Student & Family

Handbook

2014-2015

Brooke Charter School East Boston

94 Horace Street, East Boston, MA 02128

Tel. 617-409-5150

Fax 617-567-5291

1 Family Handbook

Summer 2014

Dear Brooke Families:

We are honored to welcome you to the thirteenthyear of Edward W. Brooke Charter Schools, and to the thirdyear of Brooke East Boston. To our new parents, welcome to our school community, and to our returning parents, welcome back to a new school year! We know that our success as a school depends on the support of our parents, and we look forward to forming positive partnerships with each of you. We expect a lot from members of the Brooke community, and in turn, you can expect a lot from us.

The following pages will help you become familiar with school procedures, policies, and practices and should serve as a resource for students and parents from the first day of school through the last. While we cannot say this handbook will answer all of your questions, we do know there is a lot of valuable information in here, so please take the time to read it carefully. In fact, read it twice or even three times, and then please put it somewhere safe to refer to throughout the school year. In this handbook, you’ll learn a lot of different things about Brooke Charter Schools. You’ll learn about the structure of the school, the policies that we have in place, and our expectations of members of our school community.

If you ever have any questions, please feel free to ask any teacher or staff member.

Sincerely,

The Faculty and Staff

Brooke Charter Schools

1

TABLE OF CONTENTS

Student and Family Handbook

The School

An Overview………………………………………………………………………………5

Our Mission…………………………………………..……………………………………5

Responsibility and Accountability

Philosophy…………………………………………………………………………………5

Who We Are

Board of Trustees………………………………………………………………………….5

Code of Conduct

Safe and Orderly Environment……………………………………………………………6

School Related Disciplinary Offenses…………………………………………………….6

Procedures for Disciplinary Action……………………………………………………..... 11 Complaint Process………………………………………………………………………… 12

Miscellaneous Guidelines …………………………………………………………….….. 13

In the Classroom

Attendance Policy.…………..…………………………………………………………… 13

Lateness ………………………………………………….…………………………….... 14

Early Dismissal Policy …………………………………………………………………14

Snow Closings ………………………………………….………………………………14

Life Work (Home Work) ……………………………….……………………………… 14

Toys …………………………………………………….……………………………… 16

Student Dress Policy…………………………………….………………………………16

Student Schedules ………………………………..…….……………………………….20

Hallway Behavior……………………………………………………………………….20

Bathroom Behavior ……………………………….….…………………………………20

Assessment………………………………………………………………………………21

Promotion Policies…………………………………..…………………………………..21

Building Safety and Security

Closed Campus……………………………………………………………………………22

Visitor Policy ……………………………………………….…………………………… 22

Student Searches …………………………………………………………………………22

Fire Safety ………………………………………………………………………………22

General School Information

To Contact Us/School Day…………….....………………………...………...... …………23

Student Phone Use ....………..……………………………...……...…………… ...….....23

Family Communication ………………………………………………………….……..…24

Parent Involvement ……………………………………………………………………..…24

Lost or Stolen Property ………………………………………………………………….…25

Transportation ………….……………………………………………………………….....25

School Breakfast and Lunch……………………………………………………...……..…26

Healthy Food Policy …………………………………………………………………..…27

Food Allergies …………………………………………………………………………..…27

Birthday Celebrations …………………………………………………………………...…27

Medical Records and Health Services….….………………………………...……………. 27

Student Records…………………………………………………………………………….28

Nondiscrimination/Harassment/Hazing…………………………………………………….30

Internet Acceptable Use Policy…………………………………………………….……….34

Appendices

A: Parent Involvement Policy ……………………………………………….…….…….37

B: Title I School-Wide Plan ………………………………………………….…….38

C: Supplement not Supplant Policy ……………………………………………….…….42

D: Parental Rights Under Special Education Law ………………………….….….…….42

E: Wellness Policy ………………….…………………………………….……….…….43

F: Bullying Prevention Policy ………………………………………………….…….45

G: Contract of Mutual Responsibilities ………………….…..…...……………….…….50

H: Statement of Understanding ………………………………………………………....51

I: Staff Biographies ……………………………….……….…………………………....52

THE SCHOOL

An Overview

The Edward W. Brooke Charter School received its charter in February 2001 and opened to 88 students in grade 5 on August 19th, 2002. The original school has been expanding each year and currently serves 475 students in grades K2 – 8 in Roslindale. In February 2011, the Massachusetts Board of Education authorized the Brooke Board of Trustees to open new charter schools to serve Boston families. Brooke Mattapan opened to 168 new students in August 2011. In addition, Brooke East Boston launched August 2012 with 180 students from the cities of Boston and Chelsea with a current enrollment of 400.

OUR MISSION

Brooke Charter Schools

The mission of all Brooke Charter Schools is to provide an academically rigorous public education to students from the cities of Boston and Chelsea that will ensure they are prepared to attend and succeed in college.

RESPONSIBILITY AND ACCOUNTABILITY

The cornerstone of success: the partnership between school and family

PHILOSOPHY

Brooke Charter Schools are based on responsibility and accountability. We know that the positive impact that we have on the lives of our scholars is only possible when the school and home community are working together to reflect the same values. We believe in having high expectations, both academic and behavioral, of our students, and we will work our hardest to ensure that students meet these standards. We know that you have selected Brooke because you hold these same high standards for your child and are eager to work with us to maximize your child’s school success.

The Contract of Mutual Responsibilities (see the Appendix) outlines the responsibilities of the school, the family, and the student over the course of the coming year. The Contract exists in order to ensure that we have all discussed our responsibilities in detail, understand the specifics they entail, and are prepared to accept those responsibilities and be held accountable for carrying them out. The Contract is not an exhaustive list of what must be done, but it does represent essential elements of a successful academic program. It serves not only as a testament to the commitment we all must make, but as an acceptance of that commitment as well.

WHO WE ARE

Board of Trustees

The schools are governed by a Board of Trustees that brings parental, community, educational, and professional perspectives to maintaining a viable and thriving school. Members of the Board of Trustees include:

Brett AlessiManaging Director, New Initiatives, National Center on Time & Learning

Hilary BerkmanVice-President Finance, Candlewick Press

LaRoy BrantleyManaging Director, Cambridge Associates

Bart BussinkIndependent Contractor

Imari Paris-JeffriesPartner, Boston Rising

Lauren KushmanPrincipal, New Schools Venture Fund

Scott OranManaging Director/Principal, Dinosaur Capital Partners

Jill ReynoldsConsultant, Public Consulting Group

Jon Clark, ex officioCo-Director, Brooke Charter Schools

Kimberly Steadman, ex officioCo-Director, Brooke Charter Schools

CODE OF CONDUCT

High Standards for Academics, High Standards for Behavior

SAFE AND ORDERLY ENVIRONMENT

Brooke Charter Schools is unequivocally committed to providing a safe and orderly environment in which students can maximize their academic achievement. Students whose behavior does not meet the school community’s clearly defined standards for reasonable and acceptable behavior will not be permitted to disrupt the education of others.

Without a firm and consistent discipline policy, none of what we envision for the school can happen; therefore, we cannot over-emphasize the importance of providing a firm and consistent discipline policy. Students and families have a right to attend a safe and orderly school. Therefore, for every infraction, there will be a consequence. This is the basis of our student code of conduct.

SCHOOL-RELATED DISCIPLINARY OFFENSES

Below is a description of school-related disciplinary offenses for which a student may be subject to in-school suspension, out-of-school suspension, or expulsion. A school-related disciplinary offense refers to the violation of this code occurring:

  • While the student is on school grounds;
  • During a school-sponsored activity;
  • On the school bus and commuting to and from school
  • During events sufficiently linked to school; or
  • While communicating harassing messages via cell phones or all forms of social media.

Community Violations , Professionalism and Detentions

Grades K-2

For infractions of our community expectations, teachers will enforce their own classroom consequences. Classroom teachers will explain these systems to their parents during open house and also in writing. These classroom consequences can include loss of privileges, including, but not limited to students sitting silently or away from their peers during class or during snack time, recess, co-curricular, or lunch; performing extra service for the school, either during or outside of school hours; and missing school events, trips, or activities.

If a student commits a serious infraction of our core values, a student will receive an immediate Community Violation. These serious infractions include but are not limited to

  • Disrespect of an adult, including rolling eyes, sucking teeth, or other such body language, defiance, or rudeness;
  • Disrespect of a fellow student, such as name-calling, insulting, eye rolling, or excluding;
  • Disrespect of the school, such as drawing on a table or book, taking school supplies without permission;
  • Unsafe behaviors, such as hitting, kicking, biting, or throwing tantrums;
  • Leaving class without permission;
  • Use of inappropriate language; and
  • Disruption of class.

Community Violations have escalating consequences throughout the trimester. The consequences increase as follows:

  • The first, second and thirdCommunity Violations of the trimester will be accompanied by a phone call home at the end of the day. The teacher may also request a conference with a parent.
  • At the 4thCommunity Violation of a trimester, a parent will be required to attend a mandatory conference with the teacher and the student, per student’s discretion.
  • Three violations in one day will result in a one day out of school suspension.
  • Four community violations in one week will result in a one day out of school suspension.
  • At the 6th Community Violation of a trimester, the parent will be contacted immediately and be required to attend a mandatory conference with the Dean of Students, teacher, parent, and student.
  • If a student receives a 7th Community Violation of a trimester, the parent will be required to observe their child in class for 90 minutes. This parent observation helps teachers, parents, and students create a behavior plan for the student in order to successfully keep the student in class.
  • If a student earns an 8th Community Violation of a trimester, the parent, teacher, and Dean will work together to create a plan of action for the student.
  • Every third community violation after the 7th will result in a mandatory 60 minute parent observation.
  • Students will be in social isolation or isolation from their classmates until these parent meetings and/or parent observations occur. This means that students will sit away from their peers in their classroom, during snack and during lunch times. They will also be held from recess until the parent comes in for that meeting and/or observation.
  • Kindergarten Community Violations will reset half way through the first trimester (at progress reports). This will not occur in the second or third trimester.

Grades 3-5

In addition to the escalating consequences described above, for infractions of our community expectations, teachers will enforce their own classroom consequences. Classroom teachers will explain these systems to their parents during open house and also in writing. These classroom consequences can include loss of privileges, including, but not limited to students sitting silently or away from their peers during class or during snack time, recess, co-curricular, or lunch; performing extra service for the school, either during or outside of school hours; and missing school events, trips, or activities.

If a student commits a serious infraction of our core values, the student will receive an immediate Community Violation. These serious infractions include:

  • Disrespect of an adult, including rolling eyes or other such body language, defiance, or rudeness;
  • Disrespect of a fellow student, such as name-calling, insulting, gossiping, or excluding;
  • Disrespect of the school, such as drawing on a table, taking school supplies without permission;
  • Use of inappropriate language; and
  • Repeated disruption of class.

Upper elementary students who receive a Community Violation will lose community privileges for each Community Violation that they receive. Community privileges include sitting with classmates during class time, snack, breakfast, and lunch and attending recess. Additionally, students who have received a Community Violation in a week will not be able to attend Community Meeting that Wednesday. These consequences are printed on each upper elementary Community Violation form. Fifth grade students will also earn a 60 minute after-school detention for each Community Violation. If a student is unable to stay for detention that day or the next day, the student will instead be suspended for one day.

Students who receive three Community Violations in one day may earn a day of suspension. Any third through fifth grade student who receives four Community Violations in a week will earn a day of suspension.

Parents will receive a phone call home for each Community Violation; the phone call will be made by the child, the classroom teacher, the teacher who issued the violation, or the Dean of Students. Community Violations can be given by any staff member within the building.

Community Violations must be signed by a parent and returned the next day. Failure to return a signed Community Violation may result in an additional Community Violation or a request for a meeting. Signed Community Violations are kept in the Dean of Student’s office.

If a scholar has earned eight or more Community Violations in a trimester, they may not be allowed to attend field trips until the trimester resets. If school staff members believe that a scholar will be a safety concern on a field trip, a parent will be required to attend the field trip in order for the scholar to attend.

Community Violations have escalating consequences throughout the trimester. The consequences increase as follows:

  • The first, second and third Community Violations of the trimesterwill be accompanied by a phone call home at the end of the day. The teacher may also request a conference with a parent.
  • At the 4th Community Violation of a trimester, a parent will be required to attend a mandatory conference with the teacher and the student.
  • Three violations in one day will result in a one day out of school suspension. Four community violations in one week will result in a one day out of school suspension.
  • At the 6th Community Violation of a trimester, the parent will be contacted immediately and be required to attend a mandatory conference with the Dean of Students, teacher, parent, and student.
  • If a student receives a 7th Community Violation of a trimester, the parent will be required to observe their child in class for 90 minutes. This parent observation helps teachers, parents, and students create a behavior plan for the student in order to successfully keep the student in class.
  • A parent will be required to observe their student for 60 minutes and meet with the Dean of Students following every third (ie. 10th, 13th, 16th, etc.) Community Violation the student receives following the 7thCommunity Violation of the trimester.
  • If a student earns an 8th Community Violation of a trimester, the parent, teacher, and Dean will work together to create a plan of action for the student.
  • Students will be in social isolation from their classmates until these parent meetings and/or parent observations occur. This means that students will sit away from their peers in their classroom, during snack and during lunch times. They will also be held from recess until the parent comes in for that meeting and/or observation.

Grades 6-8

If a student commits one of the infractions below, the student may receive an unprofessional , may receive detention, may be sent home for the rest of the day, and/or may lose some or all school privileges. Students that get three unprofessionals in one day will result in an automatic 60 minute after school detention. Six unprofessionals in one day will result in a one day out of school suspension. Students that receive four detentions in one week will result in a one day out of schools suspension. Loss of privileges includes, but is not limited to eating lunch alone and/or lunch detention, performing extra service for the school, and missing school events, trips, or activities (including dances and assemblies). Furthermore, a meeting between the student, his or her parent or guardian, and the student’s homeroom teacher, Dean of Students, or Principal may be required in order to address the student’s behavior and plan for improvement. When a scholar earns a suspension, a parent needs to do a 90 minute observation in the scholar’s classroom; per Dean & Assistant Principal’s discretion. If a parent does not come in for the observation, the middle school scholar will be in isolation until the observation happens. Infractions include:

  • Disrespecting a faculty, staff, or other member of school community;
  • Disrespecting a fellow student;
  • Destruction of school property;
  • Disruption of class;
  • Speaking out of turn;
  • Inappropriate contact;
  • Chewing gum;
  • Arriving late to school or class;
  • Inappropriate language;
  • Being unprepared for class;
  • Horse-playing in class, school, or during a school-sponsored activity;
  • Failing to produce a signed progress report or report card the day after distribution;
  • Other behaviors deemed inappropriate by school staff;
  • Unauthorized use of staff telephones; or
  • Use of headphones, cell phones, or any type of music device.

Out-of-School Suspension

Grades K-2

Students in grades K-2 will receive out of school suspensions for egregious acts of disrespect or defiance, three community violations in one day, and/or four community violations in one week. If a student commits one of the infractions listed below, the student may receive an out-of-school suspension in addition to receiving a Community Violation. Before the student is returned to class, the student, his or her parent or guardian, and Dean of Students will meet in order to address the student’s behavior and plan for improvement. Infractions that merit immediate suspension include:

  • Gross disrespect of a fellow student, staff member, or school property;
  • Tantrums;
  • Using or possessing over-the-counter medication inappropriately;
  • Using or possessing tobacco products;
  • Damaging, destroying, or stealing personal or school property or attempting to do so;
  • Committing sexual, racial, or any form of harassment or intimidation;
  • Skipping school or class;
  • Using abusive, vulgar, or profane language or treatment;
  • Making verbal or physical threats, empty or otherwise;
  • Fighting, pushing, shoving, or unwanted physical contact;
  • Setting off false alarms or calling in groundless threats;
  • Gambling;
  • Departing, without permission, from class, floor, building, or school-sponsored activity;
  • Unauthorized use of the building elevator;
  • Forgery of any sort, including parental signatures; or
  • Repeated and fundamental disregard of school policies and procedures.

Grades 3-5