FY18
Seven Hills Charter Public School
Staff and Family Handbook and Policy Manual
51 Gage Street
Worcester, MA 01605
Phone (508) 799-7500
Fax (508) 753-9679
Our mission at Seven Hills Charter Public School is to prepare a diverse cross-section of Worcester children for success as students, workers, and citizens by providing them with a high-quality education at prevailing public school costs.
Seven Hills Charter Public School does not discriminate on the basis of race, color, national origin, religion, gender, gender identity, ethnicity, sexual orientation, age, ancestry, athletic performance, disability status, housing status, proficiency in the English language or a foreign language, or prior academic achievement. All students have full access to any occupational or vocational programs offered by the school, as well as any extracurricular programs offered, athletics, clubs, etc.
TABLE OF CONTENTS
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School Organization / 4Academy Structure / 4
Schoolwide Support Teams / 4
Leadership Team and Responsibilities / 4
Organizational Chart / 4
Academic Programs, Student Achievement / 5
Curriculum and Program Overviews / 5
Character and Ethics / 6
Reading and Language Arts / 7
Mathematics / 9
Fine Arts / 10
Social Science / 10
Science / 11
Physical Fitness and Health / 11
World Language / 12
English Language Learning (ELL) / 12
Technology as a Second Language / 13
Special Education / 13
Recess / 14
Homework Policy / 14
Assemblies / 16
Fieldtrips / 16
Village / 16
Academic Reporting System / 17
Academic Probation and Promotion / 17
School and Family Partnerships / 18
Family Involvement Policy / 18
School and Parent Relations Goals / 18
Family Commitment / 19
Parents as Partners / 19
Attendance Policy / 20
Truancy Prevention Plan / 20
Health Policies / 21
Home Instruction / 21
Getting to School / 21
Late Pick-up Rules / 22
Requesting a Bus Stop / 22
Cancellations, Delays, Early Releases / 22
Monitoring Your Child’s Progress / 22
Student Records (FERPA) / 22
Non-Custodial Parent Rights / 23
Communication Timeline / 24
Curriculum Nights / 24
Newsletters / 24
Board of Trustee Meetings / 24
NCLB School Report Card / 24
Annual Report / 24
Policy for Relations with Parent Organizations / 25
School Advisory Council / 25
Special Education Parent Advisory Council / 25
Title I Advisory Council / 25
Early Childhood Advisory Council / 25
Wellness Committee / 25
Parent Guild / 25
SHCPS Alumni Association / 25
Guiding Good Choices / 25
Technology Committee / 25
Volunteering / 26
Protection of Pupil Rights Amendment (PPRA) / 26
Homelessness / 26
Pregnant Students / 27
Local Family Support Agencies / 27
Mandated Reporting of Abuse and Neglect / 28
School Safety and Discipline / 28
SHCPS Code of Behavior and Respect / 38
Student Commitment / 29
Steps to Self Control / 30
Policy for Physical Restraint / 36
Conflict Resolution at Seven Hills / 41
Tips for Dealing with Bullying and Harassment / 41
Discipline Policy and Information / 42
Due Process Notice / 42
Schoolwide Educational Plan / 45
Special Education Discipline Procedures / 45
Grievance Procedures / 47
SHCPS Technology Acceptable Use Policy / 48
SHCPS Bullying Prevention and Intervention Plan / 49
SHCPS Statement of Civil Rights / 63
SHCPS Bullying Prevention and Intervention Plan – Student Friendly Version / 70
Emergency Response / 72
Medical Marijuana Policy / 74
Crisis Intervention Policy / 74
Safety Program / 74
Supervisory Policies / 74
Wellness Policy / 74
Food Program / 75
Nutrition and Physical Education / 76
Hygiene / 77
Head Injury Policy / 78
Mercury Management Act / 78
Logistics / 78
Right to Attend Statement / 78
Enrollment Policy and Admissions / 81
Arrival and Dismissal / 84
Attendance / 85
Backpacks / 86
Class Assignments / 86
Classroom Set Up / 87
CHIRI Policy / 87
CORI Checks / 90
Course Reimbursement / 91
Crowdfunding Policy / 91
Displays, Posters and Bulletin Boards / 91
Dress Code / 91
Family and Student Support Team (FASST) / 92
Fitness / 92
Greeters / 92
Guidance / 92
Health / 93
Dept. of Public Health Regulations / 93
HIV – AIDS Policy / 94
Universal Precautions / 94
Help Desk / 94
ID Cards / 94
Incident Reports / 94
Intercom / Telephone Usage / 94
Keeping our School Clean / 94
Key Cards / 95
Leaving the Building / 95
Learning Plans / 95
Substitute Teacher Lesson Plans / 95
Library Usage / 95
Lockers / 95
Lost and Found / 96
Mailboxes / 96
News Releases / 96
New Teacher Induction Program / 96
Non-Fraternization Policy / 96
Parking / 96
Payment/ Return Check Fee / 96
Payroll / 97
Payment / 97
Photocopying / 97
Peer and Parent Observations / 97
Problem Solving Process / 97
Professional Code of Ethical Behavior / 97
Professional Development /PGP / 97
Reasonable breaks for Nursing Mothers / 98
Roles and Responsibilities in Student Support / 98
Solicitation Policy / 99
Staff Assignments / 99
Staff Disciplinary Actions / 99
Staff Evaluations / 99
Staff Reference Policy / 99
Staff Referral Bonus Policy / 99
Star Staff / 99
Supplies / 99
Ten Minute Team / 100
Fist to Five / 100
Textbook Assignments / 100
Title I / 100
Website / 100
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SCHOOL ORGANIZATION
Seven Hills Charter Public School is comprised of four small schools within a school: Early Learning Academy (Grades K-1), Primary Academy (Gr. 2-3), Elementary Academy, (Gr .4-5), and Junior Academy (Gr. 6-8). Although we strive for continuity across all grades, each academy has a unique identity and culture. Special area teachers and support staff work with students across all grade levels.
Because all core classes are co-taught by two or more highly qualified instructors, we are able to ensure that each student receives an educational program tailored to his / her needs. In addition, we employ a talented team of specialists to support the student learning process.
The Seven Hills School-wide Support Teams include:
Superintendent: Strategic Planning, Finance, Board and Department of Education Accountability
Heads of School: Student and Family Support, Teacher and Program Development and Support, FASST
Academy Director: Student Discipline, School Climate and Safety
Student Support Director: Services Coordination - Special Education, ELL, 504, Guidance, Nursing
Coordinator of Curriculum and Assessment: Instructional Program and Achievement
Guidance Director: Adjustment Counseling, Guidance Services, Civil Rights Coordination, Homeless Student Liaison, Grievance Officer
Coordinator of Higher Education and Multiculturalism: Family Support and Community Connections, High School Selection, College and Career Readiness
Technology Director: Instructional Technology, Communications and Data Management
Related Services Providers: Speech and Language Therapist; Occupational Therapist; School Psychologist; Nurse
Operations Coordinator: Daily Operations, Student Information, Records, Reporting, Enrollment
Translation Specialist: Meeting Interpretation and Document Translation
Food Service Director: Breakfast & Lunch Programs, Food Advisory/Wellness Chair
Facilities Director: Building and Grounds
Business Services Manager: Finance and Human Resources
ACADEMIC PROGRAMS & STUDENT ACHIEVEMENT
Curriculum Overview
Seven Hills Charter Public School offers a challenging, innovative, flexible, and engaging curriculum which provides all students with an educational experience that helps them achieve the knowledge, skills, and character necessary to prepare for college, career and beyond. We select our curriculum based on its ability to accurately reflect and appeal to our diverse population and to ensure that programs are respectful of differences in race, color, sex, religion, national origin, gender identity, or sexual orientation. We are proud of the way our school, staff and programs prepare our children for success as students, workers and citizens.
The SHCPS curriculum, grounded in the MA Curriculum Frameworks / Common Core Standards, was created based upon constructivist learning theory. Using an Understanding by Design planning model, teachers embed knowledge, skill and strategy development into big understandings that allow for the development of lifelong habits of mind. By infusing “accountable talk” and “workshop” practices across all content areas, classrooms become communities of scholars who are actively engaged in rigorous learning processes.
Workshop structures that support the learning cycle include mini-lessons (direct instruction), independent or group work time (practice, with effective feedback), and sharing / reflection. The work is designed to promote critical thinking, problem solving, and projects that represent authentic learning experiences.
Effective feedback is most important factor in driving continuous growth and achievement. Teachers constantly view students through a stance of inquiry, looking for evidence of their strengths to build upon and misconceptions or struggles to address. They use the “data” received through researching their learners (standardized internal and external assessments, performance based assessments, observation and conferencing notes, work sampling, etc.) in order to drive the three-tiered response to intervention (RTI) curriculum model. The various tiers of instruction can be flexibly delivered in a variety of groupings, across settings.
Because children learn and express themselves in different ways, Seven Hills works to integrate music, movement, arts and technology across all content areas. Visual and performing arts allow not only provide powerful lenses for learning, but they aid in the development of critical thinking and problem solving skills, and nurture the creativity and confidence of our scholars. With the arts, life is rich. Likewise, technology plays an important role at Seven Hills. Lessons are designed to take advantage of the many tools we have available, including wireless laptops, document cameras, interactive Smartboards, Kindles and more. Students regularly access online resources and curriculum supports and participate in computer based testing and instruction. In addition, assignments are designed to encourage students and staff to use technology to communicate with each other, prepare presentations, organize and interpret data and much more. Having the skills to “be connected” is critical to success in the twenty first century.
The school’s core values serve as the thread that ties together the Seven Hills learning experience. The values of wisdom, justice, courage, compassion, hope, respect, responsibility and integrity are explored not only in our everyday lives and worldwide current events, but they are also examined through literary analysis, historical and scientific research, and the ethics that shape our world views and experiences.
Character and Ethics
At Seven Hills, education in character and ethics is centered around the school’s core values (wisdom, justice, courage, compassion, hope, respect, responsibility and integrity) brought to life throughout the learning day through the Open Circle framework to social emotional learning. Open Circle provides a unique whole school model where all adults in the school community - teachers, administrators, counselors support staff and families—use mindful practice to model and reinforce pro-social skills throughout the day and beyond.
The Seven Hills’ Core Values serve as a foundation for exploring how we view ourselves, others, relationships, and the impact of actions and interactions. As with every concept, content or procedure at school, we approach instruction around the core values through a “name it, claim it, sustain it” framework. We use literature, current and historical event analysis and cross content learning experiences and class meetings to define each core value, search for evidence of the value in action and incorporate the value into their own way of being.
Social and emotional learning (SEL) is the process through which children and adults acquire and effectively apply the knowledge, attitudes and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions. Social and emotional skills are critical to being a good student, worker and citizen; and many risky behaviors (e.g., drug use, violence, bullying and dropping out) can be prevented or reduced when multiyear, integrated efforts are used to develop students' social and emotional skills. (CASEL 2015)
Open Circle and Circle Forward areevidence-based social and emotional learning frameworks that proactively develop children’s social and emotional skills including recognizing and managing emotions, empathy, positive relationships and problem solving. They help schools build a community where students feel safe, cared for and engaged in learning. Classroom teachers implement the grade-differentiated Open Circle Curriculum during twice-weekly, 15-minute Open Circle Meetings where students form a circle of chairs, including an empty seat to symbolize that there is always room for another person, voice or opinion. These meetings are a familiar and safe setting for children to discuss important issues in their classroom, school, local community or the broader world. Concepts explored during the class meetings are reinforced through all content area classes, the guidance program and the daily operations of the school. Open Circle lessons are highly interactive, incorporating large and small group discussions, role playing, community-building activities, and high quality literature. The Open Circle Curriculum contains core and supplementary lessons, community-building activities, multicultural literature connections and Homelink letters that connect to the Seven Hills’ Core Values. Sample lesson topics include:
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· classroom meetings
· getting to know each other
· establishing classroom rules
· understanding non-negotiable rules
· building community
· encouraging student voice
· listening
· being calm
· using positive self-talk
· building positive relationships
·Giving and receiving compliments
· cooperating
· speaking up
· expressing anger appropriately
· responding to annoying behavior
·understanding tattling versus telling
· responding to teasing
·addressing dangerous and destructive behavior
· recognizing bullying behavior
· being a responsible bystander
· recognizing discrimination
· understanding feelings
· reading body language
· developing empathy
· problem solving
· setting positive goals
· brainstorming and critical thinking
· reaching consensus
· evaluating solutions
· overcoming obstacles
· building leadership capacity.
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In addition to our Open Circle class meetings, students will be participating in a variety of learning experiences based upon growth mindset. “When students and educators have a growth mindset, they understand that intelligence can be developed. Students focus on improvement instead of worrying about how smart they are. They work hard to learn more and get smarter. Based on years of research by Stanford University’s Dr. Dweck, Lisa Blackwell Ph.D., and their colleagues, we know that students who learn this mindset show greatermotivationinschool,bettergrades, andhighertestscores.” (Mindsetworks.com) To support the development of this approach to learning, our students will use tools from Brainology, a blended learning program that teaches students how the brain works and how it grows stronger with active effort. It also provides specific learning strategies to develop their intellectual capabilities, and why those strategies work based on the way the brain learns.” (Mindsetworks.com)
In the Junior Academy, scholars take more ownership over the character education experience. The gradually learn to lead their own class meeting using a Circle Forward program and take an active role in problem solving using a Restorative Justice approach. Many of our Junior Academy scholars are also trained Peer Mediators, using evidence based strategies outlined in the nationally recognized Peers Making Peace program.
Reading and English Language Arts
“The whole world opened to me when I learned to read.” - Mary McLeod Bethune
Literacy is not only an enjoyable pastime; It is a gateway to opportunities and a powerful tool for understanding and changing the world around us. The Seven Hills balanced literacy program was designed to nurture the development of the following habits of mind to provide a lifetime of nourishment to our young scholars.
Habits of MindWe want our scholars to have:
Passion and Purpose as Readers, Writers and Thinkers / Scholars love reading and are passionate about being literate human beings. Scholars participate in many learning experiences grounded in a variety of topics and genres across a broad range of text complexity. They understand, value, and demonstrate commitment to self-initiated reading and writing experiences that support their future goals. These experiences help define who they are and who they will become.
Sense of Wonderment and Inquiry about the World Around Them. / Scholars seek out and consume text and complex world knowledge. They thoughtfully question, research and analyze the ideas of others as they construct their own. Their keen sense of curiosity couples with a critical eye. They synthesize new information and apply it creatively within their learning endeavors.
Perseverance with Complex Texts and Ideas / Scholars persevere with complex texts through the application of foundational skills, thinking skills and strategic actions. Scholars construct meaning by identifying text structure, vocabulary and essential ideas. Scholars make connections between texts, authors’ perspectives and motivations as they acquire world knowledge and form their own perspectives of the world in which they live.
Breadth and Depth of Literacy Experiences / Scholars amass a large repertoire of texts, genres, authors and topics. They identify big ideas, characters, and universal themes, grounding their thinking in their experiences and understandings.
Social Literacy—Communicating Ideas and Understandings / Scholars use a strong, clear spoken and written voice. They discuss texts and ideas with peers at a high level of sophistication within a literate community. Scholars debate, defend and ground their thinking in textual evidence.
Self-Awareness and Goal Setting / Scholars articulate their reading journey. They know their current stage of literacy development and readily set goals to continue to develop themselves as readers, writers and communicators.
Cultural Literacy / Culturally literate students engage with texts that help them understand the relationships that exist between their experiences and the language and concepts they encounter in the world. When students’ experiences are affirmed and validated, their awareness of these relationships increase rigor in academic literacy. As a result, they become more invested and enthusiastic readers.
Drawing from the Teachers’ College Units of Study, the Seven Hills’ balanced literacy approach consists of reading and writing workshop and literacy across the content areas.
The Reading Workshop provides structure for reading instruction where the goal is to teach students strategies for thinking, reading, conversation and collaboration, as well as comprehension of grade level and differentiated texts. The reading workshop meets the demands of the common core standards by providing the structures for direct instruction in the common core anchor standards and grade specific standards. It also provides structures that allow the teacher to differentiate instruction based on scholar data in order to meet the needs of all their students. The workshop structures are planned utilizing CCSS, student data and habits of mind. Reading Workshop fosters a love of reading and gives students a chance to practice reading and thinking strategies in increasingly sophisticated texts with teacher guidance, with the goal of independence.