Parent-Student Handbook Cover - Creative Minds International

Transcription

Parent-Student
Handbook
2012-2013
3224 16th Street NW
Washington, D.C. 20010
Dear Parents/Guardians,
I welcome you and your family to the Creative Minds International PCS community! We face a
momentous and exciting opening year. I look forward to working with you to ensure that your
child thrives within a positive learning environment.
We believe that learning takes place best when the interests and capacities of the individual
student are the starting point. At Creative Minds International, we provide the conditions for
active, engaged learning and our pedagogy is designed to develop students’ strengths and
individual talents.
We have an excellent staff of highly trained, motivated and dedicated teachers and support
personnel. You may rest assured that we will do our best to provide an excellent educational
program for all of our students.
During the school year there will be a variety of special classroom activities and school-wide
celebrations and events. I encourage you to participate in our community and to attend these
functions when possible. Your participation and support of school activities helps your child feel
important and sends the message that you value school.
Please take the time to read this handbook. We have included policies and procedures that
answer the most frequently asked questions or concerns. We welcome your comments and
concerns. You can contact us at 202-588-0370.
I look forward to meeting you and getting to know your children!
With best wishes,
Golnar Abedin, Ph.D.
Executive Director/Principal
Parent-Student Handbook
Penalty For False Information
Any person, including any District of Columbia public school or public charter school official,
who knowingly supplies false information to a public official shall be subject to payment of fine
of not more than $500, or imprisonment for not more than 90 days, or any combination thereof.
The case of any such person may be referred to the Office of the Attorney General for
consideration for prosecution.
The Family Educational Rights and Privacy Act (FERPA)
The Family Educational Rights and Privacy Act (FERPA), a Federal law, requires that Creative
Minds International Public Charter School, with certain exceptions, obtain your written consent
prior to the disclosure of personally identifiable information from your child’s education records.
However, Creative Minds International Public Charter School may disclose appropriately
designated “directory information” without written consent, unless you have advised the LEA to
the contrary in accordance with LEA’s procedures. The primary purpose of directory information
is to allow the Creative Minds International Public Charter School to include this type of
information from your child’s education records in certain school publications.
If you do not want Creative Minds International Public Charter School to disclose directory
information from your child’s education without your prior written consent, you must notify us
in writing by August 27, 2012.
Non-Discrimination and Anti-Harassment Policy
Creative Minds International Public Charter School is committed to providing an environment
in which all individuals are treated with respect and dignity. Each student has the right to
learn in an atmosphere that promotes equal opportunities and prohibits discriminatory practices,
including harassment based on race, color, creed, religion, sex, national origin, disability,
genetic predisposition, or any other protected characteristic as established by law.
Harassment on the basis of any protected characteristic is strictly prohibited. Under this policy,
harassment is verbal or physical conduct that denigrates or shows hostility or aversion toward
an individual because of his/her race, color, religion, national origin, age, disability, sexual
orientation, or any other characteristic protected by law or that of his/her relatives, friends
or associates, and that: (i) has the purpose or effect of creating an intimidating, hostile or
offensive environment; (ii) has the purpose or effect of unreasonably interfering with an
individual’s performance.
Harassing conduct includes, but is not limited to: epithets, slurs or negative stereotyping;
threatening, intimidating or hostile acts; denigrating jokes and display or circulation of written
or graphic material that denigrates or shows hostility or aversion toward an individual or group
(including through e-mail).
Notice: Programs for students with Disabilities under Section 504 of the Rehabilitation
Act of 1973 and the Americans with Disabilities Act of 1990
Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act
prohibits discrimination against persons with a disability in any program receiving federal
Creative Minds International PCS!
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financial assistance. Section 504/ADA defines a person with a disability as anyone who has a
mental or physical impairment which substantially limits one or more major life activities
such as caring for one’s self, performing manual tasks, walking, seeing, hearing, speaking,
breathing, learning and working. The school has the responsibility to provide adjustments,
modifications and provide necessary services to eligible individuals with disabilities. Creative
Minds International Public Charter School acknowledges its responsibility under Section 504/
ADA to avoid discrimination in policies and practices regarding its personnel and students. No
discrimination against any person with a disability shall knowingly be permitted in any
program or practice in the school.
Creative Minds International Public Charter School does not discriminate on the basis
of race, religion, color, national origin, sex or disability in providing education or
providing access to benefits of education services, activities, and programs, in
accordance with Title Vi of the Civil Rights Act of 1964, as amended; Title IX of the
Educational Amendments of 1972; Section 504 of the Rehabilitation Act of 1973, as
amended; and Title II of the Americans with Disabilities Act
Creative Minds International Public Charter School - HOMELESS POLICY
Homelessness exists in our community. A combination of high housing costs and poverty causes
many families to lose their housing. Many young people leave their homes due to abuse, neglect,
and family conflict. Children and youth who have lost their housing live in a variety of places,
including motels, shelters, shared residences, transitional housing programs, cars, campgrounds,
and others. Their lack of permanent housing can lead to potentially serious physical, emotional,
and mental consequences. CREATIVE MINDS INTERNATIONAL PUBLIC CHARTER
SCHOOL will ensure that all children and youth receive a free and appropriate public education
and are given meaningful opportunities to succeed in our school. We will also follow the
requirements of the McKinney-Vento Homeless Assistance Act.
It is our policy to view children as individuals. Therefore, this policy will not refer
to children as homeless; it will instead use the term children and youth in transition. Under
federal law, children and youth in transition must have access to appropriate public education,
including preschool, and be given a full opportunity to meet state and local academic
achievement standards. They must be included in state- and district-wide assessments and
accountability systems. CREATIVE MINDS INTERNATIONAL PUBLIC CHARTER
SCHOOL will ensure that children and youth in transition are free from discrimination,
segregation, and harassment. Information regarding this policy will be distributed to all students
upon enrollment and twice during the school year, provided to students who seek to withdraw
from school, and posted in the school.
Children and youth in transition means children and youth who are otherwise legally entitled to
or eligible for a free public education, including preschool, and who lack a fixed, regular, and
adequate nighttime residence, including:
• Children and youth who are sharing the housing of other persons due to loss of housing,
economic hardship, or a similar reason; are living in motels, hotels, campgrounds, or
trailer parks due to lack of alternative adequate accommodations; are living in
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emergency or transitional shelters; are abandoned in hospitals; or are awaiting foster
care placement.
• Children and youth who have a primary nighttime residence that is a private or public
place not designed for or ordinarily used as a regular sleeping accommodation for
human beings.
• Children and youth who are living in a car, park, public space, abandoned building,
substandard housing, bus or train station, or similar setting.
• Migratory children and youth who are living in a situation described above.
A child or youth will be considered to be in transition for as long as he or she is in a living
situation described above.
Unaccompanied youth means a youth not in the physical custody of a parent or guardian, who is
in transition as defined above. The more general term youth also includes unaccompanied youth.
Enroll and enrollment mean attending school and participating fully in all school activities.
Immediate means without delay.
Parent means a person having legal or physical custody of a child or youth.
School of origin means the school the child or youth attended when permanently housed or the
school in which the child or youth was last enrolled.
Local liaison is the staff person designated by our LEA and each LEA in the state as the person
responsible for carrying out the duties assigned to the local homeless education liaison by the
McKinney-Vento Homeless Assistance Act.
Identification
In collaboration with school personnel and community organizations, the local liaison will
identify children and youth in transition at CREATIVE MINDS INTERNATIONAL PUBLIC
CHARTER SCHOOL, both in and out of school. The local liaison will train school personnel on
possible indicators of homelessness, sensitivity in identifying families and youth as in transition,
and procedures for forwarding information indicating homelessness to the local liaison. The local
liaison will also instruct designated school personnel to inquire about possible homelessness
upon the enrollment and withdrawal of every student and to forward information indicating
homelessness to the local liaison. Community partners in identification may include the
following: family and youth shelters, soup kitchens, motels, campgrounds, drop-in centers,
welfare departments and other social service agencies, street outreach teams, faith-based
organizations, truancy and attendance officers, local homeless coalitions, and legal services. The
local liaison will keep data on the number of children and youth in transition in the school; where
they are living; their academic achievement (including performance on state- and district-wide
assessments); and the reasons for any enrollment delays, interruptions in their education, or
school transfers.
School Selection
Each child and youth in transition has the right to remain at his or her school of origin or to
attend any school that houses students who live in the attendance area in which the child or youth
is actually living are eligible to attend. Maintaining a student in his or her school of origin is
important for both the student and our school district. Students who change schools have been
found to have lower test scores and overall academic performance than peers who do not change
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schools. High mobility rates also have been shown to lower test scores for stable students.
Keeping students in their schools of origin enhances their academic and social growth, while
permitting our schools to benefit from the increased test scores and achievement shown to result
from student continuity. Therefore, in selecting a school, children and youth in transition will
remain at their schools of origin to the extent feasible, unless that is against the parent or youth’s
wishes. Students may remain at their schools of origin the entire time they are in transition and
until the end of any academic year in which they become permanently housed. The same applies
if a child or youth loses his or her housing between academic years. Feasibility will be a childcentered determination, based on the needs and interests of the particular student and the parent
or youth’s wishes. Potential feasibility considerations include:
• The age of the child or youth
• The distance of a commute and the impact it may have on the student’s education
• Personal safety issues
• A student’s need for special instruction (e.g., special education and related services)
• The length of anticipated stay in a temporary shelter or other temporary location
• The time remaining in the school year. Services that are required to be provided,
including transportation to and from the school of origin (see next page) and services
under federal and other programs, will not be considered in determining feasibility.
Enrollment
Consistent, uninterrupted education is vital for academic achievement. Due to the realities of
homelessness and mobility, students in transition may not have school enrollment documents
available readily. Nonetheless, CREATIVE MINDS INTERNATIONAL PUBLIC CHARTER
SCHOOL must enroll any child or youth in transition immediately. Enrollment may not be
denied or delayed due to the lack of any document normally required for enrollment, including:
• Proof of residency
• Transcripts/school records (CREATIVE MINDS INTERNATIONAL PUBLIC
CHARTER SCHOOL must contact the student’s previous school to obtain school
records. Initial placement of students whose records are not immediately available can
be made based on the student’s age and information gathered from the student, parent,
and previous schools or teachers.)
• Immunizations or immunization/health/medical/physical records (If necessary, the
school must refer students to the local liaison to assist with obtaining immunizations
and/or immunization and other medical records. Health records may often be obtained
from previous schools or state registries, and school- or community-based clinics can
initiate immunizations when needed.)
• Proof of guardianship
• Birth certificate
• Any other document requirements
• Unpaid school fees
• Lack of uniforms or clothing that conforms to dress codes
• Any factor related to the student’s living situation
Transportation
Without appropriate transportation, a student may not be able to continue attending his or her
school of origin. To avoid such forced school transfers, at a parent’s request, transportation will
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be provided to and from the school of origin for a child or youth in transition. Transportation will
be provided for the entire time the child or youth has a right to attend that school, as defined
above, including during pending disputes. The local liaison will request transportation to and
from the school of origin for unaccompanied youth. The length of the commute will be
considered only in determining the feasibility of placement in the school of origin based on
potential harm to the student, as discussed above. Parents and unaccompanied youth must be
informed of this right to transportation before they select a school for attendance.
Schools and local liaisons will use the district transportation form to process transportation
requests. Requests will be processed and transportation arranged without delay. If the student in
transition is living and attending school in the District of Columbia, CREATIVE MINDS
INTERNATIONAL PUBLIC CHARTER SCHOOL will arrange transportation. In addition to
receiving transportation to and from the school of origin upon request, children and youth in
transition will also be provided with other transportation services comparable to those offered to
housed students.
Services
Children and youth in transition will be provided services comparable to services offered to other
students in the selected school, including:
• Transportation (as described above)
• Title I, Part A, services (as described below)
• Educational services for which the student meets eligibility criteria, including special
education and related services and programs for English language learners
• Vocational and technical education programs
• Gifted and talented programs
• Before- and after-school programs
CREATIVE MINDS INTERNATIONAL PUBLIC CHARTER SCHOOL recognizes that
children and youth in transition suffer from disabilities at a disproportionate rate, yet frequently
are not evaluated or provided appropriate special education and related services. To address this
problem, evaluations of children and youth in transition suspected of having a disability will be
given priority and coordinated with students’ prior and subsequent schools as necessary to ensure
the timely completion of a full evaluation. If a student has an Individualized Education Program
(IEP), the enrolling school will implement it immediately. Any necessary IEP meetings or reevaluations will then be conducted expeditiously. If complete records are not available, IEP
teams must use good judgment in choosing the best course of action, balancing procedural
requirements and the provision of services. In all cases, the goal will be to avoid any disruption
in appropriate services. When applying any district policy regarding tardiness or absences, any
tardiness or absence related to a child or youth’s living situation will be excused. CREATIVE
MINDS INTERNATIONAL PUBLIC CHARTER SCHOOL will follow state procedures to
ensure that youth in transition and youth who are out of school are identified and accorded equal
access to appropriate secondary education and support services. School personnel will refer
children and youth in transition to appropriate health care services, including dental and mental
health services. The local liaison will assist the school in making such referrals, as necessary.
School personnel must also inform parents of all educational and related opportunities available
to their children and provide parents with meaningful opportunities to participate in their
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children’s education. All parent information required by any provision of this policy must be
provided in a form, manner, and language understandable to each parent.
Disputes
If a dispute arises over any issue covered in this policy, the child or youth in transition will be
admitted immediately to the school in which enrollment is sought, pending final resolution of the
dispute. The student will also have the rights of a student in transition to all appropriate
educational services, transportation, free meals, and Title I, Part A, services while the dispute is
pending. The school where the dispute arises will provide the parent or unaccompanied youth
with a written explanation of its decision and the right to appeal and will refer the parent or youth
to the local liaison immediately. The local liaison will ensure that the student is enrolled in the
requested school and receiving other services to which he or she is entitled and will resolve the
dispute as expeditiously as possible. The parent or unaccompanied youth will be given every
opportunity to participate meaningfully in the resolution of the dispute. The local liaison will
keep records of all disputes in order to determine whether particular issues or schools are
delaying or denying the enrollment of children and youth in transition repeatedly. The parent,
unaccompanied youth, or school district may appeal the school district’s decision as provided in
the state’s dispute resolution process.
Free Meals
Hunger and poor nutrition are obvious barriers to learning. To help ensure that children and
youth in transition are available for learning, the U.S. Department of Agriculture has determined
that all children and youth in transition are automatically eligible for free meals. On the day a
child or youth in transition enrolls in school, the enrolling school must submit the student’s name
to the district nutrition office for immediate processing.
Title I, Part A
Children and youth in transition are automatically eligible for Title I, Part A services, regardless
of what school they attend. The trauma and instability of homelessness put students at sufficient
risk of academic regression to warrant additional support. The district will reserve such funds as
are necessary to provide services comparable to those provided to Title I students to children and
youth in transition attending non-participating schools. The amount reserved will be determined
by a formula based upon the per-pupil Title I, Part A, expenditure and developed jointly by the
local liaison and the Title I director. Reserved funds will be used to provide education-related
support services to children and youth in transition, both in school and outside of school, and to
remove barriers that prevent regular attendance. Our district’s Title I plan will be coordinated
with our McKinney-Vento services, through collaboration between the Title I director and the
local liaison. Children and youth in transition will be assessed, reported on, and included in
accountability systems, as required by federal law and U.S. Department of Education
Regulations and Policy Guidance.
Training
The local liaison will conduct training and sensitivity/awareness activities for the following LEA
and school staff at least once each year: the School Director, Principal, assistant principals,
federal program administrators, registrars, school secretaries, school counselors, school social
workers, bus drivers, custodians, cafeteria workers, school nurses, and/or teachers. The trainings
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and activities will be designed to increase staff awareness of homelessness, facilitate immediate
enrollment, ensure compliance with this policy, and increase sensitivity to children and youth in
transition. The local liaison will also obtain from every school the name and contact information
of a building liaison. Building liaisons will lead and coordinate their schools’ compliance with
this policy and will receive training from the local liaison annually.
Coordination
The local liaison will coordinate with and seek support from the State Coordinator for the
Education of Homeless Children and Youth, public and private service providers in the
community, housing and placement agencies, the pupil transportation department, local liaisons
in neighboring districts, and other organizations and agencies. Coordination will include
conducting outreach and training to those agencies and participating in the local continuum of
care, homeless coalition, homeless steering committee, and other relevant groups. Both public
and private agencies will be encouraged to support the local liaison and our schools in
implementing this policy.
References
The McKinney-Vento Homeless Assistance Act, 42 U.S.C. §§11431 – 11436.
Title I, Part A, of the Elementary and Secondary Education Act, 20 U.S.C. §§6311 – 6315.
The Individuals with Disabilities Education Act, 20 U.S.C. §§1400 et seq.
Child Nutrition and WIC Reauthorization Act of 2004, 42 U.S.C. §§1751 et seq.
June 5, 1992 Policy of the Administration for Children and Families of the U.S. Department of
Health and Human Services.
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Table of Contents
Introduction
Mission
1
Philosophy
1
Curriculum
1
Student Support Services
6
Assessments
6
Report Cards
7
Technology
7
Policies & Procedures
Admissions & Enrollment
8
Attendance Policy
8
Breakfast & Lunch
10
Dress Code
10
Emergencies
10
Field Trips
10
Health
10
Home School Compact
11
Newsletter & Website
12
Lost & Found
13
Non-Discrimination Policy
13
Nut-Free Policy
13
Safety & Security
13
After-School Program
13
School Closings
15
School Hours
15
Creative Minds International PCS
Table of Contents
Student Code of Conduct
16
Student Drop-Off & Pick-Up
16
School Books
17
Toys & Electronic Devices
17
Parent Involvement & Communication
17
Creative Families Association (CFA)
18
Meeting with the Principal
18
Parent Conferences
18
Parent Visits
18
Parent Workshops
18
Volunteers
19
Appendices
Appendix 1 - School Calendar
20
Appendix 2 - Faculty & Staff Roster
23
Appendix 3 - Discipline Chart
25
Creative Minds International PCS
MISSION
The goal of Creative Minds International Public Charter School is to offer students a rigorous
education plan that provides them with the skills required for successful participation in a
globalized society. To accomplish our mission, we have designed a highly engaging program
based on an international, project –and arts-based curriculum that includes foreign language
instruction as well as standards-based literacy and mathematics.
PHILOSOPHY
Creative Minds International PCS embraces an inclusive philosophy of education. We believe in
the importance of meeting the educational requirements of students with a diversity of
backgrounds and learning styles. Every child has a unique way of processing information and
expressing him or herself. To implement our inclusive vision of education, our curriculum and
teachers’ professional development are based on the latest research on child development and
learning.
Our multifaceted program includes the International Primary Curriculum (IPC), based on
Howard Gardner’s multiple intelligence theory. The IPC’s units of instruction provide various
modes of entry into learning (verbal, visual, and kinesthetic) that tap into students’ unique
strengths. The IPC also integrates students’ emotions and interests in thematic curricular units
designed to motivate deeper engagement. The curriculum’s inclusive approach encompasses
personal, academic, and international learning goals. The program has proven effective for
students with various learning styles and socioeconomic backgrounds in over 65 countries
around the world.
We believe that children’s progress in key social and cognitive developmental milestones is a
prerequisite to academic success.
CURRICULUM
Social Curriculum
Responsive Classroom
We will implement the Responsive Classroom philosophy as our school-wide social curriculum.
This approach to classroom life and learning emphasizes an environment that builds social and
academic skills. The physical space in classrooms, morning meetings, and class and school rules
are organized to facilitate opportunities for positive interaction.
Seven Principles of the Responsive Classroom:
1. The social curriculum is just as important as the academic curriculum.
2. How children learn is just as important as what they learn.
3. The greatest cognitive growth occurs through social interaction.
4. There is a set of social skills that kids need to be successful (cooperation, assertion,
responsibility, empathy, self-control).
5. Work in the classroom should be rooted in the science of child development.
6. Parents are partners in the education of their children.
7. How adults interact and model is extremely important for lasting change.
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Components of the Responsive Classroom Model:
• Classroom Organization that provides for active interest areas for students, space for
student-created work, and an appropriate mix of whole class, group, and individual
instruction.
• A Morning Meeting format that provides children the daily opportunity to practice
greeting, conversation, and sharing.
• Rules and Logical Consequences that are generated, modeled, and role- played with the
children and that become a cornerstone of classroom life.
• Choice Time for all children each day that provides them with the necessity of taking
control of their own learning in some meaningful way.
• Guided Discovery of learning materials, areas of the room, curriculum content, and
ways of behaving—which moves children through the deliberate and careful
introduction of each new experience. There is no assumption that children know how to
do something before they begin.
• Assessment and Reporting to Parents that is an evolving process of mutual
communication and understanding.
• The First Six Weeks of School: The first six weeks of school are an essential time to
build classroom and school communities. Routines and expectations are set and
emphasis is put on how the class will work together as a community. During this
period, parents and visitors are discouraged from visiting classrooms as their presence
can hinder this group development. After this initial period, visitors are welcome to
come into classrooms. In fact, parents are encouraged to participate in a Morning
Meeting at least once during the school year.
For more information about Responsive Classroom, log onto: www.responsiveclassroom.org.
IPC Personal Learning Goals
The personal goals refer to those individual qualities and dispositions we believe children will
find essential in the 21st century. They help to develop those qualities that will enable children to
be at ease with the continually changing context of their lives. There are personal goals for
enquiry, resilience, communication, thoughtfulness, cooperation, respect and adaptability.
As an example of some of the IPC Learning Goals for Adaptability, children, through their study
of the IPC will learn to:
•
•
•
•
•
•
•
Know about a range of views, cultures and traditions
Be able to consider and respect the views, cultures and traditions of other people
Be able to cope with unfamiliar situations
Be able to approach tasks with confidence
Be able to suggest and explore new roles, ideas, and strategies
Be able to move between conventional and more fluid forms of thinking
Be able to be at ease with themselves in a variety of situations
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IPC International Goals
The International Primary Curriculum is unique in defining learning goals that help young
children begin the move towards an increasingly sophisticated national and international
perspective. The IPC’s view of an international perspective is based upon:
• A knowledge and understanding of one’s own national culture
• An awareness and understanding of the independence of and the interdependence
between peoples
• An awareness and understanding of the independence of and interdependence between
countries
• An awareness and understanding of the essential similarities between the peoples and
countries of the world
• A developing ability to be at ease with others who are different from ourselves
The philosophy of ‘independence and interdependence’ runs throughout the IPC.
Inclusive, International, and Academic Learning Goals
Our mission is to maximize each child’s learning opportunities, taking into account individual
learning styles. The following components of our program are related to our goal of
implementing an inclusive education plan in which all children can be successful and feel
positive toward their school experience. Our research-based inclusive education practices are
based on studies that support:
1. A Developmental Approach to Education (based on Dr. Stanley Greenspan’s model)
2. An International Project and Arts-based Curriculum that Integrates:
• Brain research, Howard Gardner’s Multiple Intelligences Theory, and accommodating
different learning styles
• The importance of opportunities for individual and group work
• Using an exciting entry point to all units that motivates students to learn
• Tapping into each child’s prior knowledge
• Open-ended questions that invite curiosity
• Assessment activities that require children to represent their own learning
• Parent involvement: explaining what students are working on and how parents can
support their children’s work at home
3. Small Group Literacy and Mathematics Instruction
4. The Importance of Arts Integration and Arts Education
5. Foreign Language Instruction
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1. Developmental Approach to Education:
Creative Minds International PCS program incorporates Dr. Stanley Greenspan’s developmental
approach to education as presented in The Learning Tree (Stanley and Nancy Greenspan, 2010).
The tree is used as a metaphor to describe various individual characteristics involved in the
learning process. The roots represent how children process the world around them through their
sensory systems (what they hear, see, smell, and touch). The trunk of the tree represents thinking
skills used in both relationships and academic learning. The branches represent skills used in
academic learning (speaking, reading, writing, math, and organizing). Individual learning rates
and styles are explained by differences in the ways children process information. Understanding
and supporting each child’s unique development in all these areas is crucial for their future
academic success.
Dr. Greenspan’s approach embraces the following principles:
• It is important to know where a child is developmentally in order to plan appropriate
educational goals
• Children learn best through engagement and meaningful interactions
• Relationships with teachers and parents are critical to a child’s development
• Children’s natural interests affect their motivation to learn
With support from the late Dr. Greenspan’s son, Jake Greenspan, our teachers are trained to
address the various aspects of learning that affect children’s academic achievement. From an
early age, teachers will assess and assist our students’ progress in the key social and cognitive
developmental milestones related to learning. For each child, individual goals are identified to
maximize his/her ability to think, relate, and communicate at different developmental levels.
2. An International Projects and Arts-Based Curriculum
The International Primary Curriculum (IPC) Early Years Program (Ages 3-5):
The IPC Early Years Program consists of projects and arts-based teaching methods based on
themes that appeal to young children.
The program is based on the philosophy that helping young children learn—academically,
socially, emotionally, and physically—is the real purpose of schools.
The curriculum emphasizes interactive, hands-on projects that spark curiosity, engage students,
encourage teamwork, and make connections to children’s lives. The Early Years program taps
into students’ interests and strengths, growing their innate love of learning. The curriculum units
focus on the following skills:
• Independence and interdependence: Nurtures child’s own personal goals and their
relationships with other children
• Communicating: Develops skills in communication, including speaking and listening,
reading and writing, early numeracy work and the expressive arts
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• Exploring: Develops child’s skills in inquiry
• Healthy living: Encourages children to understand how to look after themselves and
each other
The International Primary Curriculum (Ages 5-12)
The International Primary Curriculum provides a rigorous, thematic teaching structure designed
to engage children of all abilities to be creative thinkers and problem-solvers in a globalized
world. Since its introduction in 2000, more than 1,000 schools in 65 countries are using this
highly engaging curriculum to teach different academic subjects. Instructional units bring
together the social sciences and arts, enabling children to make links between the subjects in
exciting and stimulating ways.
The curriculum is designed so that students:
• Acquire the essential knowledge, skills, and understanding of a broad range of subjects
• Engage with their learning through positive experiences so they remain committed to
learning throughout their lives
• Develop the personal qualities they need to be good, contributing citizens
• Develop a sense of their own nationality and culture at the same time as developing
respect for the nationalities and cultures of others
3. Small Group Literacy and Mathematics Instruction
Creative Minds International PCS literacy and math goals are based on the National Common
Core Standards adopted by DC Public Schools. Strong literacy skills are imperative to academic
success, the program will focus on all students developing strong reading and writing skills. Our
mathematics curriculum and instructional materials foster deep conceptual understanding
required for successful future learning in upper grades.
In addition to offering students a small class size for all subjects, we further individualize literacy
and mathematics instruction by implementing even smaller group size based on assessments
administered in the beginning of each school year. Students will be broken up into groups based
on their strengths and weaknesses and receive targeted instruction that maximizes their learning
opportunities. Knowing that students will rely for years to come on their foundational skills in
literacy and math, we plan to support students in making progress toward individual academic
goals while meeting or exceeding U.S. national standards.
4. The Importance of Arts Integration and Arts Education
Research shows that arts education and integration into the curriculum can lead to cognitive and
motivational enhancements in learning. Based on Howard Gardner’s Multiple Intelligences
Theory and studies of arts-integrated schools, this approach offers inclusive learning
opportunities for different types of learners.
Students’ success in the arts is related to the nature of the instruction, which relies on a
combination of both verbal and nonverbal teaching. Arts integration taps into students’ visual,
kinesthetic, and auditory strengths, engaging them more deeply in learning. Research confirms
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that students are more motivated to learn through arts-integrated projects that include music,
movement, and drama.
The International Early Years and Primary Curriculum implemented at our school includes artsintegrated, thematic curriculum units.
In addition to arts-integrated learning in our academic subjects, we promote a well-rounded
education that includes the arts as an autonomous part of the curriculum. We thus provide our
students with music, movement, visual arts and drama classes during the school day and in our
extended day programs.
5. Foreign Language Instruction:
To prepare students with the skills required to engage successfully in a globalized world, we will
offer students arts-integrated foreign language classes from age three and forward. Spanish and
Mandarin/Chinese language classes will be offered during the 2012-2013 school year. As we
plan to expand our program to include additional languages, we welcome parents and community
volunteers who can teach other languages to our students during or after school.
Student Support Services:
For students who need additional supports beyond the components of our general education
program, we offer individualized and small group services.
Special Education Services
If a student requires additional support, the student’s parents or teachers may request further
evaluation. Parental consent is required for formal psychological or educational assessments.
Based on the evaluation results, a meeting with the student’s parent/guardian will be held to
determine if a child requires special education services. For students who require special
education services, an Individualized Education Program (IEP) will be implemented.
Our goal is to include students who receive special education services with their peers in the
general education classroom setting as much as possible. Students who qualify and have an
Individualized Education Program may receive specialized individual or small group instruction
outside of the general education if necessary. Services include small group or individual reading
and math instruction, speech therapy, occupational therapy, physical therapy, and counseling
services.
English Language Learners (ELL)
Students who are learning the English language are provided with additional supports. ELL
instruction focuses on social and instructional language. An ELL teacher will support these
students in both subject area content language as well as with listening, reading, writing, and
speaking skills. ELL students will receive instruction either in their classroom or they will be
pulled out as necessary.
Assessments:
Assessment is used on an on-going basis to determine the mastery of content and the
effectiveness of our teaching. We use a variety of tools to regularly measure student progress
towards meeting state standards as well as students’ individual goals. These include teacher
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created benchmark assessments, as well as a variety of other classroom tools. Students will be
assessed in the following areas:
•
•
•
•
•
Social and Emotional Development
Reading Fluency, Comprehension and Vocabulary
Mathematics Conceptual Understanding and Problem Solving
The IPC Academic, International, and Personal Learning Goals
Language Proficiency
Report Cards:
Report Cards are issued quarterly for students in Kindergarten through Second Grade and three
times a year for Pre-School and Pre-Kindergarten students. Parent-teacher conferences will be
scheduled to review students’ progress.
Technology:
Technology is a helpful tool for enhancing delivery of instruction, gathering information, sharing
information, and presenting information. All of the computers in the building are part of the
Creative Minds International Public Charter School network. Each classroom is equipped with
Mac Desktop computers. Digital cameras, LCD projectors, and video cameras are available for
teachers to use in order to document student performance. We also plan on using SMART Boards
to enhance students’ multi-sensory learning opportunities.
The IPC curriculum includes Information Technology goals and students will be taught how to
conduct research on the Internet.
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POLICIES AND PROCEDURES
ADMISSIONS AND ENROLLMENT
The Creative Minds International PCS admission policies meet the enrollment guidelines set
forth by District of Columbia Public Charter School Board (DC PCSB) and are based on the
School Reform Act (i.e. free and accessible to any District student, not designed to exclude any
student).
Registration typically opens at the beginning of January each year and ends in the Spring (each
year’s registration and enrollment dates will be available on our website at
www.creativemindspcs.org). Children entering the school in Pre-School, Pre-Kindergarten,
Kindergarten, First Grade or Second Grade must be three, four, five, six or seven years old
respectively by September 30th.
If the number of applicants exceeds openings for a grade level, a public lottery will be held. The
lottery is a system of random selection that identifies students for enrollment and generates the
school’s wait list. Before the lottery is held, children of founders (Board members) and teachers
are admitted, limited to 10% of total enrollment or 20 students, whichever is less. The lottery is
conducted by grade level; if a student with siblings is admitted, the siblings of this student are
automatically enrolled if the there is space available, or placed at the top of the waitlist. Waitlists
are generated after the seats for each grade level have been filled. Students who apply after the
application deadline will join the wait list by grade level as their applications are received, on a
first come first served basis.
Creative Minds International PCS will require currently enrolled students to re-enroll for the
subsequent school year; this process will take place in the Spring each year to allow the school to
determine the number of seats available for new applicants. In order to reserve a seat for current
students, parents/guardians must submit re-enrollment forms to our administrative office by the
designated date (announce in our newsletter and on our website at www.creativemindspcs.org).
Before enrollment into the school is complete, the child’s family or legal guardian must present a
birth certificate, current record of immunization, health certificate, and proof of residency in the
District of Columbia.
Penalty For False Information
Any person, including any District of Columbia public school or public charter school official,
who knowingly supplies false information to a public official shall be subject to payment of fine
of not more than $500, or imprisonment for not more than 90 days, or any combination thereof.
The case of any such person may be referred to the Office of the Attorney General for
consideration for prosecution.
ATTENDANCE POLICY
Our goal is to have a daily, on-time attendance rate of 100%. In order to meet the instructional
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needs of all of our students, it is critical to form good habits of punctual arrival and infrequent
absences. School attendance is required for all students who reach five years of age on or before
September 30th of the current school year.
The District of Columbia Public Schools mandatory school attendance laws will be strictly
enforced. Parents will be held accountable for students who do not attend school regularly and on
time. The attendance committee at Creative Minds International Public Charter School
developed the following in an effort to document tardiness and absences. Please note: extended
family vacations are not excused absences.
Tardiness
All students who enter the building after 8:45 AM are tardy. We understand that some tardies are
excused and some are not, but a tardy is a tardy and will be noted in the Tardy Log at the front
desk. The reason for the tardy will be written in the Tardy Log by the parent or the school
administrator. If a child has a note from the parent, the reason will be noted in the Tardy Log and
the note will be given to the child’s teacher. Students will receive a Tardy Slip that they will give
to their teacher as they enter the class so the tardy is noted on the attendance sheet. Children who
arrive late and go to class without a Tardy Slip will be sent back to the front desk.
Children who eat breakfast at school should arrive by 8:15 AM so they will be ready to start the
school day at 8:45 AM. The attendance committee will review the Tardy Log each month, tally
the tardies by child, and review the excuses.
Excused Absences
Valid excuses for absence are:
• Illness of the student
• Illness or other family emergency that requires the presence of the student in the home
• Medical treatment
• Death in the student’s immediate family
• Necessity of the student to attend legal proceedings
• Observance of religious holidays
• Temporary closing of the school
• Other absences approved in advance by the principal upon written request of the parent
Absence Procedures
When a child is absent:
Parents should notify the child’s teacher when absences can be anticipated.
For unanticipated absences, the school should be notified on the day of the absence and a note to
the teacher (including the reason for the absence) should be sent when the student returns to
school.
A student who is absent for more than three consecutive days must present a doctor’s note upon
their return to school.
Students who have unexcused absences for ten consecutive school days must be reported for
truancy to child and family services agency (CFSA) at 202-671-7233.
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BREAKFAST AND LUNCH
Creative Minds International will offer students a school lunch program. All students are eligible
for free universal breakfast. Each child should pay for his/her lunch at the beginning of each
school day or parents will be billed monthly. As well, all families may apply for free or reduced
priced lunches. Applications will be sent home during the summer recess. Checks may be made
payable to Creative Minds International Public Charter School.
Parents/guardians may choose to send a packed lunch to school.
DRESS CODE
While there is no formal dress code, Creative Minds International Public Charter School expects
students to wear appropriate attire, including safe footwear. Clothing depicting inappropriate
language will not be allowed. Clothing must provide adequate covering for the body. Please
check the weather and send your child to school with appropriate clothing including coats during
the winter months as children will be taken outside to play on a daily basis as the weather allows.
EMERGENCIES
In the event Creative Minds International Public Charter School closes early and/or is evacuated
because of an emergency, school personnel or parent volunteers will notify parents.
Throughout the year we conduct several fire drills and emergency evacuation drills. We conduct
these drills to prepare our students, faculty, and staff in the event of a real emergency situation.
Therefore, you should be aware that your child may discuss the occurrence of these drills with
you.
Should there be a need to evacuate Creative Minds International Public Charter School, our
alternate location is …
FIELD TRIPS
Field trips are scheduled throughout the year to provide Creative Minds International Public
Charter School students with learning opportunities outside the traditional classroom.
Participating students are required to submit a completed field trip permission slip. These forms
will be sent home by your child’s teacher and provide specific information about the purpose of
the trip, destination, date and time, mode of transportation (bus, car, Metro, walking), and the
cost per student. A student will not be permitted to attend any field trip without a permission slip
on file.
HEALTH
By law, all students enrolled in the District of Columbia Public Charter Schools must have a
current and complete vaccination record on file at the school. This record must include
verification of inoculation against measles, poliomyelitis, tetanus, diphtheria, and a tuberculin
skin test. It is vital to the health of all children that everyone complies with these vaccination
requirements. Students with incomplete health records will be barred from the school until
records are complete.
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Additionally, each child entering Pre-Kindergarten, Kindergarten, First, Third, and Fifth Grade
must have a current medical and dental examination. This examination must include a screening
for lead content in the blood.
We discourage the administration of any medication in the school setting. If required, however, a
trained member of the school staff may dispense prescription medication to students. In order for
prescription medicine to be dispensed, appropriate forms must be completed by a family doctor.
This form was included in your enrollment packet and is also available upon request. All
prescription medication must be stored in the main office. Under no circumstances may any nonprescription medication including aspirin and cough drops be in the possession of children at
school.
In compliance with the Student Access to Treatment Act of 2007, students may carry asthma
inhalers or auto-injectable epinephrine at school provided the proper conditions are in place.
Should a child experience an incidence of lice, he or she must remain home until cleared by a
physician, the school nurse, or other trained school personnel. If a student is identified with lice
at school, parents will be contacted and it is necessary to pick the child up immediately.
If your child has a medical condition, please be sure to notify the school and inform us of
required care in case of emergencies.
HOME-SCHOOL COMPACT
Creative Minds International Public Charter School has a home-school compact policy. This
document is intended to publicize and symbolize the joint commitment between the home and
school in ensuring each child enjoys a successful academic and social experience at Creative
Minds International Public Charter School.
The content of the Home-School Compact is detailed here. A copy (included in the
Appendix of this Family and Student Handbook) has to be signed at our Parent Orientation event
each year.
We are committed to challenging our students with a rigorous, innovative, and well-rounded
educational program that helps them build life-long learning skills. By fostering a climate of
responsibility, respect, and empowerment, we celebrate the diversity and rich heritage of our
school, our community and our world.
As a school, we commit to....
Creating, fostering, and maintaining a safe and positive learning environment
Providing students with a sound academic and social foundation for the future
Maintaining high academic expectations for all students
Assessing students on a regular basis and working with parents to provide the best
possible individualized instruction
- Communicating regularly with parents through parent-teacher conferences, letters
home, report cards, curriculum nights, Creative Minds International Public Charter
-
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School Newsletters, Creative Minds International Public Charter School community
gatherings
- Treating staff, parents, guardians and students with respect
As parents and guardians, we commit to...
- Attending all scheduled parent/teacher conferences during the school year
- Helping my child with school assignments
- Reading with and/or ensuring that my child is reading independently every night
- Partnering with the classroom teacher if my child is struggling academically, socially,
or behaviorally
- Treating parents, guardians, students and staff with respect
- Volunteering regularly throughout the school year
- Making sure my child attends school daily, arrives by 8:45 AM, and is picked up on
time
- Making sure that my child is prepared and ready to learn every day by bringing the
necessary materials, getting a good night's sleep, and making sure that my child eats
breakfast either before or at school
- Communicating regularly with Creative Minds International Public Charter School’s
staff about my child's progress and working with my child's teacher to support his or
her academic and social success
- Reinforcing Creative Minds International Public Charter School’s school rules: Make
responsible choices Treat others the way you want to be treated as well as classroomspecific rules
As a Creative Minds International Public Charter School student, I commit to...
- Coming to school prepared and ready to learn by bringing the necessary materials,
getting a good night’s sleep, and eating breakfast either before or at school
- Participating in all class and school activities and ask if I have a question or do not
understand something
- Attending school daily and arrive by 8:45 AM every day
- Completing all class and homework assignments on time and with my best effort
- Reading every night per the classroom teacher’s directions
- Following Creative Minds International Public Charter School’s school rules: Make
responsible choices; Treat others the way you want to be treated as well as classroomspecific rules
Creative Minds International School is committed to ensuring all students have an equal
opportunity for success. These rules foster and encourage a safe and positive educational
environment. School officials have the authority to take appropriate actions to prevent or stop
conduct that seriously disrupts student learning.
NEWSLETTER AND WEBSITE
Creative Minds International Public Charter School publishes a bimonthly newsletter for all
families. Information regarding upcoming events, news and announcements, updated policies
and procedures, and sharing student and staff successes is available in the biweekly newsletter or
on our website at www.creativemindspcs.org. The Creative Minds International PCS newsletter
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is published on Fridays and delivered to the email addresses provided by parents and guardians.
Paper newsletters can be mailed home upon request.
LOST AND FOUND
All students’ articles should be clearly labeled with their name. Any articles found in and around
the school will be taken to the main office. At the end of each quarter, any unclaimed articles will
be donated to a social services agency.
NON-DISCRIMINATION POLICY
As is true of all District of Columbia Public Charter Schools, Creative Minds International
Public Charter School does not discriminate on the basis of race, color, national origin, sex, age,
disability, religion, marital
status, personal appearance, sexual orientation, family responsibilities, physical handicap,
matriculation, or political affiliation in its programs and activities.
NUT-FREE POLICY
In order to ensure there is a safe learning environment for all of our students, Creative Minds
International Public Charter School is a nut-free campus. This includes peanut and other nut
butters, nuts, and products made with nuts including granola bars and cookies.
SAFETY AND SECURITY
All District of Columbia Public Charter Schools are designated as closed campuses. As such, all
visitors to the school must report to the front desk using the Visitor’s Log. No child is allowed to
leave the school unless accompanied by an identified parent or guardian. Every student leaving
school early must be signed out at the front desk in the Early Dismissal Log.
The safety of our students is very important to us. We have security cameras installed at every
entrance and exit point. You may be asked to show and ID card if a staff member does not
recognize you. Please cooperate with our safety procedures as they are meant to protect our
students and staff.
There is no supervision on the playgrounds before or after school. As such, students should not
be left unattended prior to the start of school. Parents / guardians must bring their child to the
main entrance of the school or drop them off at the designated drop-off location next to the
school building on Park Road. Please be mindful that we are sharing the space in the back of the
building with another school and have a strict schedule for its use. Please do not allow your
children to play in the space in the back of our building in the morning, or after school, as it may
be a time during which the other school has reserved the space.
AFTER-SCHOOL PROGRAM
For students requiring supervised care during hours extending beyond the school day, the
Creative Minds International Public Charter School Aftercare Program is available from 3:30-6
PM.
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Our recreation-based after school program will serve Creative Minds International PCS students.
The program will be run in partnership between on- campus faculty and external partners (as
they develop).
To keep the cost as low as possible, we will begin by offering a general after school program. We will add options for enrichment classes for additional fees as the programs become available.
For our general after school program, parents have the option to sign up for early pick-up (4:30
PM) priced at $150/month, or a late pick-up (up to 6:00 PM) priced at $300/month. For students
who qualify for free or reduced lunch, early pick-up (4:30 PM) will cost $50 and late pick-up (up
to 6:00 PM) will be $100 monthly.
Plan
Monthly Rate
Per Diem
Rate
Early
Pick-Up
$150
$10
Late
Pick-Up
$300
$25
Plan
Monthly Rate
Per Diem
Rate
Early
Pick-Up
$50
$5
Late
Pick-Up
$100
$10
Students who qualify for free or reduced lunch:
Early Pick-Up = 4:30 PM
Late Pick-Up = 6:00 PM
Creative Minds International Public Charter School Aftercare offers snack, free play, and
homework supervision and is operated in the school building. If weather allows, students play
outside. On rainy or snowy days, students play indoors.
The after-school program will:
• Provide a fun and safe place for students during after school hours
• Provide opportunities for positive interaction with peers and caring adults
• Encourage and develop life skills (respect for others, positive social
interaction with other cultures/identities, etc.)
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• Provide time to complete homework
Indirectly, the after-school care program will:
• Support an active learning environment at Creative Minds International
• Effectively increase community partnerships and outreach
Aftercare Dissmal
Parent/guardian pick-up must take place no later than 6:00 PM. All students will need to be
signed-out by their immediate parent/guardian. If you wish to have another individual sign their
child out, you must fill out a release form. Pick-up after 6:00 PM will be billed at ten dollars
($10) for every five (5) minute interval.
Once students are signed-out, they will not be readmitted to the program for the afternoon.
SCHOOL CLOSINGS
Snow, rain, and excessive heat may result in closure, early dismissal, or delayed opening. We
will follow DC Public Schools’ (DCPS) school closings and delayed openings. DCPS
information will be available on local radio and television stations.
Radio Stations: WAMU (88.5 FM), WHUR (96.3 FM), WMAL (630 AM), WTOP (1500 AM,
107.7 FM), WETA Radio (90.9)
Television Channels: 4, 5, 7, 8, and 9 as well as DCPS’ Cable Channel 99
DC Public Schools Website: www.dcps.dc.gov posts school closings
You may hear reference to a code concerning school closings. The various codes are as follows:
Code Red: Schools and administrative offices are closed. Only essential personnel report to
work.
Code Yellow: Schools are closed. Administrative offices are open.
Code Green: Schools are open for students and teachers two hours late. Administrative offices
open on time.
Code Orange: Schools and administrative offices open two hours late.
We will also post school closings and delayed openings on our website at
www.creativemindspcs.org and contact you via phone or email.
SCHOOL HOURS
School hours are from 8:45 AM to 3:30 PM, Monday through Friday.
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STUDENT CODE OF CONDUCT
We believe all children need opportunities to practice appropriate behaviors in order to become
independent and responsible community members. In order to support our students to engage in
positive social behaviors and communication we are implementing our Social Curriculum
outlined in a previous section of this handbook. The components of our Social Curriculum
include:
• Various aspects of the Responsive Classroom model;
• Emphasis on social and emotional development goals through Dr. Greenspan’s
approach;
• Personal and international goals embedded in our curriculum
Creative Minds International Public Charter School adopted these school-wide, classroom, and
individualized goals to prevent negative behaviors. We plan to ensure expectations are clear for
all students in all settings. During the first two weeks of school we will engage the entire school
community in the rules creation process to promote students’ ownership of the rules.
We believe that parents play an important role in supporting positive behaviors at school. We
encourage your support and involvement in dealing with difficult behaviors as they arise. Our
staff will document student’s social, emotional and behavioral challenges and communicate with
parents as required.
If rules are continuously broken in ways that interfere with our students’ safety, security, or
ability to learn, and we are unable to address a student’s negative behavior through positive
interventions, disciplinary action will be taken.
The Creative Minds International Code of Conduct in Appendix shows a tiered intervention plan
that will be implemented. It is important that you review the information and understand that
your signature on the Family/Student Handbook Receipt means that you have read and
understand the Code of Conduct and the conditions under which they may be implemented.
STUDENT DROP-OFF AND PICK-UP
The main door on 16th Street is the main access for all students and families. The parking lot is
for the use of faculty and staff only and under no circumstances should students walk in the
parking lot. The driveway at the front of the school is NOT a drop-off or pick-up area; PLEASE
DO NOT DRIVE ONTO THE DRIVEWAY as children may be walking up to the entrances of
the two schools (Mundo Verde PCS and Creative Minds International PCS) and accidents could
occur.
There will be at least a 15-minute window between our pick-up and drop-off hours and the other
school’s. Our school day starts at 8:45AM. Parents who need to drop off students earlier can drop
them off as early as 8:15AM for breakfast. The day ends at 3:30 PM for students who are not
participating in the after school program.
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An estimated 70% of our students will be in the after school program; therefore parents can park
on the streets nearby to pick up students at 3:30 PM. In the morning, parents who want to walk
their children to the school entrance can find street parking on Park Rd., Monroe St., or anywhere
in the school neighborhood. Parking is not allowed on 16th St. at any time. For parents who want
to quickly drop off their children and would prefer not to park, we will have staff members
available on Park Rd., directly next to our school building, ready to accompany children to the
building. Our staff will hold a sign for parents to drive up to on the left side of the street and
reserve parking spaces for dropping off students. Children will exit from the left side of the car
where our staff will receive them and walk them to the entrance. We will continually assess how
this system is working and make changes as necessary.
SCHOOL BOOKS
Most of the books used during the school day are provided by Creative Minds International
Public Charter School. Students and families will be held responsible for replacing books that
have been damaged or lost.
Similarly, classroom library books are for the general school population and high circulation is
encouraged. Students and parents must sign a form agreeing to take responsibility for lost or
damaged library books before a child may check out a book from the classroom library. Lost or
damaged books must be returned, replaced, or paid for before the school year ends.
TOYS AND ELECTRONIC DEVICES
Toys should be left at home unless the teacher has made a special request that children bring
them to school. Children who do not follow this rule may have the toy taken away until the end
of the school day. Toys include balls, bats, games, electronic toys, sports cards, game cards, cars,
dolls, etc. If a child brings a cell phone to school it should remain off and stored in the child’s
backpack during the school day.
PARENT INVOLVEMENT AND COMMUNICATION
We believe effective communication is essential to building and maintaining a strong school
community. Teachers will communicate with parents on a regular basis. Please create a habit
around checking your child’s school bag daily. Parents are encouraged to email students’ teachers
directly with any classroom-based questions or concerns. You can also communicate directly
with the school Principal.
The Blackboard Connect phone system allows a simultaneous pre-recorded phone call to be
placed to all Creative Minds International Public Charter School families. This system will be
used on a regular basis to share important information, updates, and reminders. If your phone
number changes or you would like this message to be delivered to a number other than your
home number, please let our administrative team know.
Annually, Creative Minds International Public Charter School publishes a family directory
including contact information for all Creative Minds International Public Charter School
Families. The directory will be published in early September. If you do not wish to have your
contact information published, please contact our administrative team.
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Our bimonthly newsletters and website are also great sources of information regarding upcoming
events, reminders, and school closings. There will be a section for the Creative Families
Association (CFA) on our website at www.creativemindspcs.org. This is also a great way to learn
about the school, our upcoming events and activities.
CREATIVE FAMILIES ASSOCIATION (CFA)
The CFA is our parent association. Annual elections will be held in the beginning of each school
year to select CFA officers. The Local School Plan is a mechanism for implementing practices to
ensure a student-centered environment. The CFA President will meet with the school Principal
on a regular basis and communicate regarding how to best serve our students. You will receive
the contact information for the CFA officers in our biweekly newsletter once they are elected.
All CFA meetings will be announced and are open to the school community.
MEETINGS WITH THE PRINCIPAL AND ADMINISTRATIVE STAFF
Our principal and administrative staff are available to meet with parents. We request that to the
extent possible, you schedule an appointment in advance. When appointments are for issues
related to the classroom, it is best to talk with the classroom teacher first. If the issue cannot be
resolved with the teacher, then it should be brought to the Principal’s attention. Parents may
make appointments with Dr. Abedin by calling 202-716-0277 or emailing
[email protected].
PARENT CONFERENCES
It is essential for parents and teachers confer on a regular basis to discus the progress of each
student. Throughout the school year parent conference days are scheduled for this purpose and
can be found on the school calendar. Conferences are a time for parents, teachers, and students to
discuss each child’s progress and reflect on the child’s work up to that point in the year.
PARENT VISITS
Parents are welcome to visit their child’s class with a prior appointment with the teacher to set up
a mutually agreeable time. All school visitors are required to stop at the reception desk to sign-in,
show identification, and receive a visitor’s pass. Based on the Responsive Classroom schoolwide practices, the First Six Weeks of School are an essential time to build classroom and school
communities. Routines and expectations are set and emphasis is put on how the class will work
together as a community. During this period, parents and visitors are discouraged from visiting
classrooms as their presence can hinder this group development. After this initial period, visitors
are welcome to come into classrooms by prior arrangement with the teacher. In fact, parents are
encouraged to participate in a Morning Meeting, present during IPC units related to themes of
interest, and to be actively involved in field trips.
Parents are also encouraged to share their cultures and nationalities both in classrooms and
during our social events.
PARENT WORKSHOPS
We will be holding parent workshops on various topics related to child development, psychology,
and education. These workshops are designed to share our school practices and latest research
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with parents and guardians, with the goal of building a strong and well-informed community to
support our students’ development and growth.
Parents are welcome to contact Dr. Abedin to request workshops in specific areas of interest.
VOLUNTEERS
Creative Minds International Public Charter School welcomes volunteers. Volunteers can
contribute to Creative Minds International Public Charter School in a variety of ways including:
reading, chaperoning, photocopying, helping in the classroom, organizing clean-up days,
donating food for special events, translating, etc.
In order to volunteer in our schools on a regular basis, individuals need to follow our volunteer
application process:
• Complete the Volunteer Application Form (available from our admin office)
• Complete a tuberculosis test
• Bring the completed application, TB test result, and photo ID to the district office to be
fingerprinted.
Volunteers can also contact the Creative Families Association to inquire about opportunities to
contribute to our school community.
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APPENDIX 1
School Calendar
AUGUST
M
T
6
13
20
27
7
14
21
28
M
3
10
17
24
T
4
11
18
25
W
1
8
15
22
29
W
5
12
19
26
TH
2
9
16
23
30
F
3
10
17
24
31
TH
6
13
20
27
SEPTEMBER
F
NOTES
3 Labor Day – No School for Students and Staff
7
5 Parent Orientation Evening Event
14 28 Teacher Professional Development - No School for
21 Students
28
NOTES
27 First Day of School for Students
OCTOBER
M
1
8
15
22
29
T
2
9
16
23
30
W
3
10
17
24
31
M
T
W
5
12
19
26
6
13
20
27
7
14
21
28
TH
4
11
18
25
F
5
12
19
26
TH
1
8
15
22
29
NOVEMBER
F
NOTES
12
Veterans
Day
No
School
for Students + Staff
2
16 Teacher Professional Development – No School For
9
Students (Parent/Teacher Conference #1)
16 21-23 Thanksgiving Holiday - No School for Students +
Staff
23
30
NOTES
8 Columbus Day - No School for Students + Staff
19 Teacher Professional Development - No School For
Students
!
Page 20
M
3
10
17
24
31
T
4
11
18
25
W
5
12
19
26
TH
6
13
20
27
DECEMBER
F
NOTES
14
Teacher
Professional
Development
- No School For
7
Students
14
21 24 December – 4 January Winter Break - No School for
Students + Staff
28
JANUARY
M
7
14
21
28
T
1
8
15
22
29
W
2
9
16
23
30
TH
3
10
17
24
31
M
T
W
TH
4
11
18
25
5
12
19
26
6
13
20
27
7
14
21
28
F
4
11
18
25
NOTES
7 School Resumes
21 Dr. Martin Luther King Jr. Holiday - No School for
Students + Staff
Students
FEBRUARY
F
NOTES
1
8
Students
15
18 Presidents’ Day - No School for Students + Staff
22
MARCH
M
T
W
TH
4
11
18
25
5
12
19
26
6
13
20
27
7
14
21
28
F
1
8
15
22
29
NOTES
Students
!
Page 21
APRIL
M
1
8
15
22
29
T
2
9
16
23
30
W
3
10
17
24
TH
4
11
18
25
F
5
12
19
26
NOTES
1-5 Spring Break - No School for Students + Staff
Students (Parent/Teacher Conference #2)
16 Emancipation Day - No School for Students + Staff
MAY
M
T
6
13
20
27
7
14
21
28
W
1
8
15
22
29
TH
2
9
16
23
30
F
3
10
17
24
31
NOTES
Students
27 Memorial Day - No School for Students + Staff
JUNE
M
3
10
17
24
T
4
11
18
25
W
5
12
" 19
26
TH
6
13
20
27
F
7
14
21
28
NOTES
20 Last Day of School
Calendar Key
Regular School Day
Holiday/Vacation No School
Professional Development Day/No School for Students
Parent-Student-Teacher Conferences/No School for Students
!
Page 22
APPENDIX 2
Faculty & Staff Roster
Administration
Golnar Abedin
Executive Director/
Principal
[email protected]
James LaffertyFurphy
Instructional &
Administrative
Coordinator
[email protected]
Sebastien Durand
Director of Operations
[email protected]
Noel Rodriguez
Administrative Assistant
[email protected]
Ashton Conklin
Director of the Arts/Music
& Movement Teacher
[email protected]
Maria Alejandra
Rivas
Drama & Spanish Teacher
[email protected]
Jessica Yang
Chinese (Mandarin)
Teacher
[email protected]
Annie Pugliese
Pre-School Teacher
[email protected]
Ruth Chavarria
Pre-School Classroom
Assistant
Molly France
Pre-School Teacher
Saba Rodriguez
Pre-School Classroom
Assistant
Janina Maya
Brugada
Pre-Kindergarten Teacher
Sara Kovacs
Pre-Kindergarten
Classroom Assistant
Julie Bowes
Pre-Kindergarten Teacher
Arts
Early Childhood
[email protected]
[email protected]
[email protected]
!
Page 23
Anne Bowman
Pre-Kindergarten
Classroom Assistant
Elementary
Becka Vactor
Kindergarten Co-Teacher
[email protected]
Emily Mueller
Kindergarten Co-Teacher
[email protected]
Meghan Keefe
1st Grade Teacher
[email protected]
Justin Lanciault
1st Grade Classroom
Assistant
Nayamka Long
2nd Grade Teacher
[email protected]
Katherine Johnson 2nd Grade Classroom
Assistant
Inclusion
Penelope Miller
Early Childhood Inclusion
Teacher
[email protected]
Hannah Shedrick
Elementary Inclusion
Teacher
[email protected]
Gia Marrow
Inclusion Support Staff
[email protected]
!
Page 24
APPENDIX 3
Discipline Chart
Creative Minds International PCS Discipline Chart
Tier 1
Tier 1 behaviors are those behaviors that are insubordinate or cause minor disruptions to the academic environment
but do not involve damage to school property or harm to self or others. Tier 1 behaviors result in classroom-level
disciplinary responses that may be elevated to administrative response if they are not successfully abated by the
teacher.
Behavior
Disciplinary Response(s)
1.1 Refusal to present school-issued identification upon
request
1.2 Attending class without required class materials or
assigned work
1.3 Off-task behaviors that demonstrate disengagement
from classroom learning
1.4 Behaviors that disrupt or interfere with classroom
teaching and learning
1.5 Unexcused lateness for school or class
1.6 Inappropriate displays of affection
1.7 Excessive noise in the classroom, hall, or building
1.8 Running in the classroom, hall, or building
1.9 Communication with staff and peers that is not
polite, courteous, or respectful
1.10 Directing profanity or obscene/offensive gestures
toward peers
1.11 Refusal to comply with reasonable staff
instructions, or classroom or school rules
1.12,Any,behavior,or,other,conduct,not,speci7ically,
enumerated,in,any,other,tier,in,this,chapter,that,is,
insubordinate,or,causes,minor,disruption,to,the,
academic,environment,but,does,not,involve,damage,
to,school,property,or,harm,to,self,or,others
• Verbal redirection or reprimand
• Teacher/student conference
• Parental contact in writing or by phone
• Teacher/Parent conference
• Temporary Removal of Student from Classroom
• In-School Disciplinary Action
• Behavior contract
• Other school-based consequences as approved by
the Director of Education.
Tier 2
Tier 2 behaviors are those behaviors not specifically enumerated in any other tier in this chapter that cause
disruption to the academic environment, involve damage to school property, or may cause minor harm to self or
others. Tier 2 behaviors result in school-based and administrative disciplinary responses.
Disciplinary,Response(s)
Behavior
!
Page 25
2.1. Using computer/office equipment without
permission
2.2. Intentional misuse of school equipment/supplies/
facilities
2.3 Unauthorized use of portable electronic devices
during school hours (e.g. mp3 players, cell phones)
2.4 Noncompliance with an approved dress code
2.5 Leaving classroom without permission
2.6 Unexcused absence from class
2.7 Unauthorized presence in hallway during class time
2.8 Unexcused absence from school
2.9 Inappropriate or disruptive physical contact between
students
2.10 Directing profanity or obscene/offensive gestures
toward staff
2.11 Throwing objects that may cause injury or damage
property
2.12 Any behavior or other conduct not specifically
enumerated in any other tier in this chapter that causes
disruption to the academic environment, involves
damage to school property, or may cause minor harm to
self or others
2.13 Documented pattern of persistent Tier 1 behavior
• Verbal redirection/reprimand
• Teacher/student conference or Administrator/student
conference
• Parental contact in writing or by phone
• Administrator/parent conference
• Temporary Removal of Student from Classroom*
• In-School Disciplinary Action*
•,Other,schoolBbased,consequences,as,approved,
by,the,Director,of,Education.
Tier 3
significant disruption to the academic environment or cause harm to self or others. In addition to lesser
consequences, Tier 3 behaviors may result in either on-site or off-site Suspension.
Behavior
!
Page 26
3.1 Inappropriate use of CREATIVE MINDS PCS
computer or network (restricted websites, offensive
emails)
3.2 Sale or distribution of any item without authorization
3.3 Possession or distribution of obscene or
pornographic material on school premises
3.4 Possession or use of tobacco
3.5 Use of alcohol
3.6 Use of marijuana, controlled dangerous substances,
imitation controlled substances, inhalants, other
intoxicants, or drug paraphernalia
3.7 Unauthorized possession, use, or distribution of overthe-counter medication
3.8 Verbal, written, or physical threat to person or
property (including intimidating postures)
3.9 Obscene, seriously offensive, or abusive language or
gestures
3.10 Causing disruption on school properties or at any
Creative Minds PCS-sponsored or supervised activity
3.11 Gambling
3.12 Communicating slurs based on actual or perceived
race, color, religion, national origin, sex, age, marital
status, personal appearance, sexual orientation, gender
identity or expression, familial status, family
responsibilities, matriculation, political affiliation,
genetic information, disability, source of income, status
as a victim of an intrafamily offense, or place of
residence or business, including derogatory sexual
language
3.13 Engaging in sexual acts on school premises or at
school-related functions
3.14 Leaving school without permission
3.15 Academic dishonesty
3.16 Forgery
3.17 Lying to or giving misleading information to school
staff
3.18 Posting or distributing material or literature that is
disrespectful, demeaning, humiliating, or damaging to
students and/or staff. This includes posting material on
internet or sending material electronically (via email or
cell phone)
3.19 Engaging in behavior that demonstrates gang/
neighborhood crew affiliation (displaying clothing or
gestures associated with gangs)
3.20 Hazing
3.21 Bullying, or using humiliating, or intimidating
language or behavior including Internet bullying
3.22 Possession of tools or instruments which school
administrators deem could be used as weapons
3.23 Engaging in reckless behavior that may cause harm
to self or others
3.24 Extortion
3.25 Fighting where there is no injury and no weapon
3.26 Trespassing
significant disruption to the academic environment or
causes harm to self or others
3.28,Documented,pattern,of,persistent,Tier,2,
Creative
Minds International PCS!
!
behavior
• Verbal redirection/reprimand
• Teacher/student conference or Administrator/student
conference
• Parental contact (written or by phone)
• Parent conference
• Temporary Removal of Student from Classroom
(defined below)
• In-School Disciplinary Action (defined below)
• Grade reduction for academic dishonesty
• On-site Short-Term Suspension (defined below)
with provision of appropriate intervention services
• Off-site Short-Term Suspension (defined below),
except in response to unexcused tardiness or absence
• Off-site Medium-Term Suspension (defined below),
except in response to unexcused tardiness or absence
Page 27
Tier 4
disruption to the school operation, destroy school property, or cause significant harm to self or others. Tier 4
behaviors result in off-site Suspension.
Disciplinary,Response(s)
Behavior
4.1 Acts of vandalism, destruction of property, or graffiti
(tagging)
4.2 Documented theft of school or personal property
without force
4.3 Interfering with school authorities or participating a
major disruption of the school’s operation
4.4 Tampering with, changing, or altering an official record
or document of a school
4.5 Persistent harassment based on actual or perceived
race, color, religion, national origin, sex, age, marital
status, personal appearance, sexual orientation, gender
identity or expression, familial status, family
responsibilities, matriculation, political affiliation, genetic
information, disability, source of income, status as a victim
of an intrafamily offense, or place of residence or business
4.6 Lewd or indecent public behavior or sexual misconduct
4.7 Sexual harassment
4.8 Retaliation for reporting harassment and sexual
harassment
4.9 Fighting which creates substantial risk of or results in
minor injury
4.10 Inciting others to violence or disruption
4.11 Activating false alarm
4.12 Contaminating food
4.13 Possession of a weapon (definition below) or replica
or imitation of a weapon (including water guns), other than
weapons subject to the requirements of the Gun-Free
Schools Act
4.14 Using an article that is not normally considered a
weapon to intimidate or threaten another individual
disruption to the school operation, destroys school
property, or causes significant harm to self or others
• On-site Short-Term Suspension with provision of
appropriate intervention services
• Off-site Short-Term Suspension, except in response
to unexcused tardiness or absence
• Off-site Medium-Term Suspension, except in
response to unexcused tardiness or absence
• Off-site Long-Term Suspension, except in response
Tier 5
Tier,5,behaviors,are,those,behaviors,not,speci7ically,enumerated,in,any,other,tier,in,this,chapter,that,are,
illegal,,cause,signi7icant,disruption,to,the,school,operation,,or,cause,substantial,harm,to,self,or,others.,Tier,
V,behaviors,result,in,offBsite,Suspension,or,Expulsion.
Behavior
!
Page 28
5.1 Acts of exceptional misconduct at other schools
5.2 Vandalism/destruction of property over $500
5.3 Selling or distribution of marijuana, prescription
drugs, controlled dangerous substances, imitation
controlled substances, inhalants, other intoxicants,
controlled or drug paraphernalia
5.4 Possession or distribution of alcohol
5.5 Possession of drug paraphernalia or controlled
substance, irrespective of the amount or type, pursuant to
the criminal statutes of the District of Columbia, codified
at D.C. Official Code § 48-1101 et seq. (2001)
5.6 Causing serious disruption or damage to school’s
computer systems, electronic files, or network
5.7 Possession of fireworks or explosives
5.8 Theft or attempted theft using force, coercion,
intimidation or Threat of violence
5.9 Assault/physical attack on student or staff
5.10 Fighting which results in a serious physical injury
5.11 Participating in group fight which has been planned,
causes major disruption to school day or results in
substantial bodily injury
5.12 Using an article that is not normally considered a
weapon to injure another individual
5.13 Use, threatened use, or transfer of any weapon
5.14 Use, possession, or bringing to school a loaded or
unloaded firearm, as defined in 18 U.S.C. § 921 (2000),
including but not limited to pistols, blank pistols, starter
pistols, revolvers, rifles, and shotguns.
5.15 Any behavior that violates the Gun Free School Act
5.16 Deliberate acts that cause severe physical injury to
another person(s)
5.17 Assault with a weapon
5.18 Commission or attempted commission of any act of
sexual assault or sexual aggression
5.19 Arson
5.20 Biohazard
5.21 Bomb threat
5.22 Any other intentional use of violence, force,
coercion, Threats, intimidation, or other comparable
conduct which causes or attempts to cause severe
physical injury, substantial disruption, or obstruction of
any lawful mission, process, or function of the D.C.
Public Schools
enumerated in any other tier in this chapter that is illegal,
causes significant disruption to the school operation, or
causes substantial harm to self or others
• On-site Short-Term Suspension with provision of
appropriate intervention services
• Off-site Long-Term Suspension, except in response
• Expulsion
Definitions of Disciplinary Responses and Terms
!
Page 29
Temporary,Removal,of,Student,from,Classroom
Removal,from,the,student’s,classroom,for,less,
than,half,a,school,day,,not,to,extend,beyond,the,
time,of,dismissal,on,the,day,of,the,disciplinary,
action.,During,any,such,removal,,the,student,shall,
be,supervised,and,provided,with,instructional,
materials.
InBSchool,Disciplinary,Action
Disciplinary,actions,such,as,afterBschool,detention,,
loss,of,privileges,(including,recess),,exclusion,from,
extracurricular,activities,,written,re7lection,,
con7lict,resolution,,mediation,,or,similar,actions,of,
short,duration,that,do,not,result,in,the,student’s,
loss,of,academic,instruction,time.
ShortBTerm,Suspension
OnBsite,or,offBsite,suspension,for,one,(1),to,three,
(3),school,days,for,Elementary,students).
MediumBTerm,Suspension
Suspension,for,four,(4),to,ten,(10),school,days.
LongBTerm,Suspension
Suspension for eleven (11) to ninety (90) school days.
Expulsion
The,denial,of,the,right,of,a,student,to,attend,Creative,
Minds,PCS,,including,all,classes,and,school,activities,,
except,DCPS,Alternative,Educational,Settings,,for,one,
(1),calendar,year.
Weapons
Including,,but,not,limited,to:,weapons,enumerated,
in,DC,Of7icial,Code,22B4514,(2001);,7irearms,,
knives,,martial,arts,devices,,air,gun,,bb,gun,,
paintball,gun,,mace,,pepper,spray,,tear,gas,,
explosives,,slingshot,,bullets,,chemical,weapon,,
razorblade,,razor,,other,weapons,or,instruments,
designed,to,be,or,commonly,used,as,weapons,
(chains,,clubs,,knuckles,,night,sticks,,pipes,,
studded,bracelets).
*Any response will take into account a student’s cognitive developmental level to ensure it is appropriate based
on student’s individual profile, and in compliance with Special Education laws and procedures.
!
Page 30
Parent-Student Handbook Receipt
The Parent-Student Handbook is a compilation of policies, practices and procedures currently in
effect at Creative Minds International Public Charter School.
This handbook is designed to introduce parents and students to the school, familiarize you with
school policies as they pertain to you as a parent and your child as a student, provide general
guidelines, disciplinary procedures and other issues related to your child’s enrollment, and to help
answer many of the questions that may arise in connection with your child’s enrollment.
This handbook is intended solely to describe the present policies at Creative Minds International
Public Charter School. This handbook does not purport to include every conceivable situation; it is
merely meant as a guideline and, unless laws prescribe otherwise, common sense shall prevail. Of
course, federal, state and local laws will take precedence over Creative Minds International Public
Charter School policies when applicable.
Creative Minds International Public Charter School reserves the right to change, withdraw, apply or
amend any of our policies, including those covered in this handbook, at any time. Creative Minds
International Public Charter School may notify you of such changes via email or website, or via a
printed memo, notice, amendment to or reprinting of this handbook, but may, in its discretion, make
such changes at any time, with or without notice and without a written revision of this handbook.
By signing below, you acknowledge that you have received a copy of Creative Minds International
Public Charter School’s Parent-Student Handbook, and understand that it is your responsibility to
read and comply with the policies contained within it and any revisions made to it.
_______________________________________!
Signature!
!
!
!
!
!
!
!
______________________
Date
_______________________________________________________________
Please print your full name
Please sign and date one copy of this notice and return it to Creative Minds International Public
Charter School. Retain a second copy for your reference.

Parent-Student Handbook Cover - Creative Minds International

Transcription

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