (See Mass. Gen. Laws, c. 71, §37H and Mass. Gen. Laws, c. 71, §37H1/2)

The Role of the Board of Trustees in Expulsion Expulsion for all matters except for the four listed above, must involve the Board of Trustees. Upon receipt of the recommendation of the Principal for expulsion of a student, the Board of Trustees will hold a hearing to consider the matter (as provided for in M.G.L. c. 76). The following procedures will apply: • the Principal may commence an expulsion proceeding before the Trustees by providing them with notice of the reasons for the proposed expulsion; • prior to any decision by the Trustees to expel a student, the student will be provided with the procedures set forth above under “Long-term Suspensions or Expulsion”; • hearings to consider the expulsion of a student will be held in executive session unless the student or parent requests an open hearing;

Students with Special Needs All students with learning disabilities are expected to follow the Academy’s Discipline Policy, unless otherwise determined by the Learning Team and written in the student’s IEP. Federal and state law provide certain procedural rights and protections relating to discipline of students who have been identified under such laws as having special needs based upon a disability. The following information summarizes these rights and protections; they are also fully described in the Notice of Procedural Safeguards that you receive with your child’s Individualized Education Program (IEP).

Students with disabilities may be disciplined in the same manner as non-disabled peers for up to 10 school days in the same school year, as long as the removal does not constitute a change in placement. However, in some circumstances IDEA 2004 allows for a change of placement regardless of whether the behavior is a manifestation of the child’s disability. Specifically, if a student with a disability possesses, uses, sells, or solicits illegal drugs on a school grounds or at a school event; carries a weapon to school or a school function; or inflicts serious bodily injury upon another person at school or a school-sponsored event, the Academy may place the student in an interim alternative education setting for up to 45 school days.

If suspension of a student with a disability will constitute a change of placement (when a student is removed for 10 or more consecutive school days or for a total of 10 or more days in any school year when a pattern of removal is occurring), certain procedural protections under federal special education law apply.

The Academy will convene a Team meeting of all relevant members, including parents, to review the IEP and determine if the behavior is a manifestation of the student’s disability. As with all Team meetings, parents shall receive written invitation to the manifestation determination team meeting. In making this determination, the Team will review all relevant information including evaluations, observational information, and the student’s IEP and placement. If the Team determines the misconduct is not a manifestation of the child’s disability, the disciplinary process may proceed, and the student is subject to the same disciplinary proceedings as a non-disabled peer, except that for any period of removal for 10 days or more, the Academy will provide special education services to allow the child to continue to make educational progress.

If the Team determines that the misconduct was related to the student’s disability (i.e. if the conduct was caused by, or had a direct and substantial relationship to the child’s disability, or was a direct result of the Academy’s failure to fully implement the IEP), the student may not be expelled or suspended for more than 10 school days. The Team may, however, take steps to correct the IEP, the placement, or the behavior plan.

In all cases involving a change in placement that occurs as a result of a disciplinary procedure, the Academy will perform a Functional Behavioral Assessment. The Team will assess the student’s behavior and develop a plan to address the problematic behavior.

If parents or guardians do not agree to a change in placement or with the manifestation determination, they may request a hearing at the Bureau of Special Education Appeals.

Mass. Gen. Laws, Chapter 71 Section 37H – Controlled Substances, Dangerous Weapons and Assaults on Education Personnel a) Any student who is found on school premises or at school-sponsored or school-related events, including athletic games, in possession of a dangerous weapon, including, but not limited to, a gun or a knife; or a controlled substance as defined in chapter ninety-four C, including but not limited to, marijuana, cocaine, and heroin, may be subject to expulsion from the school or school district by the principal. b) Any student who assaults a principal, assistant principal, teacher, teacher’s aide or other educational staff on school premises or at school-sponsored or school-related events, including athletic games, may be subject to expulsion from the school or school district by the principal. c) Any student who is charged with a violation of either paragraph (a) or (b) shall be notified in writing of an opportunity for a hearing; provided, however, that the student may have representation, along with the opportunity to present evidence and witnesses at said hearing before the principal. After said hearing, a principal may, in his discretion, decide to suspend rather than expel a student who has been determined by the principal to have violated either paragraph (a) or (b). d) Any student who has been expelled from a school district pursuant to these provisions shall have the right to appeal to the Executive Director, Susan J. Thompson. The expelled student shall have ten days from the date of the expulsion in which to notify the Executive Director of his appeal. The student has the right to counsel at a hearing before the [Executive Director]. The subject matter of the appeal shall not be limited solely to a factual determination of whether the student has violated any provisions of this section. e) When a student is expelled under the provisions of this section, no school or school district within the Commonwealth shall be required to admit such student or to provide educational services to said student. If said student does apply for admission to another school or school district, the [Executive Director] of the school district to which the application is made may request and shall receive from the [Executive Director] of the school expelling said student a written statement of the reasons for said expulsion.

UNIFORM Clothing worn by students at the Academy of the Pacific Rim should emphasize the fact that the school is both a community and a place of work. Students should dress in a way that expresses their membership in the community and that suits the standards of a workplace. Their attire should be neat and tidy and should conform to the Academy’s uniform at all times. Students must arrive at and depart from the Academy in uniform.

The Academy of the Pacific Rim’s uniform for the lower and middle school students consists of:

Shirts  Clean white oxford or polo shirt  Official APR polo shirt  Solid white turtlenecks with neat and full collar  Must be tucked in and buttoned at all times  **NEW 7/8 grade students only: light blue button-down oxford Pants  Khaki pants  Khaki skirts (within one inch of the knee or longer)  Khaki shorts only after May 15th (within one inch of the knee or longer) Sweaters  Solid black, gray, navy, white, or tan sweater  May have a small trim  No excessive fringe  No logos or patterns Belts  Must be worn through any and all belt loops at all times Sneakers  Clean, solid black or white, with same color shoelaces  No color or accents  Shoelaces tied at all times  Same sneakers worn in class as at break or PE  **NEW 7/8 grade students only: solid black or brown dress shoes

The lower and middle school student uniform at the Academy of the Pacific Rim specifically forbids the wearing of:

 Jeans  Any clothing with writing or images other than APR logo (including writing on undershirts)  Any footwear other than sneakers for the 5th and 6th graders  Slipper-like shoes such as Toms or Moccasins  Hats/Caps  Bandanas  Hoods  Nightwraps/Do-rags  Jackets  Sweatshirts (with the exception of the APR maroon sweatshirt)  Beepers  MP3 player/iPod  Cell phones  Electronic game systems  Clothing tied around neck or waist  Miniskirts  Low-riding or baggy pants  Excessive or flashy jewelry

A student will earn community service if they are not in uniform. The community service will be served during AM break each day. The Dean of Students should be consulted if there are any questions about whether a particular item of clothing meets the requirements of the above policy. Further, the Principal, the Dean of Students, and the faculty reserve the right to restrict individual items of clothing as necessary, given notification of a parent or guardian, if such clothing interferes with normal school activities.

Dress for Success: On the first Wednesday of every month, students are encouraged to “Dress for Success” by wearing clothing that is appropriate for college interviews and for the professional workplace. Boys may dress for success by wearing dress pants or slacks with a belt, a button down shirt and tie, and professional shoes, with an optional jacket. Girls may dress for success by wearing a dress or a skirt that is no higher than one inch above the knee or dress pants, a blouse, sweater, or top, and professional shoes. This attire should not be too tight or revealing. Dress for Success clothing is only permitted on Dress for Success days.

Gym Uniform The Physical Education uniform at the Academy of the Pacific Rim is designed for simplicity, neatness, comfort and safety. The 5th and 6th graders should wear the PE uniform to The Academy of the Pacific Rim on days when the PE class meets. For all Physical Education classes, students should wear the assigned PE uniform:  Uniform Sneakers (Sneakers should always be worn with socks and must remain tied at all times).

 Gray t-shirts with the Academy of the Pacific Rim label.

 Navy blue mesh shorts with the Academy of the Pacific Rim label. Students may also wear the sweatpants with the Academy of the Pacific Rim label.

 In cold weather, students may wear the sweatshirts with the Academy label over their uniform.

Uniforms should be clean and neat at all times; students whose gym clothes are dirty or offensive smelling will be considered to be out-of-uniform and will be unable to participate. Athletic clothing must be devoid of all lettering and any insignias on athletic clothing may be no larger than two inches in size. Parents with questions about this policy and the suitability of specific items of clothing should contact the Dean of Students.

Academy of the Pacific Rim High School

RIGOROUS COLLEGE-PREPARATORY CURRICULUM

The Academy of the Pacific Rim offers one accelerated, college preparatory program. For example, all students take Algebra I in eighth grade and continue their studies in math through AP Statistics or AP Calculus in the senior year. All high school students take four years of English and mathematics. All courses on a student’s transcript represent challenging academic experiences that are at a college-preparatory level.

ENGLISH Math Science History & Foreign Social Language Science: 9 Literature Geometry Conceptual Modern World Intermediate Analysis: History Mandarin I Physics Heroes and Journeys

10 Literature Algebra II Biology Pre-AP US Intermediate

Analysis: History Survey Mandarin II Dreams and Destinations

11 11th/12th Pre-calculus Chemistry AP U.S. History Advanced Grade Honors II OR US Mandarin I English History II Seminars th th 12 11 /12 AP Statistics AP Biology OR Civics Advanced Grade Honors OR AP AP Physics Mandarin II English Calculus Seminars

2013-2014 FRESHMAN AND SOPHOMORE PROGRAM

The freshman and sophomore program at the high school is designed to increase the critical thinking, literacy, and computational skills of our students. All freshman and sophomores take English, Math, Science, History, and Mandarin. The 10th grade history class is a survey of US History which prepares students to take AP US History or participate in history seminars in 11th grade. The English and Math classes in both years prepare students to excel on the 10th grade MCAS. Additionally, the 9th grade physics course prepares students to take the Physics MCAS in the spring of that year. All of the courses build on the skills and content from our middle school classes, with an increase in the level of rigor, complexity, and critical thinking.

To ensure we are providing support to all of our students, students in their freshman and sophomore years who are not performing well in their classes will be assigned by the grade level team to mandatory tutoring and/or study hall sessions. These sessions meet Mondays, Tuesdays, and Thursdays from 2:35- 3:40. Students are required to attend if they are signed up by the principal and/or grade level teachers. The list will be updated every four weeks.

2013-2014 JUNIOR AND SENIOR PROGRAM

11th/12th Grade English Seminars In 11th and 12th grades, students have the opportunity to choose their English class for the first two trimesters. These seminars, in which juniors and seniors are in class together, will mirror college seminars in which students analyze varied works of literature through the lens of a particular theme. All seminars will be rigorous courses which prepare students for success in their college English courses by incorporating fiction, non-fiction, literary criticism, and multiple genres of writing. In 2013-2014, the seminars will be: American Dream, Dystopian Literature, Magical Realism and Good and Evil. For the third trimester, juniors will take a seminar that focuses on specific works of literature and SAT preparation, while seniors will conclude their study of English at APR with a senior capstone seminar.

11th Grade US History II All juniors take a US History course. They all have the opportunity to choose to take an AP Level US History course if they are willing to commit to the level of work. Students will have taken the first year of US History in their sophomore year. The junior year course will expose students to AP level texts and readings, as well as the breadth and depth of an AP course. Support will be provided for students who need additional help during the tutoring period. Students will be taking the AP Exam in May 2013. Students will need to commit to additional preparation and review in our extended day program. Students who do not choose to take the AP course will take a college-preparatory US History II course that exposes students to challenging readings and primary documents, as well as rigorous research and writing requirement. It also allows them to explore how our history shaped the country as it is today.

12th Grade History Research Seminar: Civics and Government This college-level social science seminar investigates civics and government in America at both the national and local levels. Students will analyze the historical events and trends that shape our democracy paying particular attention to the tensions between individual rights and the common good and between limited and empowered government. Students will also engage in studying active citizenship exploring how to get involved and create change at the local level. Students will read rigorous non-fiction texts, write papers, participate in field studies, and interact with several guest speakers.

11th Grade Pre-calculus and Chemistry Juniors will take a pre-calculus course that will prepare them for college mathematics as well as for either of the senior year courses. At the start the third trimester, students will choose their senior year math course , and then follow one of two specific curricula in this math class, in order to best prepare them for their senior year math experience. Juniors will also take a separate chemistry course. Students wishing to take the SATII in chemistry or math will commit to additional preparation and review in our extended day program.

12th Grade Math & Science Related Course Pairings Seniors have the opportunity to select related math and science course pairing. They may choose to take either AP Biology and AP statistics, or AP Physics and AP Calculus.

AP Biology and AP Statistics These courses focus on the integration of biology and statistics, and the application of these disciplines to authentic, real-world experiences. Students will be investigating biological phenomenon through labs exercises and rigorous study. Students are also participating in an AP statistics course that is the equivalent of an introductory college-level statistics course, and will be taking the AP exams in May 2013.

AP Physics and AP Calculus Building on students’ previous course work in physics and pre-calculus, these courses focus on the integration of physics and calculus, at an AP level. Students are able to explore phenomena of the physical world using advanced mathematical concepts. Students will be expected to synthesize the 33 theories of physics with those of calculus, and to explore independently through laboratory experiments. This course option is particularly recommended for students who wish to pursue pre-med, math or engineering majors in college. Students will be taking the AP exams in May 2013.

Advanced Mandarin I and II These courses aim to further develop the students’ ability in four basic skills—listening, speaking, reading and writing—of mastering a language with a strong emphasis on listening and speaking aspects. In addition to training on language skills, the course will also pay attention to providing students with content knowledge about today’s Chinese society, life, and history, and of the traditional culture. Interactive learning—field trip lessons in the greater Boston area, projects presented to the APR community, topic discussions with outside speakers, and web-based research—will be introduced throughout the year. Course materials will include dialogues, short stories, and journalistic writings, as well as DVD’s, videos, and computer applications.

CHARACTER EDUCATION

The Academy of the Pacific Rim is committed to educating our students to become knowledgeable and caring citizens of the world. While the Academy taps students’ intellectual potential through the study of literature, history, science, math and the arts in the classroom, the development of our students’ character is equally important. Hence, our school is based upon virtues that stand the test of time – purpose, respect, integrity, daring, and excellence. The Academy strives to help its students learn to be good citizens as they learn to be knowledgeable. • All students will understand and exhibit traits of good character—Kaizen, Gambatte, Purpose, Respect, Integrity, Daring and Excellence –through the Academy’s traditions and structure. • All students will learn about good character through academic courses as well as structured advisory discussions and activities about our character virtues. • Students who exhibit these character virtues will be acknowledged and celebrated.

PROMOTION POLICY

Grading and Promotion All courses are graded on a 1-100 scale. Assignments are designated as either “practice” or “mastery”. Practice assignments allow students to build skills and content knowledge and to practice and prepare for major assessments. These assignments do not factor into the average for the course. Mastery assignments are assessments which allow students to demonstrate to what degree they have mastered the skills and content, and they are the assignments which are graded for credit. Students must average a 70 or above in all five academic classes in order to be promoted to the next grade. Students who end the year with one failing average may be given the opportunity to take that course in summer tutoring, at the discretion of the principal. Students who fail more than one course will repeat the grade. If a student is placed in summer tutoring, he or she must complete ten to twenty hours of class and pass a final assessment with a 75% or higher to receive credit and be promoted to the next grade.

Final Exam Week With the goal of long term retention of knowledge and skills as well as preparing students for assessments they will have in college, high school students take a final exam in each of their core academic classes. Final exam week occurs after the end of trimester three in mid-June. Students take two exams a day and have the opportunity to receive tutoring and extra help from teachers during study halls and review sessions. The final exam counts as 1/7 of the final course grade.

ACADEMIC MONITORING AND COMMUNITY BUILDING

We believe in the achievement of every student and have built an academic monitoring system to help ensure that all students are working towards that success while at the Academy of the Pacific Rim. Yet, we can only go so far on our own. With frequent, specific feedback from us, we hope to enable you to work with us to help your student succeed.

Progress Reports Families of high school students will receive a progress report in all classes every two weeks, on alternating Mondays, from the school outlining their student’s progress. We strongly encourage you to use the information contained in the progress reports to reinforce at home what we have identified students need to work on here at the Academy. We also suggest that you keep a binder at home with your student’s progress reports and journals. In addition, teachers meet frequently to assess student progress and discuss academic performance, participation, engagement, effort, ability to follow directions, and organization.

The Advisor/Advisee System in the High School The central principles underlying the Advisory Program at the high school are to provide academic and personal support for individual students and to create a small community that stays together throughout their high school years. The advisory groups are same-grade, allowing us to provide targeted programming and curriculum to students based on their needs and the focus of their grade. The advisor’s role includes advocating for the student in the school, acting as the school’s liaison to the student’s family and supporting the student in his or her academics and college search. Issues dealt with in advisory groups will include current events and character education, college visits, academic support, community service, school presentations and structured character-based discussions about issues of concern with the students.

Revised Work and Late Work To help students develop independence and initiative as they progress through high school toward college, students in the 9th and 10th grades may revise major assessments within one week of the date on which they receive the assessment back. Students will receive full credit for revised work. In 11th and 12th grades, the revision process will be built into assignments; students may not revise any work once it has been submitted. For major essays, students will lose 10% per day that the essay is late; after four days, the essay will not be accepted.

Student Initiative and Responsibility To encourage high school students to develop initiative and take responsibility for their own learning, there are several ways for them to monitor their own academic progress and get help when they need it. Teachers are available to help students in small groups and individually during and after school hours. Students may request to join a formal tutoring group, or make appointments with teachers during Office Hours. College is not far away for high school students, and we believe that they must learn habits of life long learners.

Special Education The Academy of the Pacific Rim provides a full range of academic support and special education services to students who are in need of such assistance. If your student is having persistent difficulty with school work, and you think this may be result of a disability, you may wish to consider making a referral for a special education evaluation. This referral may result in provisions being made for your student, including tutoring or other services. A referral for a special education evaluation should be made when a student is not progressing effectively in general education and there is reason to believe that the situation is caused by disability. Under state and federal law an initial evaluation for special education and related services can be requested by a parent, a teacher or any person in a caregiving or professional position. At APR, this request can be made to any faculty member, including your student’s advisor, classroom teachers or the high school principal. Faculty will forward the request for evaluation to Michael Losche, the Dean of Support Services. If you wish, you can contact Mr. Losche directly at extension 127, or via e-mail to [email protected]. Under state and federal law, parents have the right to request an evaluation at any time, and the school is mandated to respond to such a request within five school working days. A special education evaluation can result in the writing and implementation of an Individualized Educational Program (IEP). This document outlines the most effective strategies and services for meeting your student’s needs and provides legal support to ensure that your child receives such assistance. The Individuals with Disabilities Education Act (IDEA) and Massachusetts Laws under Chapter 71B require appropriate services to be administered in the “least restrictive environment,” which means that, as much as possible, students with disabilities are educated with students with no disabilities, and are only removed from the general education environment when supplementary services in the classroom are not sufficient.

LEARNING BEYOND THE CLASSROOM

Pacific Rim Enrichment Program (PREP): PREP allows students in grades 9 through 12 to pursue 75 hours of career or talent-focused enrichment work during the last month of the school year. This summer’s PREP projects included travel to three continents and a variety of internships with local for-profit, not-for-profit, governmental and educational institutions. Students return to the Academy in the fall and present their work for a grade during our annual PREP fair. PREP is mandatory for all students. Students will complete three PREP experiences in high school (one each summer after the 9th, 10th and 11th grades). Students will be evaluated on their PREP work through their application, a letter of recommendation from their supervisor, and their presentation. Students will earn 1 PREP credit for every PREP they complete satisfactorily, based on our rubrics for the above components. Students must earn three PREP credits in order to graduate from the Academy. If a student fails PREP one summer, s/he will have to complete multiple PREPs in a subsequent summer or the equivalent in an off-campus enrichment program during the school year.

Project Week: Twice each year, students select from a variety of interdisciplinary, project- based learning experiences. These experiences are designed to broaden students’ perspectives and experiences, and to allow them to synthesize and apply learning to real- world situations. As part of our alignment with the 21st Century Learning push, project weeks give students unique opportunities to learn outside of their regular course work. Project Week is graded based on rubrics. Students pass at 70% and earn “excellent” at 90%. Seniors with a strong history of excellent scores may apply to be a teaching assistant for a project week, or to develop an independent project. Students must pass each project week in order to graduate. To pass, students must attend school EACH day of the project week, which are the 2 ½ days before Thanksgiving, and the week before April break. (Excused absences are only given for illness, family emergency or legal obligations; family vacation plans do not constitute an excused absence). Students who do not pass project week will have to attend and pass a project week in the summer.

China Exchange Program: In line with our Asian focus, we have developed a student exchange program with our sister school, Beijing #80. Each year, 12-18 students are selected to visit China. Our annual exchanges include Chinese students and faculty members spending two weeks with Academy families in the US. In addition, we now offer a summer program as well, in which APR students visit our sister school in Beijing for three weeks, performing community service in addition to participating in Chinese classes and touring the city. We also offer a Trimester Exchange, in which three or four students are selected through an application process to spend all of the first trimester in Beijing, where they will take classes at Beijing #80. Students will live in the international dorms during the week and with host families during the weekends. Students will then host their exchange partner in their homes during the winter. To be eligible to apply for the Trimester Exchange, students must have first successfully completed our two-week exchange or our summer program in a previous year.

Extracurricular Requirements: All high school students are required to participate in extracurriculars throughout their high school years at the Academy. Through extracurriculars, students develop skills, talents, and leadership potential that serves them well in their college applications and more importantly, in their college careers. Students must earn a certain number of extracurricular credits in order to graduate. Credits may be earned through on-campus or off-campus extracurricular activities.

Credit Conversion

Meetings/Week Credits/Trimester 1 on campus 1 2 on campus 2 3 or more on campus 3 Off Campus Enrichment 1 credit for every 12 hours APR Drama Production 4 Varsity Athletic Teams 4 Any leadership role held 1 additional credit

Students must attend 90% or more of sessions in order to earn credit. Students who are unable to attend sessions due to detention will still be counted as absent. Students participating in off-campus activities must submit documented proof of attendance.

ALL students must earn 18 credits over 4 years in order to graduate from the Academy.

Additionally, students who meet our application requirements can design an internship or other experiential learning opportunity that takes place off-campus. Students must write a proposal for this activity, and it must be approved. Some past student internships include working at Bikes Not Bombs, pursuing musical studies at Berkeley College of Music, and serving on the teen council of the Institute of Contemporary Art. In order to receive credit, students must submit a letter of reference and an evaluation by their supervisor off-site at the end of their program.

Athletics: The Academy is a member of the Massachusetts Charter School Athletic Organization, and offers, interscholastic boys and girls soccer, volleyball, boys and girls basketball, and track. A student may lose the privilege of athletic participation if he or she is in poor academic standing, has failed to maintain the behavioral expectations of the Academy, or at the discretion of the High School Principal.

COLLEGE PLACEMENT PROGRAM

“College is a match to be made, not a prize to be won.” Frank Sachs, College Counselor, Blake School, Minnesota

Philosophy The Academy’s College Placement Program is guided by three principles:

 The best school a student can get into is the school where that student will be the most successful and the happiest.

 Honest communication between the college counselor, students, and parents is the key to a positive experience.

 The student/applicant is not only expected to be an active participant in this process, but also the person with primary responsibility for the college search and application process. We have tremendous resources and expertise to support the search and application process, but APR will play a supporting, not an initiating, role in the process. Primary support will come from the college counselor and the applicant’s advisor.

Components of APR’s College Placement Program

APR Luncheon for College Admissions Officers The Academy hosts an annual luncheon for college admissions officers. The event has been a great success in the past with over 50 college representatives visiting APR from six different states. The luncheon is an opportunity for our students to get to know colleges and for colleges to get to know our students.

College Placement Class for Juniors and Seniors Juniors and seniors separately attend a weekly college placement class during which time they rehearse the application process, receive help with their applications, or hear from guest speakers. This course will also be supplemented with activities and lessons during the Advisory period.

High School Recommendation and Information Packet As part of the admissions process, APR sends a packet of information to each college a student has applied to. The packet includes a three-page profile of the school, a secondary school report form, a recommendation in support of the applicant, a copy of the student’s transcript with high school grades including first trimester grades of senior year and flattering articles on the school. The recommendation is compiled and written by the college counselor with input from APR faculty and staff – especially APR faculty and staff whom the student/applicant has identified as knowing him or her best.

Teacher Recommendations Most colleges require two recommendations from teachers (of different subjects) as part of the application process. At APR students must fill out an official “Request for Recommendation” form and give it to the teachers from whom they request recommendations. Teachers will tell students if they do not feel comfortable writing a recommendation by explaining that they think another person may be able to do a better job. The College Placement office sends the recommendations to the school directly as a part of the school’s support package for each applicant.

College Nights Each year the college placement program will schedule one college night with the students and families of the junior and senior classes. Topics include admissions committee simulations, financial aid workshops, and assistance in filling out financial aid forms. APR is always looking for input from families regarding topics for these college nights.

College Visits APR will try to schedule as many trips as possible to visit colleges and college fairs. Each end- of-year trip includes at least one college campus visit, and most include two. We strongly encourage students and families to take an active role in visiting colleges on their own.

Fee Waivers The college placement office can help a student obtain fee waivers to cover the cost of standardized test registration and application fees for any family for whom these costs represent a financial burden. The college placement program keeps all of these requests confidential.

Test Scores Standardized testing (SAT’s and ACT’s) is an important factor in admission decisions at most selective colleges and universities. A few schools have downplayed the importance of scores, and some have eliminated test requirements entirely, but those institutions are still in the minority. At most colleges; standardized testing still matters. APR will help students understand testing requirements AND help students keep testing in perspective. Students’ academic achievements and extracurricular activities are more important than test scores, both in terms of acquiring a first-rate education and in terms of enhancing their chances for admission to selective institutions. Official score reports must be sent from ETS (Educational Testing Service) to each college. Sending official SAT or ACT scores is the student’s responsibility. This is critical because applications will not be considered complete until colleges receive official score reports and delays can often affect a student’s chances for admission, eligibility for financial aid, or even eligibility for housing.

Developing a College List This list will take into account what a student is looking for in a school. This may include size, location, quality of particular academic or extracurricular programs, etc. Students will be encouraged to apply to a range of schools with varying degrees of selectivity, sometimes referred to as schools that fall into the categories of “reach,” “possible,” and “likely.” Most students have little difficulty identifying ‘reach’ schools that they see as ideal matches for their needs. However, identifying schools for the ‘possible’ and ‘likely’ categories sometimes requires more thorough investigation Over the years, we have learned that our most disappointed students and families have simply not spent sufficient time and energy on this part of their list. Developing a well-balanced and informed list of colleges is the key to a successful process and a satisfactory outcome.

READY TO LEARN AND SAMPLE SCHEDULE

Being prepared for class with the necessary supplies is an important component of being ready to learn and on the Road to College. If students do not have pens, pencils, or paper, they may ask to borrow supplies from other students before class begins. Students without the required materials will earn demerits.

Required . A binder or a notebook for each class; determined by teacher . Supply of pencils and pens (two of each should be in hand each day) . Supply of 8 ½-by-11 inch loose leaf white notebook paper (about 200 sheets, placed in binder) and supply of graph paper . Highlighter . Graphing Calculator (student’s name should be written on back with permanent ink) . Any other materials specified by teachers; will be listed on course syllabus

Provided by the Academy . Student Planner, Workbooks and most textbooks (please note that students are responsible for their textbooks; any books not returned in good condition at the end of year must be paid for in order for students to receive transcripts and any future textbooks. Also, books for the 11th/12th grade English seminars must be purchased by each student, so that they may make notes in their books as they would in college. The cost is $20/trimester, or $10/trimester for students who qualify to receive free or reduced lunch) . Readings, handouts, assignment sheets

Study Environment In order for students to continue their school work, we believe that it is extremely important for them to have a study area set aside at home. This area should be quiet and free from distractions, such as televisions, ipods and social media. It should have ample light and a desk area for books and supplies.

All Papers Should: Name Date  Have a heading. Subj.-Grade  Have a title. Title of Assignment  Be neat, and typed when required.  Be turned in when asked by a teacher.

Sample High School Schedule

Grade 9 Grade 10 Grade 11 Grade 12

7:30-7:55 Greeting and Breakfast

8:00-8:05 Attendance and Uniform Check in First Period Class

Chemistry AP Biology Mandarin 9A History 9B History 10D Mandarin AP Calculus A Block English 10C 11A 12B Yan Rm 4 Howland Rm Honeywood 11B 12A Lisak 8:05-9:05 Nardi Rm 3 Botchway Nicodemus (Perkins)) 8 Rm 1 Li Rm 4 Rm 5 Sci Lab Rm 6

English 11/12 Physics 9A Mandarin 9B Biology 10A Math 10B Mandarin English B Block Math 11C D L. Bryant Yan Rm 4 Botchway Balderston 12C 11/12D Nardi 9:08-10:08 Lisak Rm 5 Kerman Rm 6 (Weintraub) Sci Lab Rm 1 Li Rm 2 Rm 3 Rm 7

Mandarin AP History AP Physics C Block Math 9C English 9D History 10C AP Statistics English 10D 11A Rm 2 11B 12A L. 10:11- Balderston Kerman Honeywood 12B Lisak Nardi Rm 3 Li Howland Rm Bryant 11:11** Rm 5 Rm 7 Rm 1 Science Lab (Morrissey) 8 Rm 6

11:14-11:44 Advisory

11:44-12:23 Lunch/ Break

Mandarin English 11/12 Math 11D History 9A Physics 9B Biology 10B English History 12D D Block 10A C Balderston Howland Rm L. Bryant Botc hway 11/12C Nardi Morrissey 12:26-1:26 Yan Rm 4 Higgs Rm 5 8 Rm 6 Sci Lab Rm 3 Rm 1 (Weintraub) Rm 7 (Ricci)

Chemistry Mandarin English 9C Math 9D Math 10A Mandarin History 11A History 12C E Block 11B 12D Kerman Perkins Balderston 10B Rm 4 Howland Rm Morrissey 1:29-2:29 Botchway Li Rm 2 Rm 7 Rm 5 Rm 6 Yan (Ricci) 8 Rm 1 Sci Lab (Honeywood)

2:30 Dismissal for Eligible Students

Office hours/Tutoring 2:35-3:40 All Teachers

3:45-5:00 Extracurriculars

Description of Schedule

Advisory: Each student is assigned to an advisory of ten to fourteen students and one teacher. The advisory program is designed to provide academic and personal support for individual students.

Academic Classes: A student’s core classes – English, math, science, history and Chinese are rigorous and college- preparatory.

SSR: Students will read silently for a thirty-minute period.

Lunch: Students may bring a lunch from home or buy their lunch from the Academy. Students MAY NOT order lunch to be delivered to the school.

Tutoring/Study Hall: Structured tutoring groups will meet one to three times per a week and will provide students time for extra help from teachers.

Extracurriculars: Extracurricular programs occur during lunch or on Monday, Tuesday and Thursday afternoons beginning at 3:45. See “Beyond Academics” section for complete explanations of each program.

Office Hours: Students who are not required to attend tutoring may choose to go to office hours with any teacher Mondays, Tuesdays and/or Thursdays from 2:30-3:00. Students should attend Office Hours if they need additional help and support, or if they have been absent and need to make up work and assessments.

Detention: Students who have earned detention will serve detention from 2:35 – 3:15 or from 2:35 – 3:55 on Fridays depending on the number of demerits received that week.

DISCIPLINE CODE The Academy of the Pacific Rim strives to create an environment focused on learning and student growth. The Academy’s system of consequences is designed to cultivate a respectful, serious academic atmosphere. Students are expected to hold themselves to high standards for behavior. We believe that paying attention to the little things builds strong habits in young people and discipline code is designed to help students take responsibility for their behavior. Consequences will be administered for behavior that is unproductive or counter-productive, such as minor disruptions of class learning, uniform violations, and gum. More serious consequences will be administered for behaviors including, but not limited to the following:

 Safety Violation. This includes pushing, fighting, threatening or other violent behavior. Being in an unsupervised location is also a safety violation.

 Integrity Violation. This includes telling a lie, misrepresenting, or compromising their integrity in any way.

 Unprofessional contact. This includes any forms of touching, groping, or other displays of affection.

 Property violations. The theft, destruction, or defacement of school or private property constitutes violations of state law and jeopardizes the integrity of the school community.

 Inappropriate behavior on the MBTA. Students represent the Academy when riding the MBTA. They must not engage in any disruptive and/or dangerous behavior on the MBTA or while waiting at stops.

 Alcohol, controlled substances, and tobacco. The sale, transfer, use, or possession of alcohol and controlled substances at school or school-related functions is prohibited. Presence at school or school related events while under the influence or emitting the odor of alcohol or controlled substances is also prohibited. Smoking or other possession or use of tobacco on school grounds is prohibited.

 Weapons. The possession of a dangerous weapon at school or school-related event, including but not limited to a gun or a knife, is prohibited.

Student Responsibility We all share the responsibility for a safe, positive learning environment. Students who have knowledge about serious disciplinary infractions or potential serious disciplinary infractions must contact a teacher or administrator. These infractions include, but are not limited to, cheating, property violations, harassment, acts or threats of violence or aggression, alcohol, controlled substances or tobacco, and weapons. Failure to contact a teacher or administrator may result in disciplinary action.

Discipline Committee We believe that high school students are mature enough to participate in the discipline process at some level. Students who are elected to student government will be part of a discipline committee, in conjunction with the Dean of Students. When a student commits a multi-day suspension, the Dean will suspend that student and contact their family. The student will come in the next day at 9:15am for a meeting with the committee, to present his or her account of the incident. The committee will determine the length of the suspension and any additional consequences, and the Dean will then contact the family to inform them as to the length of the suspension and any additional consequences. Upon reentry to school, the student, with his or her advisor present, will meet with a member of the committee to hear an explanation of why the committee reached its decision.

Demerits When a student commits a specific minor infraction, s/he will receive a demerit. Demerits serve to remind students of the expectations, and give students an opportunity to correct their behavior.

A student earning 3 demerits in a given week will result in a 40 minute detention on Friday afternoon. A student earning 6 or more demerits in a given week will result in an 80 minuted detention on Friday afternoon as well as a parent meeting with the Dean of Students. A plan will be made to address the student behavior. At this point, our goal is to work with students and families to ensure improvement on the part of the student, and to identify strategies or needed support towards that end. At the end of each week, demerits will be “wiped clean”.

Office Visits and Removal from Class Any student whose behavior disrupts the learning environment and endangers another student’s education will be asked to leave class at the discretion of the teacher. This means that the student must report immediately to the Dean of Students and remain in the office until it is clear that the disruptions will cease. Suspension from class will require a student to reflect upon and learn from his or her behavior in writing. Detention or other consequences may be assigned. Parent conferences may also be necessary. 46

Saturday Detention In the high school, Saturday Detentions are rare, because we believe that by the time a student is in high school, he or she should have internalized our expectations, and should be able to meet a high level of behavioral expectations. Students committing serious infractions of the discipline policy will usually be suspended externally. In some cases, however, the Dean will issue a Saturday Detention. Saturday Detentions are two-hours in length and take place at the end of the week the infraction occurs. A student who receives a Saturday Detention will complete a written reflection and participate in light cleaning duties. Failure to attend Saturday Detention or continuing not to follow Academy rules and expectations will result in heightened consequences.

Long term suspensions (more than ten days) may be imposed by the Principal for serious or repeated infractions.

Further details on suspension procedures follow under Procedural Due Process.

A student suspended from school will not be allowed on school grounds or at school-related functions without the written permission of the Dean of Students or the Principal.

Expulsion

An expulsion is a permanent removal from school. An expulsion will result in the immediate and permanent removal from school of the student in question. A student who has been expelled will not be allowed on school grounds or at school-related functions. Further details on expulsion procedures follow under Procedural Due Process.

Anti-bullying Policy

Academy of the Pacific Rim is committed to maintaining an environment in which students are free from bullying, including cyber-bullying, and the effects of such conduct.

A. Definitions

Bullying is conduct that is repeated by one or more students and targets another student, causing one or more of the following:

 physical or emotional harm to the targeted student or damage to his/her property;  placement of the targeted student in reasonable fear of harm to him/herself or of damage to his/her property;  a hostile environment at school for the targeted student;  infringement on the rights of the targeted student at school; or  Material and substantial disruption to the educational process or the orderly operation of the school.

Bullying generally involves “picking on” a student over time and may include conduct such as hitting and shoving; pressuring a student into taking an action he/she does not wish to take; words that involve threats, teasing, putdowns, or name-calling; threatening looks, gestures, or actions; cruel rumors; false accusations; and social isolation.

Cyber-bullying is bullying through use of cell phones, computers or other technology and may include conduct such as sending derogatory, harassing, or threatening email messages, instant messages, text messages, or blogs; creating websites or blogs that make fun of, humiliate, or intimidate others; and posting or sending embarrassing or inappropriate pictures or images of others. It may also include creating a website, blog, or posting by which the creator/author impersonates another person Hostile Environment is a circumstance in which bullying causes the school environment to be permeated with intimidation, ridicule or insult that is sufficiently severe or pervasive to alter the conditions of a student’s education. The targeted student becomes so concerned about bullying that he/she is unable to participate in and concentrate on academic and other school activities.

Retaliation is any form of intimidation, reprisal, or harassment directed against a person who reports bullying, provides information during an investigation of bullying, or witnesses or has reliable information about bullying. It involves a student “getting back at” another student because of a belief that the student reported bullying or provided information about it to an adult or others who may help the targeted student.

B. Acts of Bullying (including cyberbullying) and Retaliation are Prohibited.

Academy of the Pacific Rim prohibits bullying (including cyber bullying) and retaliation as defined above under both at school and the following circumstances:

 on school grounds or any property next to school grounds;  at the bus stop or on school buses or any other school vehicle; 48

 at any school-sponsored, or school-related activities, functions or programs;  through use any school computers, internet connection or other school based technology;  at a location or during activities that are not school related, or by using a private computer or cell phone, if the bullying creates a hostile environment at school for the targeted student, infringes on the rights of the targeted student at school, or otherwise disrupts the orderly operation of the school.

C. How to Report Bullying

Students who believe they are targets of bullying or retaliation, or who know about bullying conduct should report the conduct to the Middle/High School Dean of Students or the Middle/High School Principal. Students may also report the conduct to a teacher, guidance counselor, or other school staff member, who will in turn report the incident to the principal and dean.

D. Addressing Concerns Regarding Bullying

The Principal or his/her designee will be responsible for taking steps to investigate and otherwise address reports of bullying and retaliation. Students who engage in bullying will be subject to discipline by the Principal or Assistant Principal, subject to any procedural requirements. In making disciplinary decisions, the Principal/Assistant Principal will consider both the need for accountability and the importance of teaching appropriate behavior. The range of disciplinary action that may be taken includes, but is not limited to: verbal warning; written warning; reprimand; detention; or short-term or long-term suspension

In addition to taking disciplinary action, the Principal/Designee will report conduct relating to bullying and retaliation to local law enforcement if s/he believes that criminal charges may be pursued.

Nothing in this policy is intended to prevent school staff from addressing and taking disciplinary action against a student for conduct that does not meet the definition of bullying/cyberbullying or retaliation, as defined above, but that is nevertheless inappropriate for the school environment.

E. Closing a Complaint Regarding Bullying

In the event school staff determines that bullying or retaliation (as defined in this policy) has taken place, the principal or designee will, in addition to taking disciplinary action:

 Notify the parent or guardian of the aggressor

 Inform parents of the targeted student of the steps that have been taken to prevent further acts of bullying or retaliation to the extent consistent with applicable legal restrictions. 49

 Notify local law enforcement if s/he believes that criminal charges against the aggressor may be pursued.

Cell Phone and Electronics Policy

The Academy strictly forbids the use of cell phones and other electronics during the school day. Students may keep their cell phone with them but the phones cannot be visible and must be turned off! They cannot be on silent or vibrate. Students may use cell phone before 7:55AM and after dismissal, only outside of the building, or in the Great Room after dismissal. Students violating any of these rules will receive a demerit and have their cell phone confiscated. The Academy is not responsible for the loss or theft of cell phones or any electronics at any time, including when confiscated.

Consequences and return of cell phones and electronics are as follows:

1st offense: Phone/electronic confiscated and returned at the end of the day

2nd offense: Phone/electronic confiscated and returned in seven days

3rd offense: Phone/electronic confiscated and returned in no less than 15 days, only to a parent or guardian.

After three offenses, the school will confiscate the cell phone or electronic for the remainder of the school year, and will return it to a parent or guardian on the last day of school in June. The student will also be issued additional consequences.

Sample Infractions and Guidelines for Consequences Consequence Behavior Demerits  Disrupting class  Gum/ Eating  Uniform Violation  Not Ready to Learn (tardy or unprepared for class) N Removal from  Multiple demerits in one class class  Disrespect  Inappropriate reaction to a demerit

Friday Detention  Accumulation of 3 or more demerits in a given week.

Saturday  Violation of closed campus Detention  Skipping school, class, tutoring, study hall or weekday detention  Chronic Tardiness (5 or more)  Cheating or plagiarism  Excessive Demerits

External  Severe disrespect or defiance suspension  Fighting or threatening behavior  Presence while under the influence or emitting the odor of a controlled substance or alcohol  Theft  Destruction of property  Harassment or bullying  Cheating or plagiarism  Gambling  Violation of behavioral contract (if applicable)  Disruptive or dangerous behavior on school bus  Safety/health violation  30 demerits in one trimester  Chronic Tardiness to School (15 or more)

Expulsion  Use or possession of weapon  Possession, sale or transfer of controlled substances or alcohol  Assault  Commission of a felony (off or on school grounds)

The above are guidelines. Offenses that are not listed may still results in consequences. Repeated or particularly serious incidents may result in increased penalties. Please contact the high school dean or the principal with any questions or concerns.

Student Searches

PROCEDURAL DUE PROCESS

Suspension and Expulsion Procedures

Long-Term Suspensions or Expulsion Prior to expulsion or suspension longer than ten days, the student and family shall receive: written notice of the charges and of the time and place for hearing; an opportunity to review the student’s records; adequate time to prepare for the hearing; the right to be represented by a lawyer at the hearing (at the student’s/family’s expense); the right to present witnesses and to cross examine witnesses presented by the school at the hearing; and a reasonably prompt, written decision including specific grounds and controlling facts for the decision. In the event the student is expelled but will be permitted to apply for readmission, the permitted date of application will be stated. The Academy will record the hearing and a copy of such will be made available to the student upon request. Notices and proceedings will be translated into the student’s/parent’s primary language if necessary for their understanding of the proceedings.

The Role of the Principal and Executive Director in Long-Term Suspension or Expulsion The Principal is vested with the authority to suspend students on a long-term basis after following appropriate due process for any violation of this Handbook. In addition, the Principal has the authority to suspend or expel students in the following three circumstances which occur on school property or at a school-related event: student possession of a dangerous weapon; student possession of controlled substance; student assault of educational personnel. In addition, the Principal may suspend/expel a student who is charged with/convicted of a felony, whether or not the conduct occurs on school property, if the Principal determines that the student’s presence in school would have a substantial detrimental effect on the welfare of the school. All decisions by the Principal regarding long-term suspension or expulsion are subject

52 to review by the Executive Director. The ED’s decision is the final decision of the Academy. (See Mass. Gen. Laws, c. 71, §37H and Mass. Gen. Laws, c. 71, §37H1/2)

The Role of the Board of Trustees in Expulsion Expulsion for all matters except for the four listed above, must involve the Board of Trustees. Upon receipt of the recommendation of the Principal for expulsion of a student, the Board of Trustees will hold a hearing to consider the matter (as provided for in M.G.L. c. 76). The following procedures will apply:  the Principal may commence an expulsion proceeding before the Trustees by providing them with notice of the reasons for the proposed expulsion;  prior to any decision by the Trustees to expel a student, the student will be provided with the procedures set forth above under “Long-term Suspensions or Expulsion”;  hearings to consider the expulsion of a student will be held in executive session unless the student or parent requests an open hearing;

Students with Special Needs All students are expected to follow the Academy’s Discipline Policy, unless otherwise determined by the Team and written in the student’s IEP. Federal and state law provide certain procedural rights and protections relating to discipline of students who have been identified under such laws as having special needs based upon a disability. The following information summarizes these rights and protections; they are also fully described in the Notice of Procedural Safeguards that you receive with your child’s Individualized Education Program (IEP).

If suspension of a student with a disability will constitute a change of placement (when a student is removed for more than 10 consecutive school days or for more than a total of 10 days in any school year when a pattern of removal is occurring), certain procedural protections under federal special education law apply.

The Academy will convene a Team meeting of all relevant members, including parents, to review the IEP and determine if the behavior is a manifestation of the student’s disability. As with all Team meetings, parents shall receive written invitation to the manifestation determination team meeting. In making this determination, the Team will review all relevant information including evaluations, observational information, and the student’s IEP and placement. If the Team determines the misconduct is not a manifestation of the child’s disability, the disciplinary process may proceed, and the student is subject to the same disciplinary proceedings as a non-disabled peer, except that for any period of removal for more than 10 days, the Academy will provide special education services to allow the child to continue to make educational progress.

If parents or guardians do not agree to a change in placement or with the manifestation determination, they may request a hearing at the Bureau of Special Education Appeals.

Mass. Gen. Laws, Chapter 71 Section 37H – Controlled Substances, Dangerous Weapons and Assaults on Education Personnel a) Any student who is found on school premises or at school-sponsored or school-related events, including athletic games, in possession of a dangerous weapon, including, but not limited to, a gun or a knife; or a controlled substance as defined in chapter ninety-four C, including but not limited to, marijuana, cocaine, and heroin, may be subject to expulsion from the school or school district by the principal. b) Any student who assaults a principal, assistant principal, teacher, teacher’s aide or other educational staff on school premises or at school-sponsored or school-related events, including athletic games, may be subject to expulsion from the school or school district by the principal. c) Any student who is charged with a violation of either paragraph (a) or (b) shall be notified in writing of an opportunity for a hearing; provided, however, that the student may have representation, along with the opportunity to present evidence and witnesses at said hearing before the principal. After said hearing, a principal may, in his discretion, decide to suspend rather than expel a student who has been determined by the principal to have violated either paragraph (a) or (b). d) Any student who has been expelled from a school district pursuant to these provisions shall have the right to appeal to the [Executive Director]. The expelled student shall have ten days from the date of the expulsion in which to notify the [Executive Director] of his appeal. The student has the right to counsel at a hearing before the [Executive Director]. The subject matter of the appeal shall not be limited solely to a factual determination of whether the student has violated any provisions of this section. e) When a student is expelled under the provisions of this section, no school or school district within the Commonwealth shall be required to admit such student or to provide educational services to said student. If said student does apply for admission to another school or school district, the [Executive Director] of the school district to which the application is made may request and shall receive from the [Executive Director] of the school expelling said student a written statement of the reasons for said expulsion.

The Academy of the Pacific Rim’s uniform for high school students consists of:

Shirts/Undershirts  Clean blue, black, gray, brown, maroon or white oxford, turtleneck or polo shirt  Official APR polo shirt  Must be tucked in and buttoned at all times (only top 2 buttons may be undone for girls, and top one button for boys, and shirts must be long enough to tuck in fully)  Undershirts must be solid white, blue, black, gray, brown or maroon. Pants  Khaki or black pants  Khaki or black skirts (within one inch of the knee or longer)  Khaki or black shorts in weather of 65 degrees or higher Sweaters/Vests  Solid, striped or argyle black, gray, blue, brown, maroon or white sweater or vest (no other colors allowed in stripes or argyle)  No excessive fringe or trim Belts  Must be worn through any and all belt loops at all times  Buckles may not exceed 1.5 inches by 1.5 inches  Must be black, white, gray, brown, maroon or blue Socks/Tights/Leggings  Must be black, white, gray, brown, maroon or blue  May not have excessive patterns or trim Shoes  Solid black or brown shoes  Sandals only in weather of 65 degrees or higher; must cover majority of the foot  No Uggs or other winter boots  No Moccasins Sneakers  May be worn outside the building only during break or athletic extracurriculars

The student uniform at the Academy of the Pacific Rim specifically forbids the wearing of:

 Jeans  Logos larger than 1 inch by 1 inch; writing of any kind other than labels of this size  Sneakers (except when outside during break, or during athletic extracurriculars)  Flip-flops  Moccasin Slippers  Heels and soles that exceed 2 inches in height; stiletto-style heels  Hats/Caps  Bandanas  Nightwraps/Do-rags  Coats/Jackets  Sweatshirts  Waffle shirts  Cell phones/pagers  Electronic game systems  Ipods  Electronic accessories, including cell phone cases  Clothing tied around neck or waist (neck ties must be tied)  Tight or revealing clothing  Miniskirts  Low-riding or baggy pants  Excessive or flashy jewelry

For safety, uniform and facilities reasons, students must keep bookbags in their lockers during the entire day.

No student will be admitted to class until his attire meets the requirements listed above. The Dean of Students should be consulted if there are any questions about whether a particular item of clothing meets the requirements of the above policy. Further, the Principal, the Dean of Students, and the faculty reserve the right to restrict individual items of clothing as necessary, given notification of a parent or guardian, if such clothing interferes with normal school activities. Students may be sent home to change clothing if they are in violation of the uniform policy.

School-Wide Expectations and Policies

FAMILY INVOLVEMENT AT THE ACADEMY Family support is one of the pillars of the Academy program; you are a true partner in your student’s experience. The Academy will need your help and commitment both within the school and outside of the school. In the school, we ask that you participate in volunteer opportunities such as chaperoning field trips, helping plan a school event such as the multicultural potluck dinner/dance or career day and helping with other Academy events. We ask that all parents give ten hours per year to such events. Outside of school, we expect that you will be in constant communication with us about your student’s progress and monitor his or her work at home.

Communication Families are encouraged to call or e-mail any teachers or staff when questions or concerns arise. Please see the contact information at the end of the handbook.

Bi-Weekly Journal In addition to the progress report, a journal is sent home with each student every other week (on Mondays in the high school and on Wednesdays in the middle school) outlining major events that have gone on at the school. It also contains information about student achievement and reminders to parents of upcoming events. Parents/Guardians MUST sign the Reply Form every other week to indicate that they have read the journal and have seen their student’s progress report. The Reply Form also provides space for comments or questions for teachers and/or advisors.

Parent Council The Academy has an active Parent Council. All APR parents and guardians are encouraged to join. The Parent Council meets monthly, on the second Wednesday of the month from 6:00 PM to 7:15 PM. The Parent Council organizes and carries out fundraisers for end-of-year trips and scholarships, and supports annual events, such as the Chinese New Year Celebration, Junefest, and the Teacher Appreciation Luncheon.

Ways to Contribute We ask that all families contribute to the Academy each year in some manner that fits with their availability and interests. Sometimes this means sending in food for a special celebration. Other times, it means volunteering for specific situations such as the following:  Chaperone lower and middle school field trips

 Help coach an athletic team

 Volunteer at special events

 Help chaperone school dances

 Volunteer at event days, such as Multicultural Potluck or Junefest

 Volunteer for community service days of painting, landscaping, and other task

ATTENDANCE POLICY

Attendance Requirements Attendance is crucial to your student’s success at the Academy. He or she cannot master the content and skills of our rigorous academic program without being here every day. To that end, we have very clear attendance requirements. Students MUST bring in a note after each day they are absent. The note must include:

. The date of the absence

. The reason for the absence

. A phone number where a parent or guardian can be reached

. The parent/guardian signature

Excused and Unexcused Absences We realize that there are times when it is necessary for students to miss school, but the Academy strongly believes that your student’s education should be his or her first priority. To meet high expectations and long term goals, being here is essential. The Academy can only excuse a student’s absence for the following reasons:  A phone call or written note from the parent and/or guardian explaining the reason for absence  A death in the immediate family or other significant family crisis  Religious Holidays  Suspension from school  Medically related absences from school for three or more consecutive days, which require a note from a medical doctor or hospital.

All other absences will be considered unexcused. In addition, the following policy will apply to all Academy students and their attendance throughout the school year. The policy was created to promote academic excellence, instill the importance of school attendance and ensure the safety of our students and their families. APR will take the steps outlined below, when students have multiple unexcused absences.  A Student is absent four consecutive days with no contact from family. o School personnel will make several attempts on days three and four of absence to contact family by phone and email. (This will contact in addition to the typical attendance phone calls) o School personnel will ensure that no communication between school and family has occurred regarding the absence. o Once the first two steps have been completed, the Principal will report to the appropriate state agency in order to ensure student and family safety and academic success.  A Student is absent for four consecutive days with contact from family. o If a student is absent four consecutive days that has not been excused by the family or a medical doctor, the advisor will determine if an intervention meeting will need to occur between the Academy staff, family and student. o The goal of an attendance intervention meeting is to remediate any issue the student or family may have in their attending school. The school will make the utmost effort to aide the student in returning to school or meeting their academic needs.

o If the advisor determines that an intervention meeting is not necessary, then they will plan to meet with the student when they return to school to discuss their reasons for the extended unexcused absence, review the schools attendance policy and address any school or attendance based issues the student may have. o If an intervention meeting is scheduled and the family and students fail to attend, it will be at the Academy’s discretion to report to the appropriate state agency to ensure the student and family’s safety and academic success.

The following will apply to excused or unexcused absences that accumulate during the school year.  A student that has accumulated four or more (consecutive or nonconsecutive) absences (8 half day absences). o Student’s advisor will meet with student to discuss reasons for absences. o Determine if there are any areas in which the Academy can help or assist in student’s attendance. o The advisor will determine if they need to contact the family regarding the absences. o The advisor will review the schools Attendance Policy with the student so they will be aware of the potential outcomes of their absence from school.  A student that has accumulated seven or more (consecutive or nonconsecutive) absences (14 half day absences). o Determined by advisor and grade level principal, steps/interventions from previous absences may or may not have been implemented. o Student’s advisor will contact student’s family to discuss reasons for absence and determine if there are any ways in which the Academy can help or assist their student attending school. o Student advisor will determine if it is necessary to schedule an attendance intervention meeting with the student’s family in order to remediate any attendance/school related issues.  A student that has accumulated ten or more (consecutive or non) absences (20 half day absences). o Determined by advisor and grade level principal, steps/interventions from previous absences may or may not have been implemented. o The Principal will contact family in order to schedule attendance intervention meeting. o If an intervention meeting is scheduled and the family and/or students fail to attend, it will be at the Academy’s discretion to report to the appropriate state agency to ensure the students and family’s safety and academic success.  A student that has accumulated 15 or more (consecutive or non) absences (30 half day absences). o Determined by advisor and grade level principal steps/interventions from previous absences may or may not have been implemented. o Student will potentially face grade retention due to extensive absences from school and it will be at the Academy’s discretion to report to the appropriate state agency to ensure the student and family’s safety and academic success. o The above will be determined by the efforts of the student and/or family to implement and follow the intervention plan developed at the previous meetings.

GRADING POLICY At the Academy, we believe that our grades should measure student mastery of standards and assess the learning habits that lead to academic success. Grading, however, should place differing values between mastery and practice/habits. We are also committed to clarity and transparency in our grading, as well as consistency. It is the Academy’s philosophy that student grades reflect student knowledge of content standards and ability to perform skills. At the Academy, we identify assignments as practice assignments or mastery assignments. In the middle school, practice assignments account for a lower point value in order to provide time for students to learn the new skill. In the high school, the practice assignments are assigned a “Y” for yes, the student has completed the assignment or an “N” for no, the student has not completed the assignment. In the middle school, mastery assignments account for a higher point value in order to determine students’ mastery of a particular skill set or content area. In the high school, the overall class average reflects only the average of the mastery grades.

In the 5th and 6th grade, 70% of a student’s final grade is correlated to mastery and accuracy of content standards and 30% of a student’s final grade is correlated to practice assignments. In the 7th and 8th grade, 80% of a student’s final grade is correlated to mastery and accuracy of content standards and 20% of a student’s final grade is correlated to practice assignments. In the high school, 100% of a student’s final grade is correlated to mastery and accuracy of content standards. When we ensure that our students master standards, we ensure that they are able to learn and succeed at each successive level in their education.

When we ensure that students develop and hone the habits necessary for academic success, such as being organized, maintaining focus on a task, independently completing all homework, and behaving in a way that is conducive to learning, we ensure again that they will be able to learn and succeed at each successive level in their education.

Grade Level 5-6 grade 7-8 grade 9-12 grade Mastery/Practice % 70% Mastery 80% Mastery 100% Mastery of the final grade 30% Practice 20% Practice

1. Grading System: At the Academy, all teachers use a point system to grade student work. In the middle school, practice assignments will be worth a total of 4 points. In the high school, practice assignments are assigned a Y or N for completed or not completed. The maximum potential number of points for a mastery assignment depends on the type of assessment, the length of the assessment, and the complexity of the assessment. Students can earn from 0 to the maximum number of points on an assignment. The teacher will determine the number of points earned, by either the number of correct responses or by a teacher-generated rubric for the assessment. At the end of the trimester, the number of points the student has earned will be divided by the number of possible earned points for practice assignments and mastery assignments. The overall average for the class will be determined by using the formula in the chart above.

TECHNOLOGY AND INTERNET POLICY The Academy strives to use technology as an educational tool. Students have access to a computer lab or individual computers with full internet access, as well as educational applications such as Geometer’s Sketchpad and Mandarin programs. Everyone in the Academy community is expected to use technology, and specifically the internet, ONLY for educational purposes. Student use of computers and the internet will be under the supervision of Academy staff.

Acceptable Use of Technology Unacceptable Use of Technology  Research for school assignment  Revealing personal information  Word processing or database about self or others software for a school assignment  Accessing material that is  Educational application defamatory, pornographic, harassing or illegal  Violating copyright laws  Using the internet for any illegal activities  Tampering or altering the computer system  Accessing social networking sites  Using Instant Messaging or Internet Chat

Accessing other students’ files, as well as any directory to which you have no rights, and maliciously deleting them or altering them in anyway is a violation of this policy.

Personal email is only permitted for school or college related work. Instant Messaging, or “chatting” of any kind, is not to be conducted at anytime..

Consequences If a student is caught viewing any inappropriate sites or violating these rules, their privilege to us school technology will be revoked for a minimum of two weeks and depending on the severity of the offense, further consequences may be administered. Before regaining privileges, the student and family will meet with the middle or high school deans. When privileges are lost, all academic requirements must still be completed.

DISCRIMINATION POLICIES In accordance with M.G.L. c. 76 s. 5, the Academy does not discriminate in admission to, access to, treatment in, or employment in its services, programs and activities, on the basis of race, color or national origin, sex, sexual orientation, disability or age. In addition, no person shall be discriminated against in admission to the Academy on the basis of race, sex, color, creed, sex, ethnicity, sexual orientation, mental or physical disability, age, ancestry, special need, proficiency in the English language or prior academic achievement. Finally, no person shall be discriminated against in obtaining the advantages, privileges or access to the courses of study offered by the Academy on the basis of race, sex, color, religion, national origin or sexual orientation. Any student who feels he/she has been a victim of discrimination of any kind should discuss the issue immediately with a teacher or administrator. Brief descriptions of the Academy’s anti-discrimination policies are below. For a complete copy of any of these policies, contact René Dickhaut, MS Principal; Alex Grant, HS Principal or Sue Thompson, Executive Director. 61

Nondiscrimination This policy states that the Academy is committed to a learning environment free of bigotry, intolerance and discrimination on the basis of race, color, national origin, sex, sexual orientation, religious beliefs, disability or age.

Harassment This policy states that the school is committed to maintaining an environment free of harassment based on race, color, religion, national origin, age, gender, sexual orientation or disability. Harassment by any member of the Academy community is strictly prohibited. This policy also includes a definition of sexual harassment and how to file a complaint.

Hazing This policy discusses the crime of hazing, which is any conduct or method of initiation into any student organization which willfully or recklessly endangers the physical or mental health of any student or other person. It also includes a discussion of a person’s legal obligation to report to law enforcement officials any knowledge of a person who is a victim of hazing.

Grievances of Harassment and Discrimination The following grievance procedures for students are designed to facilitate a prompt review and an equitable resolution of grievances alleging discrimination or harassment based on race, color or national origin, sex, sexual orientation, religion, disability, or age. There will be no retaliation of any kind against a student for bringing up complaints under this procedure.

A. Students are encouraged, where possible, to attempt to resolve complaints regarding discrimination or harassment through discussion with their Dean of Students. B. If a resolution has not been reached through discussion, the student should present their complaint in writing to either the Middle or High School Principal. C. The Principal will investigate the complaint and respond in writing to the student and his/her family within 10 days of receiving the complaint. D. If the complaint cannot be resolved by the Principal, or if the complaint involves the Principal, the student may present the complaint to the Executive Director. The Director will review any complaint brought before him/her and respond in writing to the parties concerned within 10 days of receiving the complaint. The decisions of the Director are final. E. If the Academy determines that discrimination or harassment has occurred, we will take corrective action, including the possibility of expulsion or termination. If the Academy judges that there is not sufficient cause to believe that discrimination or harassment has occurred, the Principal or the Director will meet with the complaining student to resolve the complaint. If the complaining student is not satisfied with the Academy’s corrective action or the outcome of the investigation, the student may take the complaint to the Office for Civil Rights, 8th floor, 5 Post Office Square, Boston, MA 02109-3921. (617)289-0111 or email at [email protected] . The Academy has designated two people to coordinate our compliance with Title IX of the Education Amendments, Section 504 of the Rehabilitation Act, and Title II of the Americans with Disabilities Act: James Nardo, Lower School Principal 617 361-0050 René Dickhaut, Middle School Principal 617 361-0050 x138 Alex Lisak, High School Principal 617 361-0050 x151

Pregnant Students Pregnant students are permitted to remain in general education classes and participate in extracurricular activities with non-pregnant students throughout their pregnancy, and after giving birth are permitted to return to the same academic and extracurricular program as before they leave.

- RESTRAINT OF STUDENTS IN THE ACADEMY OF THE PACIFIC RIM CHARTER PUBLIC SCHOOL

The Academy of the Pacific Rim Charter Public School complies with the Department of Secondary and Elementary restraint regulations, 603 CMR 46.00 et seq.(“Regulations”), to the extent required by law. According to their terms, the Regulations apply not only at school but also at school-sponsored events and activities, whether or not on school property. A brief overview of the Regulations is provided below.

Methods and Conditions for Implementation. School staff may use physical restraint1/ only (1) when non-physical interventions would be ineffective and the student’s behavior poses a threat of imminent, serious harm to self and/or others or (2) pursuant to a student’s IEP or other written plan developed in accordance with state and federal law and approved by the school and parent or guardian.

Physical restraint may not be used as a means of punishment or as a response to property destruction, disruption of school order, a student’s refusal to comply with a school rule or staff directive, or verbal threats that do not constitute a threat of imminent, serious, physical harm. Chemical2/ and mechanical restraints3/ may only be used if explicitly authorized by a physician and approved by a parent or guardian. Seclusion4/ is prohibited.

The Regulations do not prevent a teacher, employee or agent of the District from using reasonable force to protect students, other persons or themselves from assault or imminent serious harm or from restraining students as otherwise provided in the Regulations.

- Staff Training. All school staff must receive training with respect to the district’s restraint policy (i.e., following the Regulations), including receiving information about interventions

1/ Physical restraint is the use of bodily force to limit a student’s freedom of movement and does not include touching or holding a student without the use of force for the purpose of directing the student. The [ ] Public Schools uses a variety of physical restraint methods, including but not limited to [insert list]. 2/ Chemical restraint is the administration of medication for the purpose of limiting the student’s freedom of movement. 3/ Mechanical restraint is the use of a physical device to restrict the movement of a student or the movement or normal function of a portion of his or her body and does not include a protective or stabilizing device ordered by a physician. 4/ Seclusion is defined as physically confining a student alone in a room or limited space without access to school staff and does not include the use of “time out” procedures during which a staff member remains accessible to the student. 63 that may preclude the need for restraint, types of restraint and related safety considerations, and administering physical restraint in accordance with known medical or psychological limitations and/or behavioral intervention plans applicable to an individual student. Additionally, the school must identify specific staff to serve as school-wide resources to assist in ensuring proper administration of physical restraint. These individuals must participate in in-depth training with respect to restraint and implementation of the Regulations. - Reporting Requirements and Follow-Up. In instances where a physical restraint (1) lasts more than five minutes or (2) results in injury to a student or staff member, the school staff must report the physical restraint to the principal or a designee. The principal/designee must maintain an ongoing record of all such reported instances, which will be made available in accordance with state and federal law and regulations. The principal/designee must also verbally inform the student’s parent or guardian of the restraint as soon as possible, and by written report postmarked no later than three school working days following the use of the restraint. The written restraint report must be provided to the parent or guardian in the language in which report cards and other necessary school-related information are customarily provided.

In the event that a physical restraint (1) lasts longer than 20 minutes or (2) results in serious injury to the student or staff member, the school must, within five school working days of the reported restraint, provide a copy of the written report to the Department of Secondary and Elementary Education, along with a copy of the school’s record of physical restraints covering the thirty-day period prior to the date of the restraint.

For students who require the frequent use of restraint because they present a high risk of frequent, dangerous behaviors, school staff may seek and obtain the parent or guardian’s consent to waive reporting requirements for restraints administered to an individual student that do not result in serious injury to the student or staff member or constitute extended restraint (longer than 20 minutes).

Follow-up procedures for restraint include not only the reporting requirements set forth above, but also reviewing the incident with the student, staff and consideration of whether follow-up is appropriate for students who witnessed the incident.

Complaints. Complaints and investigations regarding restraint practices are covered by School Policy. This information is available on page 56 in the Student and Family Handbook, which can viewed on the school’s website at www.pacrim.org under the Parents section.

Additional information, including a copy of the regulations, can be obtained from APR’s Executive Direction, who can be reached at 617-361-0050 ext. 118. A copy of the regulations may also be obtained at http://www.doe.mass.edu/lawsregs/603cmr46.html

OTHER IMPORTANT POLICIES AND INFORMATION School Hours The Academy is open to students from 7:15am to 5:00pm Monday, Tuesday, Thursday and Friday. On Wednesday all high school students are dismissed at 2:30, and all middle school students are dismissed at 3:05. After 5:00pm on Mondays, Tuesdays, Thursdays, and Fridays, and after 3:05pm on Wednesdays, we cannot provide any supervision for students (5th and 6th graders taking the bus will be supervised until 4:15pm on Wednesdays). It is imperative that you pick your child up on time each day.

School Cancellation In the event of inclement weather and snow days, the Academy will follow the Boston Public Schools. Please tune to local radio or television stations for updated information.

Visitors The Academy invites families and the public to visit our school. In order to ensure the safety of the learning environment, all visitors must report to the receptionist desk on the first floor and sign in. The Academy reserves the right to deny entry to anyone whose presence might endanger the safety of its students and staff or disrupt the learning environment. Please note that minors who do not attend the Academy, including siblings, relatives and friends of our students, cannot visit without an adult and the permission of the principal.

School Records Families and students aged 14 or older have the right to access and seek amendment to student records and the right to their confidentiality. An exception to confidentiality includes release of records to another school to which a student intends to transfer. In addition, the Academy may release some information without parent consent including a student’s name, grade, participation in school activities and honors and awards. If you do not want this information released without your consent, you must notify HS Principal Alex Lisak, MS Principal Rene’ Dickhaut or Lower School Principal James Nardo before September 16th, 2013. Full copies of the student record regulations are available upon request.

Health Records Students must have up to date immunization records and annual physical examinations in order to attend Massachusetts public schools. The Academy must have accurate documentation of this information from a physician. In addition, information about allergies or other medical conditions are important for us to have on file. Ill students must be picked up by a designated adult. If they are ill, students cannot go home by themselves. Please contact our nurse, Marita Argant (x137), if you have questions.

Health and Sexuality Curriculum The Academy provides a series of health and wellness classes for our students. The purpose of these workshops is to aid in creating an environment in which every student, faculty member and family is and feels safe and makes healthy decisions, thereby giving everyone the opportunity to attain the best possible education. The classes are part of the health and physical education curriculum, and will be taught by either by our physical education teacher or members of the Peer Health Exchange. These classes discuss abstinence, healthy decision-making, domestic violence, self- esteem, HIV/AIDS and sexuality, as well as nutrition, exercise, drug and alcohol use, and overall health and fitness.

The Academy will send a letter home with students to explain the specific curriculum offered. Families will also have an opportunity to meet with Academy administrators and the teacher of the course. While families do not have to give permission for their student to participate in the workshops, they do have the right to exempt their children from such class periods. To do this, simply write a letter to your student’s principal.

Complaint Procedures Complaints and Concerns. If you have a complaint or concern about an issue at the School, we ask that you address it with a staff member as soon as you become aware of it. If a resolution is not reached, parents/guardians may contact LS Principal James Nardo, MS Principal Rene’ Dickhaut, or HS Principal Alex Lisak. If the concern is still not resolved, parents/guardians are urged to contact the Executive Director, Sue Thompson. Except as otherwise provided by policy or regulation, the decisions of the Executive Director with regard to individual student matters are final.

Complaints of Discrimination and Harassment. An individual who believes that he/she is the target of harassment or other discrimination based upon a protected classification may file a grievance under the procedures identified in the handbook.

Complaints Regarding Compliance with the Charter School Statute/Regulations. The Board of Trustees is responsible for ensuring the School’s compliance with the provisions of the Charter School Statute/Regulations (M.G.L. c. 71 §89 or 603 CMR 1.00 et.seq.). If a parent/guardian has brought a concern to the Executive Director, is not satisfied with the response, and believes that the concern involves a violation of the Charter School Statute or Regulations, he/she may submit a written complaint to the Chairperson of the Board of Trustees. The Chairperson will take the steps necessary to provide an appropriate response in writing no later than 30 calendar days following receipt of the complaint. An individual who believes his/her complaint has not been adequately addressed by the Board of Trustees may submit the complaint in writing to the Commissioner of the Massachusetts Department of Elementary and Secondary Education, at 75 Pleasant Street, Malden, MA 02148-5023.

Complaints Regarding Compliance with State or Federal Education Laws. Any individual who believes that the School has violated applicable federal or state laws (other than those specified in the Charter School Statutes/Regulations as noted above) may file a complaint with the Massachusetts Department of Elementary and Secondary Education, Office of Program Quality Assurance at 75 Pleasant Street Malden, MA 02148-5023. In addition, complaints involving the provision of programming for students with disabilities under federal/state laws may be filed with the Massachusetts Bureau of Special Education Appeals, at 75 Pleasant Street, Malden, MA 02148-5023.

Inspections The Academy of the Pacific Rim was inspected for friable and non-friable asbestos containing materials in January, 2008 in response to the EPA Asbestos Hazard Emergency Response Act (40CFR 763, AHERA, 1987). With the information obtained in the inspection of the school, the management plan was developed to manage the asbestos in the schools in a manner which protects human health and the environment. The inspection was performed and the Management Plan was developed by AHERA accredited and Massachusetts licensed personnel. The Management Plan is available for public inspection in the Business Office of the Academy. Copies of the Management Plan will be made available upon request for fees associated with reproduction. The Designated Person for

Academy of the Pacific Rim is our Business Manager, Chris Collins. Mr. Collins can be reached at 617-361-0050 if you require further information.

This annual notification to the community is required of all schools and is to be posted annually in our student handbook each year.

TRANSPORTATION

Academy of the Pacific Rim Charter Public School Student Transportation Policy Transportation for eligible APR students is provided by Boston Public Schools.

Annual Bus Passes:

BPS Issued T-Passes Students in grades 7-8 who live 1.5 miles or more from the school are eligible to receive a free annual MBTA pass (Student Charlie Card) from BPS. Students in grades 9-12 who live 2 miles or more from the school are eligible to receive an annual MBTA pass (Student Charlie Card) from BPS.

A lost bus pass must be reported to the Front Desk, where a Replacement Request Form is completed. APR will try its best to have BPS replace the pass within the next month. Replacement passes are fully at the discretion of BPS. There is a $5.00 charge for a replacement pass.

Purchasing T-Passes Students who are not eligible to receive a free pass may choose to purchase an annual pass from Ms. Smith in the Administrative Suite for the amount of three payments: $100 Trimester One, $90 Trimester Two and Three. These bus passes are 7-Day passes. Students and families must notify the school of their intention to purchase a pass at least 2 weeks before the month begins. These T- Passes can be replaced by contacting Ms. Smith.

MBTA/APR Behavior Policy:

Students are responsible for their behavior at bus stops and while on MBTA vehicles. Students who violate our discipline policy while waiting for or using public transportation will be subject to the consequences outlined in our discipline policy. Directions to APR Public Transportation MBTA  Take the Orange Line to Forest Hills and transfer to the #32 bus  The #32 drops you at the Readville Station of the commuter rail  From there it is a 10 minute walk to school Or  Take the Red Line (Ashmont train) to Ashmont Station  Transfer to the Mattapan extension shuttle and get off at Mattapan Station  Transfer to the #33 bus and take it to Neponset Valley Parkway, first stop  From there it is a 3 minute walk to school

Commuter Rail  Both the Attleboro/Stoughton and Fairmount Lines stop at the Readville Station  The times to choose from are limited; please call the MBTA for scheduling  From the Readville Station, it is a 10-15-minute walk to school  Approximate time from South Station to school is 20 minutes

By Car from south of Greater Boston  Take 95N to the 95/93 split. Take the 93N exit on the right.  After merging, stay to the right. Take exit 2B toward Milton (Route 138 North)  Proceed north through two lights. A ½ mile after the second light is Neponset Valley Parkway – go left  Neponset Valley curves; stay on it. In Wolcott Square, after Dunkin’ Donuts, go under bridge bearing right  Take the immediate first left onto East Milton Street (an overpass of the Readville train tracks)  Take a right at the stop sign; you are now back on Neponset Valley Parkway  The school is straight ahead in the large, brick Westinghouse Plaza complex  Once in parking lot, follow school signs and brick walkway to our entrance

By car from north of the Greater Boston Area:  Take 95S to 93S. Stay on 93, passing through Boston until exit 2B. Take exit 2B toward Milton (Route 138 North)  FROM THIS POINT FOLLOW THE DIRECTIONS ABOVE!

From downtown Boston:  Take Columbus Avenue south to its intersection with Washington Street  Bear right onto Washington and continue south to Forest Hills station (tall clock tower)  Pass under overpass; Washington then becomes Hyde Park Avenue  Travel on Hyde Park Avenue for approximately 10 minutes  Turn right at the intersection of Hyde Park Avenue and River Street (there’s a Papa Gino’s & Post Office)  Stay on River past playing fields and ponds  At “4-way” intersection, bear left onto Neponset Valley Parkway (not a sharp left!)  APR is ¼ mile down on your left

Cleary Square

Kelly Field

APR

1 Westinghouse Plaza River Street

Neponset Valley Parkway Hyde Park Avenue The 33 bus from Mattapan Square drops you off here

The Commuter Rail & 32 bus from Forest Hills both let you off here

Commuter Rail Commuter Rail (Fairmount (Attleboro/Stoughton Line) Line)

Readville Station

CONTACT INFORMATION To reach a faculty member by phone, dial (617) 361-0050 and enter the extension when you hear the greeting.

LAST FIRST Role EXT

Allen Victoria Interventionist L.S. 132

Anastos Nicole Human Resources 208

Argant Marita Nurse 137

Balderston Caleb Math H.S. 119

Baldwin Rane History 202

Bao Huihong Mandarin H.S. 126

Blackburn Amy Psychologist 179

Botchway Portia Science H.S. 205

Bryant Leonard Science H.S. 140

Byrka Victoria Science M.S. 136

Collins Chris CFO 112

Cording Robert English H.S. 117

Culpepper Sarah Math H.S. 252

Diamond Jonathan Dean of Students H.S. 142

Dickhaut Rene MS Principal 138

Fiedorek Alan Math 6 146

Finkel Abby Mandarin 7, 9 253

Gold Sarah ELA 5, 6 116

Green Alicia Learning Specialist L.S. 224

Greig Doug Math H.S. 204

Halpenny Thomas History 8 158

Hamel Ashley Science 5, 7 144

Higgs Hillary English H.S. & College Counselor 254

Honeywood Laura History H.S. & Learning Specialist 147

Howland Amy History H.S. 152

Jackson Janet Occupational Therapist 129

Jamieson Marie Learning Specialist HS 203

Kelly-Carney Doreen College Counselor 150

Knight Michael Dean of Students MS 125

Kossack Samuel English 8 145

Lartigue Kelly Math 7 172

Li Yong Mandarin H.S. 133

Lisak Alex HS Principal 151

Losche Michael Dean of Support Services 127

Madden Jennifer Coverage Coordinator 148

Mahla Bethany Math 5 115

Moar Kallie Physical Education and Science 5 113

Nardi Talmadge English H.S. 135

Nardo James LS Principal 130

Nardi Talmadge English H.S. 135

Nelson Sara Learning Specialist M.S. 157

Nicodemus Marthali Development/Communications & Science H.S. 155

Parker Alissa Speech & Language Pathologist 128

Perkins Thomas Learning Specialist H.S. 143

Phelan Caitlin Learning Specialist H.S. 223

Prata John Facilities Manager 190

Reception Desk 1st Floor Main Entrance 110

Jackson Janet Occupational Therapist 129

Renzi Carolyn Receptionist 110

Jamieson Marie Learning Specialist H.S. 203

Rivera Diana Receptionist 110

Rodman Carrie Learning Specialist L.S. 210

Romash Becca History 7 159

Scalese Jen Learning Specialist M.S. 156

Scott Diane College Counselor 154

Shemtov Adrien ELA L.S. 141

Shemtov Ronitte ELA L.S. 120

Smith Angela Data Coordinator & Registrar 200

Stanfield-Adams Michelle Director of Enrollment 111

Sweeney Christine ELA M.S. 255

Tetrault Sarah Visual Arts 139

Thompson Susan Executive Director 118

Turet Meegan Drama 149

Watson Nora Math 8 121

Wauthier Kumi Occupational Therapist 230

Welch JoAnne Food Service Coordinator 211

Worsman Richard Mandarin 8 134 Zeina Nayef Information Technology Director 244

Academy of the Pacific Rim Charter Public School

2013-2014 Calendar Overview

Aug 2013 Sep 2013 Oct 2013 Nov 2013 S M T W T F S S M T W T F S S M T W T F S S M T W T F S 1 2 3 1 2 3 4 5 6 7 1 2 3 4 5 1 3 4 5 6 7 8 9 10 8 9 10 11 12 13 14 6 7 8 9 10 11 12 3 4 5 6 7 8 10 11 12 13 14 15 16 17 15 16 17 18 19 20 21 13 14 15 16 17 18 19 10 11 12 13 14 15 17 18 19 20 21 22 23 24 22 23 24 25 26 27 28 20 21 22 23 24 25 26 17 18 19 20 21 22 24 25 26 27 28 29 30 31 29 30 27 28 29 30 31 24 25 26 27 28 29 31

Dec 2013 Jan 2014 Feb 2014 Mar 2014 S M T W T F S S M T W T F S S M T W T F S S M T W T F S 1 2 3 4 5 6 7 1 2 3 4 1 2 8 9 10 11 12 13 14 5 6 7 8 9 10 11 2 3 4 5 6 7 8 2 3 4 5 6 7 9 15 16 17 18 19 20 21 12 13 14 15 16 17 18 9 10 11 12 13 14 15 9 10 11 12 13 14 16 22 23 24 25 26 27 28 19 20 21 22 23 24 25 16 17 18 19 20 21 22 16 17 18 19 20 21 23 29 30 31 26 27 28 29 30 31 23 24 25 26 27 28 23 24 25 26 27 28 30 30 31

Apr 2014 May 2014 Jun 2014 Jul 2014 S M T W T F S S M T W T F S S M T W T F S S M T W T F S 1 2 3 4 5 1 2 3 1 2 3 4 5 6 7 1 2 3 4 6 6 7 8 9 10 11 12 4 5 6 7 8 9 10 8 9 10 11 12 13 14 6 7 8 9 10 11 13 13 14 15 16 17 18 19 11 12 13 14 15 16 17 15 16 17 18 19 20 21 13 14 15 16 17 18 20 20 21 22 23 24 25 26 18 19 20 21 22 23 24 22 23 24 25 26 27 28 20 21 22 23 24 25 27 27 28 29 30 25 26 27 28 29 30 31 29 30 27 28 29 30 31

August 13-16: Professional Development and Planning for New Faculty August 19-23: Professional Development and Planning for All Faculty August 24: New Family Orientation (9AM-11:30AM) August 26 & 27: New Student Orientation, Middle School & 9th Grade (7:45 am - 11:45 am) August 28: First Day for All Students - M.S. (7:45 – 3:30 pm) & H.S. (7:55 – 2:30 pm) August 30: College Fair September 2: Labor Day (No School) September 23: Professional Development and Planning (1/2 Day for Middle School only) October 14: Columbus Day (No School) October 18: Multi-Cultural Pot Luck Dinner (6:00 – 9:00 pm) October 28: Professional Development and Planning for Teachers (1/2 Day for High School only) November 8: Professional Development and Planning for Teachers (1/2 Day of School) November 11: Veterans Day (No School) November 15: Trimester 1 Ends November 27: Thanksgiving Break (1/2 Day of School Wednesday) December 20: 1/2 Day of School December 21 - January 1: Winter Break January 2: School Resumes January 17: Professional Development and Planning for Teachers (No School) January 20: Martin Luther King, Jr. Holiday (No School) February 17-21: February Break March 14: Trimester 2 Ends (1/2 Day of School) April 18: Good Friday (No School) April 21-25: April Break May 26: Memorial Day (No School) May 30: High School Commencement June 9: Professional Development and Planning for Teachers (1/2 Day of School) June 24: Last Day of School (1/2 Day) and beginning of PREP for High School Students June 25-26: Professional Development and Planning for Teachers For calendar updates, please see APR’s website: www.pacrim.org. On all ½ days, M.S. students are dismissed at 11:50 am and H.S. students are dismissed at 11:51 am.

Academy of the Pacific Rim Faculty Commitment to Excellence

We, the faculty of the Academy of the Pacific Rim, recognize the importance of ensuring that the Academy is a safe, effective, and rigorous school that is able to achieve our mission and goals. We also recognize our own responsibility in this effort. Therefore, we commit ourselves to the following expectations of excellence:

 To have high expectations for ourselves and our students  To believe that all students can learn and reach high standards  To demonstrate the Academy’s virtues of KG-PRIDE in our words and actions  To instill a sense of values in our students through our instruction and our professional behavior  To treat all students and families justly and with respect  To recognize and reward student achievement in academics and character  To work together with families so that all students can achieve  To do whatever it takes to prepare all students for success in college and beyond

Specifically, we will:  Demonstrate excellent attendance and punctuality  Plan and deliver rigorous, engaging, high-quality instruction every day  Enforce the behavioral expectations of the Academy consistently and equally, at all times  Make ourselves available to assist students during office hours and tutoring  Communicate regularly with families and return all phone calls and emails within 24 hours

Signed: The Faculty of the Academy of the Pacific Rim Date: August 24, 2013

Academy of the Pacific Rim Student Commitment to Excellence

I,______, a student at the Academy of the Pacific Rim, recognize the importance of ensuring that the Academy is a safe, effective, and rigorous school that is able to achieve its mission and goals. I also recognize my own responsibility in this effort. Therefore, I commit myself to the following expectations of excellence:

 To always demand the best of myself and my classmates

 To demonstrate KG-PRIDE in my words and actions every day

 To treat faculty members and peers with respect at all times

 To work hard, together with the faculty and my family to ensure that I succeed

Specifically, I will:

 Attend school every day, on time, without fail, unless sick

 Produce and submit high-quality work that demonstrates my best effort

 Complete and submit all homework assignments on time

 Give my full attention and participation in class

 Consistently obey all rules and meet all behavioral expectations, and insist my classmates do so as well

 Accept responsibility for my own actions and mistakes, including accepting consequences

 Take pride in my own accomplishments and those of my peers

 Attend tutoring when required or recommended by faculty

 Actively seek help from teachers when I need it

 Communicate regularly with my family about my progress in school, and share my work, assignments and progress reports with them

I also certify that I have read the 2013-2014 Student and Family Handbook.

Student Signature:______

Date:______