Summit Ridge Academy 2018-2019 Student Handbook

SUMMIT RIDGE ACADEMY 2018-2019 STUDENT HANDBOOK

Dear Student and Parents:

On behalf of our staff, we are very pleased to invite and welcome each one of you to Summit Ridge Academy! Our staff and administration are excited about engaging you in the opportunities, activities and rewarding challenges that await you at Summit Ridge Academy.

We are extremely proud of our voluntary intervention program. The Summit Ridge Academy staff members and administration are committed to each student and will provide a caring environment in which you can get back on track for graduation through the use of alternative strategies. We strongly encourage you to commit to your Transition Plan, created to address your specific needs. Our focus is to help you help yourself experience change and progress that leads to a healthy and productive life.

You are one of our most important resources and greatest assets. You, your parents, your teachers, staff and administration must partner together to ensure a sense of belonging, mastery, independence and generosity. Let us all partner together as we approach the 2018-2019 school year.

We have developed this handbook to assist you in understanding our unique agreements and procedures. We have included a school calendar to assist you in planning activities throughout the year. We hope you will find the both helpful and informative. Please feel free to contact us.

Sincerely,

Andy Campbell Ryan Town Principal, Summit Ridge Academy Asst. Principal, Summit Ridge Academy

TABLE OF CONTENTS Contents INTRODUCTION TO SUMMIT RIDGE ACADEMCY ...... 7 ESSENTIAL PRINCIPLES ...... 7 CONDITIONS OF ENROLLMENT ...... 9 INTERVENTION PHILOSOPHY ...... 15 DISCIPLINE PHILOSOPHY ...... 16 PROGRAM INFORMATION AND SERVICES ...... 17 SRA CONTACT INFORMATION ...... 17 SRA PROGRAMS OF STUDY ...... 18 COURSE OFFERINGS ...... 19 GRADUATION INFORMATION ...... 25 GRADING PERIODS ...... 26 STUDENT SERVICES ...... 27 ACADEMIC AGREEMENTS ...... 35 CONTRACTUAL AGREEMENTS ...... 35 ACADEMIC PHILOSOPHY ...... 35 ACADEMIC SUPPORT AND SERVICES ...... 36 ACADEMIC RESPONSIBILITIES ...... 40 VIOLATIONS OF THE ACADEMIC CONTRACT ...... 43 ATTENDANCE AGREEMENTS ...... 45 ATTENDANCE CONTRACTUAL AGREEMENTS ...... 45 ATTENDANCE REQUIREMENTS ...... 45 VIOLATIONS OF THE ATTENDANCE CONTRACT ...... 46 CITIZENSHIP AGREEMENTS ...... 49 CITIZENSHIP CONTRACTUAL AGREEMENTS ...... 49 SUMMIT RIDGE ACADEMY CONDUCT INTERVENTIONS ...... 49 Summit Ridge Academy “CODE OF CONDUCT” ...... 53 DISTRICT STUDENT POLICY GUIDE ...... 61 PARENTING INFORMATION ...... 61 TO REPORT THREATS/VIOLENCE AGAINST STUDENTS, TEACHERS, OR SCHOOLS ...... 61 SPECIAL NEEDS AND SERVICES ...... 61 STUDENT ASSISTANCE PROGRAM ...... 62 DISTRICT DIRECTORY INFORMATION ...... 63

THE BOARD OF EDUCATION ...... 63 DISTRICT ADMINISTRATION ...... 63 DIRECTORY OF SCHOOLS ...... 63 SELECTION OF DISTRICT POLICIES ...... 65 PUBLIC NOTICE ...... 65 PROHIBITION AGAINST DISCRIMINATION, HARASSMENT AND RETALIATION ...... 66 STUDENT RECORDS ...... 67 STUDENT DIRECTORY INFORMATION ...... 69 SURVEYS AND COLLECTION OF STUDENT INFORMATION ...... 70 ACTIVITY AND ATHLETIC INFORMATION ...... 72 NO HAZING POLICY ...... 75 CLOSED CAMPUS ...... 76 DOCTOR AND DENTAL APPOINTMENTS ...... 76 FAILURE TO CHECK IN/OUT OF SCHOOL ...... 76 ILLNESS DURING THE SCHOOL DAY ...... 77 LATE TO SCHOOL ...... 77 TARDY POLICY ...... 78 TRUANCY ...... 79 CITIZENSHIP/CONDUCT EXPECTATIONS ...... 81 ACADEMIC INTEGRITY ...... 81 COMMONS/CAFETERIA PROCEDURES ...... 82 DISRESPECT/REFUSAL/INSUBORDINATION TO STAFF ...... 82 DISTRIBUTION OF MATERIALS ...... 82 DRESS CODE/APPAREL EXPECTATIONS ...... 83 ELECTRONIC DEVICE POLICY ...... 84 INAPPROPRIATE MATERIALS ...... 85 SEXUAL ACTS ...... 85 GAMBLING/WAGERING ...... 85 FORGERY ...... 85 OFFICE CONDUCT ...... 85 PUBLIC DISPLAY OF AFFECTION ...... 85 STUDENT IDENTIFICATION CARD ...... 86 TELEPHONE USE ...... 86 CLASSROOM RESPONSIBILITY FOR STUDENTS ...... 87 CLASSROOM PREPARATION ...... 87

NETWORK ACCESS...... 89 LEE’S SUMMIT R-7 SCHOOL DISTRICT NETWORK ACCEPTABLE USE POLICY (AUP) ...... 89 CONNECT2LEARN (CHROMEBOOK GUIDELINES) ...... 91 RECORDING OF CLASSES ...... 96 DISCIPLINE POLICIES ...... 98 COMMON SENSE STATEMENT ...... 98 DRUGS AND ALCOHOL ...... 98 HABITUALLY DISRUPTIVE STUDENTS ...... 99 INAPPROPRIATE AND PROFANE LANGUAGE ...... 99 SUSPENSION RULE ...... 100 SUSPENSION OR EXPULSION ...... 100 THEFT ...... 101 TOBACCO, TOBACCO PRODUCTS, AND IMITATION PRODUCTS ...... 101 VANDALISM (CARE OF THE BUILDING) ...... 101 GRADUATION INFORMATION ...... 102 COMMUNITY SERVICE REQUIREMENTS ...... 102 GRADUATION REQUIREMENTS ...... 102 CORRESPONDENCE COURSES ...... 103 EARLY GRADUATION ...... 103 GRADUATION—REQUIRED CREDITS ...... 103 SCHOOL SAFETY ...... 105 MISSOURI “SAFE SCHOOLS” ACT ...... 105 ASSAULT (VERBAL OR PHYSICAL/CONFRONTATION) ...... 105 CONCEAL AND CARRY FIREARMS LEGISLATION ...... 105 DISASTER AND FIRE ALERTS ...... 106 FIGHTING ...... 106 HARASSMENT ...... 107 PHYSICALLY DISRUPTIVE BEHAVIOR ...... 107 SCHOOL VISITORS...... 107 WEAPONS ...... 108 SCHOOL SERVICES ...... 109 GUIDANCE AND COUNSELING SERVICES ...... 109 SPECIAL EDUCATION SERVICES ...... 110 HEALTH SERVICES ...... 110 NUTRITION SERVICES ...... 113

RETURNED CHECK FEE ...... 114 LOCKERS ...... 114 TEXTBOOKS, EQUIPMENT, AND MATERIALS ...... 115 AUTOMOBILES/PARKING ...... 115 STUDENT TRANSPORTATION SERVICES ...... 116

INTRODUCTION TO SUMMIT RIDGE ACADEMCY

ESSENTIAL PRINCIPLES

Purpose and Function “What’s Summit Ridge Academy All About?” Summit Ridge Academy is a voluntary program for students facing educational struggles. Our primary function is to help students get back on track for graduation through the use of a credit recovery program. Due to the design and implementation of a condensed curriculum, students are able to earn more credits in a shorter amount of time. We understand there are many factors influencing a student’s success. Therefore, we take a holistic approach toward educating each student by way of creating a student plan that addresses the unique needs of each student. In addition to providing researched-based academic supports, we provide supports and services for our students’ social, emotional, and spiritual needs as well. By enrolling at Summit Ridge Academy, students enter into a partnership. As with any partnership, those involved agree to common goals. Each partner commits to their role in the partnership and holds the each other accountable for following through with their role. At Summit Ridge Academy, “Failure is NOT an Option.” Each staff member is committed to each student and will utilize every means at their disposal in which to ensure your success. Therefore, it is critical both the student, and parent/guardian(s), commit to the SRA Student Agreements. These agreements were created to facilitate our commitment to you, and you must, therefore, commit to them. Students that do not commit have, historically, a significantly harder, and shorter, experience at SRA, and thus fall short of their goals. Students who so not commit, those whom consistently resist help, support, interventions, and relationships, will forfeit their opportunity to attend SRA. By design, we utilize proven strategies that help all students be successful in school. Because SRA is a unique program, offering unique opportunities, we have the flexibility to utilize alternative interventions not offered to students in a traditional setting. These interventions were created by using research-based best practices, as well as, cutting-edge strategies, and combining them into a unique, personalized and effective, approach to student support. Understand, these interventions are only as effective as the student’s willingness to implement them. Information alone does not change your unsuccessful perceptions and habits. What is learned must be applied (just being here is never enough). SRA cannot assure your success until you are willing to trust and implement these interventions.

SRA Mission Statement Our mission is to motivate, educate, and empower each student for success in today's world.

SRA Vision Summit Ridge Academy provides a meaningful and measurable learning experience for students who have not been successful in traditional school settings. We are designed for students who have struggled with attendance, behavior and/or academics. We are committed to providing a positive, student centered, safe, and academically comprehensive program that is sensitive to the varied learning styles of each student. We foster individual student accountability, creativity, self-reliance, and life-long skills to successfully transition students to their traditional schools, to the community, and to the world.

SRA Values We will provide a safe, caring and orderly environment in which we:  Foster partnerships with students, staff, families, and community  Build personal relationships between staff and students to create a sense of belonging.  Teach life skills to enable students to identify and make good personal and academic choices  Model generosity and provide students opportunities to recognize their value within themselves and their community.

Our Philosophy

Most students who enroll at SRA have had a negative experience in the traditional school setting. Many have developed negative coping habits in order to deal with what they perceive as a limited choice of learning/behavioral options. Over time and through experience, they have come to believe that these limited behaviors are their best coping strategies to “survive” similar situations. These become negative habits. We recognize this and embrace it. We are intentional about making this experience different from past experience. SRA is by design a Smaller Learning Community. The smaller number of students allows greater flexibility for staff to take the appropriate time to assess problems, search out causes, and develop intervention plans. We use this flexibility to address the struggles our students face by breaking from the traditional models of teaching, learning, and behavior management, thus creating a more personalized experience. We are focused on finding underlying causes, discovering triggers and negative coping habits to more appropriately address the behavior, rather than relying solely on negative consequences, or traditional school discipline. We aim to utilize strategies based on “where the student is” concerning their social and educational development and experiences. Each student faces different struggles and each student has a different understanding of appropriate, positive coping habits. Therefore, we utilize intervention plans and strategies that are the most appropriate for that particular student, as opposed to, the idea of “one size fits all.” We aim to teach students that there are other options that they can use when they are faced with challenging situations. Rather than turning to their unsuccessful habits they have used in the past, students are taught to “replace” their old behaviors with a more appropriate one. Through practice, trial, and experience, students begin to learn that the outcomes, or consequences, of their new choices, are working in their favor. This positive reinforcement leads to new, positive coping habits. All too often, students who have struggled, begin to believe that it is just easier to fail. We believes that NO student WANTS to fail, but rather the student uses failing as a safer way to deal with the stress that is created when faced with a challenging situation. But at Summit Ridge Academy, “Failure is NOT an Option!” We have created a structure of tiered interventions. If the student is not successful with one level of supports and interventions, they are provided another level of supports and intervention that are different and more specific to the student’s needs. And then another level is needed…This process continues until the student experiences success. When success is achieved over and over again, students develop a perception that encourages them to believe that, by taking advantage of available supports, they will experience success. This new perception now becomes their reality, and they soon believe that being successful is much easier than failing.

Pillars of the Program SRA is designed to be a partnership among the student, parent, and the SRA staff. At SRA, four key values serve as the foundation for a successful partnership. These ideals are the pillars on which the program was created and continues to stand. Every program decision incorporates one or all of these pillars. It is imperative to understand both the ideal and practical application of each pillar.

Belonging “Helping you feel connected and comfortable in order to experience the changes necessary to be successful. When you feel connected you are more willing to achieve success. This is achieved through the creation of a safe and accepting environment.” Belonging is SRA’s primary goal is to help students feel connect and feel comfortable in order to experience the changes necessary to be successful. Therefore, we establish a sense of belonging through fostering a partnership with the students in a small learning community environment. Each student is greeted as he/she enter the building, walk the hallways, and enter the classroom. SRA starts the day in homeroom where each student is triaged to determine their readiness for the school day. Class sizes range from eight to sixteen students, occasionally seventeen. This class size ensures more opportunities for relationship building through team-building activities, one-on-one, small group, cooperative learning and many other classroom instructional strategies that create a learning environment that is engaging. Advisement is offered to students during the mid- morning, this time allows the student to eat snacks, talk with their friends, play games and interact with SRA staff in a comfortable setting. During the lunch period SRA student and staff have the opportunity to eat

8 together. Each homeroom teacher extends this relationship building to the parents by encouraging honest and open two-way communication with parents/guardians through phone calls, e-mail and quarterly parent/teacher conferences.

Mastery “Helping you gain an understanding of what does and does not work for you. Choices you make are your best perceived survival strategies at that time. A negative perception will typically influence the use negative strategies. This creates a negative perception loop, therefore, developing negative habits. By allowing SRA to help you help yourself, through a process of unlearning negative perceptions and learning positive ones, you can change your strategies and habits. When you use self-control and make choices that work for you, the healing process begins. Change in life is a process, not an event.” Mastery is not only of the academic, but also mastery of self, in other words making “Good Choices”. SRA staff are highly qualified and experienced in working with students facing educational struggles in the areas of academics, attendance, and/or conduct, in order for the student to graduate high school. We use traditional and alternative strategies designed to address the unique needs of each student. The SRA staff use life skills and the contract agreements to enable the students gain an understanding of what does and does not work for them in the academics and personal choices.

Independence “Helping you take responsibility for your own actions by providing grace with accountability. All of your choices result in positive or negative consequences. If you avoid accountability for consequences, learning ceases, and you create a self-imposed restriction of your opportunities. Learning influences change. In order to be liberated from this restriction and gain personal independence, you must have courage to accept change where change is needed.” Independence is the ultimate goal. Independence is the student taking responsibility for his/her own actions. SRA staff provides grace with accountability as a student learns and gains a sense of independence and makes the changes necessary for success at SRA and in life. Student choices result in positive or negative consequences. Staff provides a number on interventions, constructive criticism, and encouragement that enables a student to make the changes necessary for success at SRA and life.

Generosity “Regardless of our background, we are all connected. Our greatest resource is the healing power found within our community. As a member of this community, justice can be obtained if you learn to respect other’s humanity and general welfare. We cannot experience success alone because no one is safe until everyone is safe.” Generosity is helping and connecting to others in the student’s community. SRA staff creates a leaning community that fosters kindness and generosity. Therefore, SRA staff not only model generosity, they provided students opportunities to recognize their value within themselves and their community by helping and connecting with others in the classroom and outside the classroom.

CONDITIONS OF ENROLLMENT

Home School Referral Process

Initial Referral a) Administrators, school counselors, teachers, students or parent(s)/guardian(s) may identify a student to be referred to SRA b) Referring school administrator determine if student is a viable candidate for SRA c) Administrators or counselors contact student & parent(s)/guardian(s). If not interested, inquiry ends. If interested, d) complete SRA Referral Form 9

e) Referral sent to SRA

SRA Interview a. SRA administrator will contact student and parent(s) to arrange an interview. b. Referring school counselor will be contacted within 48 hours of the arranged interview via e- mail. c. SRA administrator will conduct interview with student and parent(s). d. Contract and Agreements: If the student does not accepted the conditions of enrollment, SRA administrator will inform referring school administrator via e- mail. If accepted, SRA administrator, student and parent(s) will complete SRA contract. e. Student, Parent, and Administration will create a Transition Plan which indicates: 1) beginning date of enrollment 2) number of credits the student could earn according to the Plan 3) identify accommodations needed according to discussion during the Interview 4) an ending date and plan for either transitioning back to the home school or graduation f. Changing the contracted ending date requires: 1) written or verbal communication from parent to administration stating the reason to 2) change 3) an administrative conference between SRA and home school administrators to determine 4) if change is appropriate

Orientation Student will complete a one-day orientation. Student must attend all sessions in order to begin at SRA

New Student Interview and Contract

Interview The new student interview is a very important step in the enrollment process. The interview serves several purposes. First, most importantly, it is the first step in building a relationship with the student and their family. SRA is committed to building a sense of belonging within each student. Secondly, the interview gives the student/parent the opportunity to ask question s about the referral, the program, or expectations. The third purpose allows SRA to find out demographic and educational information and also allows the student to describe the difficulties they have experienced in school.

Contract Once the interview questions have been answered, the SRA Contract is completed. The contract serves as a formal statement in which the student commits to meet academic, attendance, and citizenship agreements. The contract supports two major themes of SRA enrollment. SRA is a voluntary program. A student should commit to SRA only if the student (and/or their parent) believes SRA is the right place for their educational placement. Making a voluntary choice in their own education empowers the student to control the path of their success and formally shows the understanding on the student’s part that they are agreeing to all of the expectations of enrollment. Also, the SRA staff and student relationship is a partnership. When two parties enter into a voluntary agreement, they do this with an understanding that each partner has expectations of and responsibilities to the other partner. Both the student and SRA need to be able to follow through with their roles and hold each other accountable. The Contract is used as the baseline for measuring student success. By not adhering to the contract, students’ opportunities at SRA will be restricted or removed. a. Transition Plan The Transition Plan outlines, in terms of academic grading periods and credits earned, the length of time the student would need to utilize SRA’s intervention program in terms of academic grading periods and 10

credits earned the length of time the student would need to utilize SRA’s intervention program. It also identifies any accommodation or services that the student may need as they begin with SRA. The student may not extend the length of their contract unless they fulfill the appropriate appeals process (described in Section A.2-e) b. Agreements The SRA agreements outline the conditions of the relationship between students and staff. They describe the students’ roles in the partnership in the areas of Academics, Attendance, and Conduct. In each section, specific expectations are described, as well as, potential consequences for failing to adhere to the expectations. It is a very important section, in that, the material and concepts covered is constantly being referred to help students increase their understanding of expectations and to encourage them to make good choices.

Handbook The SRA Student Handbook is designed as a guidebook for the student to utilize as a supplemental tool in the academic and social learning. In addition to the traditional contents, such as policies, rules, and calendar pages, the SRA Handbook includes descriptions and lessons of typical academic, attendance, and conduct scenarios. These are designed to be discussed and practiced between the students and staff in order to more fully understood and prepared to make good choices when the opportunity presents itself. The Student Handbook is a valuable tool for students. It is very important that the student keeps the handbook intact and at school so they may refer to it when needed. Students are required to keep the handbook at school in their locker.

Orientation Part of the SRA commitment to students is to equip students with as much knowledge about SRA, positive strategies, and themselves as possible. SRA philosophy is based around the change process. Change does not happen by accident…it is intentional. In order to change, a student needs knowledge. SRA tries to give students that knowledge ahead of time; before the knowledge is actually needed. This is a basic concept in our intervention strategies. After the interview and Contract, our orientation program is the next most pro-active means of giving students the knowledge and tools that will help them make the best transition into the school environment.

Initial Orientation This orientation takes place the first day of attendance. It is designed to be a transition from the introductory material covered during the student interview to an in-depth review of material students are exposed to throughout their first quarter with SRA. There are many concepts and procedures we fell students should understand before stepping into a classroom. Topics covered during this orientation range from academic, attendance, and citizenship policies to daily student responsibilities and procedures.

Students must attend orientation before they are allowed to begin at SRA

Quarterly Orientation SRA believes that the change process takes place over time, therefore, continual introduction of new material and reinforcement of material is needed to further their understanding of creating opportunities for success. Two orientation programs are standard for all students to attend once per week. a. C.H.O.I.C.E.S. Character Education Program SRA staff focus on enabling student to identify and make good academics and personal choices. The choices students make are the students best perceived survival strategies at that time. A negative perception will typically influence the use negative strategies resulting in negative habits. This creates a negative perception loop, therefore, developing negative habits and digging themselves a deeper and deeper hole. By the student allowing SRA to help them help themselves out of the hole and engage in the process of unlearning negative perceptions and learning positive ones, the student can change his/her strategies and habits. When the student uses self-control and makes “Good Choices” that 11 work for them, the healing process begins and the student can start to file in the hole they created. Change in life is a process, not an event. The 7 Lessons for students are as follows: The Perception Loop This model has an inside and outside loop. Taking the inside loop is the easier route and is often the best know strategies at the time; however, these strategies that take you on the inside loop are not working for you. You can get stuck in the inside loop of making poor choices and digging a deeper hole. Getting out of the hole and taking the outer loop requires courage and help. You have the C.H.O.I.C.E. strategies that work for you and result in great personal successes Changing Your Labels We not only have perceptions or labels of others, we also have perceptions or labels of ourselves. Our labels are based on the way we and others see us. Some labels are positive and work for us, other labels are negative and do not work for us. Other labels may have a negative effect; however, can be easily turned into a positive. You can choose to change the labels that do not work for us and keep the labels that do work for us. Change is hard to do, but it can be done. These negative labels can be removed and positive labels can be added. Habits, Triggers & Defenses/Shields We all have things that trigger our emotions and as a result we put up defenses/ shields. The problem is that some of our defenses do not always work for us, and instead of protecting us, they get us in to trouble. As we learn to identify our triggers/buttons and their defenses, we can learn to choose different defenses that work for you. You will also begin to see what triggers defenses in others; therefore, understanding why others act in certain ways (good or bad). Gaining an understanding about what triggers our emotions and the defenses we put up allows us to develop effective strategies to keep and/or gain Personal Power.

Individual: "The Hole" With every poor choice you make, you dig a deeper hole. The more poor choices you make, the deeper the hole you dig. To make matters worse, sometimes people around you have dug the same or similar hole and will try to keep you from getting out of the hole or changing. This can make changing even harder. "No Victims, only volunteers. What I have brought into my life, were my choices, and no one's fault but my own." -G. McKenzie 2012 Choices: The Fence Every challenge you face in life requires a choice of action. At this fork in your path, you will be required to choose which fence to jump. A poor choice is like jumping a fence without support and topped with barbed wire. A good choice is like jumping a fence with supports and free of snags. Experiencing Getting out of "The Hole" The Hole is a result of poor choices you have made over and over again. In the hole you will also find people (so called friends) who want to keep you from changing; therefore, keeping you in the hole. To overcome their influence keep a person or persons (true friends) around you who are willing to partner with you and can help you get out of the hole. Success: Filling “The Hole" Every poor choice you make, you dig a dipper hole, and therefore, every good choice you make fills the hole in more. The more good choices you make the shallower the hole gets. To make matters better surround yourself with people (true friends) who are willing to partner with you and can not only help you get out of the hole, but support you as you making good choices and fill in the hole. b. Violence Interruption Process (VIP) Program “The process of managing violence (and other antisocial behaviors) encompasses a wide range of activities including communication, problem-solving, dealing with emotion, and understanding positions” (Brett, 2001). Violence (and other antisocial behaviors) are learned behavior; therefore, they can be unlearned (Kivel, 1992).SRA reviewed the TASC student eighteen-week program and develops a 12 nine lesson program that addresses violence prevention training, education and intervention services. SRA offers training on the Violence Interruption Process (VIP) to new student, individuals and groups during the school day. VIP helps individuals to recognize the underlying causes of violent behavior. Through active participation, VIP helps individuals learn and practice pro-social behavior. TASC offered a 15-week VIP curriculum to students in Chicago’s alternative school system. The curriculum includes standard VIP topics such as conflict across race, gender and age barriers, male and female socialization, and internalized violence. The 6 Lessons for students are as follows: Safe World We deal with violence on a day-to-day basis. Individuals often come to us with very little to feel motivated about. If individuals are going to change destructive attitudes and behaviors, they need to have reasons, usually starting with the question “Why should I?” Pure Heart Today you will construct a pure heart and learn the phenomenon of the pure heart becoming scarred through violent behavior and how to apply this concept so you can prevent scarring the heart of yourself and others. “SRA assumes that no one is born to be either a victim or a perpetrator of violence. It is also assumed that violent attitudes and behaviors serve to separate people; therefore, with this awareness, it is essential that before we began to break down actions, experiences, differences, etc. that separates human beings we must first begin to show effective ways of how we also are very much connected. Not only are we connected, but how we come into the world is the same, and the things that are done to us, said to us or happen to us that start to separate us as a human race.” Man in a Box & Lady in a Flower The purpose of this exercise is for the group to process what it means to “Act like a Man” or “Act like a Lady” in our society and the role socialization plays in violence The Emotional Funnel The purpose of this exercise is for the group to process what it means to “Act like a Man” or “Act like a Lady” in our society. The Emotional Funnel is a discussion that explores some of the effects of anger and violence on the individual. The way we are socialized as men and women produces many scars on the psyche. Understanding Anger Anger is a process of escalation of thoughts, physical response, and actions that perpetuate anger. We must first understand anger by identifying the triggers that cause us to be angry. Emotional responses are different with each person, event and time. Power Shuffle Anger can escalate thoughts, physical response, and actions. We must identify the triggers that cause us to be angry. One such trigger is “The Power Shuffle.” When we feel powerless or experience non-power we can get angry. Emotional responses are different with each person, event and time. c. Attachment, Self-Regulation and Competency (ARC) Coping Skills Training All students who attend SRA are trained in coping skills and communication skills management through ARC and Dialectical Behavior Therapy (DBT) programs. These coping skills teach students how to manage their energy, emotions, thoughts and behaviors. ARC and DBT teaches students how to manage their emotions, energy level, thoughts, therefore their behavior, by becoming more aware of what triggers their emotions, managing strong emotions, and to choose an appropriate response for their emotions. By learning to manage their energy level and strong feelings, students learn to problem solve according to their values and priorities rather than by a quick reaction that doesn’t serve them well in the future. Training includes several areas: coping with strong feelings, managing urges to take action that doesn’t match their needs/priorities, communication and problem solving skills. These skills are also reinforced in the classroom setting, through establishing a predictable, safe environment, where a student feels understood and connected.

Feelings, emotions and patience: (Affect Identification and Mindfulness): 13

Learning to identify feelings, the causes, and the strength of the feelings. Also to practice taking a moment to pause to think things through before responding to a situation rather than over- reacting and later regretting the response. Coping Skills, Managing Overwhelming Distress (Affect Modulation, Emotion Regulation, Strengthening Self Control, and Distress Tolerance) Learning about and practicing a multitude of coping skills to make a situation bearable, practicing patience. Reviewing healthy self-care habits, getting enough sleep, eating healthy, exercise, noticing and doing enjoyable activities that make a life worth living. Learning to establish routines to help with daily living habits. Communication Skills (Attunement, Affect Expression and Interpersonal Effectiveness): Communicating so they feel heard, to the right people, and learning about how to choose to whom to communicate and timing. Teaches students to better relate with peers, teachers and authority figures. Also teaches to ensure their decisions reflect personal values, practice assertive communication and how kindness will help get needs met. Important here to review accepting things that won’t change, acknowledging or validating another person’s opinion or perspective (even if they don’t agree), how to recognize the difference and cope with the outcome, and making amends or repairing a relationship when they make a mistake. Identifying Priorities and Values (Self Development and Identity): Identifying what has shaped their personality, values, priorities and needs. Then we explore why those are important when making a decision, reasons the decision is right for them, in responding to a situation. Problem Solving When There Seems to be no Middle Ground (Middle Path, Compromise and Mastery): Here we will practice turning the mind around a situation that seems unbearable and overwhelming to accepting and managing skillfully. A student will learn to demonstrate patience, willingness to problem solve, use of effective communication, cope when overwhelmed and feel more powerful in their lives toward becoming a responsible young adult. d. Assumptions & Agreements SRA staff recognizes that some students may have experienced an imbalance of power of adults over young people (students), therefore, we have developed assumptions and agreements that are the foundation of the SRA culture and educational community. To interrupt violence and other negative strategies, adults must become allies with young people (students). The assumptions and agreements are an integral part of orientation for new and returning students. This allows the student and staff to be on the same sheet of music or common understanding that we will work together to build relationships that foster change for success in life. There is no magic dust. SRA does not offer immediate solutions to individuals’ problems, but rather helps them to work through issues themselves, utilizing the information, experiences, and support of others in the group. Liberation is possible. It is possible to recover the buried memories of our socialization, to share our stories, to heal the hurts imposed by the conditioning, to act in the present in a humane and caring manner, to rebuild our human connections, and to change our world. The 8 assumptions accepted by all staff and all students are as follows: No Putdowns I agree not to put down, make fun of, or trash other people or myself Respect Each Other I agree to listen to others and to expect that I be listened to. No Blame I am not here to blame others or myself. I am here to talk about my experience and begin my own healing. Right to Pass I understand that I have the right not to talk when I don’t want to. I will get in touch with those feelings if I choose not to share at the time. I realize that I am still participating in the process even when I choose to exercise the right to pass. 14

All Feelings Are Okay I recognize that all of us will sometimes experience feelings of hurt, sadness, or anger, and I agree to not repeat and allow expression of those feelings, including my own. I-Statements I agree to speak for myself and my own experiences when talking and not to speak for others unless asked to. Take Care of Yourself I will take charge of my own needs while being courteous towards others and following classroom agreements. Have Fun …and the rest will take care of itself.

INTERVENTION PHILOSOPHY

Most students that enroll at SRA have experiences school in a negative manner at some point in their career. Many students have developed their negative coping habits due to what they perceive as a limited choice of behavioral options. Over time and through experience, they have come to believe that these limited behaviors are their best coping strategies to “survive” similar situations. These become negative habits. SRA recognizes this and embraces it. SRA is intentional about making this experience different from past experience. SRA is by design a Smaller Learning Community. The smaller number of students allows greater flexibility for staff to take the appropriate time to assess problems, search out causes, and develop intervention plans. SRA uses its flexibility to address the struggles our students face by breaking from the traditional models of behavior management by creating a more personalized experience. Staff is focused on finding underlying causes, discovering triggers and negative coping habits to more appropriately address the behavior, rather than relying solely on negative consequences, or traditional school discipline. SRA aims to utilize strategies based on “where the student is” concerning their social and educational development and experiences. Each student faces different struggles and each student has a different understanding of appropriate, positive coping habits. Therefore, SRA utilizes intervention plans and strategies that are the most appropriate for that particular student. The intervention process doesn’t necessarily begin after the student begins attending SRA. SRA uses all relevant educational history, based on student records and student disclosure, to help gain a better understanding of why the student has struggled in school in the past. If a student has had a significant and consistent problem with academics, attendance, or conduct, it may be necessary that the student be placed on a Trial Period. A Trial Period is a plan for 3-week period in which the particular area that has caused the student a problem is monitored. This gives the student an extra level of support and motivation prior to them starting to attend SRA. The student will complete the Trail Period Form with the help of an Administrator or Counselor. Once the student has met the conditions of the Trial Period, they are removed from it. If the student fails to meet the conditions of the Trail Period, SRA will need to increase the level of intervention. The SRA Intervention Philosophy aims to teach students that there are other behavioral options that they can use when they are faced with challenging situations. Rather than turning to their negative coping habits, students are taught to “replace” their old behaviors with a more appropriate one. Through practice, trial, and experience, students begin to learn that the outcomes, or consequences, of their new choices, are working in their favor. This positive reinforcement leads to new, positive coping habits. In the initial stages of this change process, the new behavioral choices students make may not be perfect. But it is important to recognize progress. The new behaviors may be less disruptive and inappropriate than previous choices, and also, it may be easier for the student to take smaller steps toward change, rather than large leaps. At the same time, our students understand that SRA’s intervention process is progressive in nature. SRA strongly believes that the most appropriate intervention, at any given time, is one that causes the least amount of adjustment to standard building procedures. As the student begins to make progress, the amount or level of intervention should, in theory, decrease as the student develops strong, appropriate, positive coping skills.

Perception Loop 15

SRA believes in the “choice theory” call the Perception Loop. In the Perception Loop, students make choices based on their best survival strategies they have at that particular time. These survival strategies, or habits, were developed over a period of time based on their perception of how the world works. A person’s perception affects their attitudes (influenced by their emotions). A person’s attitude influences their behavior, or choices. All choices have consequences. These consequences, therefore, are directly related back to what our perception was when we began the “choice” process, and then reinforce our perception. If a student have a negative perception of school, learning, or relationships with teachers (just to name a few examples), their attitude toward these issues will be negative. They will make negative choices that have negative consequences. Therefore, their negative perception will be reinforced, getting the student stuck in a negative perception loop. SRA approaches behavior at the perception stage, as opposed to the consequence stage. Much energy is invested in finding causes and addressing problems at their source. “Good Contract” Status This a term used to communicate whether or not a student is meeting expectations in the areas of academics, attendance, and conduct. If a student is adhering to the contract Agreements and expectations in these areas, they will be in “good contract status.” Since SRA is a voluntary, privileged program with limited availability, the concept of “good contract status” is used to measure a student’s effort, progress, and commitment to change and progress. As long as a student remains in “good contract status,” they will have more opportunities to remain enrolled at SRA. As a student begins to struggle and not meet expectations, or is not in good contract status, SRA staff will then utilize a progressive intervention concept to address each student’s needs. These interventions are designed to meet their individual needs and may result in students losing options at SRA. Students could be mandated to attend extra tutoring sessions or lose certain privileges.

DISCIPLINE PHILOSOPHY

Throughout most students’ educational experience, the term “discipline” has been associated with “punishment” or “getting in trouble.” Although that still exists to a point, SRA’s goal of discipline is to change the student’s behavior. Too often discipline becomes about punishment only. SRA believes there is a crucial aspect missing from that: the idea of learning. If the goal is for the student to change their behavior, they have to have a reason to change (so much research shows that “the fear of punishment” is not very effective in learning). There has to exist an aspect of educating the student on why the behavior is inappropriate or creating an unsuccessful patter for them. In addition to learning something new, there MUST exist a safe, risk-free environment, to practice using this new information. SRA understands that change is hard and it takes a process to create new habits. SRA’s conduct interventions are used many times in place of typical discipline, or punishment. Interventions are also pro-active in nature, giving a student the tools to use when they are needed. The last key idea of an effective intervention is the goal of reducing, over an appropriate length of time, the need for the intervention; eventually getting the student to the point that they are able to cope / handle with the situation in a manner that is socially acceptable.

PROGRAM INFORMATION AND SERVICES

SRA CONTACT INFORMATION

Summit Ridge Academy 2620 SW Ward Road Attendance Office…………………….986-4122 Lee’s Summit, MO 64082 Administration……………….………..986-4126 Phone: (816) 986-4120 Guidance Office………………….……986-4123 Fax: (816) 986-4135 Health Room…… Kathy Parker ..986-4024 Website: sra.lsr7.org Resource Officer Officer Conard……986-4035 SRA Quick Reference Attendance / Absences / Bus Info Mary Benes 986-4122 Course Scheduling Jennifer Ailshire 986-4123 Discipline Issues Ryan Town 986-4130 Driving / Parking Rachel Aulgur 986-4126 Evening & Extended Day Program Shanon Whitaker 986-4132 Graduation Progress Jennifer Ailshire 986-4123 New Student Interviews Rachel Aulgur 986-4126 Social/Emotional Health Damian Moses 986-4129 Substance Abuse Support Liaison Damian Moses 986-4129 Transportation Department Michele Barrero 986-2404 Work Study (CCE) Shelli Tucker 986-1499+7275 SRA Staff (all staff emails end with @lsr7.net) Administration Principal Andy Campbell 986-4125 Assistant Principal Ryan Town 986-4130 Guidance / Counseling Guidance Counselor Jennifer Ailshire 986-4123 Social Worker Damian Moses 986-4129 Crittenton Childrens’ Center Therapist Nancy Wolff 986-1499+8574 Support Staff Principal Secretary Rachel Aulgur 986-4126 Front Office & Attendance Secretary Mary Benes 986-4122 Tutor and Learning Lab Para Vincent Estevez 986-4122 Health Room & Nurse Kirsten Jenkins 986-4124 School Resource Officer Robert Conard 986-4035 Teaching Staff Communication Arts Steve Moore 986-1499+7021 Math Gerald Clevenger 986-1499+8553 Jeff Diekmann 986-1499+8642 Science Nichole Wood 986-1499+7527 Social Studies David Bland 986-1499+8847 ACE, Independent Study, P.E. & Health John Eglich 986-1499+8363 Family & Consumer Science (FACS) Shelli Tucker 986-1499+7275 Missouri Options Program Matt Hague 986-4134 Special Education Andrea Cohen 986-1499+7558 Recovery/Transition Program Shanon Whitaker 986-4132 Middle School Program Carrie McAtee 986-1499 Dale Wolff 986-1499+8907 Gerald Clevenger 986-1499+8553 Tutor and Learning Lab Paraprofessional Vincent Estevez 986-4122

SRA PROGRAMS OF STUDY

Middle School Program Hours of Attendance: Mon., Tues., & Thurs. (7:30 AM-1:30 PM), Wednesday (8:30 AM-1:30 PM) & Friday (7:30 AM-12:00 PM) Attendance Requirements: 90% attendance each quarter. M, T, Th Schedule HAWKS, 1st Hour, 2nd Hour, 3rd Hour, Lunch, 3rd Hour, 4th Hour, 5th Hour Wednesday Schedule: 1st Hour, 2nd Hour, 3rd Hour, Lunch, 4th Hour, Tutorials, 5th Hour Friday Schedule: HAWKS, 1st Hour, 2nd Hour, 3rd Hour, 4th Hour, Lunch, 5th Hour Grading Periods: 18-weeks (District Standard Passing Guide)

High School Program Hours of Attendance: Mon., Tues., & Thurs. (7:30 AM-1:30 PM), Wednesday (8:30 AM-1:30 PM) & Friday (7:30 AM-12:00 PM) Attendance Requirements: 90% attendance each quarter M, T, Th Schedule HAWKS, 1st Hour, 2nd Hour, 3rd Hour, Lunch, 3rd Hour, 4th Hour, 5th Hour Wednesday Schedule: 1st Hour, 2nd Hour, 3rd Hour, Lunch, 4th Hour, Tutorials, 5th Hour Friday Schedule: HAWKS, 1st Hour, 2nd Hour, 3rd Hour, 4th Hour, Lunch, 5th Hour Grading Periods: 9-weeks (course curriculum equal to a semester length class) Credit Earning Potential: .5 per class / 2.5 per quarter / 5.0 per semester / 10.0 per school year Additional Credit Potential: CCE-.5 per quarter (11th & 12th grade) / extra course enrollment / on-line class

MO Options Program Students enrolled in this program must attend 30 hours of school per week (Full Day Student), or a combination of reduced day at school and 15 hours of approved employment. A student must qualify for the reduced day option by scoring at a set standard on the Predictor HiSET. Students work in an independent study environment with a certified classroom teacher. Course work is composed of lessons designed to improve their mastery of five subject areas: Science, Math, Social Studies, Reading, and Writing, which will ultimately be assessed using a standardized end of course exams and the HiSET.

Full Day Student Hours of Attendance: Mon., Tues., & Thurs. (7:30AM-1:30 PM), Wednesday (8:30 AM-1:30 PM) & Friday (7:30AM- 12:00 PM)

Work-Study/CCE Student Hours of Attendance: Monday, Tuesday, Thursday (7:30AM-10:54AM), Wednesday (8:30AM-11:08AM), & Friday (7:30AM-10:09AM) ** Work-Study students must score at a set standard on the HiSET Predictor Test before being allowed to Participate in the Work-Study/CCE Program

Evening & Extended Learning Program Hours of Attendance: Monday, Tuesday, Wednesday, & Thursday (2:10-4:30) Attendance Requirements: 90% attendance each quarter Daily Schedule 6th Hour & 7th Hour (SRA Schedule) Grading Periods: 9-weeks (course curriculum equal to a semester length class) Credit Earning Potential: .5 per class / 1 per semester / 2 per school year

Daily Schedule 2017-18 School Year

Mon., Tue., & Thur. Wednesday Late Start Friday HAWKS…...... 7:30-8:00 st 1 Hour………....8:30-9:14 HAWKS……….7:30-8:00 1st Hour……….....8:04-9:00 2nd Hour…………9:18-10:02 1st Hour………...8:04--8:39 nd 2 Hour…………9:04-10:00 3rd Hour………....10:06-10:50 2nd Hour………..8:43-9:17 3rd Hour………….10:04-10:34 Lunch…………...10:54-11:14 3rd Hour………..9:21-9:55 Lunch……………10:38-11:00 4th Hour………...11:19-12:03 4th Hour………..9:59-10:34 3rd Hour………….11:05-11:31 Tutorials…………12:07-12:59 Lunch…….….10:38-11:00 th th th 4 Hour…….……11:35-12:31 5 Hour………....1:03-1:30 5 Hour………….11:05-12:00 5th Hour………….12:35-1:30

COURSE OFFERINGS

Schedule Change Procedure Before the first meeting of a class, schedule changes will not be made unless one of the following criteria is met: 1. The student does not meet the prerequisite shown in the course description. 2. The student is approved to participate in a work program or to enroll in courses at some other school/college. 3. Administrative reasons based on error, class imbalance, course additions, hour changes, vocational school schedule, and graduation requirements, etc After the quarter begins, schedule changes will not be made unless one of the following criteria is met: 1. Student does not meet the prerequisites as shown in the course description. 2. Student class placement is inappropriate for ability level. 3. Student is approved to participate in a work program or to enroll in courses at some other school/college. 4. Administrative reasons based on error, class imbalance, course additions, hour changes, vocational school schedule or graduation requirements. If the student does not meet one of the criteria above and drops a class after the third week of the quarter, an “F” will be recorded on the transcript and included in the student’s GPA calculation. The class period in which the course was dropped will be used as a study hall.

Middle School Courses

Communication Arts A blend of 7th and 8th grade Language Arts curriculum. The 7th Grade curriculum consists of four major units of study: reading, writing, listening, speaking and information literacy. The 8th Grade Language arts curriculum consists of the following units of study: literature, writing, and grammar/usage Social Studies A blend of 7th and 8th grade Social Studies curriculum 7th Graders take Eastern Hemisphere. This course studies the development of civilizations of the ancient eastern hemisphere. 8th Graders take Early American History. This course will survey our nation's early history from 1492 to 1890. The course is designed to provide an understanding of and appreciation for our national heritage. Mathematics A blend of 7th and 8th grade Math curriculum. The class covers a variety of topics including real numbers, area, volume, percent applications and proportional reasoning, similar figures, formula applications, geometric exploration, the Pythagorean Theorem, solving and graphing equations, and problem-solving strategies. Remediation of mathematics skills will be provided for selected students. Science A blend of 7th and 8th grade Science curriculum. The focus is to instill sound investigative and critical thinking skills in our students. Scientific Inquiry is a significant, embedded part of this course, and integrated units will include the following topics: earth systems including meteorology and natural and human effects on the atmosphere; astronomy; matter and energy including chemistry, and electricity; and science relevance. Reading Lab: Read Plus The Reading Plus system provides a unique, independent practice environment designed to ensure immediate and frequent success. Readers build independent reading skills and confidence to prepare them for tests, academic success, and challenges beyond school. Math Lab Teacher/Administrative approval through qualifying test scores. This course is designed for students who need additional support in their regular math class. After students are assessed to determine their level in the District Essential Math Skills, they receive instruction on any math skills needing improvement. Class activities include software programs, website activities and direct instruction from the teacher. Pre-teaching and re-teaching of the regular math course content is included in the direct instruction from the teacher.

High School Courses

Communication Arts

English 9

This course is designed to refine skills in reading, analysis, and interpretation of literature. Students write multiple paragraphs and essays in response to literature. In addition to grammar practice and vocabulary development, this class emphasizes oral presentations, group activities, independent reading, and career research.

English 10

This course focuses on extensive reading and literary analysis. Students apply grammar, vocabulary, and writing skills in varied writing projects and compositions. Students will reinforce skills in reading comprehension, current research methods, oral presentations, independent study, and effective listening.

English 11

This course focuses on thematic units that explore a variety of genres in American literature. Students practice literary analysis and complete writing projects including personal responses, essays and oral and written presentations. A research paper is included in the course work as well as grammar and vocabulary study.

English 12 This course provides seniors with the opportunity to become competent writers through responses to contemporary literature & essays. Student writing includes reflective, professional, persuasive, expository, analytical, and evaluative pieces. The literature includes biographies, print media, multicultural short stories and poems, and essays. Vocabulary and usage are emphasized in papers.

Reading Lab The Reading Plus system provides a unique, independent practice environment designed to ensure immediate and frequent success. Readers build independent reading skills and confidence to prepare them for tests, academic success, and challenges beyond school

Creative Writing Teacher approval: This course helps students enjoy and experiment with different forms of writing. Topics include basic characteristics of poetry, short stories, one-act plays, and examination of professional writers’ and fellow students’ work. Students develop a personal style while appreciating other writing methods. Required writing projects may include: writing portfolios, a short story, a one-act play, and a children’s story.

Math

Algebra/Geometry I This course is designed as the first year of a three-year sequence in Algebra and Geometry. The student should enroll in Algebra/Geometry II the following year. Topics include real numbers, problem-solving, patterns and recursion, data exploration, probability, simplifying algebraic expressions, function notation, solving equations, graphing and interpreting linear and exponential functions, as well as the algebraic applications within geometry (parallel and perpendicular lines, coordinate geometry, perimeter, area, similar figures, etc.).

Algebra/Geometry II This course is designed as the second year of a three-year sequence in Algebra and Geometry. The student should enroll in Algebra/Geometry III the following year. Plane geometry topics include lines, angles, polygons, coordinate geometry, congruent triangles, similar polygons, quadrilaterals, Pythagorean Theorem and measurement (area, surface area and volume). Logic and reasoning as they apply to Algebra and Geometry are included. Algebra applications are integrated throughout the course.

Algebra/Geometry III This course is designed as the third year of a three-year sequence in Algebra and Geometry. Topics include polynomials; simplifying algebraic, radical and rational expressions; graphing and interpreting linear, quadratic and rational functions; solving linear and non-linear equations; vectors and right triangle trigonometry; circles; matrices and problem-solving.

Introduction to Algebra II Topics include solving equations and inequalities; linear, exponential and quadratic functions and their transformations; systems of equations and inequalities including linear programming; and logarithms. Daily work will be assigned.

Career Math I This course is designed for those students in need of an additional math credit beyond Algebra and Geometry. Career Math combines the aspects of consumer education with the reinforcement of fundamental algebra and geometry skills. Topics include equations, proportions, percents, measurement and geometry, probability and 21 odds, statistics and data display, and income, purchasing, budgeting, banking, credit, mortgages, transportation expenses, housing expenses, taxes, insurance and investments (stocks, bonds, IRA’s). Daily homework will be assigned.

Math Lab Teacher/Administrative approval through qualifying test scores. This course is designed for students who need additional support in their regular math class. After students are assessed to determine their level in the District Essential Math Skills, they receive instruction on any math skills needing improvement. Class activities include software programs, website activities and direct instruction from the teacher. Pre-teaching and re-teaching of the regular math course content is included in the direct instruction from the teacher.

Science

Biology I This course is required for all 9th grade students (unless enrolled in Advanced Studies Biology I) and must be passed prior to enrollment in another science course. It is designed as a college prep course and is a prerequisite to several other science courses. It is a comprehensive and detailed study of biology which includes the following topics: scientific methodology, chemistry of living things, cell structure and function, genetics, history of life theories, five kingdom system of classification, human biology and ecology. Good study skills and note-taking skills are required.

Fundamental of Physics and Chemistry This course is required for all 10th grade students (unless enrolled in Chemistry I or Advanced Studies Chemistry I) and must be passed prior to enrollment in another science course. Students explore fundamental chemistry, physics, and related earth and space science concepts and principles. Students enrolled in this course will develop problem solving skills and strategies while investigating the structure and properties of matter, chemical reactions, forces, motion, and the interactions between energy and matter. Students investigate the basics of chemistry and physics in solving real-world problems

Science of Nature This course incorporates the many different aspects of the world around us. Units include the science of survival, natural disasters, ecology, flow of energy through ecosystems, endangered plants and animals (world wide as well as Missouri species), identification of Missouri plants and animals, natural parks, landscape design and greenhouse work. Students will apply practical knowledge to create several different products: disease pamphlet, endangered species newsletter, biome travel guide, landscape development and design, as well as collection and identification of Missouri plants. If grounds permit, students may help design and implement landscaping projects on school grounds.

Social Studies

American History This class provides a broad survey of America’s past from Industrial Revolution (late 1800’s) to present. Expectations will be to read text and supplementary material; take class lecture notes; complete study guides and make reports; construct historical time lines; do map exercises; interpret historical documents, graphs and charts; engage in class discussions and simulations; and view historical photos and videos.

World History This class provides a broad survey of World History from the Renaissance to Modern Day. Work includes use of resource materials, note taking and examinations.

Modern Global Issues

This course focuses on the Cold War, its effects upon the third world, the stresses of rapid modernization in both the United States and developing countries, and on the movement towards globalization since the end of World War II. Through readings, videos, and discussion, the course will examine the integration of national economies, the blending of cultures and the impact of technological change. NOTE: High School Graduation Requirement

American Government NOTE: The state of Missouri has mandated that all secondary schools 9-12 require a course in American government concepts. All students are required to pass the American Government course as a graduation requirement. Students will take and pass the two tests required for high school graduation - U.S. Constitution/Government and Missouri Constitution/Government. Additionally, The American Government End-of-Course exam will be administered to students enrolled in this course. This state-required exam will contribute to the students’ final grade in the course. This is an introductory course to meet state requirements for study of U.S. and Missouri governments.

Contemporary Issues Contemporary Issues is designed for the student who desires to: understand the process of news gathering and reporting by the media; examine and discuss major news events, issued and people affecting our local community, nation, and world. Requirements include internet research, group activities, and news presentations. Watching and listening to news outside of class is an integral part of this course.

General Psychology Psychology is designed as an introduction to the field of psychology, its history and its application in our daily lives. Students will observe behavior, study its theories, understand brain functions, evaluate approaches and test new and evolving hypotheses. In addition to standard expectations, students will be required to actively participate in class projects and activities.

Elective Courses

Business

Keyboarding Learn to type faster with fewer errors. Students will receive instruction using Microsoft Word and enrichment software. This course includes an introduction to basic computer concepts and development of keyboarding speed and accuracy. Acquire proficient keyboarding skills though daily work, timed writings, objective tests, letters, multi-page reports, emails, and proofreading quizzes.

Computer Applications Instruction using MS Word, Excel, Access, and Power Point. Acquire ability to create publications, analyze spreadsheets, merge documents, deliver presentations and use the Internet as a resource. Utilizing professional training software, students will obtain the necessary skills to earn an industry certification from the Microsoft Corporation called Microsoft Certified Application Specialist (MOS) in the areas of Word, Excel, PowerPoint and Access 2010.

Computer Applications II Encompasses advanced competencies to strengthen skills in solving complex business problems through the integration of word processing, database management, spreadsheet analysis, desktop publishing, presentation/multimedia production and electronic communications. Utilizing professional training software, students will obtain the necessary skills to earn an industry certification from the Microsoft Corporation called Microsoft Office Specialist (MOS) in the areas of Word, Excel, PowerPoint and Access 2010.

Business Law 23

Students will learn how to demonstrate their legal rights and personal responsibilities. Topics include criminal law; civil law; juvenile law; contractual law; law of sales; consumer law; and the court system. Understanding and analysis of legal principles for application to case problems.

Cooperative Career Experience (CCE) Internship Average 15 hours per week supervised employment. Cooperative work experience program; job training provided by participating area businesses such as automotive, construction, day care, drafting, electrical, food service, industrial, maintenance/cleaning, mechanical, medical-related, and warehouse. Primary purpose is to provide experience and training in actual work situation. Employer contributes to evaluation. NOTE: Leaving place of employment during the year requires approval of employer, coordinator, and administration

Family & Consumer Science

Child Development Students develop an awareness of the myths and realities of parenting. Topics include readiness to parent; developmental changes in families; balancing work and family; value of play; developing communication; decision-making skills; and building self-esteem. This class includes sex education following the Missouri comprehensive guidelines (including human reproduction and sexually transmitted infections). The primary focus of Child Development: Parenting Issues is on pregnancy, prenatal development, birth and the first year of life. All three major areas of parenting (caring for, nurturing, and guiding children) are explored.

Culinary Foundations Learn the basics of food safety, selection, storage, preparation and planning meals on a budget. Learn culinary skills that you will use in your first time away from home as well as the rest of your life. Work in groups to plan, prepare and serve food products in a lab setting. Missed labs must be made up at home following any absences. This course is a prerequisite to Culinary Arts I.

Personal Image (Grades 10-12) This class is designed for students who are seeking to develop skills that make the most of individual characteristics. Topics include self analysis, stress management, personal care, application of elements and principles of design, wardrobe planning and strategies to help them prepare for and be successful in the workplace. Self-evaluation and personal involvement are stressed.

Art

Foundations of Drawing All beginning drawing students are welcome! In this course students will learn to see and draw accurately from direct observation as well as imagination. Students will study contour line, shading, proportion and perspective. Emphasis will be placed on accurately drawing basic forms from different angles and eye levels. Foundations of Drawing is a prerequisite for many of the other art courses. In addition to the regular curriculum, this art class integrates therapeutic art projects that allow students to express themselves in a creative and positive manner through expressive therapy.

Foundations of Design This beginning level studio course is designed to develop the student’s personal approach to problem solving while exploring basic principles of design. A variety of media will be used to create two and three dimensional art. Foundations of Design is also a prerequisite for many of the other art courses. In addition to the regular

24 curriculum, this art class integrates therapeutic art projects that allow students to express themselves in a creative and positive manner through expressive therapy.

Physical Education, Health, & Personal Finance

Foundations of Fitness This class is designed for students to learn and exhibit personal behaviors and habits that will lead to a healthy, active lifestyle. Students will not only learn to take responsibility for their personal health, but learn to exhibit proper social behavior in all types of settings. A variety of activities taught in class will allow students to assess, interpret, and implement a personal fitness plan. The following activities will be covered in class: aerobic and anaerobic fitness activities, resistance / circuit training, team building, and non-traditional team game activities.

Fitness for Life This course covers a variety of lifetime activities including tennis, golf / disc golf, horseshoes / washers, bocce ball, bowling, handball, badminton and table tennis. Physical fitness testing and a variety of fitness activities are also included within the curriculum. This class allows students the opportunity to develop their skill level, as well as apply learned skills, knowledge, and strategies within the context of the class activities. The class will include field trip experiences in some of the activities.

Health & Wellness NOTE: High School Graduation Requirement This course is an overview of wellness topics including: personal health, fitness & nutrition, human growth & development, family & social health, ATOD, STD’s, HIV/AIDS, and other health related areas. The students will be expected to design exercise and nutritional plans as well as use technology, where appropriate, for research assignments.

Personal Finance NOTE: High School Graduation Requirement Students will focus on their role as a citizen, student, family member, consumer and active participant in the business world. Students will learn various financial responsibilities including money management and credit management. Students will be provided an opportunity for self-awareness, expression and satisfaction in a highly technical and competitive society.

GRADUATION INFORMATION

Graduation Requirements (Refer to the District Student Policy Guide)

Early Graduation (Refer to the District Student Policy Guide)

Community Service Requirement (Refer to the District Student Policy Guide)

Senior Check Out Procedure Senior Check Out Forms a) All graduating seniors are expected to complete a check out form from SRA. This includes signatures from teachers, counselors, and administrators to verify the student has met all requirements. b) After the student has completed the SRA Check Out Form, they must return to their home school to complete the Final Check Out Form. Students will not be allowed to complete the home school form until the SRA form is Fines

This is part of the senior check out procedure. All unpaid fines, current or past, must be cleared up prior to graduation. If the fine was incurred at the home school or summer school, payment can be made through SRA.

Senior Exit Survey As part of the Senior check-out policy, all Seniors are expected to participate in a computerized exit survey. SRA appreciates feedback about our program.

Graduation Ceremonies LSHS/LSNHS/LSWHS High School Graduation Seniors who have met all graduation requirements and have earned a traditional high school diploma (26 credits or Regular Diploma MO Options) are welcomed to attend their home school’s Graduation Ceremony. MO Options students are eligible to participate in graduation ceremonies at their home school if they have passed all parts of the Hi-Set exam AND earned 1.0 credits in EACH of these three categories: Fine Art, Physical Education, and Practical Art. Students will not get to participate if they have an incomplete Senior Check-Out Forms, unpaid fines, and/or other outstanding obligations. Also, students currently on disciplinary probation may not be able to attend. The student and parent should contact their home school administration to make this determination.

Summit Ridge Academy Graduation Ceremony Students who reach graduation requirements though the MO Options program that have not earned 1.0 Fine Art credit, 1.0 Physical Education credit, and 1.0 Practical Art credit are not eligible for the graduation ceremony at their home school. Instead, SRA will hold a Graduation Celebration at Summit Ridge Academy, in which the students’ families are invited to celebrate the student’s success in a more intimate setting. These students still receive their diploma from either LSHS, LSNHS, or LSWHS.

GRADING PERIODS

Students are issued a three and six-week progress reports each quarter and a final quarter grade at the end of each 9-week quarter (this is equivalent to an 18-week semester). Students and parents are reminded that the three and six week progress reports indicate the progress of the student at the time the report is issued and that a cumulative grading system is utilized for the quarter.

First Quarter: Aug. 15-Oct. 11 Third Quarter: Jan. 3-Mar. 8 Second Quarter: Oct. 15-Dec. 19 Fourth Quarter: Mar. 11-May 17*

Students will receive progress and semester grade reports on the following dates:

Qtr 1: Weeks 1-3 ends on Aug. 31 Grades Issued on Sept. 5 Qtr 1: Weeks 4-6 ends on Sept. 21 Grades Issued on Sept. 26 Qtr 1: Weeks 7-9 ends on Oct. 11 Grades Issued on Oct. 17 Qtr 2: Weeks 1-3 ends on Nov. 9 Grades Issued on Nov. 14 Qtr 2: Weeks 4-6 ends on Nov. 30 Grades Issued on Dec. 5 Qtr 2: Weeks 7-9 ends on Dec. 19 Grades Issued on Jan. 3 Qtr 3: Weeks 1-3 ends on Jan. 25 Grades Issued on Jan. 30 Qtr 3: Weeks 4-6 ends on Feb. 15 Grades Issued on Feb. 20 Qtr 3: Weeks 7-9 ends on Mar. 8 Grades Issued on Mar. 13 Qtr 4: Weeks 1-3 ends on Apr. 5 Grades Issued on Apr. 10 Qtr 4: Weeks 4-6 ends on Apr. 26 Grades Issued on May 1 Qtr 4: Weeks 7-9 ends on May 17* Grades Issued on May 20*

*The end of the 4th Quarter may change due to inclement weather days.

STUDENT SERVICES

Transportation Services Bus Transportation The school district provides free bus transportation for all students living within the school's boundary. Arriving at school by any other method is a personal choice. Problems with private transportation resulting in late arrival will be unexcused. Students are expected to be respectful to their bus drivers and to abide by the bus rules. School rules and appropriate discipline still apply. If a student gets in trouble on the bus, school discipline will apply. Please call the transportation department at 986-2400 for questions regarding bus transportation. If parents wish for their child or children to board or leave the bus at an unassigned bus stop, the parents of all involved students need to send signed notes that must also be signed by the student's appropriate administrator. Bus notes should be delivered to Administration prior to the start of 3rd hour. The notes must be presented to the bus driver each time in order to board or leave the bus.

Personal Transportation Students are permitted to park on school premises as a matter of privilege, not a right. Student parking privileges can be revoked. Arriving at school by private is a personal choice. Problems with private transportation resulting in late arrival will be unexcused. Student responsibilities when driving to school include:  Students must have a valid parking permit to park on campus. Students may purchase these for $25 in the office. If a student transfers from another school within the district and has purchased a parking permit, he/she may exchange the home school parking permit for a SRA parking permit.  Parking illegally will result in fines, detentions, parking permits revoked, and/or towing of the vehicle. There are no warnings for non-permit vehicles.  Students must park in the designated marked area.  The 15 m.p.h. speed limit and all patterns, rules and regulations must be observed.  Parking in a yellow-marked area, fire zone, visitor, teacher, or reserved spot will result in an automatic fine.  Parking in a handicapped zone could result in a ticket being issued by the Lee’s Summit Police as well as by the school.  Motorcycles must abide by the automobile regulations.  Speeding or careless and reckless driving in the parking lot can result in police action along with school discipline. Police can issue tickets for careless and imprudent driving, endangerment of a minor, or other violations. School discipline includes, but is not limited to, detention, suspension and/or loss of driving privileges.  During the school day, students are not permitted to go to their parked cars, be in the parking lots, or drive their cars between classes without the permission from an administrator.  Those students riding in automobiles are expected to be in class on time. Any absence or tardy due to private transportation will be unexcused.  All parking fines are $20.00.  Consistent with the community’s expectation that school officials sustain a safe school environment, the Lee’s Summit schools will cooperate with appropriate law enforcement agencies. The parking lot and all cars parked on campus can be subject to search. The parking lot WILL BE searched periodically. This may include use of canines for the search.  The R-7 School District is not responsible for student vehicles and or vehicle contents while parked on district grounds.  Students attending Summit Technology Academy, Cass Career Center, or Joe Herndon Area Technical Center are required to adhere to the policies of those schools as well as those of the R-7 District. 27

Students are not allowed to drive to Vo-Tech School, unless administrative approval has been granted. Violation may result in disciplinary actions, including suspension, removal from the tech school, or loss of credit. Fines and discipline will be assessed for the following parking violations:  Students with valid parking permits that fail to properly display permits will get two warnings. Any tickets after the first two warnings for not properly displaying the permits will result in fines.  Students with valid parking permits that park illegally will be assessed fines without warning. This includes parking in fire lanes, outside parking lanes, in the wrong parking lot, or staff/reserved/handicapped parking.  Students parking on campus without purchasing a valid parking permit will receive a $20 fine.  Unauthorized or duplicated hang tags will result in a $20 fine, discipline based on forgery, and possible referral to the Lee's Summit Police Department.

Parking Lot and Campus Safety Skateboarding, or the use of any type of skates, is not allowed on school property. School Discipline will apply to violators. Also, riding bicycles around the parking lot, for the purpose of entertainment or exercise, rather than personal transportation, will not allowed. Once a student arrives at school, by bus or personal transportation, they are required to directly enter the building. Waiting in or around cars, walking onto Lee’s Summit West Campus, or leaving campus is not permitted. All students must have prior administrative approval to be on the LSW campus.

Nutrition Services

A well-balanced and nutritional breakfast and lunch program is offered at reasonable prices. Supplementary snacks are also available. Students may purchase food, bring their own food, or use a combination of both plans. Students will need to utilize their ID number to facilitate their purchases. Students are not to share this number with anyone. Breakfast is served from 7:30 AM-7:50 AM. No breakfast will be served after 7:50 AM without administrative approval (this would only be for extenuating circumstances). District approved snacks are available during the extended break between second and third hour. Lunch will be served from 12:35-1:00. Cafeteria Procedures  Students will line up as one group at the north door and wait to be escorted to LSW by SRA lunch supervisors. Being tardy (not arriving in the north lobby before dismissal) will be classified the same as any other tardy.  LS R7 follows a “closed campus” lunch policy. Students may not leave campus for lunch and return to school. Students may bring their lunch to school.  All students must go to lunch, whether they are eating or not, unless they receive direct permission from administration. Unexcused absences from lunch will result in disciplinary action.  Students will walk directly to the cafeteria serving area to purchase their food. Students are not allowed to mingle in the cafeteria or stop to talk to LSW students.  Students are expected to remain in the cafeteria during their lunch periods. They are not allowed to use the restroom without permission. Enough time is allotted at SRA while waiting to be escorted to lunch. In addition, students need to stay in their seats throughout lunch. Students are not allowed to mingle or walk around.  Each student is expected to return his/her tray, utensils and trash to the designated area. Leaving trash or trays on their table will result in discipline.  Students are allowed to leave only when instructed to do so by SRA lunch supervisors.  Students will not be allowed to take any uneaten food back to their classes. Students need to plan accordingly.  Students will return to SRA as one group. It is the students’ responsibility to finish their lunch and return their trays before dismissal. Students who are late returning from lunch will receive discipline.

 Once the students have returned to SRA, Students need to move to their next class. No food or drinks will be allowed to be taken to class rooms.  Appropriate behavior is expected at lunch. School conduct rules will apply in the cafeteria. In particular, students should not engage in horseplay, use profane language, or be disruptive or unreasonably loud.  Take-out food cannot be delivered to students. Prior approval from the administration must be received for any food brought from the outside.  Students may not invite guests to lunch with them at LSW. If a parent wants to eat lunch with their student, they can remain at SRA to eat together.

Health Services

Health Room The school attempts to maintain a safe and healthy environment. A health clerk, trained in CPR and first aid, works under the supervision of the R-7 registered professional nurses. First aid care will be administered to sick and injured students. In the case of serious illness or accidents, parents will be notified immediately.  Students who become ill at school MUST report to the health room with a pass from the current hour’s teacher. Any student leaving school early because of illness MUST check out through the office.  Student use of personal cell phones to contact parents during the school day regarding personal illness is prohibited. School landlines are available.  Students will not be allowed to go to vehicles to get medication or go home for medication without permission from an administrator.  Student’s prescription medication(s) that are needed during the school day should be registered with the school nurse and kept in the Health Room, not kept in vehicles. Communicable Disease Guidelines It is very important that we prevent the spread of communicable disease. The following guidelines should be followed:  Students should be fever free without the use of fever reducing medicine for 24 hours before returning to school.  Students should be free of continuous coughing.  Students should remain at home until 24 hours after the last episode of vomiting or diarrhea.  Students should remain at home for 24 hours after taking the first dose of antibiotic for an infection.  Parents are encouraged to report communicable illness when calling students in ill to the health room staff  Students may be excluded from school if one or more of the following exists: Diarrhea, fever of 100 degrees or greater, nursing recommendation based upon physical condition, rash undiagnosed, or unvaccinated students in times of disease outbreaks. Required Immunization of Students Students cannot enroll or attend school unless immunized as required by Missouri law. It shall be the duty of the parents or guardian of every student entering the School District to furnish the school satisfactory evidence of immunization or exemption from immunization against disease as mandated by Missouri State Law. Any student who has attended any R-7 school during the last school year will not be allowed to pick up a schedule or attend classes unless the immunizations needed are up-to-date. Students new to the R-7 School district must present immunization records. All immunizations must be up-to-date before a student will be permitted to enroll, pick up a schedule or attend class. Satisfactory evidence of immunization shall be a statement, certificate of record from a physician or other recognized health facility, or appropriate personnel stating that the required immunizations have been given to the student and verifying the type of vaccine and the month day, and year of administration. Sports physicals are not acceptable documentation as a current immunization record. It is unlawful for any child to attend school unless the child has been immunized according to state law or unless the parent or guardian has signed and placed on file a statement of medical or religious exemption with the school nurse. 29

 Medical Exemptions: A child shall be exempted from the immunization requirement upon certification by a licensed doctor of medicine or doctor of osteopathy that either the immunization would seriously endanger the child’s health or life, or the child has documentation of laboratory evidence of immunity to the disease.  Religious Exemption: A child shall be exempted from the immunization requirement if a parent or guardian objects. Student or parent must provide a statement on the appropriate form from the Department of Health and Senior Services (DHSS) referencing the immunization of that child violates his/her religious beliefs.  Immunizations in Progress: A child may continue to attend school as long as the immunizations series has been started and satisfactory progress is being accomplished according to the guidelines of the Missouri Division of Health. Failure to meet the next scheduled appointment constitutes noncompliance with the school immunization law. Immunizations may be given by the family doctor or may be obtained at the Jackson County Health Department – 313 S. Liberty, Independence. Please call 404-6415 for times or more information. An adult MUST accompany the student with written permission for the immunizations by the parent or guardian, and provide students immunization records to clinic staff. (Reference Board Policy JHCB)

Student Medication Policy

a. Administration of Medications to Students (Reference Board Policy JHCD) b. Over-the-Counter Medications High school students may carry and self-administer legal nonprescription medications that have been listed on the High School Non-prescription Medication Card and signed by the student and parent/guardian. Over-the-counter medications must be in the original container, taken per label directions, and are not to be shared with other students. c. Prescription Medications The parent/guardian must provide the district with written permission to administer the medication before the district will administer the prescription medication to the student. The prescription label will be considered the equivalent of a prescriber’s written direction, and a separate document is not needed. d. Self-Administered Medications An authorized prescriber or a student’s IEP or 504 team including district nursing staff may recommend that an individual student with a chronic health condition assume responsibility for his or her own medication as part of learning self-care. The district will allow students to self-administer medication for the treatment of asthma and anaphylaxis in accordance with this policy and law. The district may allow students to self-administer other medications in accordance with law. The district will not allow any student to self-administer medications unless:  The medication was prescribed or ordered by the student’s physician.  The physician has provide a written treatment plan for the condition for which the medication was prescribed or authorized that includes a certification that the student is capable of and has been instructed in the correct and responsible use of the medication and has demonstrated to the physician or the physician’s designee the skill level necessary to use the medication.  The student has demonstrated proper self-administration technique to the school nurse.  The student’s parents have signed a statement authorizing self-administration and acknowledging that the district and its employees or agents will incur no liability as a result of any injury arising from the self-administration of such medication unless such injury is a result of negligence on the part of the district or its employees or agents. e. Emergency Medication All student-occupied buildings in this district are equipped with pre-filled epinephrine syringes that can be administered in the event of severe allergic reactions that cause anaphylaxis. The school

principal or designee will maintain a list of students who cannot, according to their parents/guardians, receive epinephrine. A current copy of the list will be kept with the devices at all times. f. Consequences Students who possess or consume medications in violation of this policy while on district grounds, on district transportation or during a district activity may be disciplined up to and including suspension or expulsion. Employees who violate this policy may be disciplined up to and including termination. District administrators will notify law enforcement when they believe a crime had occurred.

Accidental Insurance The R-7 School District does not have accident insurance on students in the school district. The cost of providing this insurance would be prohibitive. With this in mind, as a supplement to the family's own health insurance, the Board of Education is making available a nominally priced student accident insurance plan. This plan has been offered in the R-7 School District for a number of years and is a contract between the family and the insurance company.

Mentoring Program The SRA Mentoring Program is a very important part of building close relationships with students. Mentoring time corresponds to homeroom, therefore, a student’s homeroom teacher is their mentor. Homeroom is scheduled for the first period of the day. This gives students and teachers an opportunity to triage and get the day started on a positive note. Also, staff can make the appropriate recommendations or referrals if the student needs additional support for the day. In the Mentoring Program, students will be cover important information concerning the school schedule, academic, attendance, and upcoming activities. Students and Mentors will also participate in various lessons or activities which correspond to weekly goals or character traits. Mentoring / Homerooms are organized by grade level.

Guidance Counselor Guidance and counseling is an integral part of Summit Ridge Academy’s total educational program. The Missouri Comprehensive Guidance Plan is followed as a model for implementing this program. The components of this Plan include:  Guidance Curriculum [curriculum geared toward career planning exploration, knowledge of self and others, and educational vocational development]  Individual Planning [activities that help students plan, monitor, and manage their own learning, personal, and career development]  Responsive Services [activities to meet immediate student needs with counseling, consultation, referral, or information],  Support Services [management activities that establish, maintain, and enhance the total guidance program]. The student-counselor relationship at SRA is one in which a student has freedom to express ideas and feelings in order to gain a more meaningful understanding of self and environment. SRA counselors are available to assist students and parents in seeking information and examining alternate possibilities in a variety of situations. Appointments are highly recommended. Students or parents may call the guidance office if they have any questions or to schedule an appointment.

Social Worker SRA strongly believes in the education of the whole student. All children bring with them an entire world of issues that directly affect them as a student. If the child does not feel safe and their needs properly taken care of, they will not be in a position for academic success. SRA has a full-time Social Worker. In many respects, the social worker performs the same functions as the guidance counselor in terms of counseling students, helping students work through their issues, and providing a confidential respite for students. In addition to these services, the SRA social worker is a community liaison. They are able to connect students and families with the appropriate community support for a variety of challenges families may be facing. 31

Support Group/Individual Sessions SRA counseling and administration provide a variety of support groups all with the intention of preparing students to cope with the personal challenges of school and equip them with strategies which put them in a position to be more successful at school. Students do not have to meet in a group format. Many students choose to meet with their counselor on a one-on-one basis. Some of the support topics are: Anger Management Young Ladies Character Education Violence Interruption Process Stress, Anxiety, Depression Parenting Personal Responsibility Social Skills

HAWKS (ARC)

SRA has partnered with Crittenton Children’s Center to provide emotional health support services for student who attend Summit Ridge Academy. Students who are identified by SRA staff will participate in weekly lessons in which they learn a variety of strategies to manage their emotions and behaviors from a licensed therapist employed by Crittenton. These lessons were created by Dr. Marsha Linehan, a renowned psychologist, and are based on the Dialectical Behavior Therapy model. Additional support is available, with parent consent, in the form of individual weekly sessions with the therapist. Students who wish to participate in the individual sessions must enter into a plan created by SRA administration, the therapist, the student, and the parent/guardian.

Student Triage / Conferences In addition to the more standard or structured counseling sessions, SRA intentionally makes an effort to continually determine if a student in mentally, emotionally, and spiritually healthy and prepared to cope with typical daily challenges of being a student. This is done through a process known as triage. Triage is a more discrete, informal, on-the-spot, conversation with a student if the staff member has concerns that the student looks bothered or is acting out of character. SRA strongly believes we cannot ignore these sometimes small signs, as they are a window into a much larger issue. This process takes place as the student enters the building and continues throughout the day. If the staff member believes there is an issue that may interfere with the success of the student for that day, they will recommend the student to the appropriate staff member for a confidential conference to gain a deeper understanding of the issue. Parents do not always catch these subtle change s or signs. As educators, MO law requires the staff member to report any information that may harm the student or others. If information is gathered in which a parent needs to be notified, SRA will notify parent and, if needed, set up a conference with the student and parent to discuss the issue in further detail.

Lockers  Each student will have the option of receiving a hall locker with a built-in combination lock.  Students must always keep this locker locked.  Students are not to reveal the combination to any other student. Items of extraordinary value should not be left in lockers or brought to school.  Students must use only their assigned locker. School lockers and storage lockers are the property of the school district and are provided for the convenience of students, and as such, are subject to periodic inspection without notice.  Personal locks may not be maintained on lockers.  Students should report to the office immediately any locker that is not working properly.  Each student is responsible for everything in his/her locker. It is everyone's responsibility to keep his/her locker locked.

Consistent with the community’s expectations that school officials sustain a safe school environment, the Lee’s Summit schools will cooperate with local law enforcement agencies in conducting periodic unannounced locker inspections, including canine searches.

Returned Check Fee The Lee’s Summit R-VII School District will charge a $25 fee on all checks returned to the District as uncollected.

SRA Traditions

Students at Summit Ridge Academy have developed many traditions since the doors opened in the spring of 1997. Those traditions have united the student body with a spirit of school pride. Whether at an activity or in the classroom, SRA students show their school pride in all they do. Being proud of their school, teachers, activities, and each other, has made the many diverse students become united as a single student body. The symbolism of the SRA colors and the names given to the mascot all echo the pride of belonging in an excellent school environment. School Colors: Burgundy—power and pride of heritage Mascot: Hawks—proud, noble, and fierce Khaki—intelligence, dignity, security, and maturity

Activities Activities are an important part of student life and the school's educational program. Activities stimulate interest in different fields, provide friendships with others who have the same interest, and help promote a feeling of belonging to the school. In order to keep enthusiasm within the activities, students should support the organization to which he/she belongs. These activities and organizations have completed all procedures to achieve charter status:. b. Student Program Review Survey Since its conception, SRA has valued student input for the development of the program. SRA acknowledges that students have a unique perspective and believes the program benefits from gaining insight from students’ opinions. SRA has created student surveys to gather this information. There are four times throughout the school year students complete the survey. Each survey focuses on different aspects of the program. These areas are explained below:  Peer and Staff Relations-Developing positive relationships is very important to building a sense of belonging. This survey asks students their opinion about how well students get along with each other and with staff. It asks what SRA can do to improve both relationships.  Student Privileges-Students can earn privileges for good grades, attendance, and behavior. This survey asks students about privileges they like or don’t like; asks students for recommendations for alternative privileges.  Programs and Services-SRA knows that students have a life outside of school that directly affects their school success. SRA provides programs or services to help support student health, security, and welfare. This survey asks students about their knowledge of these services and their effectiveness.  Academic, Attendance, and Conduct Expectations-SRA holds a high standard for grades, attendance, and conduct. This survey asks students what support they need to achieve these standards. Also, it asks for input about amending the standards. c. Service Learning Fieldtrip Generosity is one of SRA’s pillars, therefore, it is important to provide students opportunities to participate in generous acts. On the morning before Thanksgiving Break, students will divide into 5 different groups. Each group will travel to a different service opportunity within our community. Students directly engage in serving the community. Afterwards, the entire student body and staff meet back at SRA to share in a Thanksgiving meal together. d. Community Resource and Health Fair 33

In April, many community groups participate in a fair at SRA focused on educating students about community services and healthy quality of life choices. Students move from booth to booth gathering information and receive give-a-ways for products, gifts, or special offers.

Extracurricular Involvement a. Activities / Athletics Students enrolled at SRA are still students of their homeschool. If the student is in good contract status, has good citizenship, and meets MSHSAA academic standards, they are eligible to participate in extra-curricular activities and athletics. Students would need to provide their own transportation to the home school after school is released. Students enrolled in the MO Options Program are not eligible to participate in MSHSAA regulated activities. b. Home School Dances and Parties During the school year several home schools will sponsor dances and parties. Dances are open to enrolled members of the high school students in good standing. The following regulations have been established by the student body for dances or parties. These rules will be enforced:  Student IDs are required for all student dances.  Students leaving the building during the dance or party may not return without the prior approval of a sponsor.  School guests must be in the ninth grade or not have reached their 21st birthday and must be accompanied to a dance or party by a student enrolled in LSHS, LSNHS or LSWHS.  Some dances are restricted solely to LSHS, LSNHS or LSWHS students or solely to LSHS, LSNHS or LSWHS students and their registered guests.  Rules regarding guests will be announced prior to the event. Students are held responsible for all actions of their guest and are expected to inform them of all rules and regulations.  Guests must leave the dance and school property at the same time the home school student they are registered with leaves.  Only one guest per student is allowed, and all non- LSHS, LSNHS or LSWHS guests must obtain prior administrative approval. Guest registration forms are available in the Activities Office.  No alcoholic beverages of any kind are allowed. Students or guests who have been drinking will be sent home with a parent or guardian or a designee of the parent/guardian. This incident will become a part of their disciplinary record and appropriate action will be taken.  Students will be expected to dress appropriately. Formal dress is required to attend Homecoming and Courtwarming dances. Jeans are not permitted.  Proper respect should be paid to all sponsors.  Students currently assigned to In-School-Suspension or on Out-of-School Suspension are not eligible to attend.  Students must be picked up at the published end time of the dance. Students who remain on campus beyond 15 minutes of the end time may face disciplinary consequences.  Students attending Summit Ridge Academy will need to call Administration at their home school for additional information to attend dances  High School students must be in attendance the last four class hours of the event day unless approved by an administrator. Middle School students must be in attendance five and a half clock hours of the event day unless approved by an administrator  Students who are suspended or on a district-level probation cannot attend dances or activities

ACADEMIC AGREEMENTS

CONTRACTUAL AGREEMENTS  I am accountable for my own learning. It’s my responsibility to utilize available resources and make staff aware of my needs or misunderstandings.  I will be a responsible student by being on time and prepared for class. I will complete all required work, activities, and assessments.  I will remain on-task in class, engage in classroom activities, and comply with all academic recommendations made by staff.  I agree to comply with all academic interventions from teachers, counselors, and/or administration to increase my opportunity for success.  I will have the perseverance pass courses with an average of 80 percent mastery. If I do not, I agree to participate in the credit recovery program.  Lack of academic progress will result in Academic Probation. Lack of Academic Progress is defined as failing 2/5 classes, 1/4 classes, or 1/3 classes.

ACADEMIC PHILOSOPHY

Small Learning Environment SRA believes that maintaining a low student-to-teacher ratio is the best predictor of academic success. Students have more one-on-one time with their teachers allowing them to help students with more depth and meaning. Also, a small learning environment fosters the opportunity to build relationships among students and between and between students and teachers. Research also suggests that when students feel connected to others at school, they tend to be more motivated for ownership of responsibilities and achieving success.

Differentiated Instruction SRA believes that each student has their own individual learning styles. Some students learn better from what they hear, while others learn better from what they see. Still others learn better with hands-on activities or by what can be organized into graphs or charts. SRA teachers are trained on how to design their lessons to accommodate the diverse learning styles. SRA teachers deliver the instruction / lesson in a variety of different formats. Within one lesson, students could experience a lecture, do group work, make a poster, or create a power point. This enables the material to be understood in a way that relates to the students’ learning style.

Mastery Learning SRA uses a Mastery Learning Program which focuses on “mastering” a learning target (meaning understanding and comprehending) before moving on to the next learning target, instead of just “checking assignments off the list.” If the lesson or assignment is important enough for a student to be required to do, then it is important that they are given ample time to learn it. SRA sets their mastery level at 80%. Students must average an 80% for each unit of instruction. This includes all assignment, quizzes, tests, etc. for each unit. A student may not decide to skip a unit of instruction because their overall grade would still average to over an 80% by doing so. This action does not meet the requirement for the SRA Mastery Learning Program. The concept also affords students the opportunity to retry assignments multiple times until they reach the desired level of mastery. Because Failure is NOT an Option, if a student is unable to pass the course with a minimum of 80%, SRA will give the student opportunities to recovery the credit through our Credit Passed with Recovery (CPR) Program.

Flexible Scheduling SRA has a variety of programs and schedules to accommodate the variety of needs that exist within our students. SRA personally works with each student to craft a schedule that will meet their unique needs. Some students need more classes than what is standard, some need less. SRA can schedule time for a student to get caught up in a class(es) within a grading period. It is one of the greatest abilities that the program can provide because the best educational plan is the one that is the most personalized to the student.

Teacher Professional Discretion The State of Missouri and the Board of Education of Lee’s Summit School District allow teachers a level of discretion to make various educational decisions. Teachers have the authority to determine the content of a lesson, determine the delivery format of the lesson, create and assess assignments and tests to evaluate comprehension of the learning objectives, and establish due dates. The list goes on and on. Teachers also have the authority to determine where and when a student needs to work on an assignment. If the teacher determines the lesson should be worked on in class, then the student is expected to respect the teacher’s decision and discretion, and follow instructions. Also, the teacher is the manager of the class room. If a teacher wants to change the seating arrangement, assign an impromptu quiz, change lesson plans, that is their prerogative. Administration has very little sympathy for students who challenge the basic professional discretion of teachers.

Academic Interventions SRA begins its academic interventions as soon as signs develop that students are beginning to struggle. Initially, interventions are put in place that allow more decisions to be made by the student, than staff, to address the problem. If students feel more in control, they take ownership of their education, and work harder to protect the opportunity. If the student continues to struggle, the interventions used give more of the decision- making authority to staff. Some of these interventions require the student to do something they may not want to, but, as stated in the Student Contract, students agree to follow staff recommendations.

Struggling Learner vs. Intentional Non-Learner SRA differentiates between struggling learners and intentional non-learners, and therefore, use different interventions for both. Struggling Learners tend to give a legitimate attempt to achieve academic success, but may lack various base-skills or prerequisite knowledge, or have an unidentified learning style. An intentional non-learner is described as a student who has not committed to a level of engagement into their own learning. Typical behaviors intentional non-learner are being often off-task or disruptive or a refusal to follow through or cooperate with staff interventions or recommendations. All of which are consistent from one class to the next. An intentional non-learner would be referred to student administration to make a determination of the appropriate intervention. If there are emotional / social needs that may be causing some of these behaviors, the student is referred to either the counselor or the social worker to determine the appropriate intervention. Students who are identified as struggling learners can qualify for extensions or other academic supports that allowing for grace and flexibility. On the other hand, students who are identified as intentional non-learners will be limited to the academic supports and may lose privileges or even receive discipline in an effort to address the behaviors and identify appropriate motivation.

ACADEMIC SUPPORT AND SERVICES

Learning Labs Some students, either through self-request or administrative recommendation, can use one or two of their hours as a study hall. This allows the student: 1) a lower class load and 2) more school time to work on their classes. Sometimes finding success while enrolled in fewer courses gives students the confidence needed to succeed with more classes.

Learning Lab Agreements  Come prepared to work. This includes arriving with all necessary materials.  Stay on task for entire Study Hall period. Talking is allowed only at teacher discretion. 36

 Complete class material before becoming involved in any other activity. Types of Learning Labs a. Independent Study-student is given a reduced class schedule in which one to two periods are designated as extra time to work on other classes. b. Academic Tutor- student is given a reduced class schedule in which one period is designated as extra time to work on other classes in a classroom with a tutor to offer individual help. Only students who are administratively assigned through an academic plan are able to access this type of learning lab. c. Success Labs With administrative approval, a student can enroll in a study hall that serves three specific purposes: 1. Extra Study Time- student is given a reduced class schedule in which one period is designated as extra time to work on other classes. 2. Individual Tutoring- an adult staff member is present to offer individualized help. 3. Study Skills-students will review specified study strategies with the staff member in order to reinforce their academic skills. Due to the skills curriculum, students can earn .5 credit. This course can only be taken twice. Math / Reading Labs Teacher/Administrative approval through qualifying test scores. These courses are designed for students who need additional support in their regular curriculum-based class. Students receive support on math and reading skills. Class activities include software programs, website activities and direct instruction from the teacher. Pre-teaching and re-teaching of the regular math course content is included in the direct instruction from the teacher. Students can earn credit for this class.

Wednesday Tutorials During Tutorials, students are given opportunity receive individual help from their class teachers or get additional time to make up tests, projects, or other assignments. Hawks will take place every Wednesday for 55 minutes. Any student with a failing grade by the end of every Tuesday, will be assigned to that classroom teacher the next day. Teachers will collaborate to determine which classroom the student will attend if there are multiple failing grades. Teachers will not be expected to grade any missing/incomplete work on Wednesday mornings before Hawks. Therefore, students should not expect to be removed from tutoring or leave early during tutoring if they hand work in after the end of the day on Tuesday. Once a student has been assigned they are required to attend. Failure to follow these procedures violates the SRA contract and will be treated similar to refusing to attend a class. Also, students can voluntarily attend tutoring if they want to get more work done and have a quiet study environment. This will only require permission from the classroom teacher. Any student who is passing all their classes with an 80% or better, they have the privilege of a 55 minute break. These students will remain on the 1st floor and are able to watch a movie, play basketball, play other games in the gym, play board games, buy snacks, or just hang out in the Hawk’s Nest or the couches.

Student Observations and Academic Plans for Success At times, students and teachers need more support, time, attention, and space. Personal behaviors and characteristics can affect learning to such a degree that the behavior needs to be changed or replaced so the student has a better opportunity to succeed. If a student is struggling and classroom interventions have been utilized but not effective, a teacher can refer a student to administration or the Student Assistant Program to determine a more substantial level of academic interventions or strategies. Students may be observed in class by trained specialists within the building or from the district level to analyze academic tendencies and recommend more effective strategies. A plan can be developed in which the student, parent, counselor, and administrator meet to determine short and long-term goals, identify new strategies, and decide forms of evaluation to determine progress. This process is the most heavily intensive academic intervention that SRA can provide. It is another example of SRA’s commitment to find cause and answers to all areas of concern.

In-District Grade Transfer Procedure (for students who transfer to SRA during the grading period) Rationale 37

Due to SRA’s unique credit recovery opportunities and shorter grading periods of 9 weeks (Quarter) rather than 18 weeks (Semester), a transferring student may not always be able to transfer all, or any, courses in which they are currently enrolled. Transferring course must meet the following conditions: a. Course Availability-due to its smaller staff and student population, SRA is not able to offer all courses that were available to student at their previous school. b) Transfer Grades-SRA will not transfer any failing courses. It is recommended that, if SRA offers the course, that the student just start the class over within SRA’s unique program. c) Remaining Time in the Current Grading Period-since SRA has a shorter grading period, a student can easily become overloaded with course work by attempting to complete too many courses. This could create a situation that the student is set up for failing a class, when in fact, the goal would be to salvage as many credits as possible. For a full-time student, SRA recommends that a student take 1-2 classes for every 3-week period remaining in the Quarter. This number may vary based on the transferring course or student ability. At times, SRA can begin a student out with a certain number of courses, and as they complete those classes, could add another class if a reasonable amount of time remains in the Quarter. d) Transition Program-typically, a student, and their grades, transfer during an active grading period. If this is the case, they will need to enroll in the Transition program until the next grading period begins. This program is an Independent Study environment. The student will not be able to transfer into a Direct Instruction classroom because they will have missed too much instruction and assignments. e) Dropped Courses-Courses that cannot transfer will be administratively dropped from the student’s records. They will not receive any credit for the work that they have already submitted to the school from which they transferred. Courses that do transfer will transfer with their current percentage. Determining Courses a. SRA and the student will discuss the topic/chapter/unit the student last completed from the previous school’s curriculum and then determine where in SRA curriculum the student will begin is.

b. SRA will honor the standard grading system of any transfer class. If a transferring student begins a new course at SRA, or starts over on a course, they will be subject to SRA’s standard grading system. A minimum of 80% objective mastery must be reached in order to pass the course.

Honor Roll The honor rolls are figured at the end of each semester. The Honor Roll includes all students who have achieved at least a 3.0 grade point average. The Principal's Honor Roll includes all students who have achieved at least a 3.5 grade point average. Students should see their guidance counselor in the guidance office to obtain an up-to- date grade point average.

Additional Credit Recovery Opportunities The main function of SRA is to offer students the opportunity to recover lost credit in a manner quicker than the home schools. SRA implements a variety of ways credit can be earned, both in the classroom and out.

Credit Recovery Plan This process refers to students who have moved into the Transition Program and/or Hilltop Program as an academic intervention. Once a student enters this program, they do not enroll in any new courses until EVERY failed course has been recovered. Each plan is individually designed to determine requirements. If a student does not successfully follow through with the conditions of their Recovery Plan, they will move to the next step of Academic Probation Interventions. Credit Point Recovery (CPR) Program At SRA, “Failure is NOT an Option!” When a student fails a class, SRA provides the student the opportunity to pass the course and recover the credit. There are two basic options for recovering lost credit the following quarter. 1) After School Recovery: After school on Tuesday, Wednesday, and Thursday from 2:30-4:15 a. Available for only students who fail a course high a grade of 60% or higher b. Only 2 failed classes per quarter qualify for After School Recovery; any additional failed courses will need to be recovered via the Reduced Course Recovery 2) Reduced Course Recovery: The student will enroll in fewer courses and utilize a study hall format to pass the recovered class a. Students with 60% or higher will enroll in a Learning Lab b. Students with 59% or below will enroll in an Independent Study Class c. Depending on the conditions of their Recovery Plan, a student can opt to place a failing class on hold at the end of Week 6 in order to ensure getting into a learning lab the following quarter. *If a Student fails to successfully complete their CPR Plan, they will be scheduled a Mandatory Learning Lab

Independent Study Classes

a. Extra Classes This option is for Juniors and Seniors. If the student finishes two (2) classes early, we will allow the student to enroll in an independent study class in a learning lab that same hour. Students will be working on course material independently of a direct-instruction, whole-class format. A teacher is available when needed to tutor, grade work, and track progress. b. Course Extension Students who are unable to finish a class due to mitigating circumstances may request a course extension. This allows students the opportunity to continue the class, not start over, during the next grading period. The requests must be formally submitted to the Guidance Counselor prior to the end of the grading period. Each request will then be reviewed by a team of staff members to determine is the extension is appropriate.

Correspondence Courses Students interested in taking correspondence courses should see their counselor. These courses are online classes ordered from. These courses have costs that are the obligation of the student. A maximum of four courses (two units of credit) of correspondence work will be accepted toward graduation.

Cooperative Community Experience (Work Study) Juniors and Seniors can earn credit for their experience of employment. SRA recognizes the job and life skills students can get by having and holding a job. Students can sign up for CCE and earn one-half credit per quarter if they work an average of 15 hours per week. The District allows up to 2.0 credits for this experience. Juniors are only allowed to earn 1.0 credits (the other 1.0 credit can be earned their Senior year.

ACADEMIC RESPONSIBILITIES

Academic Integrity As members of the Lee’s Summit R7 School community, we commit ourselves to act honestly, responsibly, and above all, with honor and integrity in all areas of academic life. We are accountable for all that we say and write. We are responsible for the academic integrity of our work. We pledge that we will not misrepresent our work by using the work of others and presenting it as our own. We also pledge that we will not give or receive unauthorized aid. Academic integrity is defined as the conscious intent on the part of students and staff to honestly and responsibly use original, unique yet informed thoughts, ideas, opinions, and products toward the achievement of personal or professional academic goals. A violation against the Academic Honor Code is an act which could deceive, cheat, or defraud so as to promote or enhance one’s academic standing. Academic dishonesty also includes knowingly or actively assisting any person in the commission of a violation of the Code. A student's responsible use of computer hardware and software materials and the academic integrity of school-work \ completed using these resources will be held to the same standard as that for conventional assignments.

Violations could include, but are not limited to:  Cheating—The willful intent to use sources improperly for personal gain.  Plagiarism—Failure to use original, unique, informed ideas, thoughts, works, images, or products are used without proper documentation whether intentional or not.  Forgery/Falsifying documents—Counterfeiting documents for personal unwarranted advantage in terms of grades, standardized testing, academic standing, recognition, post-secondary placement, eligibility, and privileges.

Consequences:  A violation of the Academic Honor Code will result in loss of credit and disciplinary action.  The first offense (per high school career) will result in a zero on the assignment, teacher-parent contact, and administrator-student conference.  A second cheating offense (per high school career) will result in a zero on the work and a three-day In- school Suspension.  A subsequent incident of cheating (throughout high school career) will result in a five to ten-day suspension and loss of credit in that course for the semester.

Grading System Middle School: The middle school uses a four point system of grading (A= 4, B=3, C=2, D=1, F=0) with a minus and plus option. Grade A—Excellent Grade C—Average Grade F—Failing, work unsatisfactory. Grade B—Superior, Above Average Grade D—Below Average

Grading Scale: The following standardized grading scale is used: A = 100-95 A- = 94-90 B+ = 89-87 B = 86-83 B- = 82-80 C+ = 79-77 C = 76-73 C- = 72-70 D+ = 69-67 D = 66-63 D- = 62-60 F = 59 & below (No Credit)

High School: The high school uses a four point system of grading (A= 4, B=3, F=0) with a minus and plus option. A = 100-95 A- = 94-90 B+ = 89-87 B = 86-83 B- = 82-80 Grade F = 79% & below (No credit issued)

Classroom Preparation Expectations Assignments and Materials A student should be ready to begin class when they enter the classroom. All materials, chrome computer, and assignments needed for that day need to be brought to class before the tardy bell. Not being prepared for class will result in teacher and/or administrative conferences or loss of privileges, If these interventions do not produce a more successful habit, the student will be removed from class/school and their attendance time will be reduced until the issue cam be resolved.

Tardies Students are expected to be on time to class. SRA is a small building. There is ample amount of time (3 minutes) to get to your next class, even after using the restroom and going to the locker. a. Class Arrival Expectations  Students are expected to be in the classroom and ready to begin work when the tardy bell sounds. Students are considered tardy if arriving at their assigned location (including class and lunch) after the bell has sounded.  Students who are tardy to class should take a seat quietly and, at the convenience of the teacher, explain the lateness.  The tardy will be noted by the teacher. The attendance office will track tardies. Appropriate discipline will be applied for excessive tardies. If a student is tardy, they may also lose the privilege to receive a pass during that class period.  If a student is detained in the office or by a teacher, the student must obtain a pass from the person who detained him/her. All tardies will be considered unexcused unless the student provides written verification.

Make-Up Work

Make-up work for all absences is the responsibility of the student. Students are to make arrangements with their teachers for work missed upon return to school. Students will receive one day of make-up time for each day absent.  For extended absences, a parent can call the office before 7:30 a.m. on the second day and pick up homework after 1:30 p.m. Make-up work requests need to be picked up as arranged; unclaimed work will be promptly returned to teachers.  For unexcused absences, students have the opportunity to make up missed work, but must take the initiative to speak to teachers and gather missed work.

Maintaining a Ready-To-Learn Attitude Learning is an active process. It requires the learner to be engaged in the learning. This also means the learner has to make an intentional decision to process information; it does not happen by accident. Just being in a class room enough. Although being quiet and paying attention helps to create a good learning environment, learning requires more. Students must make a conscious effort to internalize and process their own understanding of the material. Students need to take charge of their learning. They should ask questions and get clarification. Learning is a student responsibility.

Class Room Behavior Certain behaviors are common expectations of a class member helping to establish a good educational environment. Violations of these expectations will result in school discipline. Consistent violations of these expectations will result in loss of attendance time. a. Off-Task Being off-task means not being engaged in the current classroom activity. This could look like staring off into space, quietly talking to another student, drawing / doodling. Habitually being off-task will result in loss of attendance time. 41

b. Sleeping Sleeping clearly would interfere with a student’s ability to engage. This behavior is not allowed. The term “sleeping” can also be used to identify an off-task behavior. Sometimes a student closes their eyes or lays their head down on the desk. Typically a teacher cannot determine if the student is actually sleeping, but the behavior is certainly off-task. Habitually sleeping in class will result in loss of attendance time. c. Not Working This behavior is a more specific example of an off-task behavior. If a student chooses not to work, they are not appropriately using their time within the classroom. This rule exists because 1) the teacher has determined that the lesson needs to be worked on at that moment, and 2) it is unfair to other students who are working that one student does not have to. If a student has a habit of not working in class, they are setting themselves up to be considered a student who is intentionally not trying to learn. This is a violation of classroom expectations because, in accordance to teacher professional discretion, the teacher has determined that the classroom time allowed for the learning is the most effective and appropriate. Habitually not working in class will result in loss of attendance time.

Disrupting the Learning Process Not only is the student responsible for their learning, they have a responsibility to other students as well. Students need to respect others’ opportunity to learn and the teacher’s task to teach. Being disruptive interferes with both. In reference to Teacher’s Professional Discretion, the teacher has the authority to determine what behaviors, or lack of behaviors, constitute a disruptive environment. Teachers do not have to base these types of decisions on student opinion. Just because other students do not state that they are distracted by a particular behavior, doesn’t mean the teacher cannot claim so. This concept is protected for two reasons: 1) protecting the “silent majority”- typically there are students who are disrupted, but feel pressure not to speak up, and 2) Teacher Professional Discretion respects the educator’s ability to determine what environment is most conducive to effective learning. The following are examples of creating a disruptive environment, and will not be permitted. a. Disruptions This means behaving in a manner that causes the educational environment to be significantly altered. Loud talking or laughing, purposefully creating a loud noise, slamming a book, yelling, knocking desks or chairs down or together, horseplay, etc. b. Cell Phone Policy Cell phone use is prohibited during school hours, except during advisement or lunch. Talking or texting during class distracts students in the class. Cell phone “use” is defined as any activity that involves the technology of the phone (ie. Text, time, games, calculator, etc). Cell phone infractions will result in discipline. Constant abuse of cell phone use will result in temporary confiscation by administration. Refusal to give a staff member the cell phone constitutes a “refusal to follow instructions.” Refusing to turn in the cell upon administrative request constitutes “defiance of authority.” In addition to discipline, constant violations of the cell phone rule, or refusing to turn in a cell phone when requested, will result in a cell phone restriction plan, in which the student will not be allowed to bring the cell phone into school. A violation of this plan constitutes “defiance of authority.” c. Non-Communication Electronic Devices Personal computers, laptops, computer pads, audio players, radios, and other similar products are allowed only with teacher discretion. A student must get administrative permission to use a personal laptop computer. MP3 players and/or Ipods can only be used in classrooms at teacher’s discretion. Not respecting this privilege will result in an electronics restriction plan, in which the student cannot be in possession of the electronics.

VIOLATIONS OF THE ACADEMIC CONTRACT

Progression of Interventions Imbedded within the SRA Academic Contract are multiple interventions with four levels of increasing support. If a student does not respond successfully to the interventions used in Level 1, the student moves on to the interventions of Level 2. If not successful with Level 2 interventions, the student then receives Level 3 interventions, which is followed by Level 4 interventions.

Lack of Academic Progress If, after Levels 1-4 have been utilized, the student is still not succeeding, the student has demonstrated a Lack of Academic Progress, and therefore, moves to a probationary status. The steps and conditions of Academic

Probation are as follows: *The creation and participation of a CPR Plan is mandatory for all SRA Students

Probation Warning occurs when a student fails 1 out of 5 classes. Student will complete a Credit Point Recovery (CPR) Plan Steps of Probation: Probation occurs when a student shows a lack of academic progress by failing 2 out of 5 classes or 1 out of 3 or 1 out of 4:

1st Step of Probation: CPR Plan and/or Mandatory Learning Lab(s), 2nd Step of Probation: CPR Plan, Mandatory Learning Lab(s), and assigned to Transitions Program 3rd Step of Probation: Remain in the Transition Program, Completion of a CPR Plan 4th Step of Probation: Assigned to Hilltop Program; Completion of a CPR Plan 5th Step of Probation: Remain in the Hilltop Program, Completion of a CPR Plan 6th Step of Probation: District-Level Team Meeting: Review records to determine enrollment options in the R7 school district

Learning Lab-This is a study hall. It takes the place of enrolling in an additional course. The student uses this time to work on other courses in which they are enrolled and/or to complete a CPR plan.

Transition Program-This is an independent study program in which a student will work individually on courses with the help of a teacher-tutor in a classroom with a lower number of students. A majority of the courses available in this program have course work that is a combination of computer and paper assignments. Students will utilize a CPR Plan to complete past courses that were not passed. Hilltop Program-Hilltop is a program not located on the SRA campus. It is designed to address students who are not being successful by enrolling in a highly structured environment to decrease distractions and increase focus. Also, the number of students is lower than the Transition Program.

Credit Point Recovery (CPR) Program-At SRA, “Failure is NOT an Option!” When a student fails a class, SRA provides the student the opportunity to complete the failed course and recover the lost credit if they have at least a 50% in class when the quarter ends. Students can complete their course either after school or during school. Students will have a timeline to complete the course. The timeline depends on their grade percentage and the time of day the student works on the course. If a student finished with a grade of 70%-79%, they have 5 after After School Recovery (AS): After school on Tuesday and Thursday from 2:30-4:15.  Transportation home is provided.  Students are allowed to work on only 1 or 2 failed courses per quarter  After-school Timeline: o 79%-70%-student has 5 after school sessions to complete class o 69%-60%- student has 8 after school sessions to complete class o 59%-50%- student has 11 after school sessions to complete class . If a student has a second failed class with a 59%-50% they may not recover that class after school. During School Recovery (DS): The student will enroll in fewer courses and enroll in a study hall to complete the course during school.  Students can work on up to 2 failed courses  During-school Timeline: o 79%-70%-student has 2 weeks to complete class o 69%-60%- student has 4 weeks to complete class o 59%-50%- student has 6 weeks after school sessions to complete class 43

. If a student is working on 2 failed courses, they will have 9 weeks to finish both

*If a student fails to successfully complete their CPR Plan, they will be scheduled a Mandatory Learning Lab **The creation and participation of a CPR Plan is mandatory for all SRA Students

Recovery Plan This process refers to students who have moved into the Transition Program and/or Hilltop Program as an academic intervention. Once a student enters this program, they do not enroll in any new courses until EVERY failed course has been recovered. Each plan is individually designed to determine requirements. If a student does not successfully follow through with the conditions of their Recovery Plan, they will move to the next step of Academic Probation Interventions.

ATTENDANCE AGREEMENTS

ATTENDANCE CONTRACTUAL AGREEMENTS

“Attend SRA in a regular and punctual manner”  I will be on-time to school each day and will not leave early without properly checking out.  I will maintain 90% attendance each quarter. Arriving late, skipping class, or leaving early reduce my attendance time.  I will utilize my timecard as a means to clock in upon arrival each day and to keep track of my attendance  Multiple infractions for being unprepared and being off-task will reduce my attendance time.  My absences can be waived if I submit doctors’ notes or other legal documentation associated with the absence.  Voluntary make-up sessions for absences, worth 3 attendance periods each, are available on Tuesday & Thursday, 1:45-4:00.  If I miss 10 days or more in any class I can be removed from that class.  Lack of regular and punctual attendance will result in Attendance Probation. This is defined as: Missing more that 10% of total quarterly attendance.

ATTENDANCE REQUIREMENTS

Mandatory Attendance Because of its unique schedule, SRA requires 90% attendance for each quarter There are 6 class periods each school day, HAWKS plus 5 academic classes. Missing more than the allowable number of class periods by the end of the quarter violates the Contract. A student’s attendance starts over each quarter. All attendance records (absences, late to school, tardies) start over with each new quarter.

Arrival Expectations and Procedures Arriving on Campus Once a student arrives on campus, whether by district or personal transportation, they must immediately enter the school building. The school takes on the responsibility of student accountability and safety. Students will not be allowed to visit in their cars or parking lot, enter LSW campus or building, or leave campus. Students in violation of this policy will receive discipline and may have their parking permit revoked if they drive off campus.

Clocking In/Clocking out Students must clock into school at the attendance window once they arrive at school. Students must also clock out of school if checking out before the end of school.

Timecard Use Students are required to use a timecard to keep track of their own attendance. It is available for them each morning when they arrive. They are required to clock in and turn in their cards to the Front Office. The timecard is also a great tool for students to monitor the number of absences, lates and make up sessions. Students/parents may request a copy of their timecard any time during their free time.

Classroom Access If a student arrives before 7:20, they are required to stay on the first level in the lobby, gym, or the Hawk’s Nest to give teachers time to be organized. A bell will ring at 7:20 (8:20 on Wednesdays) indicating when students can go upstairs to their lockers and classrooms.

Reduction in Credit Students shall be allowed no more than 4 absences in any one class, excused or unexcused, per quarter. Students who exceed the allowable number of absences per class period will be subject to credit reduction.

Classroom Attendance Procedures Tardy Policy (The tardy count starts over again each semester) Students are expected to be in the classroom and ready to begin work when the tardy bell sounds. Students are considered tardy if arriving at their assigned location (including class and lunch) after the bell has sounded.

Failure to comply with Passing Period Restriction Expectations will be considered Defiance of Authority and result in additional restriction time and/or In-School Suspension. Failure to attend detentions for excessive tardies may result in further detentions, In-School-Suspension or Out-of-School Suspension.

Late To Class Students who are three or more minutes late to class are considered “late to class” and will be sent to the office with a discipline referral for a conference with an administrator. Students who are late to class may be eligible to be searched by administration.

Make-Ups Students can regain excused attendance hours by attending make-up sessions. Make-up sessions are available on Tuesday and Thursday: 1:45-4:00. Student can earn 3 attendance periods for attending the whole session. Buses will be available on both days to take students home. If a student has a prior commitment and cannot stay after school, there will be NO extra scheduled make ups sessions. If a make-up session is canceled due to a district weather- related reason, it will be rescheduled on a date that is decided by administration. Behavioral Expectations During Make-Ups  Student will arrive on time. Students will receive one warning for being late to make-ups. After this, they cannot enter if late.  Students need to bring material to be academically engaged throughout the entire session. They should bring course work or something to read.  Students who cannot follow these agreements, or are disruptive, off-task, or defiant, will be removed from the make-up session and will not be allowed to regain that lost make-up time.  Students are not allowed to bring food or drinks into the make-up session.  Students are allowed to listen to MP3 players or Ipods.

Administratively Timed Out Students who receive multiple infractions in the area of off-task classroom behavior are subject to being timed out for a particular class period or the remainder of the school day. The rationale for this relates to the amount of time the student is missing instructional time by being address by the teacher, being referred to administration, and processing time with administration. Example of off-task behavior are:  Sleeping, Not working, Not bringing materials to class/school, Disruptions In addition, students who refuse to follow school procedures, may be timed out until they comply, Examples: violations of the dress code that take a significant amount of time to remedy, not bringing class materials to school, emotionally unable to go or refusing to go to class, being defiant of administrative interventions, etc. Parents will be notified if a student is being timed out for any period of time. Students will be allowed to time back in and return to class if the issue can be remedied during the current school day. A student will lose one period of attendance for missing more than half of the class period.

VIOLATIONS OF THE ATTENDANCE CONTRACT

Interventions Daily Parent Contact

Each day a student does not report to school, the attendance secretary will contact the parent to inquire about the absence. This provides the parent an opportunity give the reason of absence, as well as, to determine an unknown student absence.

Parent Conferences Parents can meet with administration to create a Plan for Success or determine if there is a need for a Modified Schedule

Attendance Make-Up Sessions Students can take advantage of the Attendance Make-Up Program. These sessions are held on Tuesday and Thursdays from 2:15-4:30. Transportation is provided.

Standard Attendance Interventions a. 1-3 days of absences teacher text, triage upon return b. 4 days of absences teacher call home and/or letter will be sent by social worker c. 5 days of absences social worker or counselor call home to set up attendance conference d. 8 days of absences administration call home to set up attendance conference e. 10 days of absences administrative removal from class or classes and call home to set up attendance probation conference

Jackson County Support: Division of Children Services The district will contact the Children's Division (CD) of the Department of Social Services or the local prosecutor in cases where the district has a reasonable suspicion that a student's lack of attendance constitutes educational neglect on the part of the parents/guardians, or that parents/guardians are in violation of the compulsory attendance law, or the child is out of parental control. No such action will be taken unless other strategies and interventions have been implemented and proven ineffective.

Student Drop/Transfer Procedure On or after the tenth consecutive day of absence, the school will send a registered letter to the last known address of record for the student. The letter will inform the parent that the student is being dropped for nonattendance as of the date of the letter. Students under the age of 16 who are dropped for nonattendance without parent contact will be reported to The Children’s Division of Missouri’s Department of Social Services. If, after a student is dropped from enrollment, a parent would like to re-enroll the student, the formal enrollment process will be implemented as is procedure for new enrollees. Additionally, the student and parent will be required to conference with a school official regarding a re-entry plan.

Administrative Discretion of Course Enrollment Concerning Attendance Research has consistently supported the positive correlation between attendance and academic success. SRA administration reserves the discretion to adjust a students’ class schedule in response to habitual absences or lates to school that have shown evidence of causing poor academic progress and outcomes.

Attendance Probation Imbedded within each area of performance (Academic, Attendance, and Conduct), there are multiple interventions with four levels of increasing support. If a student does not respond successfully to the interventions used in Level 1, the student moves on to the interventions of Level 2. If not successful with Level 2 interventions, the student then receives Level 3 interventions, which is followed by Level 4 interventions. Level 1: SRA Standard Program Interventions Level 3: Office Interventions Level 2: Classroom Interventions Level 4: SAP Team Interventions

Lack of Regular and Punctual Attendance If, after Levels 1-4 have been utilized, the student is still not consistently demonstrating regular and punctual attendance, they will move to a probationary status. The steps and conditions of Attendance Probation are as follows: 47

Probation Procedures Weekly Review  SRA administration tracks students’ attendance on a weekly basis. Any time a student falls below the accumulative weekly 90% attendance, they are informed of their attendance, reminded of the obligation and make up opportunities, and warned by administration about lose of privileges and consequences.

Week Three Warning  If a student is below 90% attendance by the end of Week 3, they will receive 1 week LOP.  If a student is below 70% by the end of Week 3, they will receive 2 weeks LOP, are given a Probation Warning and a Parent-Administrator Conference will occur.

Week Six Warnings and Probation Placement  If a student is below 90% attendance by the end of Week 6, they receive 2 weeks LOP, are given a Probation Warning and a Parent-Administrator Conference will occur.  If a student is below 70% by the end of Week 6, they are too far behind to fully recover enough time to reach 90%. Therefore, they receive 3 weeks LOP, are placed on one step of Probation, and a Parent-Administrator Conference will occur. o To avoid an additional step, the student will still need to make up time in order not to drop below 70% attendance by the end of the quarter.

Week Nine Probation  If a student is below 90% by the end of the quarter, they will be placed on one step (or the next step) of Probation.  If a student is below 70% by the end of the quarter, they will move two steps of Probation.

Interventions and Placements 1st Step of Probation: Attendance Recovery Plan (ARP) 2nd Step of Probation: ARP and assigned to Transitions Program 3rd Step of Probation: Remain in the Transition Program, Completion of a ARP 4th Step of Probation: Assigned to Hilltop Program; Completion of a ARP 5th Step of Probation: Remain in the Hilltop Program, Completion of a ARP 6th Step of Probation: District-Level Team Meeting: Review records to determine enrollment options in the R7 school district

Hilltop Program-Hilltop is a program not located on the SRA campus. It is designed to address students who are not being successful by enrolling in a highly structured environment to decrease distractions and increase focus. Also, the number of students is lower than the Transition Program.

Steps of Probation and the ARP are recorded on the reverse side of this form. Two copies of this form have been sent to you. Please keep a copy of this plan for your records and sign and return the other copy to SRA. A stamped and addressed envelope has been provided. Thank you and please call with any questions.

CITIZENSHIP AGREEMENTS

“Helping You to Help Yourself Be Successful”

CITIZENSHIP CONTRACTUAL AGREEMENTS

Partner with the SRA staff to promote a sense of Belonging, Mastery, Independence, and Generosity. These are the pillars of the program. They are the foundation on which SRA was built. They are the essential aspects that make SRA an effective intervention. They are the basis of SRA’s Code of Conduct:

Belonging (Safety) I will contribute to this safe environment by:  resolving conflicts without violence by avoiding confrontations and by not creating an intimidating environment through words and/or actions.  encouraging respect for family, culture, and one another by not putting others down with demeaning, derogatory, and disrespectful comments that are harmful in nature.  promoting a drug and violence free school and having no conversations about drugs or violence. Mastery (Healing) I will contribute to this orderly environment by:  not interrupting the learning environment through inappropriate or disruptive behavior and/or comments, or by the use of profanity.  developing a respectful relationship with staff by cooperating with them to solve problems, and by following their instructions without challenging or refusing.  communicating with staff in a respectful and courteous manner during classroom instruction, triage, counseling, or discipline processing. Independence (Liberation) I will contribute to my own accountability by:  respecting constructive criticism by having an honest, open mind about positive coping strategies recommended by SRA staff.  fulfilling all contract, program, or intervention obligations that are a result my performance, behavior, or choices.  understanding that compliance with District and SRA policies and procedures is required for the accountability and the equity of each student. Generosity (Justice) I will contribute to this school community by:  making choices that promote kindness,  refraining from behaviors that interfere with relationship-building and that are counter to the maintenance of a positive culture,  supporting another students’ social learning and appreciating the personal struggles of others going through the change process.

SUMMIT RIDGE ACADEMY CONDUCT INTERVENTIONS

The goal of school discipline or behavior management, from the SRA perspective, is to change behavior. Too often discipline becomes about punishment only. There is always some aspect of punishment, but the missing aspect tends to be learning. In order to change, you have to learn new information, and then have a safe place to practice using this new information. SRA understands that change is hard and it takes a process to create new habits. SRA Interventions are used many times in place of standard punishment. Initially during this process, more focus is placed on the use of the alternative strategies and consequences so the student can learn and use new coping strategies without the fear of standard punishment. As the student begins to adapt to these alternative strategies, staff introduces new strategies which require less intervention and more appropriate behaviors. The goal of any intervention, though, is to eventually reduce the need for the intervention over time by getting the student to the point that they are able to cope with the situation in a manner that is socially acceptable. Throughout this process, there is an increasing level of student accountability. Students move from 49 alternative interventions to the use of traditional school discipline by utilizing grace and accountability. The aim in deciding which intervention to use is to utilize the least restrictive intervention that changes the behavior, and at the same time, will hold the student accountable. Interventions may not always be the same for each student for every incident. This is the benefit of a flexible Intervention Program.

Standard Interventions Orientation Sessions Some interventions actually occur before an issue or concern ever arises. These interventions are presented in the form of pro-active education or training, which gives students the tools to use when they are needed. During a variety of sessions, student learn how to handle different situations which may cause them problems. They also learn to view staff, other students, authority, and school in general from a different perspective, helping students to increase their level of understanding of their role in the school community.

Triage On-the-Spot informal conversation with a counselor or administrator to check if the student is ready to be at school physically, mentally, and emotionally. If the administrator/counselor believes the student is not ready to go to class, the student may be asked to regroup in an area designated by the staff member. This is done so as to not let the student set themselves up for possible problems if they were to go to class. Students are required to comply with this type of recommendation

Teacher/Classroom Interventions In-Class Interventions  Teacher Movement and Proximity  Discrete Redirection  Change of Seating Assignment  Hallway Conference  Parent Contacts Out-of-Class Interventions  Advisement Conference  Teacher Intervention Referral  Office Intervention Referral  Chill room

Administrative Interventions Trial Period The Trail Period is designed for students who have a history of making poor academic, attendance, and/or conduct choices that have led to chronic academic failure, poor attendance, and/or habitually disruptive behavior, which have typically been the underlying reason they have not been successful in school. The Trial Period highlights, or calls attention to, an area of concern. Comprehensive focus on strategies and tools can offer alternative choices hold the student more accountable. The Trail Period is established prior to enrollment. The behaviors of concern are identified and documented. Counseling sessions and related strategies will be identified. A timeline is established (usually 3, 6, or 9 weeks) in which the student must not violate the Trail Period. Violations, combined with lack of progress in utilizing positive strategies, will result in the student being placed on probation. Office Interventions/Office Referral Procedure Any staff member can refer a student to the office. Typically, the student will be given a completed Office Referral form or an Intervention Referral form. The student is expected to report directly to the intended office/staff member. Students should not delay or stop at any other destination, for any reason, without staff permission. Failure to do this will result in discipline. At times, teachers have the discretion to send the student to the office without a referral form. This typically occurs if the staff member feels that it is more appropriate for the student to leave immediately instead of waiting for the referral form to be completed.

In this scenario, students are still expected to report directly to the office. Failure to behave in a mature, appropriate fashion while in the office will result in additional disciplinary action. Students will be expected to report to the Administrative Secretary in Student Administration to notify her of the reason they are there. If this person is not readily available, the student needs to quietly wait until another office staff member can assist them. The student cannot leave the office for any reason without administrative permission.

Student Conferences This can be with an administrator, counselor, or social worker. Parents are encouraged to attend if possible.

Plans for Success After assessing the cause of an issue, a plan is formalized which sets behavioral goals and benchmarks. This allows structured accountability and increased student ownership. These are designed by the student and a counselor or administrator. Plans will be mailed home to parent.  Gatekeeper, Conduct Target Plan, Crisis Plan, Reflection Sheets, Review of Records

Loss of Privileges Students may lose other privileges as an intervention to address a very specific inappropriate behavior.  Passing Period Restriction  Hall Pass Restriction  Mandatory Study Sessions  Cell Phone Restriction  Dress Code Restriction  Sent Home for the Day

Detentions

1) Lunch Detention-30 minute period of restricted time during the students’ lunch period. Students assigned to Lunch Detention will assigned to a specific seat in the cafeteria during lunch. Students will be escorted to lunch and not be allowed to talk, use their phones, or leave their assigned seat without permission. They will be dismissed by a staff member. 2) Restricted Lunch-30 minute period of restricted time during the students’ lunch period. Students assigned to Restricted Lunch will not be allowed to attend lunch in the cafeteria. They will be escorted to and from the cafeteria, separate from the other students. They will be given assigned seats in the Hawk’s Nest and will not be allowed to talk, use their phone, or leave their assigned seat without permission. They will be dismissed by a staff member. 3) Loss of Privilege- Advisement Detention-20 minute period of restricted time during the students’ Advisement Break. Students assigned to an Advisement Detention will not be able to attend the break, but must remain in the detention room for the duration of the break. Students are not allowed to talk, sleep, use phones, use computers, or any other behaviors that are disruptive, plus Lunch Detentions and Restricted Lunch.

Intervention Plans 1) In-School Suspension (ISS)-Technically, all suspensions are a restriction from attending school (OSS, or out-of-school suspension). ISS, or in-school suspension, is an administrative alternative for OSS. It is a restriction from attending the regular daily schedule, but ISS allows the student the opportunity to serve their suspension in school, which helps the student academically and with attendance. Therefore, ISS is a privilege and the privilege can be revoked. Inappropriate and/or off-task behavior while in ISS is strictly forbidden. If a student’s behavior causes them to be removed from ISS, they will fulfill the duration of the suspension in OSS, plus one additional day of ISS will be added.

2) Out-of-School Suspension (OSS) For behaviors that pose significant safety concerns or disruptive behaviors that significantly compromise the culture of the program or the authority of staff, students may be suspended out of school. Students who are OSS must adhere to the following conditions:  Student is not allowed in the building or on campus throughout the duration of the suspension.  Students are allowed to complete school work, but parents are responsible for requesting and retrieving the material. OSS days do not necessarily guarantee an extension of assignment or assessment deadlines. Any extension must receive administrative permission.  Only the first 5 days of suspension are waived from the 90% mandatory attendance requirement. Students will be accountable for absences resulting from all additional suspensions.  OSS days will not be counted as served if one or more of the assigned OSS days fall on a day in which school is not scheduled, this includes cancelled school days due to inclement weather.

Conduct Probation

This is used when students habitually behave in an inappropriate manner and do not respond to alternative interventions and/or traditional discipline, also referred to as Habitually Disruptive Behavior, or on a per incident basis. Purpose: The purpose of probation is to make the student and parent aware that due to the frequency or seriousness of the behavior(s), the student is moving closer to suspension from school. There are 3 steps to probation. Each step has an increasing number of suspension time. The suspension time may be served in-school, out-of-school, or a combination of both. This decision is determined by administration. A student can be placed on conduct probation as a result of:  Repeated referrals based on chronic misconduct and neglect.  Infractions that result in Out-of-School Suspension  Chronic behaviors that have resulted in loss of academic credit.  Re-entering to home school after becoming void of contract at SRA.  Returning to school following a voluntary drop from school. Process A student/parent/administrator conference will be held to notify the student and parents of the consequences of the probation that requires suspension for subsequent discipline infractions. The following progressive steps will be utilized:  Step one: A student/parent/administrator conference, appropriate disciplinary action (typically 1-3 days of suspension) and referral to counselor for a Plan for Success.  Step two: A student/parent/administrator conference, appropriate disciplinary action (typically 3-5 days of suspension) and referral to counselor to review the plan for success;  Step three: A student/parent/administrator conference, appropriate disciplinary action (typically 5-10 days of suspension) and an assignment in the Alternative Classroom Environment (ACE) or a possible referral to the Superintendent for long-term suspension hearing.

SAP Interventions The Student Assistance Program (SAP) can examine, assess, and suggest interventions for student issues that go above common program-level interventions. These interventions are decided on by a team of teachers and are very personalized. They are also structured for goal setting, goal evaluation deadlines, and objective measures of progress and change

District Level Interventions Long-Term Suspension Referral After SRA has employed all of its available interventions, if a student continues to behave inappropriately, the student may be referred to Long-Term Suspension Hearing. a. The student will be suspended for 10 days out-of-school. b. They will be invited, along with their parents, to an administrative hearing. The hearing consists of a panel of administrators from throughout the district. Their duty is to hear all relevant records, including the testimony of the student and parent, to determine the student’s educational placement. c. The panel has a wide range of authority to make a recommendation to the Superintendant of Schools. Following are just several examples: i. Send back to school after 10 days OSS ii. Refer to Hilltop iii. 180 day Probationary Period iv. Long-Term Suspension from school up to 180 days

Summit Ridge Academy “CODE OF CONDUCT”

The purpose of SRA’s Code of Conduct is to educate students, and parents, about conduct infractions and consequences. A large portion of this section is dedicated to defining many of the school rules. Most of these rules do not need a lot of explanation. They are pretty clear because they are somewhat simple and obvious, but also, because we understand them do to our past experience in school. There are other rules that can at times be harder to understand. This is because, one, they do not typically occur at the same rate as other offenses and students do not have as much exposure to these issues as others. Secondly, many of these types of school rules complex. This is due to the following reasons: 1. They may have dual meanings. One meaning in school and another out in the community 2. The terms can be vague or are not familiar to our normal, daily use of language. 3. They are left up to interpretation. One person may see the situation and infraction differently from another person. 4. Depending on the student’s personal and school experiences, these infractions may be enforced differently at home or at another school. When any of the above occur, both students and staff can become very frustrated. The staff feels like the student is intentionally causing problems or the student feels they are being treated unfairly, but in reality, there just exists a situation in which the student and staff don’t understand each other’s understanding. This is the reason why SRA feels it is a priority and necessary to, not only define school rules, but explain why the rule exists. This section will not eliminate every situation in which a student and staff member do not see “eye-to- eye.” That they will amicably work through each situation. Also, SRA understands the fact that just because students have been exposed to this section of their handbook that they will now agree with all of the rules. Conversely, SRA accepts this discrepancy. It is more important that the student is aware and educated on the rules, as opposed to, agreeing with them. This handbook is a tool. Optimistically, students can use this to gain a better understanding of where staff is coming from concerning school rules. It can even be seen as an attempt to let the student see things from the perspective of staff, or see it from “their shoes.” The following section lists the definitions and explanations of many infractions of school rules.

Attendance Issues Research shows over and over that the number one reason students struggle in school is poor attendance. Students wanting support and help in academic progress from SRA should understand SRA’s commitment to promote good attendance through the creation of procedures, enforcement of rules, and implementing interventions. If SRA is committed to a student’s success, then students and parents can be reassured that SRA will expect students to maintain a high level of attendance.

In addition to showing up to school, attendance problems can still exist even after the student arrives which still negatively affects student performance and disturbs the learning environment. Students who arrive late to class now are not only affecting their own success, but that of other students. For example, if a student arrives late to class, other students may be distracted from their work. Also, the teacher will need to stop their activity to address the late student. If the class is in the middle of the lesson, the teacher will then need to spend extra time with the late student in order to catch them up. This is more time taken away from others. The last issue with in-school attendance issues is safety and security. Students may not see the problem being late to class. They assume that walking in late is only affecting teaching and learning. In reality, it creates a security issue. SRA believes that if you do not have permission to not be in class, you are somewhere where you are not supposed to be; that you are somewhere in which a staff member is not present to monitor you. If they were, they would send you to class. Therefore, when students are not in class and unaccounted for, SRA is not doing their job at ensuring all students safety and security, as parents expect them to do. This creates a situation in which an unmonitored student now has the opportunity to behave in a manner that is dangerous and/or counter the mission of the school (skipping school, smoking on campus, stealing personal property, damaging school property, using illicit drugs, etc). Typically, the more dangerous behaviors are not the case, but how does staff know? An additional problem in these scenarios is that staff has no way to validate what the student claims they were doing. It is this reason that SRA takes a strict stance on all attendance issues. Students think they are harmlessly being lazy and slow, but in reality, they are putting themselves in a situation that they may be caught up in a problem they are disciplined for and unable to get out of. Student Responsibility Issues This area of school rules tend to be the ones easiest to understand. This typically is due to the level of exposure the student has to them, or the amount of experience they have in school. The longer the student is in school, the more experience they have with these rules. Over time, these become the rules that are deferred and often do not need to be explained anymore. Another way of looking at these rules is to finish the following statement, “In school, everyone knows students are not supposed to (blank) and expected to do (blank).” Many of the words that first come to mind from this statement commonly belong in this category. Generally, the student is expected to address these issues without daily reminders, weekly, or monthly reminders. Depending on the rule and age of the student, once the rule or expectation is explained once, it is reasonable to assume the student will understand and remember. But this is also the reason that it is very important that we take an opportunity to review them. The areas of responsibility in our lives that become the most familiar can also become complacent or apathetic. Since these rules are rarely addressed, students tend to develop the idea that they are “no big deal” and, at times, begin to believe that it is ignored by staff if the rule is violated. Trust us. These rules are not ignored. They all contribute to student success, therefore, they are “a big deal.” 1. Off-Task Behavior 11. Not Following Class/School Rules 2. Sleeping 12. Failure to Report to Assigned Area 3. Not Working 13. Failure to Follow Plan 4. Not Prepared for Class 14. Vandalism 5. Food/Drink 15. Late to Detention 6. Dress Code 16. Missed/Skipped Detention 7. AUP Violation 17. Tardy t o Class 8. Cheating 18. Late to Clash 9. PDA 19. Late to Lunch 10. Distribution of Materials 20. Parking Violations

Staff Respect and Authority Issues The foundation of the SRA program is building and maintaining positive relationships. This is because strong, positive relationships greatly enhance our understanding of one another. We all have experience in being a part of a relationship in our lives. We interact very differently in our strong relationships than with the weak relationships. In our strong relationships, there is a higher degree of trust and understanding. For example, we don’t get as offended by unpleasant behavior from a friend in a bad mood, as we might with a stranger. This is because we understand our friend’s true personality. Or we accept a higher level of criticism from a close mentor than we would from someone we just met. This is because we trust our mentor’s intentions. 54

Therefore, it is SRA’s aim to build strong, positive relationships with and among students. It is within this connection that the challenge of learning is greatly facilitated. This also promotes a generous and accepting environment where students can feel safe. SRA is committed to supporting those behaviors that promote this climate and deter those that damage it.

Disorderly Conduct-In order to ensure a safe and orderly environment, it is imperative that all students respect and accept the authority of staff and administration to implement interventions, follow procedures, and conduct investigations without the interference of other students. If a student’s behavior becomes disruptive to such a degree that it interferes with the staff’s ability from ensuring a safe and orderly school environment, they are subject to discipline for Disorderly Conduct. Students are expected to cooperate in assisting staff during an administrative process. Listed below are several, but not every example of violations of this expectation:  Refusing to remain in the administrative office complex while processing with an administrator or leaving the area without permission.  Returning to a class room after a discipline issue without receiving the proper approval from administration. A student should never assume they are able to return to classes after a discipline issue if they have not received direct approval from administration.  Students who refuse to provide relevant information, lie, mislead, interfere, or otherwise, obstruct an administrative process.  Failing to withdraw to an appropriate area of supervision after being instructed to do so.  Confronting a staff member to argue or discuss a previous office referral without receiving the proper and direct approval from administration. Any discussion about a previous discipline issue should be arranged by administration in a safe and conducive environment. By avoiding this issue, students are creating a scenario that they are intentionally avoiding the proper grievance procedure to handle the issue in their own manner.  The student’s level of disruptive behavior or uncooperativeness requires administrative to request support of the on Campus School Resource Officer or LS Police Department. Typically, administration will make this determination when they feel to order and discipline of the school are compromised when it becomes apparent that their authority and instructions are not causing the student to conduct themselves compliant manner.  If involved in a confrontation, disregarding staff intervention, or obstructing a staff member from intervening. If staff arrives at a conflict, students must stop any behavior that can be perceived as confrontational or trying to circumvent staff involvement.

Defiance of Authority-an act or action of refusal; challenging authority; attempting to take control of a staff procedure or intervention a) Continuing inappropriate behavior after being addressed by staff b) Leaving STAD without permission c) Refusing Administrative interventions or requests (in most every situation) d) Throwing away office referral, not reporting to office and returning to class, throw away assignment In addition to promoting positive interactions, SRA strives to encourage a good working relationship between staff and students. In order to provide an orderly and efficient learning experience, the community understands that a certain level of authority must inherently be given to staff to conduct business, make certain decisions, and/or determine a course of action. These decisions can be made with or without student input or agreement. This creates an authority structure which most schools operate under, including SRA. Although, this behavior is expected and enforced, and there is also the concept of showing respect for the position of authority that the staff member maintains. Since it is accepted that the authority structure exists in schools to promote a safe, efficient, and orderly environment, showing respect for this structure is also accepted and expected. The following behaviors are **all of the following apply to substitutes, SRO, bus drivers, secretarial staff, custodians, and all other staff employed by the building and district

1. Leaving Class w/o Permission 8. Disrespect to Staff (Arguing, Mocking, Demeaning) 2. Lying to Staff 9. Misconduct Toward a Substitute 3. Forgery 10. Failure to Report to Office 4. Bothering Staff Possessions 11. Profanity to Staff: Personal 5. Inappropriate Language to Staff 12. Sexual Slur to Staff 6. Profanity to Staff: Non-Personal 13. Racial Slur to Staff 7. Refusal to Follow Staff Instructions

Disruptive and Inappropriate Behavior

Many rules in school are designed to maintain the order and structure of the school itself. Many of the rules in school don’t always apply in the “real world.” These behaviors are taught to facilitate the operation of the school and/or indirectly teach students skills necessary to be a productive employee. These skills are sometimes referred to “executive” skills (ie. dependability, punctuality, responsibility, respect for authority, peer relationships, etc.). Rules in the current category, though, deal with behaviors most closely related to social norms and socially acceptable behavior. Teaching behaviors in this area might be seen as “teaching manners” or “values.” They are the rules we all tend to follow in order to “fit in” with our community. You might find similar expectations in many areas of life, especially in settings which involve people outside our inner circle of friends. In addition to the social values they reinforce, these types of behaviors pose a significant problem to the educational environment. As stated above, behaviors that violate school rules are those that interfere with or slow down the system. Disruptive and inappropriate behaviors, on the other hand, bring the system to an abrupt halt. These behaviors not only cause distraction for the disruptive student, but it can prevent other students from succeeding, as well as, interrupt the efforts of the teacher. It is for this last problem that this conduct will be dealt with immediately and firmly.

Indecent Exposure-of a sexually provocative nature will result in suspension.

Public Display of Affection-Displays of affection are not appropriate at school. This includes during the school day, as well as, at after-school activities.

Electronic Communication Devices -Electronic communication devices such as walkie-talkies, pagers, and other similar devices are not to be turned on or used during the school day. Cell phones may be used only during lunch, otherwise, it is not to be used. The term “used” refers to any utilizing any activity or program on the phone (ie. Calculator, texting, email, checking time, etc.). The use of electronic communication devices will result in an office referral, confiscation, and disciplinary action. No camera or video-capable electronic device may be used at any time. Students violating the electronic communication devices policy subject their electronic device to the possibility of confiscation and search by administration in accordance with law. To comply with a request by the Lee's Summit Police Department, absolutely ALL cellular telephones, pagers, and any two-way communication devices MUST be turned off when an emergency lock-down, fire, or tornado situation is announced.

Electronic Non-Communication Devices -Use and/or display of video games, electronic games, personal computers, and all other electronic equipment, which could potentially interrupt the learning environment, is prohibited during the regular school day. Use and/or display of these devices may result in confiscation and/or disciplinary action. Electronic devices should be secured in a locker or backpack. MP3 players and/or iPods cannot be used during the school day.

Office Misconduct

Disruptions Class, ISS, Detention, Hallway-Disruptive and/or irresponsible behavior in the hallway is not permitted. Standing in groups in the halls blocks the normal traffic flow and creates the problems of running, pushing, and loud unnecessary talking; therefore, students are to move into rooms and not stand in the hallways.

Horseplay

Physically Disruptive Behavior

Misconduct at School Function

Inappropriate Language or Conversations-This does not mean profanity. They are more like “bad words.” The nature or subject matter tend to be counter to socially acceptable norms for a public environment, especially for minors. They are also counter to the values of SRA. Examples of these words or conversations typically are associated with Drug, Violence, Sex, Bad Words, Prejudicial, Demeaning

Use of Profanity

Pornographic Materials/Indecent Material (Distribution, Possession)-Students may not possess or display, electronically or otherwise, sexually explicit, vulgar or violent material including, but not limited to, pornography or depictions of nudity, violence or explicit death or injury. Violation of this standard may result in up to ten days suspension with a referral to the superintendent for the possibility of up to 180 days suspension. Sexual Acts / Simulated Acts-Acts of sex or simulated acts of sex are prohibited on school district property or at school district events. Violation of this standard will result in up to ten days suspension with a referral to the superintendent for the possibility of up to 180 days suspension.

Peer Relationships and Conflict It is virtually impossible for a student to go through a school year without interacting with peers. It is therefore important to address this aspect of education. The focus in this category is students’ ability to interact with each other and conflict resolution. In every school, you find students with various backgrounds, interests, and personalities. These differences tend to lead to misunderstandings. Typically, when people don’t understand something, it creates a level of anxiety. Students respond to this anxiety in different ways. Many students are able to cope with this anxiety in a positive way. They allow for diversity, search for understanding, and adapt to the changed perception. Some students avoid interaction causing isolation. Some students internalize the stress causing emotional pain, fear, and self-doubt. Some students become defensive causing hostility. It is within the last three examples that SRA staff focus efforts to help students cope in positive ways by maintaining an environment of acceptance. When we see these situations develop, it usually surfaces in some form of conflict. The conflict may be passive or aggressive, internal or external, hidden or overt. In most instances, students resort to name-calling and using derogatory comments. This is done as a way to dehumanize a student, lowering their worth, so the self-worth of other student feels a momentary sense of superiority. Society for generations has deals with this scenario with the mantra “sticks and stones may break my bones, but words will never hurt me.” Our youth is supposed to ignore the comments. Hopefully in modern society we see this as a bunch of rubbish. Are adults resistant to the emotional pain resulting from a hurtful comment from a peer? Not at all. Students have a very difficult time simply ignoring comments that negatively affect how they feel about themselves. The difference between typical adults and typical adolescents when confronted with emotional pain is how it is dealt with. Many students have not developed the maturity needed to overcome the impact of a derogatory comment, while adults typically are able to evaluate and process the value, or lack of value, of these types of comments (although we all know if those adults who haven’t matured in this area yet and handle these situation in a socially, and often, legally acceptable manner; but that is a whole different handbook…). There IS value in teaching students to be able to deal with these comments, not by ignoring it, but by 1) assessing the merit of the comment(s), 2) exploring the motives of the offender, and 3) strengthening the value they placed on their own self-worth. 57

Safety and Security Issues Year after year, surveys of parents show that their prime expectation from schools is to keep their child safe. Certainly this is one of the most important aspects on which schools focus. The rules described in this category are concerned with facilitating student movement, maintaining an environment of order and stability, promoting appropriate behavior during moments of indirect supervision, deterring behavior that is negligent and careless, protecting staff and student personal property, and establishing standards restricting dangerous behavior. A very basic part of ensuring student safety is knowing where students are throughout the day. Student accountability refers to the idea of ensuring that students should be where they are supposed to be. Is would be easy if, as students arrived to school, they directly entered a classroom, stayed there all day long, then at the end of the day, immediately exited the building. But we know this is not a process that facilitates learning. Therefore, schools have to allow for student movement throughout the day. This creates a dilemma: each student cannot be 100% monitored for momentary periods of time. It would be impractical for each student to have a one-on-one staff throughout the day, so we much accept that students deserve a level of freedom. The amount and use of this freedom is, of course, directly related to their level of maturity and development. The element of trust enters into the scenario. Staff must trust that students will conduct themselves in an appropriate manner and take care of their responsibilities during those moments of indirect supervision. Therefore, guidelines, or rules, are needed to create an understanding a balance of trust and accountability. 1. Class Skip 13. Bothering Other’s Possessions 2. Lunch Skip 14. Theft 3. Left School w/o Permission 15. Vandalism of School Property 4. Unauthorized Area 16. Bothering school / staff possessions 5. Disruption of a Safety Drill/Procedure 17. Knife Possession (non-weapon) 6. Throwing Objects 18. Use of Matches/Lighter 7. Tampering/Activation with Fire Alarm 19. Possession of Incendiary / Combustible Devices 8. Tampering/Activation with Fire Extinguisher 20. Weapons Possession 9. Endangering Safety of Others 21. Item Used as a Weapon 10. Misconduct During School Trip 22. Weapon Related Materials 11. Exhibition of Speed 23. Speeding 12. Careless and Imprudent

School Violence We all know that violence is a problem of our society. Often, our schools reflect the values, good or bad, of our society. Violence is certainly one of them. As in society, often times schools take of “wait and see” approach to violence. They take a reactionary approach to dealing with violence. The deterrent used the most is to increase the punishment for acts of violence. Again like society, research shows that punishment does not stop violence. SRA takes a different view on violence in several ways. First, SRA believes that violence is learned. WE are not born violent and hateful. We learn this through our experiences. Therefore, it can be “unlearned.” This means that people can learn alternative responses to anger and hurt. Secondly, SRA believes that violence cannot be stopped. It has occurred since the beginning of man. But violence can be interrupted. This means that as education about violence increases, people will begin to use non-violence tactics. Third, SRA believes that violence should be dealt with before the violence occurs. This is the largest area of focus for how SRA approaches violence. This approach includes perspectives different that the norm. It involves educating students about sources of violence, triggers of violence, what violence a student can inflict on others, and what violence a student experiences upon themselves. It also involves a very intentional, persistent, and constantly monitored practice by staff. SRA takes a very comprehensive view of the definition of violence. What some people see are a “mean look” or a “defensive comment,” SRA sees as violence. SRA thoroughly investigates any situation in which a student(s) behave as if they me be upset at or anxious about another student. SRA does not ignore any known occurrence of violence.

That being said, violence has absolutely NO PLACE in school. Any acts of violence will NOT be tolerated at all.

Student-on-Student Violence

Intimidating Statements/Actions (Looks, Gestures/posturing, Statements, Taunting/provoking)

Verbal Confrontation (use of Profanity and using Intimidating Language/Actions escalates these situations)

Physical Confrontations (Pushing, shoving, bumping, shouldering, grabbing, tussling)

Threat to Student Fighting-A fight is defined as two students using force to overtake or physically control the movement of each other. This can include, but not limited to, slapping, punching, pulling hair, and/or wrestling, whether standing up or on the ground. Students who fight will be suspended for up to ten school days with a possible referral to the superintendent for long-term suspension and will not be allowed to return until a student-parent- administrator conference is held. Fighting or peace disturbance may result in arrest or police citation for assault and/or peace disturbance.

Verbal Assault to Student-An overt act intended to cause an apprehension of harmful or offensive contact that does cause apprehension in the victim. Although words alone are insufficient, they might create an assault when coupled with some action that indicates the ability to carry out the threat. A mere threat to harm is not an assault; however, a threat combined with a raised fist might be sufficient if it causes a reasonable apprehension of harm in the victim. Threats, swearing, acts of intimidation, bullying or physical assault will not be tolerated. Students involved in such actions will be subject to 10 day suspension with a possible disciplinary referral to the superintendent. Local law enforcement agencies will be contacted in accordance with Safe Schools Law guidelines.

Physical Assault of Student-Assault is defined as an unsolicited strike, blow, or punch from one student to another.

Gang Related Activities-The displaying of currently recognizable gang-related graffiti, publications, clothing, jewelry, written or oral expressions, hand signaling, and body posturing may result in disciplinary action. Gang Related Activities: Clothing / apparel Gang Related Activities: Drawings / symbols Gang Related Activities: Gestures Gang Related Activities: Comments / Language

Student-on-Staff Violence Students involved in such actions will be subject to 10 day suspension with a possible disciplinary referral to the superintendent. Local law enforcement agencies will be contacted in accordance with Safe Schools Law guidelines. Harassment of Staff Intimidation of Staff Destruction of Staff Property Physically Aggressive to Staff Threat to Staff Striking a Staff Member (incidental) Verbal Assault of Staff Physical Assault of Staff

Alcohol, Tobacco, and Other Drugs (A.T.O.D.) 59

Alcohol Possession/Use/Distribution/Under the Influence & Controlled Substance Possession/Use/Under the Influence/Distribution Any student in possession of, buying, under the influence of, or using a controlled substance, illegal drugs, drug paraphernalia, alcohol, mood altering chemicals and non-prescription drugs, or any student who represents any substance as one of the above, will be suspended up to ten days with a referral to the Superintendent, which could result in a suspension of up to 180 days. A second drug offense during a student’s high school career will result in an automatic ten-day suspension and referral to the Superintendent for long- term suspension or expulsion. The verbal or written negotiation or agreement to sell or transfer intoxicants, alcohol, and/or physical or mind-altering chemicals (illegal drugs) or any substance a student represents as a controlled substance on a school property or at school-sponsored activities will result in up to ten-day suspension and a referral to the superintendent, which could result in a suspension of up to 180 days or expulsion. Over-the-counter medications are only permitted in the original bottle, taken according to package directions, and registered in the health room. As provided in Missouri law, possession of prescription medication on school property without a valid prescription for the medication is unlawful. Any person less than 21 years of age who violates this provision is guilty of a class “C” misdemeanor for a first offense and a class “B” misdemeanor for any second or subsequent offense. Also, Missouri law states that distribution of prescription medication on school property to any individual who does not have a valid prescription for such medication is unlawful. Any person less than 21 years of age who violates this provision is guilty of a class “B” misdemeanor for a first offense and a class “A” misdemeanor for any second or subsequent offense. School discipline shall be imposed independent of court action. Local law enforcement agencies will be contacted in accordance with Safe Schools Act guidelines. Consistent with the community's expectation that school officials sustain a safe school environment, the Lee's Summit Schools will cooperate with appropriate law enforcement agencies in conducting periodic, unannounced searches requiring the utilization of canine units.

Tobacco Possession/Use & Cigarette Possession/Use  A student found carrying or storing smokeless tobacco product or e-cigarettes on school grounds  A student found using tobacco products  Possession and or use of tobacco will result in a referral to Lee’s Summit Police Department.

Medication Possession/Use/Under the Influence/Distribution

Attempting to Buy/Sell ATOD

Paraphernalia Possession I Illegal Drug Representation

2016-2017 DISTRICT STUDENT POLICY GUIDE

PARENTING INFORMATION  Lee’s Summit CARES Parenting Resources www.lscares.org

TO REPORT THREATS/VIOLENCE AGAINST STUDENTS, TEACHERS, OR SCHOOLS  Emergency Services 911  Missouri School Violence Hotline 1-866-748-7047  Child Abuse Hotline 1-800-392-3738  Rape Crisis Hotline 816-531-0233  LSWHS TEXT-A-TIP 274-637

SPECIAL NEEDS AND SERVICES  Suicide Prevention Hotline 1-800-SUICIDE  Alcoholics Anonymous 816-471-7229  Narcotics Anonymous 816-531-2250  Domestic Violence Hotline 816-HOT-LINE  Hope House 816-461-4673  Lee's Summit Social Services 816-525-4357 61

STUDENT ASSISTANCE PROGRAM Lee’s Summit R-7 Drug-Free Programs are committed to creating and maintaining “communities of caring”— supportive, nurturing, healthy climates that foster and support proactive, pro-social, healthy growth and development of all students. In cooperation with families, community systems and social service agencies, Lee’s Summit R-7 Drug-Free Programs will create and provide a comprehensive student service delivery system that will encompass a continuum of care, including: prevention, education, and health promotion; intervention; referral and linkages to health and social services; ongoing support services. The goal of the Student Assistance Program is to reduce specific risk factors contributing to tobacco, alcohol, and drug use and related behavioral problems among youth, and to strengthen specific protective factors to ensure young people’s health and well-being.

DISTRICT DIRECTORY INFORMATION

Tony L. Stansberry Leadership Center 301 NE Tudor 64086986-1000 R-7 Health Services 986-1120 R-7 Transportation Services986-2400

THE BOARD OF EDUCATION The Board of Education is composed of seven unpaid local citizens elected at-large by citizens in the district to a three-year term. The Board is established by the state legislature to provide schools to children in the district. Board meetings are open to the public and are held at 7 P.M. on the second Thursday of each month at the Stansberry Leadership Ctr., 301 NE Tudor Rd., Lee’s Summit, Missouri. The Board sets the policies by which the schools operate and hires a staff to administer those policies.

President— Ms. Phyllis Balagna Members: Vice President—Mrs. Jackie Clark Mrs. Julie Doane Mrs. Kim Fritchie Mr. Ryan Murdock Mr. Dennis Smith Mr. Bob White

DISTRICT ADMINISTRATION

The following webpage will direct you to the Lee’s Summit R7 District Administration team:

Lsr7.org/district/administration/

DIRECTORY OF SCHOOLS

Lee’s Summit West High School 600 S.W. Persels Rd986-1175 (Grades 9-12) ..... 986-4000 Summit Lakes Middle School (Grades 7-8) Information Line 986-4001 3500 S.W. Windemere Dr986-1375 2600 S.W. Ward Road Summit Ridge Academy Lee’s Summit High School 2600 S.W. Ward Road986-2190 (Grades 9 - 12) ... 986-2000 Summit Technology Academy Information Line 986-2001 777 N.W. Blue Parkway986-4126 400 S.E. Blue Parkway Cedar Creek Elementary Lee’s Summit North High School 2600 S.W. Third . 986-1260 (Grades 9-12) .... 986-3000 Greenwood Elementary Information Line 986-3001 804 W. Main, Greenwood986-1320 901 N.E. Douglas Hawthorn Hill Elementary Campbell Middle School (Grades 7-8) 2801 S.W. Pryor Rd.986-3380 1201 N.E. Colbern Rd986-3175 Hazel Grove Elementary Pleasant Lea Middle School (Grades 7-8) 1901 N.W. Blue Parkway 986-3310 63

Highland Park Elementary 400 S.E. Millstone986-2250 Lee’s Summit Elementary 110 S. Green Street986-3340 Longview Farm Elementary 1001 S.W. Longview Farm Rd 986-4180 Mason Elementary 27600 E. Colbern Road, Lake Lotawana 986- 2330...... 986- 2330 Meadow Lane Elementary 1421 N.E. Independence986-3250 Pleasant Lea Elementary 700 S.W. Persels 986-1230 Prairie View Elementary 501 S.E. Todd George Rd986-2280 Richardson Elementary 800 N.E. Blackwell Road986-2220 Trailridge Elementary 3651 S.W. Windemere986-1290 Underwood Elementary 1125 N.E. Colbern986-3280 Westview Elementary 200 N. Ward Rd . 986-1350 Woodland Elementary 12709 S. Smart Rd986-2360 Summit Pointe Elementary 13100 E. 147th Street986-4210 Sunset Valley Elementary 1850 SE Ranson Rd986-4240 Great Beginnings Early Childhood 905 N.E. Blue Stem986-2460 Parents as Teachers 905 N.E. Blue Stem986-2460

SELECTION OF DISTRICT POLICIES

The complete Board of Education policies as well as the complete Lee’s Summit West High School handbook are available on-line at www.leesummit.k12.mo.us

Common Sense Statement

No handbook can contain policies for every possible eventuality. Any action that would create an environment contrary to the district’s and school’s missions will not be acceptable. If the action creates an environment in which learning is not the primary focus, disciplinary action will result. Students are expected to use “common sense” in making decisions about their behavior choices. Discipline is progressive based on the number of infractions.]

PUBLIC NOTICE

Programs For Homeless Students

The Lee's Summit R7 School District Board of Education recognizes that homelessness alone should not be sufficient reason to separate students from the mainstream school environment. Therefore, the district, in accordance with state and federal law and the Missouri state plan for education of the homeless, will give special attention to ensure that homeless students in the school district have access to a free and appropriate public education.

Asbetos

The district shall survey and assess the exposure of friable asbestos in all buildings. This report shall be filed with appropriate state agencies, and will be available for public review in the superintendent's office. The district shall take all steps necessary to comply with the Asbestos Hazard Emergency Response Act, as described in regulations of the EPA.

All responsible public agencies are required to locate, evaluate, and identify children with disabilities who are under the jurisdiction of the agency, regardless of the severity of the disability, including children attending private schools, children who live outside the district but are attending a private school within the district, highly mobile children, such as migrant and homeless children, children who are wards of the state, and children who are suspected of having a disability and in need of special education even though they are advancing from grade to grade. The Lee’s Summit R-7 School District assures that it will provide a free, appropriate public education (FAPE) to all eligible children with disabilities between the ages of 3 and 21 under its jurisdiction. Disabilities include autism, deaf/blindness, emotional disorders, hearing impairment and deafness, intellectual disability, multiple disabilities, orthopedic impairment, other health impairments, specific learning disabilities, speech or language impairment, traumatic brain injury, visual impairment/blindness and young child with a developmental delay. The Lee’s Summit R-7 School District assures that it will provide information and referral services necessary to assist the State in the implementation of early intervention services for infants and toddlers eligible for the Missouri First Steps program.

The Lee’s Summit R-7 School District assures that personally identifiable information collected, used, or maintained by the agency for the purposes of identification, evaluation, placement or provision of FAPE of 65 children with disabilities may be inspected and/or reviewed by their parents/guardians. Parents/guardians may request amendment to the educational record if the parent/guardian believes the record is inaccurate, misleading, or violates the privacy or other rights of their child. Parents have the right to file complaints with the U.S. Department of Education or the Missouri Department of Elementary and Secondary Education concerning alleged failures by the district to meet the requirements of the Family Educational Rights and Privacy Act (FERPA).

The Lee’s Summit R-7 School District has developed a Local Compliance Plan for the implementation of State Regulations for the Individuals with Disabilities Education Act (IDEA). This plan contains the agency’s policies and procedures regarding storage, disclosure to third parties, retention and destruction of personally identifiable information and the agency’s assurances that services are provided in compliance with the General Education Provision Act (GEPA). This plan may be reviewed anytime Monday - Friday from 8:00 a.m. – 4:00 p.m. at the Stansberry Leadership Center, located at 301 NE Tudor Road, Lee’s Summit, Missouri.

PROHIBITION AGAINST DISCRIMINATION, HARASSMENT AND RETALIATION

Anti-Discrimination Law Compliance As a political subdivision, employer, recipient of federal funds and educational institution, the Board of Education is prohibited from, and hereby declares a policy against, engaging in unlawful discrimination, including harassment creating a hostile environment, on the basis of race, color, religion, sex, national origin, ancestry, disability, age or use of leave protected by the Family and Medical Leave Act, in its programs, activities and with regard to employment. The Board is an equal opportunity employer. Marital, maternal or paternal status shall not affect the rights and privileges of district students to receive an education. Those students are eligible to participate in all activities and receive all honors the same as any other students enrolled in the school district.

Collateral Prohibitions  As part of this obligation, the Board is also prohibited from, and declares a policy against:  Retaliatory actions based on making complaints of prohibited discrimination or participation in an investigation, formal proceeding or informal resolution concerning prohibited discrimination;  Aiding, abetting, inciting, compelling or coercing discrimination; and  Discrimination against any person because of such person’s association with a person protected from discrimination due to one or more of the above-stated characteristics.

Compliance Officer Appointment To ensure that these obligations are met, the Board designates the following individual to act as the district’s nondiscrimination laws compliance officer, who shall also be the appointee for all laws specifically mandating such an appointment, and who shall have the duty of keeping the superintendent informed of the state of compliance with this policy district-wide: Associate Superintendent of Human Resources 301 NE Tudor, Lee’s Summit, Missouri, 64086 Phone (816) 986-1004, Fax (816) 986-1170

504 compliance can be directed to: Director of Special Services 301 NE Douglas, Lee’s Summit, Missouri, 64086 Phone (816) 986-1000, Fax (816) 986-1170

This grievance procedure exists to provide formal resolution of complaints that policy AC has been violated. Please refer to Board policy AC for procedures and definition.

STUDENT RECORDS

Provisions and Guidelines  Education records shall be retained according to the guidelines set forth in the Missouri Public Schools Records Manual.  Teacher and staff comments on student records will be confined to matters related to student performance.  It is the responsibility of the principal and the professional staff of the school to see that such records are kept in the proper manner and are utilized in accordance with the law.

Review of Education Records by Parents or Eligible Students  Education records shall be open for inspection by parents of a student or an eligible student. Both parents have access to their child’s school records until and unless a court orders otherwise. Therefore, a copy of any applicable court order that restricts any parent’s access to the student’s education records must be filed with the school principal in order to certify to the district that a parent’s access rights are limited or denied pursuant to the court’s directions.  Parents or eligible students should submit to the student’s school principal a written request which identifies as precisely as possible the record or records he or she wishes to inspect. The principal (or appropriate school official) will make the needed arrangements for access as promptly as possible and notify the parent or eligible student of the time and place where the records may be inspected. Access must be given in 45 days or less from the date of receipt of the request. When a record contains information about students other than a parent’s child or the eligible student, the parent or eligible student may not inspect and review the portion of the record which pertains to other students.  If a parent or eligible student believes the education records related to the student contain information that is inaccurate, misleading or in violation of the student’s privacy, he or she may ask the district to amend the record by following the appeals procedures outlined in Section G of this regulation.

Transfer of Education Records The district will respond to a request for records from another school district enrolling a student within five business days of receiving the request. However, if the student’s record has been marked pursuant to notification by the highway patrol that the student has been classified as a missing child, the record shall not be forwarded to the requesting district and the district will notify the missing persons unit of the highway patrol of the record request. Upon notification that a student has transferred to any other school district, the district will forward any written notification the district has received from a juvenile officer, sheriff, chief of police, or other appropriate law enforcement authority that a petition has been filed in juvenile court alleging that the student has committed an 67 offense, and the notification of disposition of such case, to the superintendent of the new school district in which the student has enrolled.

Annual Notification of Rights to Parents and Students The district shall annually notify parents of students currently in attendance, or eligible students in attendance of their rights under the Family Educational Rights and Privacy Act (FERPA) and FERPA regulation by publication in the student handbook(s) or by distributing notification to the parents or eligible students at the beginning of the school year. Parents and/or students may request that the district not use a student’s social security number at the time of enrollment.

Release of Education Records Disclosure of information from a student’s education records will be made only with the written consent of the parent or eligible student, subject to the following exceptions: The district may disclose education record information without consent when the disclosure is:

 To school officials who have a legitimate educational interest in the records.  To officials of another school, upon request, in which a student seeks or intends to enroll.  To authorized representatives of state and local educational authorities.  To law enforcement and juvenile justice authorities if the disclosure concerns law enforcement’s or juvenile justice authorities’ ability to effectively serve, prior to adjudication, the student whose records are released.  To accrediting organizations to carry out their accrediting functions.  To parents of a dependent student, as defined in section 152 of the Internal Revenue Code of 1954.  To parents of a child who is not an eligible student, or to the child.  To comply with a judicial order or a lawfully issued subpoena.  In connection with a student’s request for or receipt of financial aid to determine the eligibility amount, or conditions of the financial aid, or to enforce the terms and conditions of the aid.  To the Comptroller General of the United States, the Attorney General of the United States, the Secretary of the United States Department of Education or an official or employee of the Department of Education acting for the Secretary under a delegation of authority, or state and local education authorities in connection with an audit or evaluation of federal or state supported education programs or for the enforcement of or compliance with federal legal requirements relating to these programs.  To appropriate parties in a health or safety emergency.  To other persons authorized to receive education records pursuant to FERPA.  The school district will maintain a record of all requests for and/or disclosures of information from a student’s education records. The record will indicate the name of the party making the request, any additional party to whom the information may be redisclosed, and the legitimate interest the party had in requesting or obtaining the information. The record may be reviewed by the parents or eligible student. This paragraph does not apply if the request was from or the disclosure was to the parent or eligible student, school officials within the district who have a legitimate educational interest in the student’s

education records, a party with written consent from the parent or eligible student, a party seeking “Directory Information,” or a party seeking or receiving the records as directed by a federal grand jury or other law enforcement subpoena and the issuing court or other issuing agency has ordered that the existence or the contents of the subpoena or the information furnished in response to the subpoena not be disclosed.  Appeals Procedures Parents or eligible students have the right to ask to have education records corrected that they believe are inaccurate, misleading, or in violation of their privacy rights. Parents or eligible students interested in the appeals procedure can reference R-7 Board Policy JO-R.

STUDENT DIRECTORY INFORMATION

Directory information is information contained in an education record of a student that generally would not be considered harmful or an invasion of privacy if disclosed without the consent of a parent or eligible student. The district will designate the types of information included in directory information and release this information without first obtaining consent from a parent or eligible student unless a parent or eligible student notifies the district in writing as directed. Parents and eligible students will be notified annually of the information the district has designated as directory information and the process for notifying the district if they do not want the information released. Even if parents or eligible students notify the district in writing that they do not want directory information disclosed, the district may still disclose the information if required or allowed to do so by law. For example, the district may require students to disclose their names, identifiers or district e-mail addresses in classes in which they are enrolled, or students may be required to wear, publicly display or disclose a student identification card or badge that exhibits information that is designated as directory information. The school district designates the following items as directory information. General Directory Information – The following information the district maintains about a personally identifiable student may be disclosed by the district to the school community through, for example, district publications, or to any person without first obtaining written consent from a parent or eligible student: Student's name; date of birth; parents' names; grade level; enrollment status (e.g., full-time or part-time); student identification number; user identification or other unique personal identifier used by the student for the purposes of accessing or communicating in electronic systems as long as that information alone cannot be used to access protected educational records; participation in district-sponsored or district-recognized activities and sports; weight and height of members of athletic teams; dates of attendance; degrees, honors and awards received; artwork or course work displayed by the district; schools or school districts previously attended; and photographs, videotapes, digital images and recorded sound unless such records would be considered harmful or an invasion of privacy. Limited Directory Information – In addition to general directory information, the following information the district maintains about a personally identifiable student may be disclosed to: school officials with a legitimate educational interest; parent groups or booster clubs that are recognized by the Board and are created solely to work with the district, its staff, students and parents and to raise funds for district activities; governmental entities including, but not limited to, law enforcement, the juvenile office and the Children's Division (CD) of the 69

Department of Social Services: The student's address, telephone number and e-mail address and the parents' addresses and telephone numbers.

Law Enforcement Access The district may report or disclose education records to law enforcement and juvenile justice authorities if the disclosure concerns law enforcement's or juvenile justice authorities' ability to effectively serve, prior to adjudication, the student whose records are released. The officials and authorities to whom such information is disclosed must comply with applicable restrictions set forth in federal law. If the district reports a crime committed by a student with a disability as defined in the Individuals with Disabilities Education Act (IDEA), the district will transmit copies of the special education and disciplinary records to the authorities to whom the district reported the crime as allowed by law. Law enforcement officials also have access to directory information and may obtain access to student education records in emergency situations as allowed by law. Otherwise, law enforcement officials must obtain a subpoena or consent from the parent or eligible student before a student's education records will be disclosed.

Children's Division Access The district may disclose education records to representatives of the CD when reporting child abuse and neglect in accordance with law. Once the CD obtains custody of a student, CD representatives may also have access to education records in accordance with law. CD representatives may also have access to directory information and may obtain access to student education records in emergency situations, as allowed by law.

Military and Higher Education Access The district will disclose the names, addresses and telephone numbers of secondary school students to military recruiters or institutions of higher education as required by law unless the parent or student notifies the district in writing not to disclose the information to those entities. If one does not want Lee’s Summit School District to disclose this directory information from a child’s education records without prior written consent, the parent/guardian must notify the Registrar in writing at LSNHS, 901 N.E. Douglas, Lee’s Summit, MO 64086, within ten days of receiving this handbook.

SURVEYS AND COLLECTION OF STUDENT INFORMATION The Protection of Pupil Rights Amendment (PPRA) affords parents certain rights regarding our conduct of survey, collection and use of information for marketing purposes, and certain physical exams. These include the right to:

Inspection Any parent may inspect, upon request, any instructional material used as part of the educational curriculum and all instructional materials, including teachers' manuals, films, tapes or other supplementary material, that will be used in connection with any survey, analysis or evaluation as part of any applicable program. Further, a parent may inspect, upon request, a survey created by a third party before the survey is administered or distributed by a school to a student. The term "instructional material" does not include academic tests or academic assessments.

In general, the district will not collect, disclose or use personal student information for the purpose of marketing or selling that information or otherwise providing the information to others for that purpose. In the rare case where 70 the district may collect information from students for the purpose of marketing or selling that information, parents may inspect any instrument used before the instrument is administered or distributed to a student, upon request and in accordance with Board policy.

Consent Required In accordance with law, no student, as part of any program wholly or partially funded by the U.S. Department of Education, shall be required to submit to a survey, analysis or evaluation (hereafter referred to as "protected information survey") that reveals any of the following information without written consent of a parent: 1. Political affiliations or beliefs of the student or the student's parent. 2. Mental or psychological problems of the student or the student's family. 3. Sex behavior or attitudes. 4. Illegal, antisocial, selfincriminating or demeaning behavior. 5. Critical appraisals of other individuals with whom respondents have close family relationships. 6. Legally recognized privileged or analogous relationships, such as those of lawyers, physicians and ministers. 7. Religious practices, affiliations or beliefs of the student or the student's parent. 8. Income other than that required by law to determine eligibility for participation in a program or for receiving financial assistance under such program.

Notice and Opportunity to Opt Out

In accordance with law, parents will receive prior notice and an opportunity to opt a student out of: 1. Any other protected information survey, as defined above, regardless of the funding source. 2. Any nonemergency, invasive physical exam or screening required as a condition of attendance, administered by the school or its agent and not necessary to protect the immediate health and safety of a student, or any physical exam or screening permitted or required under state law, except for hearing, vision or scoliosis screenings. 3. Activities involving the collection, disclosure or use of personal information obtained from students for marketing, selling or otherwise distributing information to others.

The district will directly notify parents at the beginning of the school year of the specific or approximate dates during the school year when the above listed activities will occur or are expected to be scheduled.

Notification of Policy and Privacy In accordance with law, parents will be directly notified of this policy at least annually at the beginning of the school year and within a reasonable period of time after any substantive change in the policy. The district will take measures to protect the identification and privacy of the students participating in a protected information survey, regardless of the source of funding. These measures may include limiting access to the completed surveys and the survey results as allowed by law. All student educational records will be protected in accordance with law and Board policy JO. The provisions of this policy applicable to parents will transfer to a student who is 18 years old or emancipated.]

Parents who believe their rights have been violated may file a complaint with: Family Policy Compliance Office.US Department of Education. 400 Maryland Ave., SW Washington, D.C. 20202-5920

Public Solicitations & Advertising In District Facilities The Board of Education recognizes that business and cultural organizations make available for public use much information that is of great value in advancing student education. Much of this information is not available through other sources. Board of Education Policy provides for the use and dissemination of information from private sources that tends to strengthen the curriculum and benefit the students while also protecting students and families from exploitation by companies, organizations or groups. More detailed information regarding solicitation and advertising is available in the complete Board of Education Policy KI

Human Sexuality Curriculum Notification Human sexuality curriculum may be delivered through courses in Family and Consumer Sciences, Biological and Life Sciences, Health and Wellness, and Social Sciences. Specific descriptions of individual courses are included in the High School Course Description Book. Parents and students are encouraged to review course descriptions prior to enrollment. When parents prefer that their child not receive instruction in the human sexuality curriculum, a written notice must be provided to the classroom teacher.

ACTIVITY AND ATHLETIC INFORMATION

Activity/Athletic Programs Available

Activity Programs Clubs are an important part of student life and the school’s educational program. Clubs stimulate interest in different fields. They provide friendships with others who have the same interest. They help promote a feeling of belonging to the school. In order to keep enthusiasm within the club, the student should support the organization to which he/she belongs.

The athletic program provides activities for many different interests and talents. Please contact the Activities Office for further information and eligibility requirements. All students must have a completed physical on file in the Athletic/Activity Director’s office in order to participate in any sport. Physicals must be dated on or after February 1st of the previous school year to be current.

MSHSAA Activity/Athletic Participation Fees The R-7 athletic/activity program goal reflects that student activities and athletics are an integral part of the total secondary educational program because they provide experiences that will help students to acquire additional knowledge and skills, plus they help students gain the attributes of good citizenship. Students wishing to participate in any high school MSHSAA sponsored activity will be charged $50 for yearly participation. In addition, students wishing to participate in a high school MSHSAA sponsored sport will be charged a $50 participation fee. A maximum participation fee of $100/family will be charged for participating in high school activities. Also a maximum participation fee of $100/family will be charged for participating in high 72 school interscholastic sports. Please consult your building assistant principal/activities director for any questions or concerns regarding the high school participation fee. The following guidelines will assist with implementation for the collection of fees: 1. The student will not be allowed to participate in an activity/athletics at the high school until the fee is paid in full. It is the intent that all participation fees will be collected at registration. If a student decides to participate in a high school activity later in the school year, students must pay fees in the activities office. 2. If a student is cut from a team but has already paid the fee, he/she will be reimbursed. 3. If a student quits or is suspended from a team or performing group after the first scheduled event, no refund will be granted. 4. If a student is injured during or after the first scheduled game so that he/she can no longer compete, the fee will not be refunded. 5. Other extenuating circumstances, such as a student transferring to another district prior to the first activity or season or a student being placed on homebound, may be considered by the building administrator for reimbursement. 6. Students qualifying for the free lunch program will be exempt from the activity participation fee. Students qualifying for the reduced lunch program will pay 50% of the participation fee. Student/parent should contact the building principal to verify their free or reduced lunch status. Each case will be evaluated independently.

*SEE LISTED MSHSAA ACTIVITIES/SPORTS BELOW Activities Sports Basketball Swim/Dive B/G Bands Dance Team Baseball B/G Flag Guard/Winter Guard Softball Orchestra Cheerleading Cross Country B/G Choirs* Marching Band Speech/Debate Football Track & Field B/G Tennis B/G) Golf B/G Volleyball Scholar Team Soccer B/G Wrestling

*(Concert/Mens/Womens/Chamber)

National Collegiate Athletic Association (NCAA) Before a student is eligible to participate in college athletics at the NCAA Division I or Division II level, the NCAA Clearinghouse must certify the student. Part of that certification process includes making sure that the student has successfully taken the required number of core courses. The required number of core course is listed below. For further requirements to be deemed eligible contact the Guidance Office. CORE UNITS REQUIRED FOR NCAA CERTIFICATION Division I Division II English Core 4 years 3 years Mathematics Core 3 years 2 years Science Core 2 years 2 years Social Studies Core 2 years 2 years From English, math, or science 1 year 2 years Additional Core: (English, math, Science,

73 social science, foreign language, computer science, philosophy, non-doctrinal religion) 4 years 4 years Total Core Units Required: 16 16* Be sure to look at your high school’s list of NCAA-approved core courses on the Eligibility Center’s Web site to make certain that courses being taken have been approved as core courses. The web site is www.eligibilitycenter.org.

Additional Clubs Offered All three high schools offer a variety of school site-based, chartered clubs. These clubs may be curricular or non-curricular in nature. Check with the high school Activities Office for a complete listing of clubs, sponsors, and contact information.

Athletic Passes High School Events Students may purchase athletic passes for $35. This pass will admit the student to all home football, soccer, volleyball, wrestling, and basketball events. Regular admission to these events would cost over $150. Tournaments, invitational events, and MSHSAA events hosted by the school are special events, and the pass cannot be used for admission.

District Events A coupon ticket worth $30 admission value for athletic events at any Lee’s Summit West High School may be purchased for $20 at the R-7 District Offices, at the administration offices of any high school, or at the gate of any varsity event. Any unused ticket can be used the following school year.

Dances and Parties During the school year, several classes and organizations will sponsor all-school dances. Dances are open to all enrolled members of the high school and one administrator approved registered guest. The following regulations have been established by the Student Senate for all-school dances or parties and will be enforced:  Student IDs are required for all student dances.  Students leaving the building during the dance or party may not return without the prior approval of a sponsor.  Students who are not picked up within 15 minutes of the completion of the dance will be subject to discipline from administration.  All school guests must be in the ninth grade or and not have reached their 21st birthday and must be accompanied to a dance or party by a student enrolled in LSWHS.  Some dances are restricted solely to LSWHS students or solely to LSWHS students and their registered guests.  Guests must leave the dance and school property at the same time the LSWHS student they are registered with leaves.  Rules regarding guests will be announced prior to the event. Students are held responsible for all actions of their guest and are expected to inform them of all rules and regulations.

 Only one administrator approved guest per student is allowed, and all non-LSWHS guests must obtain prior administrative approval. Guest registration forms are available in the Activities Office.  Some events, such as Fifth-Quarter Parties, will be open to only students enrolled at LSWHS; no guests will be allowed.  No alcoholic beverages of any kind are allowed. Students or guests who have been drinking will be sent home with a parent or guardian or designee of the parent/guardian. This incident will become a part of their disciplinary record and appropriate action will be taken.  Students will be expected to dress appropriately. Formal dress is required to attend Homecoming and Courtwarming dances. Jeans are not permitted.  Proper respect should be paid to all sponsors.  Students currently assigned to in-school suspension or on out-of-school suspension are not eligible to attend.  All LSWHS students who want to attend Prom must have no fines and fees before purchasing tickets. All tickets must be purchased prior to the end of the day, the Friday before Prom. NO TICKETS WILL BE SOLD AT THE DOOR FOR PROM. Students must be in attendance the last four clock-hours of the event day unless approved by an administrator.

MSHSAA Athletic Eligibility Transfer Policy All eighth grade students who are interested in playing sports at the high school level need to be aware of the transfer policy of the Missouri High School Athletics Association (MSHSAA). The following standards are for the purpose of assuring fairness to all students:  Upon promotion from the 8th grade or the highest grade of a junior high school administered as a separate unit within a school system, a student may be eligible only at the public high school located in the public geographical attendance district in which the student’s parents reside or any nonpublic high school located in the nonpublic geographical attendance district in which the student’s parents reside. Any student who chooses to attend a school other than those specified above shall be eligible only at the sub-varsity level in all sports for 365 days from the date of promotion from the eighth grade or the highest grade of a junior high school administered as a separate school system.

NO HAZING POLICY

Hazing is defined as, including, but not necessarily limited to, any action or situation created, whether on or off school premises, which might reasonably be expected to result in mental or physical discomfort, embarrassment, harassment or ridicule. This definition includes the following activities: paddling, creation of excessive fatigue, physical and psychological shocks; quests, treasure hunts, scavenger hunts, road trips, or related activities; requiring or encouraging the wearing of apparel in public that is conspicuous and normally not considered in good taste; public stunts and morally degrading or humiliating games and activities; late work sessions, excessive time demands or

75 other requirements that interfere with academic performance; demanding or encouraging any other activities that conflict with civil law and/or school policies. Disciplinary consequences will occur to anyone or any team found to be guilty of hazing. According to Missouri State statutes, “consent” to hazing is not a defense.

CLOSED CAMPUS Students are not allowed to leave school grounds once they have arrived by any means of transportation without authorization from a school official. Any student who has scheduled authorization to leave school before dismissal must check out at the attendance office. Students in violation of this policy will be assigned an after-school detention and may have their parking permit revoked if they drive off campus.

College Visits Juniors and seniors will be allowed verified college visits. These visits are excused absences, but are NOT classified as a school activity when calculating outstanding attendance eligibility.

DOCTOR AND DENTAL APPOINTMENTS Doctor and dental appointments are excused with proper documentation. Since dental and doctor’s appointments are an important part of any health or hygiene program, LSWHS will honor appointments as follows:  Parental permission or appointment cards must be presented at the attendance office prior to leaving school to be classified excused. Failure to make prior arrangements will result in an unexcused absence until verification is received in the office.  If the student must leave while class is in session, please notify the teacher prior to the beginning of class.  Arrangements must be made with the attendance office in case of an emergency.  Before leaving for a doctor or dental appointment, students must sign out in the attendance office.

Driver’s Test Students will be excused for no longer than three consecutive class periods to take a driver’s test.

Early Checkout and Finals Students and parents are reminded that students are not to check out early at the end of the semester.  Students who miss final examinations due to early checkout will lose ten percent of their semester grade.  In emergency situations a student may request early check out with administrative approval. Parent contact will be made by the administration.  Students with approval will be given the opportunity to take their finals on two designated evenings after school during the week of finals.

FAILURE TO CHECK IN/OUT OF SCHOOL Students must check in to school at the attendance window if arriving after the tardy bell to first hour. Students must also check out of school at the attendance window if leaving before their regularly scheduled exit time.

Homebound Students Attendance on Campus 76

Homebound students are not permitted on campus without prior administrative approval. All homebound students, immediately upon entering the building, must check in at the office and receive a “visitor” badge.

ILLNESS DURING THE SCHOOL DAY  If a student becomes ill after arriving at school, he/she must report to the health room with a pass from the current hour’s teacher.  If the student is too ill to remain in school, the health room personnel will contact the parents/guardian.  Student’s use of personal cell phones to contact parents in the event of illness for permission to leave school is prohibited.  Communicable Disease Guidelines (see Health Services) will be followed.  If the student does not check out through the health room and attendance office, he/she will be classified as unexcused. Any classroom work missed must be made up.

Jobs Students who work after school have the responsibility to take care of their school obligations, including after school detention, before being excused from school each day. Students seeking jobs or participating in job training must do so on their own time. Students will not be excused from school to look for jobs. Interviews scheduled at a specific time can be met by having a parent make arrangements in advance with the administration.

LATE TO SCHOOL

The Lee’s Summit School District procedure for Late to School, Class Skip, and Truancy infractions related to school arrival will now be combined into one infraction titled Late Arrival. Any student arriving beyond five minutes past the beginning of school will be assigned as follows per semester.

Five minutes past start of school through midpoint of first hour class: 1. Warning 2. 2-hour/Parent Contact 3. 2-hour/Parent Contact 4. 4-hour/Parent Contact 5. 4-hour/Parent Contact 6. 2 x 4-hour/Parent Contact 7. 2 x 4-hour/Parent Contact 8. 3 Days ISS/Parent Contact 9. Consequences for 8+ at administration discretion More than one-half of first hour class through conclusion of second hour class: 1. 2 x 1-hour/Parent Contact 2. 4-hour/Parent Contact 3. 3 Days ISS/Parent Contact 4. 5 Days ISS/Parent Contact 5. 10 Days ISS/Parent Contact 6. Consequences for 6+ at administration discretion 77

Beginning of third hour or later: 1. 4-hour/Parent Contact 2. 2 x 4-hour/Parent Contact 3. 3 Days ISS/Parent Contact 4. 5 Days ISS/Parent Contact 5. 10 Days ISS/Parent Contact 6. Consequences for 6+ at administration discretion

These situations, while not an exhaustive list, are examples of Late Arrivals that will carry disciplinary consequences if unexcused: • Oversleeping • Missing the bus • Car trouble • No ride to school • Just late

Class Skips  Absence from all or part of a class without authorization from a parent or administrator is classified as a class skip.  A parent will be contacted for each incident.  The first one-hour class skip will result in assignment of two one-hour detentions; the second one-hour class skip will result in a four-hour detention.  Subsequent class skips will result in suspension. Each class skip is unexcused and carries a one-percent cumulative grade reduction per each class hour or period.

TARDY POLICY • Students are expected to be in the classroom ready to begin work when the tardy bell rings. • Students who arrive after 7:35 a.m. must report to the attendance office for an admit slip. • Students who are five or more minutes late to hours two through seven will be sent to the office with a discipline referral card for a conference with an administrator. • Students who are tardy to class, should take a seat quietly and at the convenience of the teacher, explain his/her lateness. If a student is detained by the office or by a teacher, the student should obtain a note from the person who detained him/her. All tardies will be considered unexcused unless written verification is provided by the teacher. • Students having unexcused tardies will be assigned detention. Failure to attend detention for excessive tardies may result in four-hour detention, in-school-suspension or out-of-school suspension. • Students must purchase a new planner if the tardy card is removed.

Tardy Card Policy Two tardy cards are in the student planner. One will be valid each semester. When a student is less than five minutes tardy to class, the teacher will sign the appropriate space on the tardy card. 78

If: • the teacher signs the 8th tardy, OR • the tardy card is full, OR • the student does not have his/her planner with the card inside,

Then: • the teacher sends the student immediately to the office. The teacher will also file a discipline notice of the tardy with the office.

The disciplines for the tardy office referrals are: 8th: Two 1-Hour Detentions 9th: Two 1-Hour Detentions 10th: One 4-Hour Detention 11th: One 4-Hour Detention 12th: Two 4-Hour Detentions 13th: Two 4-Hour Detentions 14th: 3 days ISS (Tardy 15 and beyond will be decided by the administration) • If a student is more than five minutes late, the student will be issued a discipline notice and sent immediately to the office. • When a late student does not have a planner, the student will be sent to the office and assigned the appropriate detention. NOTE: Even if it is the first tardy referral, two hours of detention time will be assigned. If there are still open spaces on the card, the student may still use the tardies on the card.

Trips and Educational Travel • If any student must miss school for a trip, the following requirements must be met: • A parent must make arrangements with the administration of the school for the absence at least two days in advance. (This time is needed to notify teachers and make necessary arrangements relating to schoolwork.) • The student will receive one day for each approved day missed to turn in all the make-up work. Students are asked to arrange make-up work prior to the trip. All required projects are due before leaving if the project falls due during the absence. • Refer to attendance procedures for effects on credits due to absence from school. • Parents are encouraged not to schedule vacations immediately following the end of the school year due to possible calendar adjustments as a result of inclement weather.

TRUANCY Truancy is defined as being absent from school for two consecutive daily classes or one or more block classes without authorization from the parent and/or school administration. A parent will be contacted for each incident of truancy from school. • For the first truancy, the student will be assigned a four-hour detention. 79

• For the second truancy, the student will be assigned two four-hour detentions. • For the third truancy, the student will be assigned a three-day suspension. • Each day of truancy carries a one-percent grade reduction in each class missed. • Subsequent truancies will result in five to ten days of suspension.

Unexcused Absence From Lunch Students failing to be in lunch without authorization from the teacher and/or office will be assigned a four- hour detention. Parents will be contacted. Subsequent skips will result in additional four-hour detentions, in- school suspension, and/or loss of parking permit if the student left campus in his/her vehicle.

CITIZENSHIP/CONDUCT EXPECTATIONS

ACADEMIC INTEGRITY Academic integrity is defined as the conscious intent on the part of students and staff to honestly and responsibly use original, unique yet informed thoughts, ideas, opinions, and products toward the achievement of personal or professional academic goals. A violation against the Academic Code of Ethics is an act which could deceive, cheat, or defraud so as to promote or enhance one’s academic standing. Academic dishonesty also includes knowingly or actively assisting any person in the commission of a violation of the Code. Students in IB courses are expected to follow the Lee's Summit West International Baccalaureate Academic Honesty Policy. A violation of the Academic Code of Ethics may result in disciplinary action. Violations could include, but are not limited to: • Plagiarism—Failure to use original, unique yet informed ideas, thoughts, works, images, or products, with the intent to represent the work of others as one’s own. • Cheating—The willful intent to use sources improperly for personal gain. • Forgery/Falsifying documents—Counterfeiting documents for personal unwarranted advantage in terms of grades, standardized testing, academic standing, recognition, post-secondary placement, eligibility, and privileges. • The first offense will result in a zero on the assignment, teacher-parent contact, and administrator-student conference. • A second cheating offense will result in a zero on the work and a three-day in-school suspension. • A subsequent incident of cheating will result in a five to ten-day suspension and loss of credit in that course for the semester. • A student may be ineligible for National Honor Society (NHS) for such an offense. Acts of plagiarism will be held to those same standards. A student’s responsible use of computer hardware and software materials and the academic integrity of school work completed using these resources will be held to the same standard as that for conventional assignments. Students taking IB courses should also reference the IB Academic Honesty policy.

Assembly Guidelines School assemblies require mature behavior on everyone’s part. Each student assumes additional responsibility when he/she becomes part of a large gathering. Manners are the outward expression of a person’s character. Each student is responsible for the following assembly guidelines: • Report to the assigned area and the designated faculty member. • Take an assigned seat immediately and remain seated until dismissed by the person in charge of the program (the bell is not a dismissal signal). • All students and staff members are expected to attend all school assemblies unless excused by the administration. • Students not sitting in their assigned area will receive an after school detention. • Food or drinks are not permitted in the Performing Arts Center (PAC) or the Fieldhouse.

Buying, Selling, Trading of Products With the exception of school-approved fundraisers, buying, selling and trading of merchandise is prohibited on school grounds and will be subject to disciplinary action. Selling of personal items to other students is also prohibited on school property. Students participating in the sale or receipt of such property will face disciplinary actions ranging from detention to suspension.

COMMONS/CAFETERIA PROCEDURES

• Students are not allowed to leave the campus during their lunch period. • Students are not allowed to leave the cafeteria during lunch without permission of a supervisor. • All students are required to go directly to the cafeteria for their lunch shift. Tardiness to the cafeteria will be classified the same as any other tardy. • Unexcused absences from lunch will result in disciplinary action. • Students are to remain in the cafeteria until dismissed by the cafeteria supervisor. • Each student must return his/her tray, utensils and trash to the designated area. • When dismissed in the cafeteria, students should push their chairs under the tables, leave the tables clean for the next shift, and proceed to their next assigned class. All trash must be disposed properly. • Take-out food cannot be delivered to students. Prior approval from the administration must be received for any food brought from the outside. • All students will be expected to act like young adults during their lunch period. Good manners should prevail at all times. Creating disturbances in the cafeteria or not leaving the table clean will result in a clean-up duty assignment or office referral.

DISRESPECT/REFUSAL/INSUBORDINATION TO STAFF

In order to maintain the safety of the school environment, inappropriate language, gestures, or aggressive verbal or physical behavior toward any staff member will result in disciplinary action. Other examples of disrespect include but are not limited to: defiance of authority, lying to staff, and refusal. Refusal to comply with a staff request can result in the maximum disciplinary consequence being assigned. Such insubordination may result in up to a ten-day suspension with a referral to the Superintendent for possible long-term suspension.

DISTRIBUTION OF MATERIALS

Students may distribute, at reasonable times and places, unofficial material, including but not limited to petitions, buttons, badges, or other insignia. If the district allows students to use its technology resources for non- curricular purposes, any exchange of unofficial material that is delivered or accessed using district technology resources is also subject to this policy. However, students cannot distribute expressions which: • Are obscene to minors; • Are libelous; • Are pervasively indecent or vulgar or contain any indecent or vulgar language (elementary schools);

• Advertise any product or service not permitted to minors by law; • Constitute insulting or fighting words, the very expression of which injures or harasses other people (e.g., threats of violence, defamation of character or of a person’s race, religion or ethnic origin); • Present a clear and present likelihood that, either because of their content or their manner of distribution, will cause a material and substantial disruption of the proper and orderly operation and discipline of the school or school activities, will cause the commission of unlawful acts or the violation of lawful school procedures. Anyone wishing to distribute unofficial material must first submit for approval a copy of the material to the principal or designee 24 hours in advance of desired distribution time, together with the following information: • Name and phone number of the person submitting request. • Date(s) and time(s) of day of intended distribution. • Location where material will be distributed. • The grade(s) of students to whom the distribution is intended. Within 24 hours of submission, the principal (or designee) will render a decision. In the event that permission to distribute the material is denied, the person submitting the request should be informed in writing of the reasons for the denial. Permission to distribute material does not imply approval of its contents by the school, the administration, the Board, or the individual reviewing the material submitted.

DRESS CODE/APPAREL EXPECTATIONS

Lee’s Summit R7 recognizes the value of allowing individual student self-expression as well as the necessity of protecting student health and safety and maintaining an atmosphere conducive to student learning. No procedure will impose dress and grooming rules based on gender in violation of Title IX or discriminate based upon race, color, religion, sex, national origin, ancestry, disability or age. All dress code procedures will adhere to health and safety codes and comply with applicable law. Enforcement of the dress code will consider the usual habits of the students, which aid in developing each student’s fullest potential as a unique human being in a positive, inclusive learning environment. Extremes in wearing apparel or personal appearance that disrupts the learning process or interferes with the intended function of the school will not be acceptable. Clothing and accessories must be: ● clean and in good repair ● free from display or advertisement of any alcohol, drugs, tobacco, weapons, violence, sexual innuendo, gambling or reference to gang affiliation. ● free from depictions or illustrations that demean or negatively represent any gender, race, color, ethnicity, religion, national origin, disability, sexual orientation, gender identity or gender expression. Examples of school dress that are NOT PERMISSIBLE include: ● Backless, bare midriff, spaghetti strap garments, half shirts, halter tops, ripped or torn clothing which promotes inappropriate exposure, sunglasses, mesh tops, tube tops, or underwear worn as outer garments. Short dresses, short skirts, short shorts or cutoff shorts worn in such a manner as to promote inappropriate exposure. ● Any item that presents a safety issue (chains, spikes, dangerous jewelry, safety pins, etc.). ● Pants, shorts and skirts must sit neatly at the waist, without sagging or showing underwear. 83

● Shoes or sandals should cover the foot to allow students to walk safely. ● As a matter of accepted practice and courtesy, hats are not to be worn in the hallways and classrooms. This includes stocking caps, scarves, bandanas, sweatbands and other headwear. ● Hats and long coats must be stored in lockers prior to the start of school.

The school may restrict any student from attending classes or school activities when that student’s dress, general appearance, and/or conduct creates safety, health, or discipline problems. All policy violations will be dealt with on a case by case basis and may involve a parent and/or school counselor.

ELECTRONIC DEVICE POLICY

The possession and use of Electronic Devices (E-Devices) is a privilege, not a right. The school may revoke the privilege of possessing and using E-Devices at any time at its sole discretion. E-Devices include devices used to communicate, receive, send, store, record or listen to voice, text, digital, audio, video, photo, electronic or internet/cyberspace data, images and/or information which shall include, but not be limited to, pagers, cellular phones, iPods, Personal Digital Assistants (PDAs), MP3 players, laptops, portable music players, CD players, game players, cameras, video cameras, GPS, etc. The school is not responsible for lost or stolen E-Devices or any damage to the E-Device, its programs or its contents. E-Devices may be carried by the students during the school day, but must be carried in an off or silent mode. E-Devices shall not be used to connect to district electronic equipment or district electronic networks at any time. E-Devices may be used as follows:

• E-Devices may be used, viewed or listened to by students before or after school and during the student's assigned lunch period in the commons only at the table areas, but doing so shall be in violation of this policy if it results in a disruption to the educational environment or any school activity or impairs the morale or good conduct of other students. • Students may use E-devices for listening purposes in the classroom at teacher discretion, however, any other use will be prohibited in the classroom.

No camera or video-cable electronic device may be used in the locker rooms or restrooms at any time. Students violating the E-Device policy may subject their electronic device to the possibility of confiscation and search by administration in accordance with the law.

To comply with a request by the Lee’s Summit Police Department, absolutely ALL cellular telephones, pagers, and any two-way communication devices MUST be turned off when an emergency lock-down, fire, or tornado situation is announced.

Publishing or sharing images or recordings of inappropriate conduct (i.e. fighting, harassment) taken in the school environment is not acceptable and subject to disciplinary action up to 10 days OSS.

INAPPROPRIATE MATERIALS

Students may not possess or display, electronically or otherwise, sexually explicit, vulgar or violent material including but not limited to, pornography or depictions of nudity, violence or explicit death or injury. Violation of this standard may result in up to ten days suspension with a referral to the superintendent for the possibility of up to 180 days suspension.

SEXUAL ACTS

Acts of sex or simulated acts of sex are prohibited on school district property or at school district events. Violation of this standard will result in up to ten days suspension with a referral to the superintendent for the possibility of up to 180 days suspension.

GAMBLING/WAGERING

Gambling/wagering is prohibited on school property. Gambling is defined as betting on an uncertain outcome, regardless of stakes; engaging in any game of chance or activity in which something of real or symbolic value may be won or lost. Gambling includes, but is not limited to, betting on outcomes of activities, assignments, contests and games. Disciplinary consequences will result from gambling/wagering on school property.

FORGERY

Forgery of passes or any other item is against the law. Forgery of another’s name on any item will result in disciplinary consequences and possible referral to the Lee’s Summit Police School Resource Officer.

Teachers will expect students to: • Bring the planner to class daily. • Record assignments and due dates in their planners. In an effort to make the best of school opportunities, teachers will also help with time management and academic progress by providing advice about handbook use. Plus, the planner may be used to: • Relay messages from the school to home and routine matters. • Communicate daily (by parents and teachers) through the daily section in the planner.

OFFICE CONDUCT

Any student in the office for disciplinary reasons is to sit quietly until approached by an administrator or secretary. Failure to behave in a mature fashion while in the office will result in additional disciplinary action.

PUBLIC DISPLAY OF AFFECTION

Displays of affection are not appropriate at school. This includes during the school day as well as at after- school activities.

STUDENT IDENTIFICATION CARD

The school issues a picture ID card to each student for security, identification, library checkout, and activity purposes. • The picture ID is required to be in the student’s possession at all times during the regular school day and at all school sponsored activities. • Students will be expected to produce it for an employee when requested. • If lost, a new card must be purchased for $10 by the student.

TELEPHONE USE

• Students should NOT use the telephone during class time. • All students involved in after-school activities should make necessary arrangements in advance. Office phones will not be available for this purpose. In case of emergency, the activity sponsor will provide a phone for the student’s use.

CLASSROOM RESPONSIBILITY FOR STUDENTS

Students are responsible to be in regular attendance, to be in the right place at the right time, to be prepared (books, handbook planner, assignments, supplies, etc.), and to have positive intentions supported by genuine effort.

AFJROTC Uniform Policy Students should be self-motivated to wear their uniform properly. Wearing the uniform on designated, weekly uniform days is a course requirement. Each student must wear the uniform all day during the minimum designated number of assigned uniform days in order to successfully complete course requirements and receive a passing grade.

CLASSROOM PREPARATION

Students are expected to have all materials necessary to participate in class daily. The following will occur if the student is not prepared to participate: • 1st Verbal Warning; 2nd Teacher Commitment Conference • 3rd 25-min. Detention and Teacher/Parent Contact • Subsequent Offenses—Office referral, parent contact and detention assignment.

Computer Lab Students are to report ANY irregularity with the computer or related equipment immediately to the supervisor in the lab. The student will be held accountable for any unreported situation, problem, or violation at the computer station.

Food or Drink In the Classroom or Hallway Areas Eating and drinking in class is a distraction from the learning process and causes additional cleaning expense and wear on the facility. • No food or drink is to be sold or consumed in the classroom or in the hallway with carpet. • No food or drink is allowed in carpeted classrooms or carpeted hallways. • The purchase of snacks and drinks should be planned accordingly. • Those students found with food or drink, other than water, on carpeted areas will be assigned discipline.

Gym Clothes/Dressing Out Students who are enrolled in physical education are required to wear appropriate gym clothes. The school does not provide or sell gym clothing or towels. The following process will be followed for failure to dress-out: 1st Warning/Commitment Conference 2nd 25 Min. Detention/Teacher Contacts Parent 3rd 1-Hour Detention (Meet with Administrator) 4th Two 1-Hour Detentions 87

5th 4-Hour Detention 6th Two 4-Hour Detentions 7th Course Failure

Learning Lab Student responsibilities in Learning Lab: • Arrive daily with a planner • Maintain the planner on a daily basis within academic classes by listing in-class activities, homework assignments and future key dates. • Come prepared to work. This includes arriving with all necessary materials. • Stay on task for entire learning lab period. Talking is not allowed. • Complete class material before becoming involved in any other activity. • Arrive with planners pre-signed when needing to move to other areas of the building. • No games, walkmans, radios, electronic games or calculator games allowed. • For students wanting to drop or add a class, existing change procedures will be followed. • Only those students enrolled in the lab will be allowed entrance.

Use of the Planner in Learning Lab: • The planner is required in learning lab. • The planner should be the major communication tool that drives student activities within the learning lab. • Students need to actively write down assignments within regular classes so they and the learning lab teacher will have more specific directions as to what should be accomplished. • Teachers should use the student’s planner as a tool to communicate with the learning lab teacher concerning assignments and activities the student needs to accomplish. • Learning lab teachers will actively review the student’s planner on a daily basis to ensure the student is spending time wisely. • Learning lab teachers will educate students regarding expectations and proper use of the planner.

Make-up Work • Make-up work for all absences is the responsibility of the student. Students are to make arrangements with their teachers for work missed upon return to school. One class day for make-up will be allowed for each class day absent. • For extended absences, a parent can call the office before 9:00 a.m. on the second day and pick up homework after 3:00 p.m the next school day. Make-up work requests need to picked up as arranged; unclaimed work will be promptly returned to teachers. • For unexcused absences, students have the opportunity to make up missed work; however, at the end of the grading period, the student’s cumulative grade will be reduced one-percent for each day of unexcused absence. • Exceptions may be made for long-term assignments, tests scheduled in advance, and/or dual credit (college credit) courses. • Cumulative absences of ten days or more during a semester could result in reduction or loss of credit.

NETWORK ACCESS

All students have a user ID and password that gives them access to the computer network and a home directory on the “H” drive. Students are responsible for following the Network Acceptable Use Policy. Please refer to Board Policy AUP and EHB for complete guidelines and procedures.

LEE’S SUMMIT R-7 SCHOOL DISTRICT NETWORK ACCEPTABLE USE POLICY (AUP)

The purpose of the Lee’s Summit R-7 District’s (hereafter referred to as the District) network, including Internet access and other technological resources is to support and enhance communication, learning, and teaching. Acceptable uses of the network are activities which promote the District’s goals and objectives and advance the mission of the District.

Technology Responsibilities • The district’s technology resources exist for the purpose of maximizing the educational opportunities and achievement of district students. • Use of technology resources in a disruptive, manifestly inappropriate or illegal manner impairs the district’s mission, squanders resources and shall not be tolerated. Therefore, a consistently high level of personal responsibility is expected of all student users granted access to district’s technology resources. Development of students’ personal responsibility is itself an expected benefit of the district technology program. • The district technology resources may be used only by authorized students and is a privilege, not a right. No student will be given an ID, password or other access to district technology if he or she is considered a security risk. • By entering the district-provided login and password to the system, a person becomes an authorized user and agrees to follow the district policies and procedures. All users shall immediately report any security problems or misuse of the district’s technology resources to an administrator or teacher. • In addition, students must recognize that they do not have a legal expectation of privacy in any electronic communications or other activities involving the district’s technology. A user ID with e- mail access, if granted, is provided only on the condition that the user consents to interception of or access to all communications accessed, sent, received or stored using district technology. • All other expressive activities involving the district’s technology are subject to reasonable prior restraint and subject matter restrictions as allowed by law and Board policies.

Acceptable Technology Use Rules (AUR) • All users of the District’s technology resources will follow the following rules and responsibilities: • Sharing one’s user ID and/or password with any other person is prohibited. A user will be responsible for actions taken by any person using the ID or password assigned to the user. • Students will be held accountable to the Lee’s Summit R-7 procedures and policies as published in the student handbook and board policy manual. • Students with school assignments have priority over students who do not. Students may not use a computer without staff supervision. 89

• Deleting, examining, copying or modifying of files and/or data belonging to other users without their prior consent is prohibited. • Mass consumption of technology resources that inhibits use by others is prohibited. • Use of district technology for soliciting, advertising, fundraising, commercial purposes or for financial gain is prohibited, unless authorized by the district. • Users who subscribe to online services that charge fees are solely responsible for all charges incurred. • Users are required to obey all laws, local, state, federal and/or international, including criminal, copyright, privacy, defamation and obscenity laws. The school district will render all reasonable assistance to local, state or federal officials for the investigation and prosecution of persons using district technology in violation of any law. • Accessing, viewing or disseminating information using district resources, including e-mail or Internet access, that is pornographic, obscene, child pornography, harmful to minors, obscene to minors, libelous, pervasively indecent or vulgar, or advertising any product or service not permitted to minors is prohibited. • Accessing, viewing or disseminating information on any product or service not permitted to minors is prohibited unless under the direction and supervision of district staff for curriculum-related purposes. • Accessing, viewing or disseminating information using school or district resources, including e-mail or Internet access, that constitutes insulting or fighting words, the very expression of which injures or harasses other people (e.g., threats of violence, defamation of character or of a person’s race, religion or ethnic origin); presents a clear and present likelihood that, because of their content or their manner of distribution, they will cause a material and substantial disruption of the proper and orderly operation and discipline of the school or school activities; or will cause the commission of unlawful acts or the violation of lawful school regulations is prohibited. • Any use that has the purpose or effect of discriminating or harassing any person or persons on the basis of race, color, religion, sex, national origin, ancestry, disability, age, pregnancy or use of leave protected by the Family and Medical Leave Act or the violation of any person’s rights under applicable laws is prohibited. • Any unauthorized, deliberate or negligent action that damages or disrupts technology, alters its normal performance or causes it to malfunction is prohibited, regardless of the location or the duration of the disruption. • District software may not be copied or loaded on a computer not owned by the district unless permitted by the district’s license and approved by the district. All users will use the district’s property as it was intended. Technology or technology hardware will not be moved or relocated without permission from an administrator. All users can be held accountable for any damage they cause to district technology resources. All damages incurred due to the misuse of the district’s technology will be charged to the user. The district will hold all users accountable for the damage incurred and will seek both criminal and civil remedies, as necessary.

Violations of Network Acceptable Use Policy (AUP) • Students violating any of the above listed AUP expectations and students who play computer games, attempt to access private e-mail servers, or download or visit inappropriate sites or chat rooms should expect the following consequences: 90

• Immediate lock-down of student’s account • Discipline referral to office • Disciplinary consequences include but are not limited to detentions and suspensions depending upon the situation. Because of the changing nature of technology, staff members will determine whether students are in violation of the AUP.

CONNECT2LEARN (CHROMEBOOK GUIDELINES)

Qualifications: A K-12 student who is actively enrolled in any of the schools in the Lee’s Summit R-7 School District qualifies for use of a district-owned Chromebook. All students/parents/guardians will have an opportunity to participate in an orientation session. All students/parents/guardians are required to review and sign the Connect2Learn Student/Parent Agreement and submit payment for the associated insurance fee.

Title: The legal title to the borrowed device belongs to Lee’s Summit R-7 School District and shall at all times remain as such. Your right of possession and use of the borrowed device is limited to and conditioned upon your full and complete compliance with the expectations detailed in the Connect2Learn Student/Parent Handbook and the District’s Technology Usage Policy EHB & EHB-AP1. Because the borrowed device is the property of the school district, it is subject to monitoring of use and search of contents at any time. There is no expectation of privacy in use or data stored on the district-owned device.

Receiving Device: Students, along with parents/guardians, will be required to sign the Connect2Learn Student/Parent Agreement and remit payment of insurance prior to student’s receipt of a Chromebook. This form will be made available and required annually. All students new to the district following the initial device distribution phase will also be required to have a signed Connect2Learn Student/Parent Agreement on file, as well as district receipt of insurance payment. Orientation will be available for these students and parents/guardians once a device has been assigned to the student.

Returning Device: Students will turn in their Chromebooks at the end of each school year unless they are enrolled in R7 Summer Learning. Students will also turn in Chromebooks when they transfer to another building in the district, or transfer out of the district. Students who withdraw from the Lee’s Summit R-7 School District must turn in their Chromebook and its accompanying materials on their last day of attendance. Failure to turn in the Chromebook will result in the student being charged the full replacement cost ($374 for non-touchscreen model and $422 for touchscreen model). Students who refuse to voluntarily turn in their Chromebook or fail to pay the full replacement cost will also be responsible for the payment of all costs, including but not limited to attorney’s fees, incurred by the district to recover the Chromebook or any owed fees.

Loss, Damage, or Theft: By taking possession of a borrowed device, the borrower agrees to assume full responsibility for the safety, security, and care of the borrowed property. In a case of complete loss, the borrower agrees to pay replacement cost. In a case of complete loss or theft occurring at school, the borrower must report the incident to a school administrator and technology department personnel of the appropriate building immediately. A device is deactivated by the district in these cases. In the case of theft occurring away from school, the borrower must report the incident to law enforcement officials of jurisdiction within 24 hours of the occurrence and then provide documentation of the law enforcement report to the appropriate staff member as soon as it is 91 available. Failing to report theft in the manner described herein will result in the missing property being categorized as lost rather than stolen. In the case of damage to a borrowed device, the user must report the incident to the technology department personnel or the appropriate building staff member within one school day of the occurrence. If negligence is determined in the device damage, the borrower may be assessed repair costs.

Terms of Agreement: A user’s right to use and possess the borrowed property terminates no later than the last day of the school year unless earlier terminated by the District for noncompliance, terminated upon withdrawal from active enrollment in the District, or terminated due to a change in schedule/attendance arrangement. Student Usage  Student Chromebooks and associated materials are provided by the Lee’s Summit R-7 School District to students. If used in compliance with all expectations detailed in this handbook and the District’s Technology Usage Policy EHB & EHB-AP1 and then returned without damage as described in the “Repair Costs” section below, no additional fees or financial obligations are issued at the time of return of the borrowed property. District Costs  According to the terms of the district’s current lease agreement, the cost for each Chromebook as leased by LS R-7 is $374 for non-touchscreen model / $422 for touchscreen model.

Mobile Device Insurance Fee: All students are required to participate in the mobile device insurance fee program. Students are responsible for protecting the Chromebook from loss or damage, but if an accident or loss does occur, the costs associated with such incidents are outlined in the process below. Students who qualify for free or reduced priced lunches or are otherwise financially stressed are eligible for a reduction of the insurance fee. Parents must complete the Mobile Device Fee Reduction request form in order to be considered for this opportunity. If the device is damaged or destroyed, the student/parent is still responsible for the costs associated as outlined. For families qualifying for the fee reduction, the district will work with the family to determine a payment plan for this amount. Annual Mobile Device Insurance Fees – collected prior to device deployment and as part of the annual school registration process: Each student will be required to pay an annual $30 insurance fee. Through a formalized waiver process, families of need will be charged $15 annually. Repair and/or Replacement Costs to the student issued device: First incident ANNUAL basis:  No fee for the first incident of accidental damage to device. Repair is made and a notification made to parents/guardian.  Full price of repair or replacement for an intentionally damaged device and a parent/guardian meeting with administrator required.  $150 for lost or stolen device and a parent/guardian meeting with principal required. Devices reported as stolen outside of school require an official police report to the school administration. If the fully functional device is later found or returned, this fee will be returned to the family. The district disables devices that are reported lost or stolen so it is important to report this early.  Full price for lost, stolen or damaged AC adapter. The new power adapter will not be issued to the student until the fee is paid. Second and subsequent incidents on an ANNUAL basis:  The student will be required to pay an additional $50 for a second and for each subsequent incident during the school year. Parent/guardian meeting with administrator.  Full price of repair or replacement for an intentionally damaged device and a parent/guardian meeting with administrator required.  Full price for lost or stolen device and a parent/guardian meeting with principal required. Devices reported as stolen outside of school require an official police report to the school administration. If the

fully functional device is later found or returned, this fee will be returned to the family. The district disables devices that are reported lost or stolen so it is important to report this early.  Full price for lost, stolen or damaged AC adapter. The new power adapter will not be issued to the student until the fee is paid. Note: Accidental damage is determined at the time of the incident and within manufacturer’s parameters.

Chromebooks Not Returned: Students who transfer out of the Lee’s Summit R7 School District without returning the Chromebook and the charger will be charged the full cost of the device and the district will consider all legal rights at its disposal, which may include turning this device over to law enforcement and reporting it as a stolen device. In that case, the district will sign a criminal complaint regarding loss of property as stated in Board Policy EHB, Technology Usage.

Loaner Chromebooks: Students who borrow a loaner Chromebook while theirs is being repaired must return the loaner prior to receiving their repaired device, as a student is not allowed to have more than one Chromebook in their possession at a time. Damage to the loaner Chromebook will be assessed to the student per the following: (Note: the loaner Chromebooks are Samsung models and costs are different from the Dell devices) · Lost loaner Chromebook and/or loaner Chromebook not returned to the district- $75 fine · Lost loaner power supply - $15 fine · Damage to the loaner Chromebook - costs will be based on the parts damage - not to exceed $75

Special Accommodations/Restricted Access:  Parent/Guardian-Initiated Accommodations: It is the belief of Lee’s Summit R-7 School District that every student should be granted equal access to the resources provided by the school district for learning. It is not the District’s recommendation that a student be restricted access to any learning resource granted to all other students. If circumstances outside of school call for a student to have limited or restricted access to the District’s provided resources, a written request by the student’s parent/guardian, in collaboration with a school administrator, must be placed on file with the particular school from which the parent/guardian is requesting the special accommodation. If the request is initiated by parent/guardian, approved by a school administrator, and placed on file with the school’s technology department, a student may be granted “as needed only” or “by teacher request only” access to their Chromebook, rather than having it issued permanently into the student’s possession.  Administrator-Initiated Restrictions: Noncompliance with the expectations of the Connect2Learn Student/Parent Handbook or violation of the District Technology Usage Policy EHB & EHB-AP1 can result in the loss of privilege to use, or restricted access to, district-provided technology as a consequence for misuse or a safety measure with a particular student. If this is the case, a school administrator will collaborate with the student and parent/guardian to make arrangements that may deny or restrict access to the resource in question. The use of technology is a privilege that will continue to be afforded to students who abide by the District’s Acceptable Use policy. Other disciplinary actions defined in Board Policy may be applicable.  Students with Disabilities: Lee’s Summit R-7 School District is committed that all students will have the tools needed to access the curriculum. The devices that students with disabilities use will be determined individually by their individualized education program (IEP) or other appropriate plan. For some students this may be a Chromebook, and for others it may be a specialized device that allows for access and meets the unique needs of the student. Devices will not be removed and replaced without consideration given to each individual situation. In the case where a Chromebook is not the appropriate electronic device, another type of device will be considered to assist the student in accessing the curriculum.

Handling, Care & Use:  You are responsible for all media, Internet usage, downloads, file creation, file deletion, file sharing, file storage, and other actions that involve all applications accessed via your assigned Chromebook.  Students are always responsible for their own device.  Your Chromebook is only for creation of, access to, and consumption of school-related and school- appropriate content. Do not access, store, create, consume, or share unauthorized or inappropriate content with your Chromebook.  You are prohibited from taking photos or videos at school or while on district transportation without prior approval from a teacher or administrator.  Make sure you start each school day with a fully charged battery on your Chromebook.  Make sure the device logs on to the school district’s network daily to receive necessary updates that are critical to keeping the device safe and operational.  Make sure nothing is ever connected to, or inserted into, any of the ports and/or connectors of the Chromebook that are not intended for that particular port or connector.  Make sure your device is never exposed to liquids or other foreign substances.  Heavy objects should never be placed or stacked on top of your Chromebook. This includes books, musical instruments, sports equipment, etc.  Make sure the surface of your device is not altered or defaced. Do not decorate your assigned device or remove labels, stickers, or tags from the device that are affixed by school district personnel.  Make sure that only school district personnel troubleshoot, diagnose, or repair your borrowed device. Do not allow third party service people to handle your assigned Chromebook. This will void the warranty and you will be responsible for all damage associated with the device.

Security, Storage, & Treatment:  Keep the Chromebook powered off and protected when not in use.  Do not carry, hold, lift, or suspend the Chromebook in the air by the screen/display.  Make sure to completely power off the Chromebook before inserting it into a protective school bag to transport home.  Handle the Chromebook with caution. Do not throw, slide, drop, toss, etc. the Chromebook.  Take your Chromebook home every day for nightly storage and charging of the battery. Do not leave it in your school locker or classroom overnight.  Keep a Chromebook at home out of reach of younger or older siblings, family pets, or anyone else capable of careless handling or inadvertent damage of the property.  Secure the Chromebook out of view from anyone outside of a vehicle if being temporarily stored in a parked vehicle either on school grounds or at a private residence.  Communicate with your teachers, coaches, sponsors, supervisors, etc. about ensuring that the Chromebook will receive secure storage if you have it at school related activities, performances, sporting events, etc.

Home Network/Wireless Usage:  LS R-7 Chromebooks are designed to work as a single, independent workstation in a home wireless network that allows for such.  LS R-7 Chromebooks will connect to home wireless networks if the wireless network is open or only requires a network key, or passcode, to connect.  Do not attempt to reconfigure any device settings or operating system defaults, even if your home network calls for it.  Many public destinations now offer free public Wi-Fi to its patrons that can provide your device Internet access away from school. For a current map of free public Wi-Fi in the city of Lee’s Summit, please visit connect2learn.lsr7.org.

 LS R-7 devices cannot be used with Wi-Fi networks that require installation of networking software, reconfiguration of security settings, or manually assigning an IP address. Content Filtering:  The district will monitor the online activities of minors and operate a technology protection measure (“content filter”) on the network and all district technology with Internet access, as required by law. In accordance with law, the content filter will be used to protect against access to visual depictions that are obscene or harmful to minors or are child pornography. Content filters are not foolproof, and the district cannot guarantee that users will never be able to access offensive materials using district equipment. Evading or disabling, or attempting to evade or disable, a content filter installed by the district is prohibited. See board policy EHB and EHB-AP for more details.  The district’s content filter will also filter content on student Chromebooks when they off the district’s network and connected to the internet.  Because of the nature of the Internet, no content filter is foolproof. Although the content filter will provide a degree of protection to the user and the device, the user assumes responsibility for accessing content that is not school-related, whether blocked by the filter at that particular time or not. Disciplinary consequences in accordance with Board policy may occur for attempting to access unauthorized or inappropriate Internet sites.  Attempts to disable, reconfigure, or circumvent the content filter is a violation of the Acceptable Use Policy and aforementioned device usage practices as defined above and can result in disciplinary action.  If a student encounters content which is questionable, a report should be directly made to a R7 teacher for immediate investigation.

Printing:  The use of Google Apps for Education encourages an environment of sharing information electronically instead of printing on paper. This is a cost savings as well as an eco-friendly move for the environment.  The District recognizes there will be times when a student may need to print. Students can pull up Google Documents from any district desktop or laptop computer and have the ability to print. Specific printing instructions and locations vary by building. Students will need to ask the teacher for specific building printing information.  LS R-7 will be unable to troubleshoot any difficulties that may be encountered when interacting with home printers if a student chooses to print something at home.

Social Media and Online Safety Guidelines for Students During the School Day:  All student social media accounts (e.g. Facebook, Twitter, etc.) will be PERSONAL accounts. School related pages should be created by school personnel such as an activities sponsor, coach, teacher or administrator.  Be aware of what you post online. What you contribute leaves a digital footprint for all to see. Do not post anything you wouldn’t want others (familiar and unfamiliar) to see and share.  It is acceptable to disagree with someone else’s opinions, however, do it in a respectful way. Make sure that criticism is constructive, not hurtful. What is inappropriate in the classroom is inappropriate online.  Be safe online. Never give out personal information, including but not limited to last names, phone numbers, addresses, exact birthdates, and pictures. Do not share your password with anyone besides your teachers and parents.  Stop, Block, and Tell! (Don’t respond to any cyber bullying message; block the person sending the message; tell a trusted adult.)  Linking to websites to support your thoughts and ideas is recommended. However, be sure to read the entire article prior to linking to ensure that all information is appropriate for a school setting.

 Do your own work! Do not use other people’s intellectual property without their permission. Be aware that it is a violation of copyright law to copy and paste other’s thoughts. It is good practice to hyperlink to sources of which you might refer.  Be aware that pictures may also be protected under copyright laws. Verify you have permission to use images.  How you represent yourself online is an extension of yourself. Do not misrepresent yourself by using someone else’s identity.  If you see inappropriate material that makes you feel uncomfortable or is not respectful, report it to a parent or teacher right away.

Restroom Access • A student may use the restrooms before and after school and between class periods. • Everyone using the restrooms is expected to keep them clean. No loitering is permitted. • If a student is feeling ill, he/she should report to the health room immediately. • Students must NOT remain in the restroom.

RECORDING OF CLASSES

Creating a video or audio in the school setting is prohibited unless being done so for specific curricular reasons as determined by school officials.

Schedule Change Policy Before the first meeting of a class, schedule changes will not be made unless one of the following criteria is met: • The student does not meet the prerequisite shown in the course description. • The student is approved to participate in a work program or to enroll in courses at some other school/college. • Administrative reasons based on error, class imbalance, course additions, hour changes, vocational school schedule, graduation requirements, clerical assistant, etc. After the semester begins, schedule changes will not be made unless one of the following criteria is met: • Student does not meet the prerequisites as shown in the course description. • Student class placement is inappropriate for ability level. • Student is approved to participate in a work program or to enroll in courses at some other school/college. • Administrative reasons based on error, class imbalance, course additions, hour changes, vocational school schedule or graduation requirements. • If the student does not meet one of the criteria above and drops a class after the 10th school day of the semester, an “F” will be recorded on the transcript and included in the student’s GPA calculation. Students who want to change out of a year-long class at the end of the first semester must meet the following guidelines: • The teacher, parent and administrator must confer and agree. • Any student wishing to withdraw from an IB class must meet with the IB Coordinator, counselor, course instructor, and his/her parent.

• Students who plan to drop an IB course during the testing year must arrange to do so before November 1st to avoid exam fees. • Student must get “Changing a Year-Long Class at Semester” form from his/her teacher. • The parent, teacher and administrator must sign the “Changing a Yearlong Class at Semester” form. • Student must make an appointment with his/her counselor to make the change. A teacher may request that a student be removed from the year-long class at the end of the first semester based on a conference between a teacher and parent concerning a students’ academic or behavioral difficulties under the following guidelines: • Both the parent and teacher must agree to place the student in another class. • If both parties are not in agreement, an administrator will review the situation. • If a change is made to another section or subject in the department, the sending teacher is responsible for giving the student’s grade (at the time of transfer) to the new teacher.

Change of Teacher • The teacher and parent must confer about the problem. • After working on the problem for at least two weeks, the teacher and the student must decide if they can work together. • The student and parent must request a teacher change. • There must be a meeting with the student, teacher, parent, counselor, and assistant principal to discuss the problem. • If a decision is reached to make a change, the student will be placed into a section with available capacity.

DISCIPLINE POLICIES

The law provides teachers with considerable authority over the control and education of the child, once the parent sends his or her child to the public schools. • Authority of the teacher is given by law and is not delegated by the parent. • Authority is granted to the teacher by the state as an essential part of teaching responsibility. • The teacher stands in place of the parent when the child is under the teacher’s supervision and care.

COMMON SENSE STATEMENT

No handbook can contain policies for every possible eventuality. Any action that would create an environment contrary to the District’s and school’s missions will not be acceptable. If the action creates an environment in which learning is not the primary focus, disciplinary action will result. Students are expected to use “common sense” in making decisions about their behavior choices. Discipline is progressive based on the number of infractions.

Detention Periods If a student is scheduled by a member of the high school staff to report for detention before or after school, he/she must report to that teacher at the prearranged time within three days. If the detention cannot be arranged with the teacher, he/she must make arrangements with administration. • Failure to serve a teacher detention will result in assignment of a one-hour after-school detention. • Failure to serve a one-hour detention will result in assignment of a two-hour detention. • Failure to serve a two-hour detention will result in assignment of a four-hour detention. • Failure to serve a four-hour detention will result in three days of In-School Suspension (ISS). • Missing three four hour detentions will result in the student being placed on disciplinary probation. • Students are allowed to reschedule one one-hour after school detention and one Four-Hour detention per semester. An administrator must approve all others.

DRUGS AND ALCOHOL

Any student in possession of, buying, under the influence of, or using a controlled substance, illegal drugs, drug paraphernalia, alcohol, mood altering chemicals or non-prescription drugs, or any student who represents any substance as one of the above, will be suspended for up to ten days with a possible referral to the Superintendent, which could result in a suspension of up to 180 days. A second drug offense during a student’s high school career will result in an automatic ten-day suspension and referral to the Superintendent for long-term suspension or expulsion. The verbal or written agreement to sell or transfer intoxicants, alcohol, and/or physical or mind-altering chemicals (illegal drugs) or any substance a student represents as a controlled substance on a school property or at school-sponsored activities will result in up to a ten-day suspension and a referral to the superintendent, which could result in a suspension of up to 180 days or expulsion.

School discipline shall be imposed independent of court action. Local law enforcement agencies will be contacted in accordance with Safe Schools Act guidelines. Consistent with the community’s expectation that school officials sustain a safe school environment, the Lee’s Summit Schools will cooperate with appropriate law enforcement agencies in conducting periodic, unannounced searches requiring the utilization of canine units. • Over-the-counter medications are only permitted in the original bottle, taken according to package directions, and registered in the healthroom. • As provided in Missouri law, possession of prescription medication on school property without valid prescription for the medication is unlawful. Any person less than 21 years of age who violates this provision is guilty of a class “C” misdemeanor for a first offense and a class “B” misdemeanor for any second or subsequent offense. • Also, Missouri law states that distribution of prescription medication on school property to any individual who does not have a valid prescription for such medication is unlawful. Any person less than 21 years of age who violates this provision is guilty of a class “B” misdemeanor for a first offense and a class “A” misdemeanor for any second or subsequent offense.

HABITUALLY DISRUPTIVE STUDENTS

Students classified as “Habitually Disruptive” will be placed on Disciplinary Probation. The habitually disruptive student in the secondary schools of the Lee’s Summit R-VII district: • Negatively affects the learning environment; • Detracts from a safe school environment; • Has repeated student administration referrals because of chronic behaviors; • Is non-responsive to traditional progressive disciplinary measures; • Does not change behaviors, even after systematic alternative interventions.

INAPPROPRIATE AND PROFANE LANGUAGE

Inappropriate language of any nature, including racial and sexual comments, is not acceptable in the school environment. • A slip or outburst will result in a minimum of 4 hour detention to suspension. • Profanity or obscene language directed at a student or staff member will result in a three to ten-day suspension.

Personal Property Personal belongings of the student are the sole responsibility of the student. The school and the R-7 School District are not responsible for reimbursement for the loss of personal items. Responsible use of all lockers and personal property, appropriate to the school environment, minimizes risk of loss. Those students who have gym classes should lock their valuables in their gym locker and not leave them in bags on the floor in the locker room. Students should not bring large sums of money or expensive electronic devices to school.

Students who have large bags containing sports equipment should not carry them in the hallways during school. A designated location for storage of the bags needs to be set up with the coaches of those sports.

SUSPENSION RULE

The following is a summary of Board of Education policy JGD regarding the suspension of students:

Authority of Principals Principals are charged with the basic responsibility for development of regulations regarding student conduct, dress, and appearance as may be needed to maintain proper decorum in schools under their supervision and shall have the authority to suspend pupils from school in accordance with regulations and guidelines established by the Board of Education.

SUSPENSION OR EXPULSION

The authority of the Principal, Superintendent of Schools, and Board of Education to suspend or expel students, as provided for in sections 167.161 and 167.171, Revised Statutes of Missouri, shall be exercised only in conformity with the provisions of said statutes and of the rules of the Board governing method and procedure, specification of charges, right of appeal, right to counsel, and of hearing. Student behavior shall not be prejudicial to the learning process, the good order and discipline of the school, or tend to impair the morale or good conduct of the school. Students placed on suspension will receive a one-percent reduction from the cumulative grade for each hour assigned per day of suspension. However, the first five (5) days of ISS or the first five (5) days of OSS do not carry a one-percent reduction from the comulative grade per school year. Students who are suspended or expelled for any reason are prohibited from attending or taking part in any district-sponsored activity, regardless of location, or any activity that occurs on district property. Students who violate this provision will be required to leave the activity and may face further discipline, including an additional period of suspension or expulsion. For any suspension ten days or less, the superintendent’s or designee’s review and determination shall be final.

Disciplinary Probation A student can be placed on disciplinary probation as a result of: • Repeated referrals based on chronic misconduct and neglect. • Chronic behaviors that have resulted in loss of academic credit. • Re-entering school after becoming void of contract at SRA. • Returning to school following a voluntary drop from school. A student/parent/administrator conference will be held to notify the student and parents of the consequences of the probation that requires suspension for subsequent discipline infractions. The following progressive steps will be utilized: • The first incident will result in a minimum three-day out of school suspension; • the second incident will result in a minimum five-day out of school suspension; • The third incident will result in a ten-day out of school suspension and a referral to the Superintendent for long-term suspension. 100

THEFT

Acts of stealing are an attack upon the entire school community. For acts of stealing, students will be suspended for a three to ten day period. Restitution will also be required.

TOBACCO, TOBACCO PRODUCTS, AND IMITATION PRODUCTS

The high school will not tolerate a student’s possession or use of tobacco at school or at school activities. Use of smokeless tobacco and or e-cigarettes will carry the same penalties as smoking violations. • A student found carrying or storing any tobacco product on school grounds will be assigned a minimum of a 4 hour detention. • A student found using tobacco products and or imitation products may result in up to 3-10 days suspension. • Possession and or use of tobacco will result in a referral to Lee's Summit Police Department.

VANDALISM (CARE OF THE BUILDING)

Students are responsible for keeping the building in excellent condition at all times. Any destruction of property or vandalism, writing on walls and furniture is in violation of state laws and is considered a misdemeanor (MO166.040). This could result in a suspension from school. Students will be held responsible for the cost of repairs. The school and school facilities belong to the students and parents. The condition of the building reflects the students’ self-respect.

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GRADUATION INFORMATION

COMMUNITY SERVICE REQUIREMENTS

The service-learning requirement is based on our goal to prepare young adults to become active and productive citizens. We learn by doing, and community service is one means of educating students to be good citizens. The service hours have proven to be beneficial in enhancing students’ self-esteem while increasing growth in social awareness and social commitment. The following community service guidelines were established by the Required Community Service Committee in October, 1991, and are to be utilized as a guide for required community service for graduation and for the Advanced Studies Program and other weighted courses. • Community service is volunteer work for which no other credit or monetary compensation is received. • Ten hours of community service is a requirement for graduation from high school. A student will not participate in graduation ceremonies or receive a diploma who has not performed the ten hours of community service. • The required community service for graduation is to be completed by the end of the student’s junior year.

Community Service General Guidelines Students are responsible for making the necessary contacts to schedule service hours. Project ideas are posted on the Habits of the Heart bulletin board and the school website. All projects that are not posted must be pre- approved by the Community Service Coordinator. There is no obligation to accept projects that have not been pre-approved. • Community service cards must be signed by a supervisor present at the project location. All information on cards must be complete. Cards will not be accepted with a parent’s signature as the supervisor. • All community service cards must be turned in to the Community Service Coordinator. • New students who enroll the second semester of their senior year must complete five hours of service if enrolled before the last six weeks of school. • Projects may be performed in Lee’s Summit or outside our city since our community extends to our world. • Check with the A+ Program and IB Coordinators about specific community service program requirements. Weighted Courses • All International Baccalaureate Diploma candidates are to work with the IB coordinator as well as the Community Service Coordinator on completion of hours. All IB students are subject to the Habits of the Heart guidelines for weighted courses. • Students enrolled in Pre-IB courses are not required to complete service hours for weighted credit.

GRADUATION REQUIREMENTS

Graduation requirements shall be a minimum of twenty-six units of credit. In addition to the program of study for graduation, a student shall pass proficiency exams concerning the Missouri and the United States Constitutions to qualify for graduation from the District and complete 10 hours of 102 approved community service. Additional graduation requirements may be established to meet specific programs of study.

CORRESPONDENCE COURSES

Students interested in taking correspondence courses should see their counselor. A maximum of four courses (two units of credit) of correspondence work will be accepted toward graduation. Correspondence courses must be completed and grades received in the guidance office by May 1. Those approved institutions who provide the opportunity for students to complete correspondence courses normally ask for a two-week window for grading and posting of grade purposes. Students who complete correspondence courses after the May 1 deadline are not guaranteed of courses being graded and grades posted before graduation. All requirements must be finished to participate in the graduation ceremony, including correspondence courses.

College Preparatory Certificate The District shall participate in the College Preparatory Studies Certificate Program sponsored by the Missouri State Department of Elementary and Secondary Education.

EARLY GRADUATION

Students who wish to graduate early will be required to meet with a guidance counselor and submit written notification to the principal. The guidance counselor will notify the student’s parents or guardians of the student’s decision if the student is dependent. The student will receive a diploma if the student has met the Lee’s Summit R-7 School District’s graduation requirements. The student who chooses early graduation will be allowed to participate in the spring graduation ceremonies but will be considered an alumnus for all other activities.

GRADUATION—REQUIRED CREDITS

High School Academic Graduation Requirements Curriculum Area Graduation

Communication 4 Units (Must include 1 unit in a core Skills English class for each grade 9- 12)

Social Studies 3 Units (Must include 1 unit each Am. Hist. and World Hist.; .5 unit each Am. Govt. and Modern Global Issues)

Mathematics 3 Units (Must include 1 unit Algebra I and 1 unit Geometry or

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Alg/Geom I, Alg/Geom II, and Alg/Geom III)

Science 3 Units (Must include 1 unit Biology or Adv. Studies Biology I and 1 unit Advanced Studies Chem., Chem I or ICP)

Fine Arts 1 Unit Practical Arts 1 Unit Physical 1 Unit (Must include .5 unit of Education Foundations of Fitness)

General Electives 9 Units Health .5 Unit Personal Finance .5 Unit Totals 26 Units

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SCHOOL SAFETY

Student safety and wellness is of paramount importance at Lee’s Summit West High School. The staff has been trained in safety crisis management, and the District and building have an established crisis management plan. In addition, LSWHS employs a School Resource Officer and a Campus Supervisor. Any concerns with safety should be reported immediately to an administrator, counselor, or school resource officer.

MISSOURI “SAFE SCHOOLS” ACT

In accordance with Missouri House Bills 1301 and 1298, the “Safe School” legislation provides the following safeguards for the local school district. The act establishes the crime of “assault while on school property” if the person: • Knowingly causes physical injury to another person; or • With criminal negligence, causes physical injury to another person by means of a deadly weapon; or • Recklessly engages in conduct which creates a grave risk or serious physical injury to another person, and the act occurred on school or school district property or in a vehicle at the time of service to the district, or arose as part of a school district sponsored activity. Assault while on school property is a class D felony. Additionally, school administrators are required to report crimes to the proper authorities. When a pupil allegedly commits a crime, the incident must immediately be reported to the police and the school superintendent. A school board is authorized to immediately remove through suspension or expulsion a pupil upon finding by a principal, superintendent, or the board that such pupil poses a threat of harm to self or others, based upon the child’s prior conduct. No school board is permitted to readmit or enroll a pupil who has been suspended or expelled for having committed certain felonies. School officials have a duty to maintain a proper educational environment that is conducive to learning. Consistent with the community’s expectation that school officials sustain a safe school environment, the Lee’s Summit R-7 schools will cooperate with the appropriate law enforcement agencies conducting periodic, unannounced searches of lockers and vehicles.

ASSAULT (VERBAL OR PHYSICAL/CONFRONTATION)

Threats, swearing, acts of intimidation, bullying or physical assault will not be tolerated. Assault is considered to be unprovoked injury to another person. Students involved in such actions will be subject to a 10 day suspension with a possible disciplinary referral to the superintendent. Local law enforcement agencies will be contacted in accordance with Safe Schools Act guidelines.

CONCEAL AND CARRY FIREARMS LEGISLATION

Anyone carrying a firearm, including individuals with a conceal and carry permit, will not be allowed on any elementary or secondary school property without the consent of a school official or the district school board. This includes possession of a firearm in a vehicle on the premises of an elementary or secondary facility.

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DISASTER AND FIRE ALERTS

General Student and Staff Instructions for Building Evacuation Plans • Leave everything on or under desk in classrooms except purses and other valuable items. • Remain seated until dismissed by teacher one row at a time. • Leave the classroom and building in single file. • Maintain silence. No talking or visiting during any type of emergency movement. This will make it possible for staff and leaders to give verbal instructions if needed. • NEVER RUN—move rapidly, but do not run, push or shove. • Take grade books for roll check. • Leave the classroom door unlocked but closed. • Assemble in the designated areas and remain together as a class. • Remain in the assembly area until called to return to the building, and then return directly to the assigned classroom. Stopping at restrooms, water fountains, etc., is not permitted. In addition to the above directives: • Each teacher shall post emergency procedures in the room. • Each classroom will have a diagram of the evacuation route for fire and tornado emergencies. Students should follow the directions given by the staff and administration, moving quickly and quietly to the assigned areas. • Every student and staff member must recognize the safety factor and seriousness of these drills and situations. Failure to act at the proper moment could mean the difference between life and death. Cooperation and mature action is needed at all times.

Consequences for Unauthorized Fire Alarm Activation • In the event that no emergency exists, persons activating or in any manner tampering with the fire alarm system may receive maximum disciplinary consequences. This includes 10 days of suspension and a disciplinary hearing referral to the superintendent, plus referral to the Lee’s Summit Fire Marshall.

Fire Alarms/Fire Extinguishers Fire alarms and fire extinguishers are designed to enhance the safety and welfare of teachers and students. Students who are involved in any way with removing or activating fire extinguishers or fire alarms may be suspended from school for up to ten days, be prosecuted for violating the Lee’s Summit Fire Code, be referred to the Lee’s Summit Fire Marshall, and be referred to the school superintendent for disciplinary hearing.

FIGHTING

Students who fight will be suspended for up to ten school days and a possible referral to the superintendent for long-term suspension and will not be allowed to return until a student-parent-administrator conference is held. Fighting or peace disturbance may result in arrest or a peace citation for assault and/or peace disturbance. Fighting that disrupts the decorum of the hallways, cafeteria, performing arts center, or classroom will result in a suspension from school for up to ten days.

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Gang Related Behaviors The displaying of currently recognizable gang-related graffiti, publications, clothing, jewelry, written or oral expressions, hand signaling, and body posturing may result in disciplinary action.

HARASSMENT

Harassment of any form whether verbal or physical, against another person based on age, color, creed, disability, gender, marital status, national origins, race or religion is prohibited and will subject a student to disciplinary action. Any act of racial harassment is prohibited. Racial harassment is defined as inappropriate or unwelcome language or behavior, including, but not limited to demeaning an individual (put downs, teasing, insults), or creating an intimidating, hostile or offensive environment. Any act of sexual harassment is prohibited. Sexual harassment is defined as inappropriate or unwelcome behavior or language which creates a hostile environment, including sexual threats, sexual proposals, sexually suggestive language and/or gestures and unwanted physical contact based on gender or of a sexual nature. Students are not to engage in: sexual jokes or gestures (verbal or written), sexual or racial slurs; sexual or racial threats; sexual or racial pictures and drawing; requests for sexual favors or other unwelcome sexual advances.

Any act of harassment should immediately be reported to an administrator or other staff member. Students involved will be subject to disciplinary action consistent with R-7 Board policy.

Incendiary/Combustible Devices The possession or use of any fireworks or similar material will result in a suspension of up to ten days. The possession or use of lighters, matches, or other flammable products may result in suspension of up to ten days with a possible referral for long-term suspension.

Laser Lights Serious injuries have resulted from inappropriate and irresponsible use of laser lights. These lights are not to be brought to school. Students found in possession of a laser light may face disciplinary action.

PHYSICALLY DISRUPTIVE BEHAVIOR

Any student, who engages in pushing, shoving, or any physically disruptive behavior will be sent to the office for disciplinary consequences. This applies whether or not any physical injury results.

SCHOOL VISITORS

 Parents may visit classes under specific circumstances as determined by and with prior administrative notification.  All visitors, other than parents, will not be permitted unless approved by school administration.  Anyone other than enrolled students must report to the office immediately upon entering the building.  Visitors must sign in and receive a “visitor” badge to be worn while in the building.

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 The district discourages parents/guardians or others from using district property or events as places for visiting students and may refuse the use of district property for that purpose.

WEAPONS

Weapons including guns, knives, mace, or any items designed to inflict injury to others are prohibited on school grounds. • Violation of this policy will result in suspension and referral to the Superintendent. • Look-alike weapons are to be held to the same standards. • Water guns or water dispensing devices are prohibited.

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SCHOOL SERVICES

Accident Insurance Availability The R-7 School District does not have accident insurance on students in the school district. The cost of providing this insurance would be prohibitive. With this in mind, as a supplement to the family’s own health insurance, the Board of Education is making available a nominally priced student accident insurance plan. This plan has been offered in the R-7 School District for a number of years and is a contract between the family and the insurance company.

Campus Access (After School) General supervision of students is not provided by the school after 3 p.m. As a result, students who do not ride the bus home must make arrangements to leave campus by 3 p.m. Students on campus after 3 p.m. must be under the direct supervision of a staff member. Disciplinary consequences may result for students found on campus unsupervised after 3 p.m.

Fines Students may receive fines for but not limited to the following: Library – overdue, damaged, lost, stolen materials Textbooks – lost, stolen, damages to textbooks Classroom materials and school property Athletics – uniforms, equipment, trainer supplies Extracurricular – fundraising monies, uniforms, other fees Cafeteria – food services charges and expenses All fines must be cleared by the end of the school year in which they were incurred. A student may be prohibited from attending activities including Prom and/or receiving tickets to the school’s graduation exercises.

GUIDANCE AND COUNSELING SERVICES

Guidance and counseling is an integral part of Lee’s Summit West High School’s total educational program. The Missouri Comprehensive Guidance Plan is followed as a model for implementing this program. The components of this Plan include: • Guidance Curriculum [curriculum geared toward career planning exploration, knowledge of self and others, and educational vocational development] • Individual Planning [activities that help students plan, monitor, and manage their own learning, personal, and career development] • Responsive Services [activities to meet immediate student needs with counseling, consultation, referral, or information], • Support Services [management activities that establish, maintain, and enhance the total guidance program]. The student-counselor relationship at LSWHS is one in which a student has freedom to express ideas and feelings in order to gain a more meaningful understanding of their self and their environment. LSWHS counselors

109 are available to assist students and parents in seeking information and examining alternate possibilities in a variety of situations. In an effort to provide ready communication with students and parents, the guidance department publishes THE TITAN bulletin weekly and it is available on-line through the district website. Included in this publication are significant test dates, career exploration opportunities, college representative visits, scholarship opportunities, and other relevant information. LSWHS Registrar’s Office is open all summer. Counselors will be available from 8:00 a.m. to 4:00 p.m. prior to the first day of school. During the school year counselors are available from 7:10 a.m. to 3:00 p.m. Student appointments may be made before school, between classes, and after school. In some instances, students may be scheduled during regular class time. Appointments are highly recommended. Students or parents may call if they have any questions or to schedule an appointment at 986-4003. Students with last names beginning with the following alphabet see the corresponding counselor:

Tutoring Tutoring is offered for all students before or after school. Students should consult each department’s scheduled times. Students may also make other arrangements when needing assistance with coursework based on teacher availability.

SPECIAL EDUCATION SERVICES

Special education services are offered in all areas of exceptionality based on the Individualized Education Plan of identified students.

HEALTH SERVICES

Student Allergy Prevention and Response Each school will attempt to identify students with allergies, including food allergies. At enrollment, the person enrolling the student will be asked to provide information on any allergies the student may have. For prevention, 110 prepackaged items used in concessions, fundraisers, and classroom activities must include a list of ingredients and nutritional information on the package. If the package does not contain a list of ingredients, the list of ingredients must be available at the location where the package is sold or provided.

Latex Balloons All Lee's Summit R-7 Schools are a latex-reduced environment. Please check with the school prior to bringing in latex balloons

Communicable Disease Guidelines It is very important that we prevent the spread of communicable disease. According to Missouri Statute 167.191 RSMO, the following guidelines should be followed: • Students should be fever free without the use of fever reducing medicine for 24 hours before returning to school. • Students should be free of continuous coughing. • Students should remain at home until 24 hours after the last episode of vomiting or diarrhea. • Students should remain at home for 24 hours after taking the first dose of antibiotic for an infection. • Parents are encouraged to report communicable illness when calling students in ill to the health room staff. • Students may be excluded from school if one or more of the following exists: Diarrhea, fever of 100 degrees or greater, nursing recommendation based upon physical condition, rash undiagnosed, or unvaccinated students in times of disease outbreaks. Missouri Statute 167.191

Required Immunization of Students (Reference Board Policy JHCB) ● All immunizations must be up to date before any student will be permitted to enroll, pick up a schedule, or attend school. ● It shall be the duty of the parents or guardians of every student entering the school district to furnish the school satisfactory evidence of immunization or exemption from immunization against disease as mandated by Missouri law (Section 167.181.1). ● Satisfactory evidence of immunization shall be a statement, certificate of record from a physician or other recognized health facility, or appropriate personnel stating that the required immunizations have been given to the student and verifying the type of vaccine and the day, month, and year of administration. Sports physicals are not acceptable documentation as a current immunization record. ● Medical Exemption A student shall be exempted from the immunization requirements upon signed certification by a licensed doctor of medicine (MD), doctor of osteopathy (DO), or his or her designee indicating that either the immunization would seriously endanger the student’s health or life or the student has documentation of disease or laboratory evidence of immunity to the disease. The Department of Health and Senior Services form Imm.P.12 shall be placed on file with the school immunization health record for each student with a medical exemption. This need not be renewed annually. ● Religious Exemption A student shall be exempted from the immunization requirements if a parent or guardian objects in writing to the school administrator that immunization of that student violates his/her religious beliefs. This exemption on Department of Health and Senior Services form Imm.P.11A shall be

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signed by the parent or guardian and placed on file with the school immunization health record. This need not be renewed annually. ● Immunizations in Progress students may continue to attend school as long as they have started an immunization series and provide satisfactory evidence indicating progress is being accomplished. A Department of Health and Senior Services form Imm.P.14 shall be completed and placed on file with the school immunization health record of each student with immunizations in progress. Failure to meet the next scheduled appointment constitutes noncompliance with the school immunization law and exclusion shall be initiated immediately

Administration of Medications to Students (Reference Board Policy JHCD) The Lee’s Summit R-7 School District is not legally obligated to administer medication to students unless specifically included in a Section 504 Accommodation Plan or an Individualized Education Program (IEP). However the Board recognizes that some students may require medication for chronic or short-term illness to enable them to remain in school and participate in the district’s educational services. Further, the district prohibits students from possessing or self-administering medications while on district grounds, on district transportation or during district activities unless explicitly authorized in accordance with this policy. Therefore, the superintendent, in collaboration with the district nursing staff, will establish administrative procedures for storing and administering medications in compliance with this policy and pursuant to state and federal law. Medications will only be administered at school when it is not possible or not effective for the student to receive the medication at home.

The administration of medications is a nursing activity that must be performed by or under the supervision of a registered professional nurse. A registered professional nurse may delegate the administration of medication to a licensed practical nurse or unlicensed personnel who are trained by the nurse to administer medications. The registered professional nurse is responsible for developing written procedures for training unlicensed personnel in the administration of medications and for supervising the administration of medication administered to students.

Nurses must use reasonable and prudent judgment to determine whether to administer particular medications to students while also working in collaboration with parents/guardians and school administration. In carrying out their legal duty to protect the health, welfare, and safety of students, nurses will, when necessary, clarify authorized prescriber orders and respond in accordance with such clarifications.

Medication not within recommended dosage on the package insert of manufacturer’s direction shall not be given without consultation/verification by the school nurse with the prescriber, upon which a decision shall be made on the administration of medication. The district should not administer the first dose of any medication. Parents/Guardians are encouraged to arrange to administer prescription medications themselves when possible.

Over-the-Counter Medications High school students may carry and self-administer legal non-prescription medications that have been listed on the High School Non-prescription Medication Card on the STUDENT MEDICAL INFORMATION FORM

112 and signed by the student and parent/guardian. Over-the-counter medications must be in the original container, taken per label directions, and are not to be shared with other students.

Prescription Medications The parent/guardian must provide the district with written permission to administer the medication before the district will administer the prescription medication to the student. The prescription label will be considered the equivalent of a prescriber written directions, and a separate document is not needed.

Self-Administered Medications An authorized prescriber or a student’s IEP or 504 team including district nursing staff may recommend that an individual student with a chronic health condition assume responsibility for his or her own medication as part of learning self-care. The district will allow students to self-administer medication for the treatment of asthma and anaphylaxis in accordance with this policy and law. The district may allow students to self-administer other medications in accordance with law. The district will not allow any student to self-administer medications unless:

• The medication was prescribed or ordered by the student’s physician. • The physician has provide a written treatment plan for the condition for which the medication was prescribed or authorized that includes a certification that the student is capable of and has been instructed in the correct and responsible use of the medication and has demonstrated to the physician or the physician’s designee the skill level necessary to use the medication. • The student has demonstrated proper self-administration technique to the school nurse. • The student’s parents have signed a statement authorizing self-administration and acknowledging that the district and its employees or agents will incur no liability as a result of any injury arising from the self- administration of such medication unless such injury is a result of negligence on the part of the district or its employees or agents.

Emergency Medication All student-occupied buildings in this district are equipped with pre-filled epinephrine syringes that can be administered in the event of severe allergic reactions that cause anaphylaxis. The school principal or designee will maintain a list of students who cannot, according to their parents/guardians, receive epinephrine. A current copy of the list will be kept with the devices at all times.

Consequences Students who possess or consume medications in violation of this policy while on district grounds, on district transportation or during a district activity may be disciplined up to and including suspension or expulsion. Employees who violate this policy may be disciplined up to and including termination. District administrators will notify law enforcement when they believe a crime had occurred.

NUTRITION SERVICES

Students will be assigned an ID number to facilitate their purchases. Students are not to share this number with anyone. Breakfast is served from 6:55 a.m.-7:25 a.m., and lunch periods run during fourth or fifth periods.

Free and Reduced Price Food Services School officials will determine student eligibility for free and reducedprice meals, snacks and milk in accordance with state and federal law. Eligible students will be provided meals, snacks and milk either free or at a reduced price if state and federal resources for school food programs are available. The superintendent or designee may establish rules and procedures as needed to accomplish this goal. The criteria for determining a student's need and the procedures for securing free and reducedprice meals, snacks and milk for the student will be outlined and publicized each year by the district in accordance with law. The criteria and procedures are established at the state and federal level. Applications are made available in main office.

District-Wellness Program The Board recognizes the relationship between student wellbeing and student achievement as well as the importance of a comprehensive district wellness program. Therefore, the district will provide developmentally appropriate and sequential nutrition and physical education as well as opportunities for physical activity. The wellness program will be implemented in a multidisciplinary fashion and will be evidence based.

RETURNED CHECK FEE

Beginning July 1, 2004, the Lee’s Summit R-7 School District will charge a $25.00 fee on all checks returned to the District as uncollected.

LOCKERS

• Each student is assigned a hall locker with a built-in combination lock. • Students must always keep this locker locked. • Students are not to reveal the combination to any other student. Items of extraordinary value should not be left in lockers or brought to school. • Students must use only their assigned locker. School lockers and storage lockers are the property of the school district and are provided for the convenience of students, and as such, are subject to periodic inspection without notice. • Personal locks may not be maintained on lockers. • Students should report to the office immediately any locker that is not working properly. • Each physical education student will be issued a combination lock for a physical education locker. The lock must be locked at all times and is to be returned at the end of each semester. All items of value, including calculators, MUST be locked in the PE locker to be secure. • Consistent with the community’s expectations that school officials sustain a safe school environment, the Lee’s Summit Schools will cooperate with local law enforcement agencies in conducting periodic unannounced locker inspections, including canine searches.

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LOST AND FOUND Students who find lost articles are asked to take them to the office where the owner can claim them.

TEXTBOOKS, EQUIPMENT, AND MATERIALS

• All high school textbooks, workbooks and instructional materials are issued by the school on a loan basis and are to be returned at the end of the school year in good condition. • Each student is responsible for everything in his/her locker. It is everyone’s responsibility to keep his/her locker locked. • The service charge for the school year will be $6. This charge is for all lockers, library, Student Senate, assemblies, and other school activities. • Any book, equipment or material loaned to a student will be charged to the student’s account at replacement cost if it is not properly returned. • Students requiring financial assistance in paying of fees or costs should see an administrator. • Communication Arts students receive a writing handbook to be used throughout their high school years. Students must purchase a new copy if lost.

AUTOMOBILES/PARKING

Since bus transportation is provided free of charge, students are permitted to park on school premises as a matter of privilege, not of right. Student parking privileges can be revoked.

Student responsibilities when driving to school include: • Students must have a valid parking permit to park on campus. Students may purchase these for $25 in the office. • Parking illegally could result in fines, detentions, suspensions, parking permits revoked, and/or towing of the vehicle. There are no warnings for non-permit vehicles. • Students must park in the designated marked spots. • The 15 m.p.h. speed limit and all patterns, rules and regulations must be observed. • Parking in a yellow-marked area, fire zone, visitor, teacher, or reserved spot will result in an automatic fine. • Parking in a handicapped zone could result in a ticket being issued by the Lee’s Summit Police as well as by the school. • Motorcycles must abide by the automobile regulations. • During the school day, students are not permitted to go to their parked cars, or be in the parking lots. • Those students riding in automobiles are expected to be in class on time. Any absence or tardy due to private transportation will be unexcused. • All parking fines are $20.00.

Fines and discipline will be assessed for the following parking violations:

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• Students with valid parking permits that fail to properly display permits will get two warnings. Any tickets after the first two warnings for not properly displaying the permits will result in fines or discipline. • Students with valid parking permits that park illegally will be assessed fines without warning. This includes parking in fire lanes, outside parking lanes, in the wrong parking lot, or staff/reserved/handicapped parking. • Students parking on campus without purchasing a valid parking permit • Vehicles parked on campus will be subject to a periodical search. • Unauthorized or duplicated hang tags will result in a $20 fine, discipline based on forgery, and possible referral to the Lee’s Summit Police Department. • The R-7 School District is not responsible for student vehicles and or vehicle contents while parked on district grounds. • Students attending Summit Technology Academy, Cass Career Center, or Joe Herndon Area Technical Center are required to adhere to the policies of those schools as well as those of the R-7 District. • Students are usually not allowed to drive to Vo-Tech School. Violation may result in disciplinary actions, including suspension or removal from the technical school, with loss of credit.

Parking Lot Safety  Students are not permitted to go to parked cars or be in the parking lots without permission from an administrator.  Students may not go to parked cars or the parking lots before entering buses to leave campus, or before attending after-school or four-hour detentions.  Consistent with the community’s expectation that school officials sustain a safe school environment, the Lee’s Summit schools will cooperate with appropriate law enforcement agencies. The parking lot and all cars parked on campus will be subject to search. The parking lot WILL BE searched periodically.  Speeding or careless and reckless driving in the parking lot can result in police action along with school discipline. Police can issue tickets for careless and imprudent driving, endangerment of a minor or other violations. School discipline includes but is not limited to detention, suspension and/or loss of driving privileges.  Skateboarding or the use of any type of skates is not allowed on school property. School discipline will apply to violators.

STUDENT TRANSPORTATION SERVICES

The safety of all students riding the bus to and from school is a responsibility we all share. It takes all of us working together to ensure safety: students, parents, bus drivers and school officials. The District has established the student conduct expectations listed below to ensure that all students are transported in the safest environment possible. Students who fail to observe these expectations will be subject to disciplinary action. Their failure to do so may affect the safety of others. Failure to follow bus expectations and regulations may result in suspension of bus riding privileges as well as school consequences depending on the seriousness of the violation.

If you should have any issues or concerns and need to talk with your child's driver, it is best to call the Transportation Office at (816) 9862400 to schedule a time. If you need to approach the bus please do not step

116 into the bus but instead signal to the driver you would like to talk and proceed to the driver's side window. For the safety of all bus riders, our drivers are instructed to close the entrance door when approached and direct you to their side window. Keep in mind the bus has other stops and a schedule which limits the driver’s available time at individual stops. Under Missouri Law, unauthorized entrance on a school bus is trespassing. For the safety of the students we transport, the Lee’s Summit School District supports this law and has posted warnings on all buses.

For more information please log on to: http://www.lsr7.org/schools/bustransportation/ Safe Riding Expectations and Tips for a Safe School Bus Ride

1. Follow the bus driver's directions. 2. Be at the bus stop 5 minutes before and stay at least 5 minutes after your stop time. 3. Line up in a single line at the side of the road. 4. Sit on your seat, not on your knees or backpack. 5. Speak quietly to each other. 6. Keep hands, feet and other items to yourself on the bus. 7. No food/drinks/gum/candy on the bus. 8. Ensure your student knows the danger zone. 9. The safest stop is the stop with an adult present.

Mobile Electronic Devices IPads, cell phones and other similar electronic devices are permitted to be used on the school bus as long as the user follows these expectations: ● Must be in a backpack or other holder while boarding and departing the bus so hands are free to use handrails. ● Sound must be muted or the user must use headphones, ear buds or something similar. ● No material in violation of District policy and procedures. ● Do not share content with other students outside the seat compartment they are in. ● Must not create a distraction for the driver. The above only applies to the school bus, each building has their own expectations for usage of mobile electronics. Please contact your school for their specific practice.

No handbook can contain policies for every possible eventuality. Any action that would create an environment contrary to the district’s, schools’ and transportation department’s missions will not be acceptable. If the action creates an environment in which learning, safety, and caring for others is not the primary focus, disciplinary action will result. Students are expected to use “common sense” in making decisions about their behavior choices.

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FOOD SERVICE MANAGEMENT

(Meal Charges)

All students that attend Lee’s Summit R-7 are provided the opportunity to purchase meals at each school cafeteria in accordance with the National School Lunch/Breakfast Program. The following guidelines shall be followed in the instance that a student finds it necessary to charge their meal due to a lack of funds in his/her account.

Parents/guardians are solely responsible for providing their children with meals, either through money to purchase meals at school or by packing a meal from home. If for any reason a parent/guardian cannot afford to provide a meal for their child, they can apply for Free and Reduced meal benefits. A hard copy application may be printed from our district website at: www.leessummitschoolnutrition.com. Applications (in most languages) are available. A household may also apply for free and reduced meals online at: www.heartlandapps.com.

Parents/guardians are encouraged to deposit money in their student's meal account by accessing our nutrition online payment portal at: www.myschoolbucks.com to make sure adequate money is readily available to purchase school meals. This will eliminate the need for parents/guardians to send money with the child each day. Parents/guardians can also deposit money by sending a check or cash directly to the school or with their student in an envelope with the student’s ID number, name and amount of deposit.

Notice

At the beginning of each school year, a copy of this procedure will be provided to every parent/guardian in the district as required by law. In addition, a copy of this procedure, along with information about free and reduced-price school meals, will be provided to the parents/guardians of all students who enroll after the beginning of the school year.

A copy of this procedure will also be provided to all building administrators, staff responsible for collecting payment for meals at the point of service, staff involved with notifying parents/guardians about account balances, school social workers, nurses, counselors, the district liaison for homeless children and youths, and any other staff who regularly assist students in need.

A copy of this procedure will also be posted on the School and Nutrition Services website, and information about charging meals will be included in the student handbook.

Employees

Employees will not be allowed to charge meals.

Students

1. A student may not accumulate more than five (5) unpaid meal charges. When a student has accumulated five (5) meal charges the student will be provided an alternative meal. 2. Students may not charge àla carte items. Students are expected to pay for àla carte items prior to or at the time of receipt. 3. A student with money in hand will not be denied a meal even if the student has past due charges. Cash may be used to purchase a meal or ala carte items. 4. Students will not be identified, singled out, shamed or punished by the district for the failure of their parents/guardians to pay for or provide meals, and the district will not withhold student records in violation of law.

Alternative Meals

Alternative meals will be on the regular serving line and will be available to all students as an alternative to the regular meal. When a student has reached the charge limit they will be provided an alternate meal.

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Interventions

The district will provide the following notifications when a student/employee reaches specific unpaid meal charges:

1. After a student accumulates five (5) unpaid meal charges, School Messenger will notify household of negative account balances not more than two times per week. 2. Nutrition Services will provide administration a list of student charges on a weekly basis.

District employees are mandated by the state of Missouri to report any instances of suspected abuse or neglect to the Children's Division (CD) of the Department of Social Services. District personnel will report to the CD any instance where a student's arrival at school with no provision for food leads to a reasonable cause to suspect neglect.

Additionally, the district will provide the following interventions via the principal and/or counselor:

1. Meet with the student to assess to the extent possible whether the student or the student’s family is experiencing hardships, barriers or other circumstances with which the principal or counselor could assist. 2. Make repeated attempts to contact the parents/guardians to inquire about any assistance that might be needed to complete the free and reduced price meals application, discuss the situation and any other concerns the principal or counselor may have after meeting with the student, provide other resources as applicable and resolve the situation. 3. Provide other resources as applicable.

Notifications to Parents/Guardians

The district will provide timely notification to parents/guardians when account balances run low (when applicable) and when account balances include unpaid charges. Parents can sign up for free at www.myschoolbucks.com to receive email alerts for low balances.

Debt Collection

Delinquent Debt

Unpaid meal charges will be considered a delinquent debt 90 days after notice that charges are due when no payment or payment plan agreement has been made. Unpaid charges will be considered delinquent as long as the district determines the debt is collectible and efforts to collect the debt are ongoing. The district will make reasonable efforts to collect delinquent debt, including turning over unpaid meal charge balances to a collection agency when the superintendent or designee determines such action is in the best interest of the district. The district's Nonprofit School Food Services Account (NSFSA) funds may be used to cover the costs of reasonable efforts to collect delinquent debt, including costs associated with using a collection agency.

Bad Debt

When the district determines that collection of delinquent debt is impossible or too costly, the debt will be reclassified as bad debt. Bad debt is debt that will be written off as an operating cost. These costs must be restored using nonfederal funds. NSFSA resources may not be used to cover any costs related to bad debt. Instead, local funds will be used to cover the costs.

End of Year Negative Balances

By law, Nutrition Services is not allowed to pay for bad debt. Therefore, each school will pay for their student’s outstanding meal charges at the end of each year. Parents will be required to re-pay the school when the following year enrollment is conducted.

Donations

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The district accepts donations from individuals or groups to help students and their families clear delinquent meal debt. Except as provided in Policy KH, donations for delinquent meal debt can be made to the Nutrition Services Angel Fund or to individual schools. Donations are accepted at Nutrition Services (702 SE 291 Highway, Lee’s Summit, MO 64063) or at the school’s cafeteria.

Refunds

Any student accounts with positive balances at the end of the school year will be automatically carried over to the next school year. If requested, the balances will be refunded to the account owner. Students who will be graduating or have left the district will have account balances refunded to the account owner or transferred to another student account at the request of the account owner. Requests for refunds should be submitted to Nutrition Services, 702 SE 291 Highway, Lee’s Summit, MO 64063, Telephone: 816-986-2200.

Unclaimed Funds

All refunds must be requested within 90 calendar days of the last day of the current school year. Unclaimed funds (under $5.00) for graduated seniors will be refunded at each school’s cafeteria prior to the last day of the regular school year. Unclaimed funds $5.00 or greater for graduated seniors will be refunded by the District during the month of June, annually. After 90 calendar days from the last day of the current school year, unclaimed funds of students no longer enrolled, will become the property of the Lee’s Summit R-7 Nutrition Services Angel Fund.

Records

The district will maintain detailed records pertaining to delinquent and bad debt, including:

1. Evidence of efforts to collect unpaid meal charges. 2. Evidence that collection efforts fell within the time frame and methods established by this procedure. 3. Financial records showing when delinquent debt became bad debt. 4. Evidence that funds written off as bad debt were restored to the NSFSA from nonfederal sources.

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