School Policies

Advisory Program/Homeroom

Sample 1 – BCCS

Students at Boston Collegiate Charter School each have an assigned Advisor. The Advisor is responsible for checking in daily with students and helping students achieve their best. While students should feel free to speak with any of their teachers about difficulties or challenges they encounter in or out of class, their Advisor is the person who is most aware of their particular needs. The Advisor also speaks with parents or guardians periodically to report on specific academic and behavioral progress. Families are strongly encouraged to call their child’s Advisor when calling with any questions or family information.

 

Sample 2 – Four

Each student at Four Rivers is a member of an Advisory Crew, comprised of 10 to 13 students and led by one of the full-time faculty members known as the student’s advisor. The Advisory Crews meet briefly each morning to start the day and once a week for a period later in the day. The Advisory Program serves to support the academic and character goals of the school in these ways:

 

    • Academic: The advisor monitors the overall academic progress of the students in his or her Crew, working with other teachers and individual students to ensure the student is learning to his or her best. The advisor will convene parent/student/advisor conferences in the middle of the first and second trimesters, and other meetings as needed.
    • Character and Community: Through advisory meetings, Community Meetings and special activities, the Advisory Program works to foster growth in character and a positive school culture. Advisory activities will include rotating duties in clean-up after lunch or at the end of the day; goal-setting to achieve each student’s “personal best”; exploring the school’s character virtues and ways to strengthen the school community; team-building activities, celebrations and service projects; and leading Community Meetings.
    • Parent Communication: The advisor is the primary contact for parents over general academic and behavior issues of students in his or her Crew. The advisor may call parents with a question or concern, and parents may call or e-mail the advisor as need arises. (Matters limited to a specific class may best be dealt with directly between the parents, student and that teacher, and policy or school-wide questions should be addressed to the Director.)

 

Sample 3 – Excel

At the beginning of the year, all students are assigned a Homeroom and a respective Homeroom teacher. Homerooms are named after the alma mater of the Homeroom teacher (e.g., Harvard 6, Bowdoin 5). Students take all core academic classes within their Homeroom. All administrative forms (e.g., lunch order forms, permission slips) will be collected by Homeroom teachers on a daily basis during Morning Homeroom.

 

Several weeks into the school year, all students are also assigned an Advisor. Advisors, who are assigned no more than nine students, will develop and maintain close relationships with their advisees throughout the school year. Families should expect to hear updates from their child’s advisor on a regular basis. Families should also see their child’s advisor as the point person for all non-subject specific questions and concerns.

 

Grading Policy

Sample 1 – Excel

Excel Academy students take four core academic classes (mathematics, English, social studies, and science) during a given school year. Mathematics and English classes meet for eight 50-minute blocks per week for the entire school year. Science and social studies classes meet for eight 50-minute blocks per week for one semester (e.g., a student will take science for the first half of the year, and social studies for the second half of the year, or vice-versa).

 

All students take one art classes and one fitness/health class every week. In addition, all students take one “elective” class (e.g., Life Skills, High School Placement) per week.

 

At the mid-point of each academic quarter, students will receive Progress Reports with information about their performance in each core subject area. At the end of each quarter, students will receive formal Report Cards with detailed information about their performance in each core subject area.

 

On each Report Card, students receive one grade per core subject area. All grades are based on a 0 to 100% scale. Each grade is comprised of the following components:

 

    • Skill and Content mastery (70% of overall grade) - The Skill and Content component measures student mastery of a subject’s skill and content standards, as determined by performance on formal assessments and in-class assignments. This also measures a student’s relative mastery of six, broader scholarly habits (e.g., organization, note-taking).
    • Homework (30% of overall grade) - The Homework component measures both a student’s completion of, and performance on, Homework assignments.
    • Honor Roll - At the end of each quarter, an Honor Roll will be published. Students with all four core grades above 90% earn High Honor status. Students with all four core grades above 80% earn Honor status. All honor roll students will be recognized at a formal, quarterly ceremony.
    • Honorable Mention - At the end of each quarter, teacher teams will nominate students who have shown the most consistent effort across several academic categories (e.g., homework completion, organization, participation) during the preceding quarter. These students will be recognized at the Honor Roll ceremony.
    • Failure - At the end of the year, the quarter grades for each core academic subject are averaged together into a final, yearlong Course Grade. A student fails a core subject if his/her final, yearlong Course Grade is below 70.0%

 

Sample 2 – Sturgis

First Semester Term & Exam Dates

    • 1st Quarter - Aug. 29-Nov. 2
    • 2nd Quarter - Nov. 5-Jan. 18
    • Mid-Year Exams - Jan. 15-18

 

Second Semester

    • 3rd Quarter - Jan. 22-Mar. 28
    • 4th Quarter - March 31-June 19
    • Final Exams - June 16-19

 

Progress Reports & Report Card Grades Due

    • Progress Reports - Oct. 9
    • Report Cards - Nov. 6
    • Progress Reports - Dec. 11
    • Semester 1 and Exam Grades - Jan. 22
    • Progress Reports - Feb. 26
    • Report Cards - April 1
    • Progress Reports - May 6
    • Year and Exam Grades - June 19
    • Progress Reports report estimated grades only.
    • Quarter Report Cards give exact numerical averages.
    • Progress Reports and Quarter, Semester, and Final Report Cards are mailed home.
    • Report Cards and Progress Reports are sent home approximately 2—5 days after teachers submit grades.

 

Sample 3 – NHCS

Lower School - In the Lower School (grades K1–4), students’ academic and behavioral progress is reported in the Individualized Learning Plan and in goal-setting conferences two times per year. Parents receive a full student report in January and June, and a progress report in November and March. The report shows achievements as measured against the benchmarks for that grade level and students’ progress is explained in the narrative. A parent can easily refer to the form and see if their child has met the benchmark for the indicated time of year, and if not, where their child needs improvement.

 

Students in K1 through 1st grade are graded on the following scale for academic subjects:

 

    • Pre-Emerging: The student is exploring and building the foundation for further development of this concept
    • Emerging: The student has begun to demonstrate some understanding of the concept
    • Developing: The student demonstrates more understanding of the concept but is not yet consistently applying the skills to reach the grade level standard
    • Mastery: The student is consistently demonstrating understanding of this concept at a level consistent with grade level benchmarks
    • Exceeds Expectations: The student is consistently demonstrating an understanding of this concept that exceeds grade level benchmarks

 

Lower School students in grades 2 through 4 are graded on the following scale for academic subjects:

 

    • At Risk/Difficulty Achieving - 1
    • Needs Improvement/Below Grade Level - 2
    • Proficient/At Grade Level - 3
    • Advanced/Beyond Grade Level - 4

 

In addition, the Lower School has School Values/Behavior Reports attached to each student’s report form. This report is graded on the following scale:

 

    • Consistent - Student is upholding the school values and behaving on a consistent basis
    • Usually - Student is upholding the school values and behaving most of the time
    • Sometimes - Student has some behavioral problems and not always upholding the school values
    • Rarely - Student has consistent behavioral problems and rarely upholds the school values

 

Middle School - In the Middle School (grades 5–8), students receive reports on their progress eight times per year. Two copies of each report are mailed home. One copy of each report must be signed and returned to the school.

 

    • Mid-quarter updates are sent home in the middle of each quarter. These are unofficial reports that do not appear on the official transcript.
    • Report cards are mailed home at the end of each quarter. These grades do appear on the official transcript.

 

Fifth grade students are required to take five core academic classes: English, math, science, social studies, and Spanish, while students in grades six through eight also take computation and sixth and seventh grade students take grammar. These core academic classes are graded on the following numeric scale:

 

    • 97 – 100 = A+
    • 93 – 96 = A
    • 90 – 92 = A-
    • 87 – 89 = B+
    • 83 – 86 = B
    • 80 – 82 = B-
    • 77 – 79 = C+
    • 73 – 76 = C
    • 70 – 72 = C-
    • 0 – 69 = F

 

Middle School students are also required to take art, music, technology, and physical education. . These classes are graded on the following scale:

 

    • Outstanding = O
    • Satisfactory = S
    • Needs Improvement = N
    • Unsatisfactory = U

 

In addition, Middle School students receive a citizenship grade in every class each marking period using the scale above. Citizenship grades are based on teachers’ assessment of students’ conduct, behavior, and demonstration of school values. Students who have earned at least one “Outstanding” and nothing lower than a “Satisfactory” for all of their citizenship grades in a particular quarter are awarded the Citizenship Honor Roll.

 

Homework

Sample 1 – CDCPS

At Community Day Charter Public School, homework is assigned in all grades for a variety of reasons:

 

    • Independent homework helps to develop study skills, including finishing a task, organizing thoughts, and developing responsibility for returning work to school.
    • Homework reinforces skills worked on during the day.
    • Homework helps to define the role of family as supportive of school work. Homework is the responsibility of the student, with support from parents/guardians in the role of consultant or partner with their student.
    • Homework helps to create a dialogue between home and school. Information about current themes and work being studied can be shared by the student with family members.
    • Homework is one means to develop individual skills in a specific area. For instance, spelling words may be assigned according to individual skill levels.

At Community Day Charter Public School, homework may come in a variety of forms. Some forms of homework include:

 

    • Reading: alone or with a family member
    • Conducting interviews and recording information
    • Observing and collecting information; worksheets for drill and practice in spelling, math, or other area.
    • Creative writing; creative projects; research projects; long-term projects

 

Teachers give clear, specific directions enabling students to know what is expected and when it is due back. We encourage parents to sign off on homework, signifying that they have seen the work.

 

Unfinished homework will be finished the following day either before school starts or during the day. Teachers will use a late notice to let parents know if homework isn't being done on time. Homework is always corrected and returned to students, to be either sent home or kept in the student's portfolio.

 

Children should be doing work at home during the week. At least fifteen minutes of reading is expected of each child. A family member should listen or read to younger readers.

 

Recommended Time for Homework

    • Kindergarten I and II - 10 minutes
    • First - 20 minutes
    • Second - 30 minutes
    • Third - 40 minutes
    • Fourth - 50 minutes
    • Grades 5, 6, 7 and 8 - 60 – 90 minutes

 

Parents should not be expected to do homework with students. Parents are asked to help students find quiet places to do their homework and to be aware of the time spent on homework tasks.

 

If a student spends the suggested time period on a task, but is unable to complete the whole assignment, parents are asked to write a note in English or Spanish explaining the situation, and teachers will arrange for special help. In these cases, there will be no consequence for not completing the work.

 

Sample 2 – Excel

Homework is an essential component of Excel Academy’s academic program. Students have four daily responsibilities related to homework:

 

    • Write down all homework assignments in their student planners
    • Complete all homework assignments to the high standards set forth by the school.
    • Read independently for 20 minutes
    • Show completed homework assignments to a parent and receive signatures only if the parent feels that the completed homework meets Excel Academy’s high standards

 

All homework assignments are collected each morning before the school day begins. If a student has not satisfactorily completed his or her homework that is due on a given school day, even if absent, late, or dismissed early the prior day, or tardy (i.e. arriving after homework submission time), he or she will be required to go to Homework Club from 3:45-4:30pm.

 

Homework Club is a quiet, constructive place where students complete missed or incomplete assignments, and then begin the successful completion of their next evening’s homework assignments. During Homework Club, academic support is provided by Excel Academy staff members. The goals of Homework Club include increasing homework completion rates, improving homework quality, helping students achieve mastery of academic objectives, and building academic confidence.

 

The school will make its best effort to contact families at home or at work to notify them of their children’s participation and obligation to stay after school by 2:00pm. Late transportation will not be available, so if students choose not to complete their homework to acceptable standards, families will need to make alternative transportation arrangements.

 

The following policies apply to Homework Club attendance:

    • Other than for family/medical emergencies or health-related appointments, students may not be excused from Homework Club, as it is a critical part of the school’s academic program. Please note that transportation challenges will never be accepted as a reasonable excuse for missing Homework Club.
    • Only in very rare circumstances will a child ever be excused from Homework Club more than one time during a given academic quarter.
    • No students will be excused from Homework Club unless a parent has directly communicated with an Excel Academy staff member regarding one of the above-listed exceptions.

 

Sample 3 – Four

Families should assume that homework may take up to two hours each day for students in grades 7 and 8, and up to three hours each day in high school. High school students can expect an average of 20-30 pages of reading per day. Families should help set aside this time and work with students to plan ahead if some days in the week are busier than others after school.

 

The school counts on family support of its homework expectations. Because homework at Four Rivers is a meaningful extension of classroom learning, a student who comes to school without homework completed is not only unprepared for the day personally but may also inhibit the progress of the class.

 

School-wide Standards for Quality of Written Homework or Class work:

    • Legible – appropriate font size, neatly lettered in pencil or blue or black pen
    • Heading – Upper left corner of paper – Name, Class/section, Date, Assignment
    • 8 ½ x 11 paper, unless otherwise specified
    • Clean, without tears, wrinkles or ragged edges
    • Neatly presented with proper margins and layout
    • Additional pages stapled to first page, with name and date in upper left

 

Homework Accountability Plan

    • Teachers post homework on white board in class.
    • Students copy homework into assignment books.
    • Assignments and handouts will be available at the end of the school day for students who are absent. Assignments may be picked up in the school office.
    • Homework is collected at the beginning of each class.
    • If a student fails to bring in homework or has a chronic pattern of missed work, teachers may call home to discuss the issue of missing work with parents. The student may also be required to attend Homework Club. If a student continues not to do homework, that student’s advisor will set up a conference with the student and his or her parents and develop a clear plan for improvement.

 

Make-up Work

Sample 1 – Excel

Students who are not in school miss critical academic assignments and assessments. Our school make-up policy is designed to hold students accountable for all missed assignments and assessments, as well as to ensure timely make-up work such that students do not fall behind academically.

 

Absent Folders - If a student misses a class for any reason (absence, lateness, and early dismissal), the student’s missed homework assignments will be compiled in a folder on the student’s desk. We strongly encourage students or their families to pick up this folder between 3:45pm and 5:00pm on the day of the absence. Students who do not submit this work by 8:00am on the following day will be assigned Homework Club.

 

Homework - If a student is absent, late, or dismissed early for any reason, all missed homework assignments are due:

 

    • By 8:00am on the day of the student’s return, for purposes of assigning Homework Club.
    • By 8:00am on the day on the day following the student’s return, for the purposes of academic credit. (If a student has been absent for more than one consecutive school day, he/she will have as many school days as absences to submit missed homework for purposes of academic credit. For example, if a student is absent on Monday and Tuesday, the student has two days to complete the homework for purposes of academic credit. In this case, the work is due by Friday morning at 8:00am.)

 

Assessments - If a student is absent for any reason (up to five consecutive days), or if a student is late and/or dismissed early, all missed assessments (e.g., tests, quizzes) must be made up within the number of consecutive school days that the student had been absent. For example, if a student had been absent for three consecutive days, he/she would have three school days to take the missed assessment. If a student is absent for five or more consecutive school days, he/she must meet with the school Principal to determine a reasonable timeline for making up missed assessments.

 

In rare circumstances, exceptions to the make-up policy may be granted by a school administrator.

 

Students are responsible for completing academic work missed during the suspension. This work will be available in a folder for pick-up by a family member at the school daily between 3:45-5:00pm. The completed work will receive full credit, if submitted by deadlines in accordance with the school make-up policy. If a student does not complete this work, the student may face standard academic consequences (e.g., Homework Club, no academic credit).

 

Sample 2 – Sturgis

Incomplete Work - Students who have not completed work due to absences or other extenuating circumstances as determined by the teacher and/or administrator will be given a period of time that is equal to the number of days absent plus three school days to make up the work. Teachers will determine the deadline for submitting the work and will inform the student. If the make up period falls at the end of a quarter, then the student may be given an “I” on the report card. See the above policy for submitting all incomplete work.

 

Student Absence Due To Vacation Plans - Students are expected to be present in school unless excused for reasons of illness or family emergency. At parental request, the school will provide assignments under these circumstances and give consideration to students whose absences prevent them from meeting academic expectations. Teachers are not obliged to provide make-up work, including assessments, or extensions for students whose absence is due to family vacation.

 

Sample 3 – BCCS

Work will not be provided in advance of unexcused absences or during out-of-school suspensions. Any class work, homework, projects, quizzes, or exams – including midterms and finals – missed during those absences will be counted as a zero and cannot be made up.

 

Students with unexcused absences may be eligible to make up major assessments at the discretion of the Middle or High School Principal.

 

During in-school suspensions, completed homework will receive credit, and all missed quizzes and tests may be completed at the discretion of the individual teacher. All class work missed during in-school suspensions, however, will earn a zero and cannot be made up.

 

Promotion Policy

Sample 1 – EWB

Three factors are considered in promotion decisions: attendance, overall reading level, and grade-level standard mastery, as cited on the report card. Students who accumulate more than 15 absences during the school year will be retained in their current grade-level. Please refer to the attendance policy section of this handbook for more details on this policy. Please note that absences resulting from out-of-school suspensions are not excused.

 

Students who are not reading on grade level by the end of the academic year are eligible for retention in the elementary school, and students who are reading more than half a year below grade level according to the final DRA test results will be retained in their current grade-level. Parents of students who are in jeopardy of being retained will receive notice of this possibility in writing at the end of the second trimester.

 

Elementary students receive standard-based report cards that reflect student progress toward mastering the power standards for each grade level. Students are expected to master all standards by the end of each grade level. Elementary students are graded on a scale of 0 to 4.

 

    • 0 – The student has no mastery of the standard.
    • 1 – The student has minimal mastery of the standard and needs continued support.
    • 2 – The student has partial mastery of the standard and needs minimal support.
    • 3 – The student has grade level mastery of the standard and is able to work independently.
    • 4 – The student has above grade-level mastery and is able to apply this standard in new situations.

 

Students who average below a 2 on all literacy and math report card areas at the end of the year are eligible for retention, and students who average below a 1 are recommended for retention. Parents of students who are in jeopardy of being retained will receive notice of this possibility in writing at the end of the second trimester.

 

Promotion recommendations are made by classroom teachers, and final promotion decisions will be made by the principal. The school reserves the right to make exceptions to this policy given special circumstances. The school will not offer a summer-school program.

 

Sample 2 – NHCS

Lower School – Classroom teachers, support personnel, and administrators will make promotion decisions on a case-by-case basis. A student’s academic progress, language development, social development, special needs, and age are factors in making promotion decisions. Discussions about promotion typically begin in early spring and the school will inform parents as early as possible if retention is being considered for their child. Promotion decisions for students on Individualized Education Plans (IEP) will be determined based on whether they have achieved the goals outlined in the IEP.

 

Middle School - Students’ final grades will be computed based on an average of their grades for each of the four quarters of the school year as well as their grade on the final exam. Students must have an overall average of 70% in each class to be promoted, or to pass, to the next grade.

 

    • If a student fails one class (below 70%), he or she will be required to attend the Summer Institute or a similar summer school program approved by the Dean of the Middle School.
    • If a student fails two or more classes, he or she will not be promoted to the next grade and may also be asked to attend the Summer Institute or a similar summer school program approved by the Dean of the Middle School.

 

Promotion decisions for students on IEPs will be determined based on whether or not they have achieved the goals outlined in their IEP.

 

Eighth grade students in good academic standing will receive a diploma and participate in graduation. Eighth grade students who fail one class for the year will be allowed to attend graduation but will receive a Certificate of Attendance rather than a diploma. Eighth grade students who fail two or more classes for the year will not be allowed to attend graduation and are eligible for retention.

 

Student Academic Supports

Sample 1 – BCCS

(Supplement Not Supplant Policy) - At BCCS, we hold high expectations for all students. We do this by instituting supports for all students and through procedures and programs that supplement our regular 8:00 AM – 3:00 PM school program. The primary components of our supplemental programs are Writers Workshop in Grades 7 and 8, Math 2 in Grades 5 and 6, an After-school Program that provides support in all core subjects to all students, and Saturday School.

Language Arts - Much of student success in the early years of the Middle School is due to the intensive and comprehensive instruction that teachers provide in reading and writing. At BCCS, all 5th and 6th grade students receive a total of 10 hours per week in English, 5 hours of Reading and 5 hours of Writing. Given that academic success in the upper Middle School and High School depends so much on a student’s ability to read and write well, and as some students in grades 7 and 8 continue to demonstrate the need for this intensive instruction, we are committed to continuing to provide this same level of supplemental support through Writers Workshop (WW). English teachers identify those students who would benefit from a continuation of this added English instruction and the Middle School Principal contacts each student’s family and informs the family in writing. All students new to BCCS in grades 7 and 8 will also be enrolled in WW, as we need to ensure that each of them is ready for the demands of our High School. The WW class will meet five periods per week, and students enrolled in WW will begin their French studies in grade 9.

After-school Program/Additional School Work/Extra Academic Preparation - While first dismissal will take place at 3:00 PM, students whose performance demonstrates a need for extra help or tutoring – especially those new to the school – in any of the core academic subjects of English, Math, History, Science, or French/WW, may be required to stay past 3:00 PM. Therefore, please note that students’ academic performance may determine the length of their school day. For some, this may be regular dismissal at 3:00 PM. For others, this may be as late as 5:00 PM. The most important thing for the school is that students are prepared to succeed in their classes, and that they receive the supplemental support they need to reach that goal.

 

Afterschool tutoring, homework support, and supplemental instruction in the core subjects are available to any student having academic difficulties. Based upon standardized tests such as the Stanford-9 and MCAS, interim assessments in grades 5-8, frequent internal assessments, progress reports, and report cards, teachers identify students in need of supplemental services. Teachers provide frequent and regularly scheduled tutoring and academic instruction after school and the school provides families with these schedules. Teachers and advisors call families regularly to coordinate this afterschool support. Students failing an academic class or in danger of failing a class are required to stay after school for regular tutoring with the teacher of the academic class they are failing. Documented regular tutoring is required in order for students to be invited to attend Saturday School.

 

All teachers list daily on the school’s internal computer network the names of students who need to stay for tutoring or homework support. Families are called daily to let them know if their child is staying for supplemental support after school. Lists of students who require afterschool supplemental support are distributed daily to advisors who review them with their advisees and the Principal reads the list over the school intercom. Advisors, along with the Middle and High School Principals, contact families to inform them of the afterschool program’s supplemental services, and they maintain frequent contact with families regarding student progress.

 

Saturday School - While some students find academic success during the regular school week, some students continue to require supplemental support on Saturday. The BCCS Saturday School program focuses on work completion and skills development, and has as its goal that all students are able to reach our school’s high academic standards. This supplemental program is available to all students who need it.

 

If a student is at risk of failing or is currently failing one or more classes for the year as indicated by a progress report or report card and if the student has regularly attended after-school tutoring, the student receives an invitation to Saturday School along with his/her progress report or report card. Families RSVP to the Saturday School Coordinator and are required to attend one orientation to inform them of and involve them in the success of this supplemental program. Blocks of Saturday School sessions are scheduled from each progress report to the next report card in order to identify and prioritize academic needs as they arise, to monitor student progress, and to assess the success of this supplemental program on an ongoing basis.

 

For students in Grades 5-9, Saturday School is held from 9:00 AM – 1:00 PM on approximately 26 Saturdays during the academic year and is staffed by BCCS teachers. Teachers provide support and instruction to address each student’s academic challenges and help to develop those habits and skills necessary for academic success. Saturday School provides an opportunity for students to read for English class, organize school materials, improve work from the previous week (thus receiving extra credit), and complete homework due for Monday—all with the support and guidance of their teachers.

 

Students in Grades 10-12 are invited to Saturday Study if they are failing one class or more and have already accessed after-school tutoring. Saturday Study is proctored by a BCCS teacher; however, tutoring is not provided. It is the responsibility of the student to have checked in with his/her teachers before coming to the study session so that he/she has an ample work. Students in grades 10-12 are required to stay from 9-12:00 PM.

 

At the end of each subsequent progress report/report card period or quarter, students enrolled in Saturday School will be congratulated if they are passing their classes, thereby graduating out of the program, or required to continue attending if they are still failing. Each quarter new students may be invited into Saturday School, based upon their current academic performance and their tutoring attendance. Students lose the opportunity for Saturday School support if they exceed one Saturday absence during each block of sessions; they regain the opportunity for Saturday School support with the start of each new block of sessions. Students who choose not to attend Saturday School risk failure, summer school (at the financial expense of their families), and retention.

 

Please note, if a student has already attended a block of sessions – and the family has already attended an orientation – and is subsequently issued another invitation to Saturday School, the family is required to RSVP for the new block, but is not required to attend another orientation. However, even if students participated in Saturday School during some other year while enrolled at BCCS, families must attend the first Saturday School orientation each new school year.

 

Sample 2 – Excel

Saturday Academy - Saturday Academy, an intensive math tutoring program that seeks to ensure students have the basic skills needed to be successful in Excel Academy’s math classes, is held at Excel Academy from 9:00am-12:00pm on Saturday mornings. There are six four-week Saturday Academy sessions held throughout the school year. Excel’s staff will determine the Saturday Academy roster for each session based on quantitative performance on math assessments. All selected students will receive a phone call in addition to written notification.

The following policies apply to Saturday Academy attendance:

Saturday Academy is part of the regular Excel Academy program and therefore attendance is mandatory. Other than for family/medical emergencies, or student illness, students will not be excused from Saturday Academy, as it is a critical part of the school’s academic program. In the case of student illness, a doctor’s note is required within one week on the missed Saturday session.

 

    • No student will be excused from Saturday Academy unless a parent has directly communicated with an Excel Academy staff member (or left a voice message) regarding one of the above-listed exceptions by 9:00am on Saturday morning.
    • Students who have not arrived by 9:00am may be marked as absent and could face school-based consequences.

 

Additional Academic Supports - At Excel Academy, we work tirelessly to assist our students in their pursuit of academic success. In addition to the specific supports already noted above, and those supports in place for students with specific learning needs (e.g., Special Education students, English Language Learners), there are two specific ways in which struggling students are supported by our staff:

 

Academic Tutoring - All core subject teachers at Excel Academy provide weekly tutoring in their respective subject areas. These tutoring sessions, scheduled carefully as to never conflict with other student commitments, are held from 2:55-3:40pm (during Focus). Teachers invite specific students to attend these tutoring sessions, based on quantitative analysis of individual academic weaknesses. Other students may request tutoring invitations from their teachers, which may be granted depending of space availability and the anticipated tutoring topics.

 

Academic Support Center - As noted below (see Grading policies), students receive either mid-quarter Progress Reports or quarterly Report Cards approximately every five weeks during the school year. Following a close analysis of student grades on these reports, Excel staff members will determine which students require mandatory, daily academic support during the afterschool hours (3:40-5:00pm). These students will be required to remain at Excel from 3:45-5:00pm, Monday-Thursdays, in a small-group setting, where they will receive direct support building scholarly habits, improving academic skills, or completing homework assignments. Families will be notified of a student’s assignment to the Academic Support Center via a call from the Principal and written notice.

 

Sample 3 – Four

Homework Club and Extra Help - The school offers Homework Club three afternoons each week—Monday, Tuesday and Thursday from 3:15-4:15 pm to provide a supervised quiet time for students electing to stay to do homework or for those students who are required to attend. Students electing to attend Homework Club must notify their advisor at the morning advisory meeting and have a note confirming they will be picked up promptly at 4:15 pm. They are expected to come to the Homework Club meeting place on time and to stay there until dismissed. Students who fail to follow Homework Club guidelines will not be allowed to attend.

 

Students who come to class with homework incomplete and with no acceptable excuse may be required to attend Homework Club to make up their work. When this happens, the student will call home to arrange a pick-up at 4:15, and the School Office should be notified. If it is impossible for a parent to pick up the student that day, arrangements should be made for the next session of Homework Club. Parental support of this consequence is crucial for building student responsibility for homework completion.

 

Extra help may be offered by the core subject and Spanish teachers one day per week after school by appointment. The individual teachers will announce in advance when they are offering an extra help session, and students should request time with the teacher and have clear arrangements made beforehand for their transportation home. The School Office should be notified of these arrangements with a signed note or a telephone call from the parent or guardian.

 

Sample 4 – NHCS

Special Education Services - NHCS strives to be an inclusive school placing all students in the least restrictive learning environment. Federal and state laws guarantee every student the right to a free and appropriate public education regardless of disability. Classroom teachers and special education staff work together to ensure that each student’s education is appropriate to meet his or her needs and that all students with special needs have access to the general education curriculum. When appropriate, accommodations can be made to allow students with IEPs (Individualized Education Plan) to be successful in the regular classroom.

 

NHCS Special Education Team

Learning Specialists - Lower School and Middle School Learning Specialists are responsible for coordinating and implementing the IEPs that have been developed for students. They work directly with students and also serve as Team Chairpersons for all students on IEPs. The Learning Specialists are responsible for coordinating special education evaluations and arranging team meetings to review students’ progress on their IEP goals. They communicate with classroom teachers and parents on a regular basis.

 

Occupational Therapist - The Occupational Therapist (OT) evaluates and works with identified students who have fine or gross motor and/or sensory problems that impede their educational progress. The OT consults with regular classroom teachers and makes recommendations for classroom adaptations that will help students to function more successfully in school. Occupational therapy may be delivered either in or outside of the regular classroom. Students who receive OT services have IEPs or 504 Plans.

 

Speech-Language Pathologist - The Speech-Language Pathologist (SLP) is responsible for assessment and treatment of students with speech and language delays/disorders such as difficulty with speaking and listening or with articulation. Students receive small group or individual speech-language therapy consistent with the goals written in their IEPs or 504 Plans. The SLP consults with classroom teachers and makes recommendations for strategies to improve students’ speech and language skills. Speech and language therapy may be provided either in or out of the regular classroom.

Social Worker - The Social Worker is available to meet with students and/or families at school, per parent, teacher, or student request. He/she also runs small groups with students on a variety of topics, such as anger management and social skills.

 

Special Education Process

Request for Evaluation and Team Meeting - If a student is having continuing difficulty in school and if modifications have not proved to be effective, a special education evaluation may be requested. A teacher or specialist, an administrator, the Child Study Team, or a parent may request that a student be evaluated. Parental requests must be received in writing and sent to the appropriate Learning Specialist or Dean. NHCS is responsible for responding to the request and completing the evaluation within thirty days.

 

Upon completion of the evaluation, the school will convene a team meeting to review the results and determine if the student meets the eligibility criteria for special education services. If it is appropriate for the student to receive services, an Individualized Education Plan (IEP) will be developed. Parents are important members of the decision-making team and their input is critical. It is essential that parents attend these team meetings. Parents may invite individuals from outside the school who play a valuable role in their child’s education to attend this meeting.

 

Eligibility for Special Education - A student must meet all of the following criteria in order to be eligible for special education services:

 

    • The student must have a disability;
    • The disability must lead to a lack of effective progress in regular education; and
    • The student must need specially designed instruction or related services (OT and/or Speech-Language) to make effective progress.

 

Individualized Education Plan (IEP) - The IEP is the legal document that identifies the services and accommodations that are necessary for students to make effective progress. Parents play an important role in the development of this document because they often know how their child learns best.

 

The IEP is reviewed yearly by the team – the student’s teachers, any specialists such as the Speech-Language Pathologist or Occupational Therapist, the parent(s), anyone parents invite, and quite often the student depending on his or her age. At this meeting, the team will discuss the student’s progress, map out future goals, and determine appropriate services and accommodations for the upcoming year. Common accommodations include longer time to complete assignments, modified assignments, and small group instruction. Some students may also be eligible for accommodations during MCAS testing.

 

Parents have the right to accept or reject parts of the IEP or the entire IEP. No services can be provided to the student until his or her parent or guardian signs the IEP. Re-evaluations of eligibility for special education services occur every three years.

 

Sample 5 – CDCPS

English Language Learners - CDCPS has implemented an English immersion model that includes instructional support in the native language to ensure that limited English proficient (LEP) students achieve English language fluency. The language proficiency for all new students whose families identify a primary language other than English is assessed using the Pre-LAS and LAS (Language Assessment Scales). The majority of students identified as limited English proficient attain oral fluency in English by the end of their first year at CDCPS.

 

Beginning in school year 2003-2004 CDCPS implemented the English immersion model in accordance with the amendments to Chapter 71A of the General Laws of Massachusetts, the state law governing the education of LEP students. The amended law mandates that LEP students receive sheltered English immersion instruction until they are proficient in English. Section 5 of 71A gives the school the authority to waive the provisions of the law for individual students under certain conditions if a parent annually applies for a waiver by visiting the school and providing written informed consent.

 

As required by the Department of Education, CDCPS administers tests such as the MELA-O, LAS-R and LAS-W to assess English language proficiency and identify LEP students. CDCPS teachers have been trained to support second language learners. Bilingual staff members provide academic support and students who require extra help. The school as a whole values bilingual capability. All students take Spanish as a required subject and students are encouraged to value and share their native languages and cultures. Parents receive communications in English and Spanish, and parent conferences are held in the native language of the parent.

 

Special Education - CDCPS holds high expectations for all students and offers programs and support services designed to maximize student performance and participation in the general curriculum. A learning plan, or Personal Educational Goals (PEG) Plan, is developed for every child at CDCPS. The PEG outlines the responsibilities shared by teachers, parents, and the students themselves for achievement of learning objectives outlined in the PEG. CDCPS implements a District Curriculum Accommodation Plan (DCAP) that describes the programs and services that support students’ achievement in accordance with the Massachusetts learning standards. The support include remedial academic instruction in the form of one-to-one tutoring and small group instruction, speech and language therapy, counseling, physical therapy, and occupational therapy. CDCPS offers a full special education program to ensure that CDCPS students receive special education services designed to develop the student’s individual educational potential in the least restrictive environment in accordance with state and federal special education laws and regulations.

 

 

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