2013-2014 - Tampa Preparatory School

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2013-2014 - Tampa Preparatory School
Tampa Preparatory School
guide for academics and student life
2013-2014
Tampa Preparatory School
for students in grades 6 – 12
a place to...
think
Where a rigorous grounding in skills and knowledge is just the beginning –
where teachers and students share inquiry, reflection and analysis on the
path to personal understanding.
create
Where people celebrate the imagination in geometric proofs and formal
essays, on canvas, computer and stage, in poetry readings and morning
assemblies.
be yourself
Where people respect differences and can find their place in a diverse
community.
aspire to excellence
Where students develop winning attitudes in academics, athletics and arts.
go beyond
Where Florida Keys, North Carolina mountains, museums, concert halls and
community service become classrooms that foster deeper understandings
of one’s self, others and the world.
MORE THAN JUST A COLLEGE PREPARATORY SCHOOL…
A PREPARATION FOR LIFE WITH A HIGHER PURPOSE THAN SELF
2013-2014
guide for academics and student life
Tampa Preparatory School
727 WEST CASS STREET
TAMPA, FLORIDA 33606
www.tampaprep.org
TEL 813.251.8481 • FAX 813.254.2106
CEEB SCHOOL CODE 101729
THE SCHOOL’S PHILOSOPHY
Founded in 1974, Tampa Preparatory School is a coeducational college preparatory institution
enrolling 640 students. It exists to provide young men and women in grades six through twelve with
rigorous intellectual training, and to instill values of fairness, decency, honor, diligence, and academic
curiosity within an orderly and humane environment.
The School is first of all a diverse community of people. It possesses a special quality arising from its
relative smallness, with all that this implies in developing close personal relationships. The faculty
is composed of high caliber teachers who assist the students in achieving the greatest personal
growth. In addition to fine scholarship and enthusiasm for their fields, they have an abiding interest
in young people and their influence extends far beyond the classroom. The opportunity for students
and teachers to know and to respect one another as individuals is one of the greatest strengths of
independent education in general, and of Tampa Preparatory School in particular.
Classes are taught as seminars, labs, and lectures in which students form and express ideas rather
than merely receive and dispense information. Classes frequently are taught in the Socratic manner
so that maximum participation is encouraged. The School stresses the development of self-confidence,
a sense of worth, and the importance of a sense of humor—of having fun in the pursuit of one’s goals.
This approach provides a fertile environment for the growth of academic excellence, and encourages
students to develop life-long habits of industry and intellectual curiosity through the discovery of
new interests.
In an age that demands instant answers, liberal education cannot demonstrate immediate results, but
can stress the values and standards that provide structure for living. The School’s goal is to develop
the academic, intellectual, moral, emotional, and physical potential of each student, and to prepare
each student as an individual to live a creative, productive, humane, and compassionate life.
Tampa Preparatory School is accredited by the Southern Association of Colleges and Schools and
the Florida Council of Independent Schools. Additionally, the School is a member of the National
Association of Independent Schools, the National Association of Principals of Schools for Girls, the
College Board, the Secondary School Admissions Test Board, the National Association of College
Admissions Counseling, the Southern Association of College Admissions Counseling, and the
Educational Records Bureau.
honor code:
a commitment to honor
As a member of the Tampa Prep Community, I am
responsible for upholding and promoting honesty,
trust, respect and fairness in all venues of school life.
I pledge to maintain personal and academic integrity
and support it in others.
I solemnly promise to uphold my commitment to
honor this code.
2 | GUIDE FOR ACADEMICS AND STUDENT LIFE
table of contents
About our School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Honor Code . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Purpose of This Guide. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Non-Discrimination Policy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Where To Go For Help. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Faculty and Staff. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Academic Information and Policies. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
General. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Honors Attitude. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Academic Integrity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Tampa Prep Grading Overview. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Upper School Add/Drop Policy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Other Academic Policies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Policy for English as a Second Language (ESL) Students. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Academic Probation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Academic Policy for Suspended Students. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
Academic Levels of Courses. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
AP Student Qualifications. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
AP Exam Policy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
Opportunities for Accelerated Study. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
Global Studies and STEM Concentrations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Honor Societies. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Registration for Classes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Tampa Prep Graduation Requirements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Disabilities Policy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Services for Students with Disabilities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Experiential Learning and Extended Trips . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
General Information. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Field Trip Standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Senior Internship and Service Program. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23
International Students. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
Semester Programs and School Year Abroad. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
Year-Long Program for Juniors and Seniors. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
Semester Programs for Juniors and Seniors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
Semester Program for Sophomores. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
Commonly Asked Questions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
Attendance Policies. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
Attendance Guidelines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
Tardiness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
Leaving the School Campus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
College Guidelines. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
College Counseling. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
College Admission . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
College Visits. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
GUIDE FOR ACADEMICS AND STUDENT LIFE | 3
table of contents
Policy for Reporting Information to Colleges. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
GPA, Test Scores and Course Minimums for Florida's State Schools. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
Student Records and Transcripts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
Florida’s Bright Futures Scholarship Program. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
Athletics and Activities. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
Athletic and Activity Eligibility . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
Participation in Non-Academic Events. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
Student Organizations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
Fundraising. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
Character Expectations and Development. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
The Peer Counseling and Mentoring Program. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
Four Pillars of Tampa Prep Character Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
Tampa Prep Norms. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
Community Service. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
Student Government. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
Guiding Students. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
Advising. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
Weekly Meetings. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
My BackPack. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
Limits of Advising and the Role of the School Counselor. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
Counseling. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
Course Selection Assistance. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
Student Conduct and Discipline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
General Disciplinary Guidelines. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
Types of Infractions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
Disciplinary Consequences. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
Concern for Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
Conduct Review Board. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
Conduct Policies. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
Animal Policy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
Book Bags. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
Cleanliness and Litter. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
Criminal Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
Dress Code. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
Drugs, Alcohol, and Tobacco Policy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
Eating in the Buildings. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
Elevator Use. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
Fights or Horseplay. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
General Conduct . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
Harassment/Bullying. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
Hazing. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
Identification Cards. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
Illness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
Laptop and Mobile Device Security . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
Laser Pointers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
4 | GUIDE FOR ACADEMICS AND STUDENT LIFE
table of contents
Lockers. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Off Campus Behaviors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Posting Signs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Public Displays of Affection. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Student-Adult Interactions and Communications . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Study Halls. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Weapons and Threats. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Technology Policies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Technology Mission Statement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Technology Acceptable Use Policy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Technology, Electronic Devices, and Computer Systems Usage Policy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Parking and Transportation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Automobiles and Parking. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Transportation To and From School-Sponsored Events . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Other Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Child Abuse Reporting. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Child Safety from Sexual Offenders and Predators. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Communications from School. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Evacuation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Faxing and Email. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Health Information Sharing. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Inspection Policy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Interpretation, Modification, Amendment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Investigations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Lunch Service . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Parent/Family Cooperation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Payment of Tuition and Fees . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Re-Enrollment Considerations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Student Records and Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Library Policies. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Peifer Library. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Challenged Book and Other Library Materials Policy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Course Descriptions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Appendix . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Middle School Three-Year Planning Sheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Upper School Four-Year Planning Sheet. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Add/Drop Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Registration for Non-Traditional Courses. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Absentee Permission Form. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Service Report Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
URL Shortcuts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Fundraising Event/Project Request Form. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
37
37
37
37
37
38
38
38
38
38
38
41
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42
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42
42
42
42
42
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43
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GUIDE FOR ACADEMICS AND STUDENT LIFE | 5
PURPOSE OF THIS GUIDE
The purpose of this Guide is two-fold. The first and most important is to provide guidelines for acceptable student conduct in a variety of specific situations in which students need to know what is
expected of them. The second is to inform students of what very likely will happen if they violate rules
or the concepts established under the School’s Honor Code. Some of the expectations in this Guide also
govern expectations of parents and guardians within our community. Therefore, parents and students
are resonsible for knowing its contents. Because it is impossible to consider every possible situation,
especially in an ever-changing environment, we want to stress that none of the stated rules or procedures precludes the School from taking disciplinary action if students are involved in activities, on or
off campus, that the School considers detrimental to other students or contrary to the general expectations of the School community. The Administration, in consultation with the Head of School, has the
right to make final decisions in all matters involving student and parent rules. (Revised 7-13)
The School reserves the right to interpret the content of this Guide, including the rules and regulations
governing the academic and non-academic conduct of students. This Guide is not a contract, nor is it
intended to be so construed. Our School reserves the right to modify and/or amend the content of this
Guide at any time during the year. Please consult the most updated version of the Guide on the School
website at www.tampaprep.org/guide. If you have any questions about the Guide or any of its policies
please contact School officials.
NON-DISCRIMINATION POLICY
Admission and participation in our educational programs is open to all eligible students who meet our
qualification requirements regardless of race, color, religion, ethnicity, national origin, gender, sexual
orientation or disability.
6 | GUIDE FOR ACADEMICS AND STUDENT LIFE
WHERE TO GO FOR HELP
DESCRIPTION
UPPER SCHOOL
EXT.#
MIDDLE SCHOOL
EXT.#
absences & tardiness
TBA
4031
TBA
4031
Mr. Carlson
4043
***************
Mr. Fenlon
4047
4075
Mrs. Honegger
Mr. DeTringo
4009
academic probation
academic programs & curriculum
admissions
athletics
college counseling
disciplinary actions
faculty questions
financial aid
illness and First aid
ipad questions
locker assignments
middle school questions
my backpack questions
parking decals
personal concerns
social, educational concerns
schedule adjustments
senior internships
student records/transcripts
standardized testing
summer programs
technology
textbooks
upper school questions
visitors to the school
Mr. Carlson
Mr. Facciolo
Mr. Flynn
Mrs. Wall
Mrs. Jisha
4043
4011
4039
4051
4247
***************
Mr. Fenlon
4047
Mr. Morrison
4045
Mr. Morrison
4045
TBA
4031
TBA
4031
Mrs. Honegger
Mrs. Lassacher
Mrs. Steel
4009
4105
4053
***************
Mr. Couchman
4055
TBA
4031
Mrs. Honegger
Mrs. Lassacher
Mrs. Souza
Mr. Fenlon
Mr. Couchman
4009
4105
4049
4047
4055
4035
***************
Mrs. Cole
4035
Mrs. Jisha
4051
Mr. Fenlon
4047
Mrs. J. Rodriguez
4037
***************
Mrs. J. Rodriguez
4037
4009
Mr. Fenlon
Mrs. Honegger
4047
4061
Mrs. Cole
Advisors
Mrs. Steel
Mrs. Wall
Mrs. Honegger
4053
4039
Advisors
4009
Mr. Lewis
4061
Mr. Lewis
Mr. Carlson
4043
****************
Mr. Facciolo
4011
Mrs. Horbert
Mr. Facciolo
4093
4011
Mrs. Horbert
4093
The Tampa Prep campus is defined as west of the Hillsborough River, east of North Boulevard, north of Cass Street
and south of Cypress Street extension. The gates to the campus open at 6:30 a.m. The school buildings open at 8:35
a.m. (the Student Center will open at 7:30 a.m.) and all students are expected to be at the School by 8:45 a.m. to allow
time to put away books and other personal belongings before class. Students must remain on campus from the time
they are dropped off in the morning until they depart campus for the final time that day (exception: seniors may
leave campus during the designated lunch period). Students should be picked up from school no later than 5:00 p.m.
unless they are engaged in a school-related function.
GUIDE FOR ACADEMICS AND STUDENT LIFE | 7
FAC U LT Y AN D STA FF
leyla m. aponte, m.d.
Science
University of Puerto Rico, B.A.
Ponce School of Medicine, Puerto Rico, M.D.
carl c. carlson
Director of the Upper School
Wesleyan University, B.A.
Harvard University Graduate School of Education, Ed.M.
lynn d. ashworth
Arts
Savannah College of Art and Design, M.A.
Virginia Commonwealth University, School of the Arts, B.F.A.
santiago l. carreño
Foreign and Classical Languages
University of Morelos (Mexico), B.A.
michelle t. bahtic
English
University of South Florida, B.A, M.A.
m. john bamford
English
Harvard University, B.A.
New School for Social Research, M.A.
harold bono
Custodian
lindsay l. bowman
Assistant Director of Development
Dickinson College, B.A.
robert w. bradshaw
History and the Social Sciences
Yale University, B.A.
Temple University, J.D.
kimberly b. cates
Marketing and Publications Manager
Emporia State University, B.A.
virginia r. chapman
Science
Gettysburg College, B.A.
University of Tampa, M.Ed.
michael p. circle
Facilities Manager
ryan j. clements
English
State University of New York, College at Oswego, B.S.
d. michele cole
School Counselor
Cornerstone University, B.A.
Liberty University, M.A.
andy v. bricker
Physical Education
Campbell University, B.S.
david j. couchman
Director of Database Management
University of Florida, B.F.A.
Tulane University, M.F.A.
laura m. bridges-pereira
Foreign and Classical Languages
Virginia Commonwealth University, B.A.
Pennsylvania State University, M.A.
stacey l. cummins
Mathematics, Yearbook, Arts
University of Tampa, B.S.
University of South Florida, M.A.
ryan w. buchanan, ‘00
Arts
Full Sail University, B.S.
martha m. deambrose
Arts
Arts Department Chair
Sigety Family Academic Chair
University of Tampa, B.A.
jessica l. calandra
Arts
University of Tampa, B.M.
katherine l. calvin
Science
University of Tampa, B.S., M.A.
stephanie a. cardillo
English
English Department Chair
Florida State University, B.S.
8 | GUIDE FOR ACADEMICS AND STUDENT LIFE
susan g. depatie
Director of Development
Albright College, B.A.
john n. detringo, iii
Mathematics, Middle School Athletic Director
SUNY at Potsdam, B.S., B.A.
FACU LTY AN D STA FF
patricia g. embry
Associate Director of the Middle School,
Mathematics
Mathematics Department Chair
University of South Florida, B.A., M.A.
i. enaye englenton
History and the Social Sciences
History and the Social Sciences Department Chair
Golden Gate University, B.A.
University of San Francisco, M.A.
w. dennis facciolo
Director of Admissions
University of Delaware, B.A.
Johns Hopkins University, M.L.A.
joseph r. fenlon
Director of the Middle School
University of Wisconsin at LaCrosse, B.S.
University of Tampa, M.Ed.
michael r. flynn
Athletic Director
Athletic and Physical Education Department Chair
Florida Southern College, B.S., M.Ed.
donna h. fowler
Mathematics
Colby College, B.A.
mike l. fowler
History and the Social Sciences
University of Arkansas, B.A.
frank j. fren
Facilities
mery garcia
Custodian
manuela garcía luque
Foreign and Classical Languages
Rollins College, B.S.
Universtiy of South Florida, M.A.
stephen f. garrett
Business Manager
University of Massachusetts, B.S., C.P.A.
dominick j. giombetti
English
University of Miami, B.S.
kerri-ann grosso
Science
The College of William and Mary, B.S.
Texas A&M University, M.S.
benjamin t. hall
Science
Brigham Young University, B.S.
University of Florida, Ph.D.
lisa m. harman
History and the Social Sciences
Dickinson College, B.A.
rosa b. harwell
Mathematics
University of South Florida, B.A.
katrina m. hehn
Communications Coordinator
Stetson University, B.B.A.
adrian j. hendrix
Mathematics
Indiana University, B.S.
andrew c. hill
History and the Social Sciences, Journalism
University of Montana, B.A.
mary beth hill
Foreign and Classical Languages
University of Richmond, B.A.
kimberly j. hitzel
History and the Social Sciences
University of South Florida, B.S.
carole s. holway
Media Specialist
University of Tampa, B.A.
University of South Florida, M.A.
tamra d. honegger
Associate Director of Admissions, Director of Financial Aid,
Director of Summer Programs
Eastern Illinois University, B.S.
nancy m. horbert
Assistant Business Manager, Human Resource Manager
University of South Carolina, A.A.
andrew d. hoy
Arts
University of South Florida, B.M., M.A.
chris s. hughes
Facilities
kim m. jago, ‘81
History and the Social Sciences
University of the South, B.A.
University of South Florida, M.A.
GUIDE FOR ACADEMICS AND STUDENT LIFE | 9
FAC U LT Y AN D STA FF
eugene r. jalbert
Mathematics
Sigety Family Academic Chair
Boston College, B.A., M.A.
christine d. jisha
Dean of Students
Skidmore College, B.A.
University of Virginia, M.Ed.
bradley p. kaczmarski
Physical Education, Weight Room Supervisor
Southern Illinois University, B.S.
andrew j. liss-noda
English, History and the Social Sciences
Manhattanville College, B.A.
Monmouth University, M.A.
University of Pennsylvania, M.Ed.
sarah r. lonetto
English
Sigety Family Academic Chair
Florida State University, B.A, M.S.
carmen lorente
Custodian
jennifer l. keller
Mathematics
University of South Florida, B.A.
christopher a. maraghy
Science
Eckerd College, B.S.
john e. kelly, iv
Pool Technician
Indiana University of Pennsylvania, B.S.
marjorie s. mcduffie
English
University of South Florida, B.A.
robin p. kennedy
Director of Communication and Alumni Relations
University of Tampa, B.A.
linda h. kranc
Science
Kalamazoo College, B.A.
Florida State University, Ph.D.
susana f. ladd
Receptionist
University of South Florida, B.A.
nöel h. monea
English
Calvin College, B.A.
suzanne l. morrow
Science
University of South Florida, B.S., M.A.
donald d. morrison, ‘86
Dean of Faculty, History and the Social Sciences
Haverford College, B.A.
University of Victoria (Canada), M.A.
Columbia University, Teachers College, M.Ed.
sean e. lake
Foreign and Classical Languages
Boston University, B.A.
Fordham University, Ph.D.
tara b. nelan
Assistant Director of College Counseling
University of South Florida, B.A.
Florida Atlantic University, M.Ed.
suzanne lassacher '85
Student Technology Support Coordinator
Universita di Firenze, B.A.
Montana State University, M.S.
latonigi c. nembhard
Security
david lemuel
Custodian
chad m. lewis
Director of Technology
Ohio State University, B.A.
Western Governors University, M.B.A.
victoria g. lewis
Technology Integration Specialist
Karelian State Pedagogical University (Russia) B.A., M.Ed
Western Governors University, M.Ed.
10 | GUIDE FOR ACADEMICS AND STUDENT LIFE
celia nuFLO
Custodian
barry r. parks
History and the Social Sciences, Mathematics
University of South Florida, B.A., B.S., M.A
alfredo a. p. pereira
Foreign and Classical Languages
Universidade Novade Lisboa, B.S.
Universidade de Granada, M.A.
felix e. perez
Custodian
FACU LTY AN D STA FF
stacia a. perry-eaton
Science
Science Department Chair
University of Miami, B.S.
andrea r. seymore
Assistant to the Director of Facilities
University of Tampa, B.A.
john h. phelps, jr.
Director of Security
Leary Institute, A.A.
holly a. smiekel ‘93
Foreign and Classical Languages
Foreign and Classical Languages Department Chair
University of Georgia, B.S.
kevin m. plummer
Head of School
Colby College, B.A.
Columbia University, Teachers College, M.A.
douglas a. smith
History and the Social Sciences
University of Maryland, B.A.
Cleveland-Marshall College of Law, J.D.
k. k. quah
Science
University of Wisconsin, B.S.
American Graduate School of International Management, M.B.A.
eric d. snow
Assistant Athletic Director
University of Tampa, B.S.
bruno a. quattrone
Physical Education
Ithaca College, B.S.
sherri l. queen
Foreign and Classical Languages,
History and the Social Sciences
University of Nebraska-Omaha, B.A.
Florida State University, M.A.
linda y. quinn
Assistant to the Director of Admissions
University of South Florida, B.S.
james d. riley
Mathematics
The Richard Stockton College of New Jersey, B.A.
University of Tampa, M.S.
meredith t. roberts
English
University of Tampa, B.A.
University of South Florida, M.A.T.
jody b. rodriguez
Registrar, Assistant to the Director of College Counseling
Emory University, B.A.
University of Tennessee, M.A.
melanie l. rodriguez
Assistant to the Business Manager,
Assistant to the Human Resource Manager
University of South Florida, B.A.
julia l. roper
Foreign and Classical Languages,
History and the Social Sciences
Wellesley College, B.A.
ivan sosa
Custodian
kimberly a. souza
Assistant to the Director of the Middle School
University of Florida, B.S.
jillian m. stanton
Assistant to the Head of School,
Global Studies Coordinator, International Student Support
College of New Jersey, B.A., B.S.
kristy j. steel
Assistant to the Director of the Upper School
University of Florida, B.S.
andrew r. sufficool
Physical Education, Science, Athletic Trainer
Catawba College, B.S.
University of South Florida, M.A.
jean r. wall
Director of College Counseling
California State Polytechnic University, B.A.
California State University, M.S.
bonnie s. warfel
Assistant to the Director of Development
w. scott warfel
Arts
Eckerd College, B.A.
c. brian williams
Mathematics, Science
University of Southampton (England), B.S., Ph.D.
GUIDE FOR ACADEMICS AND STUDENT LIFE | 11
ACAD E M IC I N FO R M ATI O N A N D POLI C I E S
Tampa Prep has always offered a demanding college preparatory curriculum that has encouraged its students to
perform well in the most competitive of college environments. The School realizes, however, that education goes well
beyond a simple preparation for college and incorporates the education of the whole child—encouraging each to
discover, develop and maximize his or her inner strengths and capacities.
Tampa Prep’s curriculum allows opportunity for individual growth, independent research and some subject
specialization. To ensure that it does this most effectively, the School’s curriculum, using as its minimum standards
the guidelines published by the Florida Council of Independent Schools, is reviewed annually by the Curriculum
Committee and Head of School and is updated according to current needs. Changes in the curriculum will be reflected
in the Course Description section of this handbook.
Tampa Prep strongly believes in the sanctity and standards of its most important community values and norms. Among
these values and norms are: Academic Honesty and Integrity, Artistic Integrity, Athletic Integrity, an appreciation for
diversity and acceptance, a community free from harassment, a drug and alcohol-free campus and adherence to the
policies and procedures of Tampa Preparatory School.
In 2009, the following Honor Code was developed and adopted:
the honor code: a commitment to honor
As a member of the Tampa Prep Community, I am responsible for upholding and promoting honesty, trust,
respect and fairness in all venues of school life. I pledge to maintain personal and academic integrity and
support it in others. I solemnly promise to uphold my commitment to honor this code.
HONORS ATTITUDE
Tampa Prep encourages each student to develop an “honors
attitude,” which is reflected in all areas—academic, social,
physical, and moral. The School strongly believes that an
honors attitude is important for all students, regardless of
their level of aptitude. Students who aspire to an “honors
attitude” may look to the following as a model:
Seriousness of purpose. A student with an honors attitude tries to produce the best work that he or she can.
When confused about an academic matter, or when missing a class, a student with an honors attitude takes responsibility for successfully learning or producing the
required material.
Class contributions. A student with an honors attitude
contributes to a positive learning environment through
class discussion, attentive listening, well-planned
oral reports, cooperative group work, and thorough
preparation for class.
Effective management of course requirements. A student
with an honors attitude manages time wisely to keep track
of and meet deadlines and produces his or her best work by
devoting sufficient time to homework and study.
Emotional maturity. As appropriate to the grade level, a
student with an honors attitude discusses controversial or
challenging ideas with emotional maturity. Such a student
also strives for excellence in all assignments, even those
which may be of less personal interest.
Academic integrity. A student with an honors attitude
takes responsibility for his or her learning, completes
in-class and out-of-class assignments according to the
12 | GUIDE FOR ACADEMICS AND STUDENT LIFE
Honor Code, and works cooperatively and respectfully
with teachers and other students.
ACADEMIC INTEGRITY
Education presupposes a context in which honesty is a
cardinal virtue. Truthfulness, respect of work and integrity
are fundamental expectations for academic integrity and to
the Honor Code. Departure from this standard constitutes a
violation of the School Honor Code and causes the student to
be liable for major disciplinary action.
All homework, tests, quizzes, examinations and papers are
written under the Honor Code.
EXAMPLES OF ACADEMIC DISHONESTY
Actions that fall below the expectations of trust, honesty,
respect and fairness, as established by the Honor Code, will
also constitute a violation of the Honor Code and result in
disciplinary action. Examples include, but are not limited to:
• Lying.
• Using notes, calculator memory, or other unauthorized
aids in a quiz, test, examination or paper, or copying from
or being influenced by another student’s work.
• Giving unauthorized aid to another student: allowing
another student to copy or use one’s test paper, homework,
or notebook, or giving answers to tests or quizzes.
• Using a cell phone or any unauthorized electronic device
during a quiz or examination.
• Obtaining help on homework or on take-home tests that
is beyond the limit specified by the teacher.
• Plagiarizing: presenting work as one’s own, in part or full
from some other source (be it published work, a parent,
another student’s work, an Internet site, Spark Notes, or
any similar aid).
ACADE MI C I N FORMATI ON AN D POL IC I ES
AVOIDING PLAGIARISM
In most written work, one can avoid the charge of plagiarism
or unauthorized aid by acknowledging sources in the
following ways:
• Formal footnoting – many guides are available; consult
your M.L.A. handbook section 1.6;
• Formal or informal bibliography – listing at the end of the
paper any sources you have consulted while writing;
• Internal citation – giving credit in your text to the original
source for a direct quotation or paraphrase (restating the
text in another form or in other words);
• Checking with your class teacher when in doubt.
DISCIPLINARY ACTION FOR ACADEMIC DISHONESTY
Academic honesty violations will be addressed by the Dean
of Students and/or administration directly. Major violations,
as determined by the administration, will be referred to the
Conduct Review Board for assessment and recommendation.
In all cases (minor and major violations), disciplinary action
will be determined by the severity of the infraction, the
student’s prior record of similar violations, and the student’s
cooperation and honesty in the investigatory process.
Penalties for Honor Code violations may include one or more
of the following:
• An “F” on the test, quiz, examination or paper in which
the violation occurred.
• Lowering of the student’s final grade.
• Failure in the course involved.
• Suspension from School.
• Expulsion from School.
Students who are suspended for Honor Code violations will
be required to make up all academic work missed while on
suspension. The student will have a one letter level reduction
(i.e., B to B-) of their semester pre-exam average in all classes.
TAMPA PREP GRADING OVERVIEW
Grades and comments will be issued to parents four times
a year, at the middle and end of each semester. Parents are
encouraged to discuss their student’s progress with the
student’s advisor. Should further concern arise, appointments
should be made with Mr. Fenlon (for Grades 6, 7, 8) or Mrs.
Jisha (Grade 9), Ms. Nelan (Grade 10), Mr. Morrison (Grade 11),
or Mrs. Wall (Grade 12). In addition, teachers and advisors
are encouraged to communicate with parents regarding
overall school performance.
TAMPA PREP UNWEIGHTED GRADE SCALE
LETTER POINTS GPA
LETTER POINTSGPA
A+
97-100 4.33
C+
77-79 2.33
A
93-96 4.00
C
73-76 2.00
A-
90-92 3.67
C-
70-72 1.67
B+
87-89 3.33
D+
67-69 1.33
B
83-86 3.00
D
63-66 1.00
B-
80-82 2.67
D-
60-62 0.67
F
<60
0.00
CLASS RANK
Because of the highly academic nature of the School, Tampa
Prep does not rank students numerically. Instead, the School
reports individual grade point averages to colleges.
HEAD’S LIST
Those students who have an unweighted average of A- (3.67)
or higher (no rounding) each semester attain the Head’s List.
In the Middle School, PE class are not included in calculations
for Head’s List candidacy.
HONORS LIST
Those students who have an unweighted average of B (3.0) or
higher (no rounding) each semester attain the Honors List. In
the Middle School, PE class are not included in calculations for
Honors List candidacy.
CREDITS
A passing average at the end of each semester earns a student
one-half credit for each semester of a year-long course and
one-half credit for a one semester course. No fractional credit
is awarded for partial completion of courses.
GRADE POINT AVERAGE (GPA)
The unweighted and weighted cumulative Grade Point
Average (GPA) is calculated using semester grades beginning
with the freshman year and includes only courses taken in
grades 9 through 12. In order to determine a weighted GPA,
the following points are added to the unweighted GPA of these
classes:
• Honors (H) courses: 0.5 points
• Advanced Honors (ADV) courses: 0.75 points
• Advanced Placement (AP) courses: 1.0 points
• College Placement (CP) courses are not weighted
UPPER SCHOOL ADD/DROP POLICY
FIRST FIVE DAYS OF COURSE WORK
During the first five days of a new course’s work, changing
sections requires the student’s and relevant teachers’
signatures. All other changes require these signatures plus
the advisor’s signature. Seniors are the exception: they must
always also obtain the signatures of the Director of the Upper
School and the Director of College Counseling.
AFTER THE FIRST FIVE SCHOOL DAYS
After the first five days of a new course’s work:
a. The student’s, teacher’s, advisor’s, and parent’s/
legal guardian’s signatures are always required. Seniors
must also obtain the Upper School Director’s and the
College Counselor’s signature.
b. Changing teachers of the same course also requires the Dean of Faculty’s signature.
c. Switching from one level of a discipline to another level of the same discipline (for example, Spanish 2 to
Spanish 1) also requires the signatures of the Division
Director.
GUIDE FOR ACADEMICS AND STUDENT LIFE | 13
ACAD E M IC I N FO R M ATI O N A N D POLI C I E S
DEADLINES FOR DROPPING CLASSES
Classes may be dropped without penalty within five school
days after the School posts mid-semester grade updates.
Transcripts of classes dropped after these dates and through
either November 15 or April 15 will indicate that the student
has “withdrawn passing” or “withdrawn failing.” Classes may
not be dropped after either November 15 in the first semester
or April 15th in the second semester.
(Revised 7-13)
Seniors who drop classes are responsible for notifying the
colleges to which they have applied if those colleges already
possess the seniors’ transcripts.
DEADLINE FOR ADDING CLASSES
No class, other than a class comparable to one in a student’s
current schedule, may be added after its 12th meeting.
TRANSFER DEADLINES AND GRADE TRANSFER POLICIES
BETWEEN COMPARABLE CLASSES
If students transfer from one level of a comparable course to
another (i.e. classes with decidedly similar content but taught
at different academic levels, such as AP US History and US
History Honors, or Algebra 2 Advanced Honors and Algebra
2 Honors) as late as two weeks after mid-semester reports
are sent home, then the only grades transferred from one
class to another are those assessments for material shared in
common by the two courses. These grades are agreed upon
through conversations with the two corresponding teachers.
After two weeks beyond the date when mid-semester reports
are mailed, all grades are transferred from one comparable
course to another. Students may not transfer from one
comparable class to another after November 15 or April 15
of each semester. Should questions arise, the corresponding
Division Director will determine whether one course is
comparable to another.
MAKE-UP WORK
Any student switching into a class already in progress may be
asked to make up all significant work (i.e., required reading,
tests, papers, projects, labs, reports, etc.) assigned before his
or her transfer. This work should be completed according to
a calendar agreed upon by the student and teacher. In certain
situations, the Division Director may mitigate the amount of
work to be made up.
OTHER ACADEMIC POLICIES
POLICY FOR MAJOR ASSIGNMENTS
1. Schedule with Division Directors. To distribute
student work loads and school resources as effectively
as possible, the Middle School Director coordinates
and approves all Middle School major assignment due
dates and the Upper School Director coordinates and
approves all Upper School major assignment due dates.
2. Identify as “major.” “Major assignments” are those
that require substantial extra and extended time and
independent work. Examples: Grade 11 Synthesis
14 | GUIDE FOR ACADEMICS AND STUDENT LIFE
Project, Middle School Portfolio Presentation,
research papers, etc. Teachers designate relevant
assignments as “major” and make certain that all
students understand their designation at the time the
assignments are made.
3. Collect at 8:50 a.m. To discourage students from
missing school to complete homework, all major
assignments are due at 8:50 a.m. Teachers make their
major assignments due on Mondays.
4. Grade Reduction if late. If a student is absent on the
due date of a major paper, project, or report, he or she
must send the assignment to school with someone else.
Major assignments not received by 8:50 a.m. on the
due date are automatically turned in to the Division
Director who will determine a grade penalty.
NUMBER AND VARIETY OF TESTS
To help students perform well academically, teachers should
do their best to schedule tests so that students have no
more than two tests in one day. Students who are unable to
rearrange to no more than two tests should see the Director
of the Middle School (MS) or the Director of the Upper School
(US). To help students maintain academic integrity, teachers
of multiple sections of the same course are encouraged to
vary their tests and quizzes when all sections do not take the
test on the same day.
TESTS AND MAJOR ASSIGNMENTS BEFORE EXAMS
To ensure quality evaluation and optimum benefit for exam
preparation, all major assignments must be due no later than
two weeks before the start of exams. Unless pre-approved
by the Division Directors, feedback and grades for all but
the smallest quizzes and homework assignments must be
collected from and returned to students at least five school
days before exams begin.
EXAMS
With rare exceptions, Tampa Prep classes include exams.
These are weighted 25% of the semester’s total grade. Two
hour exams are administered over a three-hour period at
the end of each semester. Arts performances are considered
exams.
Seniors who have more than eight unexcused absences from
any class during the second semester will be required to take
the second semester final examination and be required to
attend all meetings for that class prior to the final exam.
EXEMPTION FROM EXAMS
With few exceptions, courses must conclude with a
two-hour final examination during finals week. In the
following situations, however, students may be excused
from taking certain exams:
1. Second semester juniors and first semester seniors
are exempt from their semester final exams if their
pre-exam average is an A+. This policy does not apply
ACADE MI C I N FORMATI ON AN D POL IC I ES
to Arts courses.
2. AP students who maintain at least a B- average in the
AP course, who miss no more than eight of the AP
course’s second-semester classes, and who take the
course’s AP exam.
3. First semester seniors with a pre-exam average of
an A or above in an AP class, who do not have more
than six absences in the semester. The absence caveat
can be waived by appealing to the instructor and the
Upper School Director.
4. Seniors who participate in the Internship Program are
exempt from all second semester final exams. They must, however, take an exam in any semester
class they are failing.
(Revised 7-13)
ARTS EXAMS
Arts major performances are considered exams. All Arts
faculty will notify their students of these dates during the
first week of classes.
INCLUDING OTHER ASSESSMENTS AS PART OF AN EXAM
Other culminating requirements such as class presentations,
term papers, oral examinations and projects may be
considered a portion of a course’s examination grade. Whether
simply a two-hour final or a multi-faceted assessment which
incorporates a final with other culminating assignments,
the total exam grade equals one-quarter of the student’s
semester grade.
OPEN BOOK EXAMS
Open book exams may be given if 1) logistically their
administration site can be isolated from other exam sites and
2) the Division Director approves the teacher’s request to
give such an exam.
REPEATED COURSES
Students may repeat a class in Tampa Prep’s Summer School or
during the next school year. Upon completion of the repeated
course, the grade of the first class is deleted from the student’s
official school transcript and replaced with the new grade if
higher. If not higher, then the original grade will remain. Please
note: Tampa Prep grades will not be replaced with grades
earned at any other academic institution.
The following Repeated Courses policy applies to grades
received during and after the 2012 - 2013 academic year:
Students may only repeat a class at Tampa Prep during the
following periods: 1) During the summer after the class
was first completed; 2) During the subsequent school year;
3) During the second summer after the course was first
completed. Upon completion of the repeated course, the
grade of the first class is deleted from the student’s official
school transcript and replaced with the new grade if higher.
If not higher, then the original grade will remain. Courses
with grades of B- or higher may not be replaced. Please note:
Tampa Prep grades will not be replaced with grades earned at
any other academic institution.
EXTRA HELP
With minor exceptions, faculty members are available in their
classroom for extra help from 3:30-4:15 p.m. each day and
at other times during the day as designated by the teacher.
Students may be required by faculty to attend these sessions.
In addition, faculty may make some time available each week
in the classroom for review and for working individually with
students. Students who have teachers who coach need to
make special arrangements for extra help sessions. Coaches
will ensure that they are available at least one afternoon per
week and other mutually agreed upon times.
National Honor Society members volunteer as tutors for other
students during the school day. Appointments with these
students should be made through the National Honor Society
Advisor. Students should seek help from their teachers before
seeking student tutors.
The Writing Center, staffed by selected juniors and seniors,
is located in room 3004 and is staffed daily from 3:30-4:15
p.m. Students may sign up for appointments on the third
floor bulletin board.
TESTS AND WORK MISSED DUE TO ABSENCE
All missed or due quizzes, tests, labs, and assignments must
be completed and turned in on the day the student returns
to school, even if that student’s class does not meet that day
or if that student arrives at school after that class has met.
Teachers may penalize assignments received beyond their
due dates according to individual teachers’ policies. Under
extenuating circumstances such as prolonged absences or
religious holidays (see below), students must complete and
turn in assignments within five school days of returning to
school. No work should be accepted for credit beyond that
time unless approved by the appropriate Division Director.
Refer to “Policy for Major Assignments” as well.
TUTORING
Tutoring may be appropriate when students need special,
continuing individualized assistance, but it should be
considered only after the teacher has provided extensive
extra help. Teachers should consult with the Division Director
before pursuing tutoring options or recommendations.
Tampa Prep faculty may not tutor or give private athletic
coaching to Tampa Prep students for pay.
INCOMPLETE GRADES
If a student has not completed all work for a grading period,
his or her comment form may include an expected date of
completion. If more make-up time is needed, the teacher
should arrange a make-up schedule with the advisor and
Division Director.
RELIGIOUS HOLIDAYS
Religious holidays are not formally recognized on the Tampa
Prep calendar. In setting the academic calendar for each
year, conflicts with holidays that involve many Tampa Prep
GUIDE FOR ACADEMICS AND STUDENT LIFE | 15
ACAD E M IC I N FO R M ATI O N A N D POLI C I E S
students, faculty, and staff are avoided. In consideration of
their significance for many students, no examinations may
be given either on the day of or the calendar day after the
religious holidays listed below.
The following are dates of religious holidays for the 2013-14
school year:
Eid-al-Fitr – August 8, 2013
Rosh Hashanah – September 5, 6, 2013
Yom Kippur – September 14, 2013
Eid-al-Adha – October 15, 2013
First Day of Passover – April 15, 2014
Good Friday – April 18, 2014
Easter – April 20, 2014
Tampa Prep recognizes that there are other religious holidays
that are of importance to the school community. These include
but are not limited to Hannukah, Sukkot, Ash Wednesday,
Passover, Shavout, Simchat Torah, Shemini-Atzerat and Ra’s
al-sana. Students who miss these days will be allowed to
make up all work and examinations in a timely fashion as
agreed to by teacher and student.
HOMEWORK OVER THANKSGIVING/SPRING BREAK
No homework is to be assigned over Spring Break. No
assignments can be due on the day of return from Spring Break.
No major projects can be due during the first week back from
Spring Break. The above policy is also strongly recommended
for the Thanksgiving Break, but is left to the discretion of the
teacher.
UPPER SCHOOL FIELD TRIPS AFTER SPRING BREAK
With the exception of set days on the School Calendar, there
will be no Upper School field trips after Spring Break save for
“unique opportunities” that must be approved by the Curriculum
Committee. This policy only applies to those field trips that
require students to miss a class other than the one involving the
field trip.
CALCULATOR POLICY
Scientific calculators may be used throughout the Science and
Mathematics curriculum at the discretion of the instructor. A
calculator application on the iPad may often be appropriate.
However, in testing situations students will be required
to bring their own TI-35 scientific calculator. In advanced
classes, a TI-84 graphing calculator may be required. Use of
more advanced calculators such as the TI-89 and TI-92 are
prohibited. (Revised 7-13)
POLICY FOR ENGLISH
AS A SECOND LANGUAGE (ESL) STUDENTS
1. As individual teachers deem appropriate, they may be flexible with the assessment of assignments for ESL students as a way to facilitate these students’ efforts to master material.
2. Ultimately, however, Tampa Prep’s ESL students 16 | GUIDE FOR ACADEMICS AND STUDENT LIFE
3. are to be held to the same academic standard on their transcripts as all other Tampa Prep students. For instance, on the transcript a teacher’s “B” should represent the same level of academic accomplishment for ESL and native-English speaking students alike.
Tampa Prep’s teachers are not required to provide any more out-of-class help to ESL students than they would to native-English speaking students.
ACADEMIC PROBATION
Any student who earns two D’s or one F, or worse, in any
semester will be placed on Academic Probation for the next
semester. Each student on Academic Probation may meet
within two weeks of the release of grades with his or her
Academic Probation Advisory Committee (APAC) to discuss
definite actions to help the student improve his or her
academic performance (unless a parent/teacher conference
was previously held). These actions may include, but are
not restricted to, extra help, tutoring, diagnostic testing,
counseling, removing school privileges, and suspending
school activities (clubs, arts, sports). A letter will be sent
home informing each student and parent(s) of the student’s
probationary status.
Each student’s progress will be monitored closely by the
Division Director and the Advisor.
At other intervals
during the semester, the student will meet with the Division
Director, Dean of Faculty, Dean of Students, or the Advisor, and
as needed, specific teachers. The results of these meetings
will be communicated to parents. The number of follow-up
meetings will be determined by the Division Director and
Advisor.
Students on Academic Probation who earn improved grades
(no more than one D) for the next semester will be removed
from Academic Probation. Any student remaining on
probation for the next semester may be subject to separation
from the school. The Head of School or Division Director
will inform the parent(s) and the student of the School’s final
decision.
NOTE:
1. The determination of Academic Probation status relies only on semester grades, not cumulative grades.
2. Tampa Prep Summer School grades may be used to replace grades. The new grade (following Summer School) may remove the student from Academic Probation.
APAC COMPOSITION
The Academic Probation Advisory Committee is comprised of
the student’s:
1. Grade level administrator
2. Advisor
ACADE MI C I N FORMATI ON AN D POL IC I ES
3. School Counselor (as needed) and
4. Teachers
ACADEMIC POLICY FOR SUSPENDED STUDENTS
1. Suspended students must make up all academic work
missed while serving the suspension;
2. Teachers must give that work full academic credit;
3. Students suspended for academic honor violations
will receive a one grade level drop in all classes for their
pre-exam average (i.e B to B-).
ACADEMIC LEVELS OF COURSES
COLLEGE PREP COURSES
Selected courses at Tampa Prep are taught at the College Prep
level. These classes prepare students for college coursework
while reducing the pace and rigor of the topics covered.
HONORS COURSES
Most classes at Tampa Prep are taught at an honors level
appropriate to the grade or level of the course.
ADVANCED HONORS COURSES
Advanced Algebra 2, Advanced Precalculus, Calculus,
Chemistry 2, Physics 2, Advanced Spanish 3, Spanish 4 and
French 4 are designated as “Advanced Honors” classes and
require academic dedication beyond those necessary for
success at the Honors level. (Revised 7-13)
ADVANCED PLACEMENT COURSES
Tampa Prep offers a wide selection of Advanced Placement
courses for students who wish to engage in college-level
study while still in high school. These courses demand time,
study, and specialized abilities above the normal rigors of the
School’s other classes. Therefore, students wishing to enroll
in more than three AP courses for any one year must obtain
permission from the Upper School Director.
Admission to AP classes requires the permission of the
courses’ instructors, who base their decisions on teacher
recommendations and past academic performances in the
relevant discipline. The Upper School Director has the final
say in all AP placements.
AP STUDENT QUALIFICATIONS
Strong candidates for AP courses typically possess the
following qualities:
Intellectual interest. Strong AP candidates display an
intellectual curiosity and motivation for the subject matter
of the course beyond merely meeting grade requirements.
Strong skills. Strong AP candidates should not require
basic level work in reading, writing, vocabulary, or
computation. AP courses focus on subject matter and
higher level skills.
Developed capacity for abstract thinking. Strong AP
candidates should be able to move beyond the literal
or concrete level of thinking and reading to cope with
abstraction, implication, discovery, metaphor, irony,
and similar secondary levels of meaning. Strong AP
candidates should be able to analyze coherently and to
draw supportable conclusions from facts and data.
AP teachers require prospective students to indicate written
interest in taking future AP courses. While teachers may use
slightly different methods for determining an AP class roster,
using the parameters listed above, these teachers generally
consult with colleagues, refer to student transcripts and may
even speak with students before making decisions on course
suitability.
AP EXAM POLICY
Faculty have the prerogative to admit students selectively
into AP classes based on prior academic performance and
“honors attitude.” Therefore, each teacher establishes his/
her own policy as to whether students must take the College
Board’s Advanced Placement exam. All AP students who
maintain at least a B- average in the AP course, who miss no
more than eight of the AP course’s second semester classes,
and who take the College Board AP exam, are exempt from
the course’s final exam.
If a student does not take an AP exam for a course that
mandates the taking of the exam, then the student will be
required to take an alternative assessment as deemed by
the instructor. While it is suggested that the alternative
assessment be a final exam, if it is not, then the assessment
must be comparable in nature to a final exam.
If a student is taking an AP exam, he/she may be excused
from classes (or internship) on the half-day prior to the
exam. Arrangements to make up missed work must be made
in advance with the teachers whose classes are missed.
Students who take an exam in the morning are expected to
attend afternoon classes (or internship).
Students who are taking an AP exam but are not enrolled in
that exam’s AP class must take the final exam for their non-AP
course, unless they are second semester juniors with a grade
of A+. (see Exemption from Exams Policy)
OPPORTUNITIES FOR ACCELERATED STUDY
CRITERIA TO ADVANCE TO PRE-ALGEBRA IN THE SIXTH GRADE
A student who would like to be considered for advancement
must: achieve an ERB Percentile of 90% in Quantitative
Reasoning and Mathematics 1 & 2 using the Independent
Norms; maintain a mathematics average of A+ during the
current year; receive the recommendation of all current
teachers; maintain exemplary grades in all classes; complete
the Pre-Algebra Placement Test with a score no lower than a
B+; meet with a Middle School member of the Mathematics
Department to discuss long range goals in mathematics; and
gain approval of Middle School Director and Mathematics
Department Chair.
GUIDE FOR ACADEMICS AND STUDENT LIFE | 17
ACAD E M IC I N FO R M ATI O N A N D POLI C I E S
CRITERIA TO ADVANCE TO ALGEBRA I IN THE SEVENTH GRADE
A student who would like to be considered for advancement
must: achieve an ERB Percentile of 90% in Quantitative
Reasoning and Mathematics 1 & 2 using the Independent
Norms; maintain a mathematics average of A+ during the
current year; receive the recommendation of all current
teachers; maintain exemplary grades in all classes; complete
the Algebra Placement Test with a score no lower than a
B+; meet with a Middle School member of the Mathematics
Department to discuss long range goals in mathematics; and
gain approval of Middle School Director and Mathematics
Department Chair.
DOUBLED MATHEMATICS COURSES
Students with an A- average in Algebra 1 may enroll in
Geometry and Advanced Precalculus concurrently if they
receive the approval of the Algebra 1 instructor and the
Mathematics Department Chair. If either course’s average
drops below a B by the end of the semester, the student must
withdraw from the class with the lower grade.
Upon completion of Geometry, other mathematics courses may
be taken concurrently (for instance, Calculus and AP Statistics).
Approval by the instructor and Mathematics Department Chair
is required.
ADDITIONAL MATHEMATICS REQUIREMENTS
All Middle School students should have a B average for the
second semester in Algebra 1 in order to advance to Geometry.
In addition, any Algebra 1 student who intends to accelerate
his/her math during the summer must have a B average for
the second semester.
ADDITIONAL FOREIGN LANGUAGE REQUIREMENTS
All Middle School students must have a B- average or higher
for the second semester of their level 1B language course in
order to advance to level 2. In addition, a level 1B student
who wishes to accelerate over the summer by taking a level
2 course for the first time must have an A- or higher in their
level 1B course for the second semester.
TAMPA PREP SUMMER SCHOOL
Upper School students wishing to accelerate their studies
may choose from an assortment of academic courses in
Tampa Prep’s credit-granting Summer School. (Consult
the Summer Programs brochure or the Director of Summer
Programs for more details.) Such courses appear on the
Tampa Prep transcript and count toward the student’s GPA
and graduation requirements.
INDEPENDENT STUDY
On a limited basis, students may design an independent study
program with a faculty sponsor. All requests for independent
study must be approved by the Curriculum Committee in a
timely manner.
Petitions should be given to the Dean of Faculty and should
include 1) specific objectives; 2) methods and criteria for
18 | GUIDE FOR ACADEMICS AND STUDENT LIFE
assessment of learning; 3) meeting times; 4) a week-by-week
syllabus; and 5) as appropriate, a reading list.
CLASSES TAKEN ELSEWHERE
With prior permission, students who take classes outside
Tampa Prep may count these classes towards Tampa Prep
graduation requirements. Such courses’ grades will appear
on the students’ Tampa Prep transcripts and will be included
in GPA calculations. These grades, however, will not replace
Tampa Prep grades for the same course.
For a non-Tampa Prep course to be counted towards a
graduation requirement, students must meet all three of the
following criteria:
1. The Upper School Director must be petitioned by
submitting a “Registration For Non-Traditional
Classes” form (see Appendix) and his permission
received before the proposed study commences.
2. The course’s credit must be granted by the institution
at which the student received the academic
instruction.
3. The course must be taken at, and the credit granted
by, either a fully accredited four-year college or
university or an independent school approved by the
Upper School Director.
GLOBAL STUDIES CONCENTRATION AND
STEM CONCENTRATION
Tampa Prep offers two interdisciplinary programs for
rising tenth grade students: a Global Studies Concentration
for those who are passionate about international issues
and a STEM Concentration for those who relish the study
of science, technology, engineering and mathematics. Each
of these programs requires students to select classes from
a body of relevant coursework that lie at the heart of each
interdisciplinary focus. In addition, students must participate
in one of several extracurricular activities that complement
each program. Participants must also attend a manageable
selection of related events. The underlying goal of each
Concentration is to equip graduating students with a range
of experiences that prepare them for further opportunities
in these interdisciplinary fields, while also completing Tampa
Prep’s graduation requirements. Students who successfully
complete all requirements for a Concentration will be
recognized at graduation. Below, please find the details of
each Concentration:
GLOBAL STUDIES CONCENTRATION
Summary of requirements
1. Application and acceptance into the Concentration
2. Completion of the core curriculum
3. Completion of two additional Global Studies credits
4. Regular participation in an approved activity
5. Attendance of at least one Model United Nations
conference before graduation
6. Attendance of all planned on campus Global Studies
events and one off campus Global Studies event per
ACADE MI C I N FORMATI ON AN D POL IC I ES
semester
7. Hosting of an international student
8. Participation in at least one approved study/travel
abroad program
9. Completion of an approved culminating research project
10. A ll exceptions to these requirements must be approved
by the Global Studies Committee
1. Application
•• Rising tenth grade students must submit an application
by a pre-determined deadline to the Global Studies
Committee, stating their desire to participate in the
Concentration and agreeing to the terms of the program
2. Participating students must complete the following core
curriculum by graduation
•• History
▫▫ World History 1
▫▫ World History 2 or AP World History
▫▫ US History or AP US History
•• English
▫▫ English 9
▫▫ English 10
▫▫ English 11
▫▫ English 12
•• Languages
▫▫ Four-year minimum
▫▫ Can be three years in one language and one in a
second language, or four in the same language
3. Participating students must complete at least two credits
of these courses by the end of twelfth grade:
•• AP Art History (1.0)
•• Economics (1.0)
•• AP Economics (1.0)
•• AP European History (1.0)
•• Estudios Latinoamericanos (0.5)
•• Latin American Studies (0.5)
•• Francophone Studies (0.5)
•• Advanced French Conversation Through Film (0.5)
•• World Religions (0.5)
•• Contemporary Issues (0.5)
•• Cultural Anthropology (0.5)
•• Other courses approved by the Global Studies
Committee
4. Students must be a regular, yearly participant in one of
the following activities:
•• International Club
•• Environment Club
•• STAND
•• Model United Nations (M.U.N.)
•• A Tampa Prep foreign language club
•• Any additional club approved by the Global Studies
Committee
5. Students must attend at least one Model United Nations
conference before graduation
6. Students must attend all planned on campus Global
Studies events and one off campus Global Studies event
per semester
•• There will be a variety of offerings each semester
•• After each event students must submit an artifact from
the event (if off-campus) and a written reflection of the
event to the Global Studies Committee within five days
of attending the event
7. Students must host an international student at least once
during their Global Studies Concentration (by the end of
twelfth grade)
•• May be housing a Tampa Prep international student for
a semester or a year
•• May be a shorter-term hosting arrangement of a Tampa
Prep program
8. Students must participate in at least one approved
study/travel abroad program during their Global Studies
Concentration (by the end of twelfth grade)
•• Program must be a minimum ten days in length and
cultural in focus
▫▫ Any exceptions must be approved by the Global
Studies Committee
9. Students must complete a culminating Global Research
Project that is approved by the Global Studies Committee
•• Students must present their research in a public forum
10. Students are encouraged to pursue a global studies
oriented Senior Internship
(Revised 7-13)
STEM CONCENTRATION
Summary of requirements
1. Application and acceptance into the STEM Concentration
2. Completion of the core curriculum
3. Regular participation in an approved activity
4. Attendance of all planned on campus STEM events each
semester and one off campus STEM event per semester
5. Completion and presentation of an approved culminating
research project
6. Undertake a STEM-oriented Senior Internship
7. Maintain a minimum overall unweighted 3.0 GPA in STEM
courses
8. All exceptions to these requirements must be approved
by the STEM Committee
(Revised 7-13)
1. Application
•• Rising tenth grade students must submit an application
to the STEM Committee, stating their desire to
participate in the Concentration and agreeing to the
terms of the program
•• Applicants must at least be entering into Algebra 2 in
tenth grade
•• Applicants must have demonstrated a high level of
success and responsibility in prior math and science
classes
2. Participating students must complete the following core
curriculum by graduation
•• Math
▫▫ Algebra 1
▫▫ Geometry
▫▫ Advanced Algebra 2
▫▫ Advanced Precalculus
▫▫ Calculus or AP Calculus AB
GUIDE FOR ACADEMICS AND STUDENT LIFE | 19
ACA D E M IC I N FO R M ATI O N A N D POLI C I E S
•• Science
▫▫ Biology
▫▫ Chemistry or Chemistry 2
▫▫ Physics or Physics 2
▫▫ At least one AP science course
•• Engineering and Technology
▫▫ Introduction to Engineering Design
▫▫ Principles of Engineering
▫▫ Engineering Design and Development
•• Art
▫▫ At least one half-credit Visual Arts course
3. Students must be a regular, yearly participant in one of
the following activities
•• Robotics Club
•• Science Fair
•• Math League
•• Terrapin Programmers
•• Any additional activity approved by the STEM
Committee
4. Students must attend all planned on campus STEM
events each semester and one off campus STEM event
per semester
•• There will be a variety of offerings each semester
•• After each event students must submit an artifact
from the event (if off-campus) and a written reflection
of the event to the STEM Committee
5. Students must complete a culminating STEM Research
Project as part of the Engineering Design and
Development course
•• Students must present their research in a public forum
6. Students must pursue a STEM-oriented Senior Internship
(Revised 7-13)
Applications and deadlines for both of these programs are
available on Tampa Prep’s website. Any questions about
these Concentrations should be directed to Mr. Morrison or
Ms. Stanton.
HONOR SOCIETIES
CUM LAUDE
The Cum Laude Society was founded in 1906. Its purpose is
to promote learning and scholarship in secondary schools.
The presence of a Cum Laude chapter at Tampa Prep is an
indication that superior scholastic achievement is valued by
the School.
Students are inducted to the Society through the following
parameters. According to the Society’s guidelines, junior
membership cannot constitute more than 10% of the
eleventh grade class. Inductees are chosen based on a
student’s cumulative weighted GPA. If several students
with identical cumulative weighted GPAs drive this group
to exceed 10% of the Junior class, then the final selections
from the identical cumulative weighted GPA group are
determined by a student’s junior year weighted GPA. Juniors
must have attended Tampa Prep for at least the entire tenth
and eleventh grade. According to the Society’s guidelines,
senior induction may not constitute more than 20% of the
twelfth grade class, including those students inducted as
20 | GUIDE FOR ACADEMICS AND STUDENT LIFE
juniors. Qualified seniors are awarded membership upon
consideration of a student’s cumulative weighted GPA. If
several students with identical cumulative weighted GPA’s
drive this group to exceed 20% of the Senior class, then the
final selections from the identical cumulative weighted GPA
group are determined by a student’s Senior year weighted
GPA. Seniors must have attended Tampa Prep for at least the
entire eleventh and twelfth grade.
NATIONAL HONOR SOCIETY
The National Honor Society was founded in 1921 as an
organization for secondary schools, which recognizes and
encourages academic achievement, and develops other
characteristics essential to citizens in a democracy. These
ideals are scholarship, character, service, and leadership.
Students are inducted to the Society through the following
parameters. Sophomores, juniors and seniors with a
cumulative unweighted GPA of 3.0 are invited to submit an
activities sheet to the Faculty Council. The student lists those
things which he/she has done while in high school that show
leadership and service and that contribute to school and
community life. There is an induction ceremony in April for
successful candidates from all three classes, and for seniors
in December.
NATIONAL JUNIOR HONOR SOCIETY
The National Junior Honor Society recognizes students
who reflect outstanding accomplishments in the areas of
scholarship, character, leadership, citizenship, and service.
Eligible candidates are seventh or eighth grade students, who
have attended Tampa Prep for at least two semesters and
attained a cumulative grade point average of 3.0. Interested
candidates may submit an activities form to the Faculty
Council. The form lists their activities and accomplishments
during Middle School. The Faculty Council reviews the forms
along with teacher recommendations and invites qualifying
students to join the National Junior Honor Society. The
Induction Ceremony takes place in May.
REGISTRATION FOR CLASSES
MIDDLE SCHOOL
1. Review Middle School course requirements and
options.
2. Complete your course registration form and return it
to the Middle School Director.
UPPER SCHOOL
1.
2.
3.
4.
Review graduation requirements for Tampa Prep.
Review Florida Scholars Program requirements.
Review Florida state college admissions requirements.
With your Faculty Advisor, complete and/or revise
your Four-Year Plan. Include courses you have
completed, refresh your memory regarding courses
you intend to take, and monitor your progress toward
graduation and scholar requirements. Important
advice for ALL grades: Keep in mind that selective
DI SAB I LITI ES POL ICY
colleges and universities expect you to challenge
yourself with a demanding academic schedule in
secondary school. Tampa Prep advises you to plan a
high school career which challenges you according to
your own abilities.
5. Select your courses according to your Four-Year
Plan. The School reserves the right to add or delete
courses without notice due to such matters as class
enrollments.
6. Ask your parents to review your choices and to sign
your registration form. Then, return your registration
form to the designated administrator.
7. The Upper School Director and the Dean of Students
register all students new to the Upper School.
TAMPA PREP GRADUATION REQUIREMENTS
Entering freshmen must satisfactorily complete 22.5 credits to
graduate. Entering sophomores must earn a minimum of 15
credits to graduate, entering juniors 10 credits, and entering
seniors 5 credits.
department specific course requirements credits
English
English 9, English 10, English 11
4
and English 12 or AP English
Mathematics
Through Precalculus, Advanced
Precalculus or Prob/Stats
4
Science
Biology, year-long Chemistry 3
or Physics, one other
science credit other than an
Engineering-sequence course
History
World History 1, WH 2 or AP WH,
and U.S. or AP U.S. History
3
Arts
Choose from Dance, Digital Arts,
2
Music, Studio Arts and Theatre Arts
Other
Student’s Choice
Foreign Lang. Through the 3rd level of French, Spanish, or Latin
3
Physical Ed.
1.5
Physical Education, Health, one other semester course
TOTAL
2
22.5
(Revised 7-13)
DISABILITIES POLICY
PHILOSOPHY
Tampa Prep recognizes that students learn in different
ways and that sound teaching includes awareness of those
differences when designing lessons and assessments. Tampa
Prep also recognizes that students with mildly disabling
learning conditions may do well academically at our school.
When deemed appropriate, the School will offer such
students certain accommodations. Our goal is to help these
students to adjust to and to thrive in our demanding college
preparatory environment and, ideally, to overcome the need
for any accommodation. Tampa Prep may be unable to offer
accommodations in some circumstances.
SERVICES FOR STUDENTS WITH DISABILITIES
We understand that there may be circumstances when a
parent may request that the School provide an adjustment
or accommodation for a student’s medical needs or physical,
mental, or learning differences. As the range of requests
have grown over the years, the School believes that it is
appropriate at this time to outline the School’s policy and
general guidelines for addressing such requests.
GENERAL POLICY
In general, it is our School’s policy to provide accommodations
or adjustments for a student’s minor needs in circumstances
in which the administration determines, in its sole discretion,
that doing so is within the reasonable ability of the School
and/or its staff and will not result in an unacceptable
impairment to the rights of other students (or employees)
or a fundamental change to our educational environment or
mission. We also ask parents to realize that, given the size of
our school and our available resources, we may not be able
to provide all requested accommodations. To the extent we
agree to provide accommodations, we may require a sharing
of responsibility for the accommodation.
PROCESS FOR REQUEST AND DOCUMENTATION
For any type of accommodation (including administration
of medication at school), the parent must alert the School’s
Division Directors of the need. Tampa Prep reviews each
request for accommodation individually and follows an
established process to ensure consistent and fair treatment
of each student. The Division Directors will then advise the
parent of the type of medical documentation needed, which
generally will state the student’s diagnosis, how the condition
limits the student, the recommended accommodations,
and the length of time that the accommodation(s) will be
needed. In some situations, the documentation may include
a psycho-educational evaluation. The Division Directors
will communicate any appropriate accommodations to the
teachers and parents, and the list of accommodations will be
filed in the student’s permanent Tampa Prep record. Requests
for changes in the accommodations may come from the
student’s teachers or parents or from the School’s Counselor
or the consulting psychologist and should be presented to the
Division Directors.
Teachers who suspect that a student has an undiagnosed
learning disability may ask the Division Directors to grant
temporary accommodations in order to gain additional
information about how that student learns or performs on
assessments.
GUIDE FOR ACADEMICS AND STUDENT LIFE | 21
D I SA B I L ITI E S PO LI CY
RELEASE FOR COMMUNICATIONS WITH PHYSICIAN
Sometimes, the documentation received from the physician
may raise questions or be unclear as to the recommendations.
For that reason, the parent(s) must sign a Release of
Information form, permitting the School to contact the
medical professional, when necessary. In addition, if there
is any cost associated with the physician’s cooperation (i.e.,
to answer a set of questions submitted, etc.), the parent must
agree to bear the cost of such process.
ASSESSMENT OF REQUEST
Once the parent’s request and medical documentation has
been received by the School, appropriate persons within
the administration will meet with the parents to clarify
information and to discuss whether the School will be able
to implement the accommodation requested. In some cases,
the parent may be asked to provide (at the parent’s cost) any
special equipment needed, training for the school’s staff,
or other associated matters. In addition, the School may
advise the parent that the School will allow a particular
accommodation, but the full responsibility for doing so will
rest with the parent. For example, if the student needs to
be tested or have certain types of medicines administered
during the day that the School, Division Director, or Health
Coordinator believe are beyond the scope of the School’s
responsibility, the School may allow the parent to make
arrangements to visit the campus for the purpose of testing
and administering.
LIMITATIONS ON REQUESTS
Please understand that the School is not a medical facility
and does not have the personnel, training, or equipment to
handle certain types of medical procedures best left to the
student, parent, or physician. Examples of accommodations
made for students include appropriate classroom locations,
extended time on tests, use of computers, and/or dispensing
with medication through the Health Coordinator.
COMMONLY ASKED QUESTIONS
How does my child apply for accommodations at Tampa
Prep?
Any student with mildly disabling learning conditions
at Tampa Prep is eligible to receive certain academic
accommodations, provided the School has a current,
complete psychological evaluation of the student on file that
indicates a need for the accommodations or has received
approval for disabilities accommodations from The College
Board Services for Student Disabilities (SSD). Approval for
disabilities accommodations from The College Board also
permits disabilities accommodations on the PSAT/NMSQT,
the SAT, and the AP exams.
If my child has accommodations at Tampa Prep, does
that mean they automatically have accommodations for
the PSAT, SAT, and AP Tests?
No. The College Board recommends that SSD Student Eligibility
22 | GUIDE FOR ACADEMICS AND STUDENT LIFE
Forms be submitted at the conclusion of the students’ first
year in high school. An information and application packet
with an SSD Student Eligibility Form is available from the
College Counseling Office, the School’s counselor or the Upper
School Directors. Tampa Prep expects students who request
academic accommodations to apply for accommodations with
The College Board for PSAT, SAT, and AP testing.
Does Tampa Prep accept a student’s IEP or 504 Plan for
receiving accommodations?
School plans such as Individualized Education Program (IEP)
and 504 Plans are by themselves insufficient documents for
accommodation at Tampa Prep. The student’s documentation
for learning disability accommodation must:
1. State the specific disability as diagnosed.
2. Be no more than three years old for initial
qualification. Thereafter, a new or updated assessment
may be necessary to determine the current need
for accommodation if the existing documentation
is deemed outdated or if the student’s observed
performance indicates that significant changes
may have occurred since the last assessment was
conducted.
3. Describe the presenting problem(s), a diagnostic interview, and relevant educational, developmental,
and medical history.
4. Include comprehensive testing, the tests’ date(s),
and the actual test results with subtest scores from
measures of intelligence, cognitive ability, current
academic achievement, and information processing.
5. Include an interpretive summary which integrates
assessment data, background information,
observations of the student during the testing
situation, teacher observations and ratings,
evidence that the evaluator has ruled out alternative
explanations for academic problems, and the
current context. The summary also should indicate
how patterns in the student’s cognitive ability,
achievement, and information processing reflect the presence of a learning disability and
describe the student’s functional limitations resulting
from the disability, as supported by the test results.
6. Describe the specific recommended accommodations
and provide a rationale explaining how the
accommodations address the student’s functional
learning limitations.
7. Be conducted by a qualified professional and include
information about this person’s license or certification
and area of specialization.
Who is responsible for helping teachers implement student accommodations?
The general responsibility for helping teachers implement
the accommodations resides with the Division Directors and
the School Counselor. Teachers of students with learning
accommodations are informed about those students by the
EXPE R I E NTI AL LEAR N I NG AN D EXTE N DED TR I PS
Division Directors.
What are the responsibilities of students with accommodations?
Learning accommodations often require the student to
assume extra responsibilities, such as:
1. Personally arranging in advance with the teacher for test or quiz accommodations. When tardiness or absence from another academic or extra-curricular commitment is possible due to an accommodation, the student must discuss this possibility in advance with the faculty who may be affected.
2. Dependable fulfillment of all arrangements for accommodation, including punctuality to specially arranged accommodations and to any school commitments which may follow these
accommodations.
3. Impeccable integrity when taking a quiz or test before or after other students have done so, or when an accommodation otherwise makes unsanctioned assistance possible.
4. Complete adherence to school policies before, during, and after the accommodation.
What are some of the standard accommodations granted
at Tampa Prep?
Tampa Prep regards the following accommodations as
reasonable given its academic mission and may be granted to
students who have satisfied the School’s established approval
process.
• Extended time on specified subjects’ quizzes, tests,
and exams
• Word-processing on computer because of dysgraphia
• Photocopying another student’s notes
• Recording class lectures and discussions
• Supervised study after school
• Opportunity to clarify information and instructions
with teacher
• Preferential seating
• Preferential scheduling
• Laptop computer in class
• Low-stimulus test environment
• Alternative to scan-type answer sheets
EXPERIENTIAL LEARNING AND EXTENDED TRIPS
All grades at Tampa Prep extend education beyond the
traditional classroom. The goal is to deepen the student’s
appreciation for, and understanding of, academic studies and
to foster a deeper understanding of the self, the world, and
other people. Individual classes may use guest speakers,
take local field trips, role-play mock trials, or otherwise
incorporate non-traditional ways of learning. The following
programs, regardless of the student’s particular classes,
occur school-wide each year.
FIELD TRIP STANDARDS
Day and overnight field trips are part of the educational
process. It must be stressed, however, that only those
students who, in the administration’s sole discretion, have
demonstrated good conduct at school and school-sponsored
events will be permitted to attend. Proper behavior during
the trip continues to be of utmost importance. Parents of
any student who fail to follow the given guidelines will be
notified. In severe cases, the parent will be requested to
come and/or provide transportation home for the student. A
condition of a student’s or parent’s participation in any field
trip is the execution of the School’s standard Participation
Release. For any students whose parents have not executed
the release, the student will not be allowed to participate in
the field trip. Other arrangements will be made. Parents who
are interested in volunteering to assist on field trips must
have been cleared through the School’s criminal background
process. This process is for the protection of all students
and is not intended to hinder volunteerism or embarrass any
family. We sincerely hope that you understand our concern
for student safety and will willingly cooperate in this process.
MIDDLE SCHOOL
Sixth graders spend five days at Camp High Rocks in the
North Carolina mountains. Seventh graders culminate their
study of marine science in the Florida Keys. Eighth graders
visit Boston, Massachusetts to further enhance their study of
American History and American Literature.
UPPER SCHOOL
During the Orientation Period, freshmen, sophomore, and
senior classes engage in a variety of school-related activities.
These on and off-campus activities are designed to re-engage
students in school activities and experiential learning.
Prior to the beginning of Upper School classes, juniors spend
four days and three nights camping and hiking in Pisgah
National Forest in western North Carolina. The Junior Pisgah
Trip is a Tampa Prep graduation requirement.
Please note the Junior Pisgah Trip to Pisgah National Forest
is required of all juniors. Juniors choosing not to attend must
write a research paper (details upon request) to be submitted
before students will be allowed to begin classes for their
senior year.
SENIOR INTERNSHIP AND SERVICE PROGRAM
Most students spend the last three weeks of their senior
year participating in this Program. Seniors who do not elect
to participate in the Program remain in their classes and
take their courses’ exams with the rest of the School during
exam week. All seniors receive a comprehensive packet of
information, which includes the following rules:
•
•
Full Program participation is a minimum of seventy
(70) hours, Monday, May 5 to Thursday, May 22. Partial
participation, to be approved on a case by-case basis,
includes time spent in class.
Participants may conclude the following classes prior
GUIDE FOR ACADEMICS AND STUDENT LIFE | 23
EXPE R I E NTIA L LEA R N I N G A N D EXTE N DE D TR I PS
•
to beginning their internship: 1) non-AP courses and
2) AP courses for which an AP exam is not required. All
coursework for these classes must be completed before
the internship begins. Participants can expect these
courses to conclude with some kind of final assessment
to be decided by the course’s teacher. Possible examples
include: a unit test, a small project or report, a short
paper, a lesson taught to a class, etc.
Participants must continue to fulfill any remaining
school obligations and to schedule their internships
around these obligations, which include the following:
1) AP classes with AP exams. Participants must attend
such classes until they take these AP exams. 2) Any
class in the second semester that a participant is failing
or has missed eight or more times due to illness or any
other reason unrelated to a school-sponsored event.
Participants must attend such classes for the remainder
of the course and take their exams with the rest of the
Upper School students.
INTERNATIONAL STUDENTS
With its rich mosaic of students, Tampa Preparatory School
celebrates diversity of all forms and strives to be a place
of compassion, understanding, empathy and learning. We
celebrate the individual differences of our students, faculty
and staff and honor the human dignity and worth of each
member of our community. Like many of our peer Independent
Schools of NAIS, Tampa Preparatory School provides
international students and families with a number of unique
opportunities: attendance at a first-rate college preparatory
school; participation in championship interscholastic
athletics, exploring a stellar fine arts program and an
array of social events; education in self-discipline, personal
organization and self-reliance; and lastly, the opportunity
to build enduring friendships with American students and
teachers, as well as with students from around the world.
A unique emphasis is put on providing a supportive
atmosphere that allows international students to confidently
gain the skills, abilities and habits necessary to be successful
in an American college preparatory school.
A tailored academic schedule, weekly advisor meetings,
and academic counseling help prepare these young men and
women to better benefit from, as well as contribute to, the
total life of the school community. Specific staff members are
assigned to the supervision of these students.
Tampa Preparatory School is proud that so many international
families and exchange students are attracted to our fine
educational institution. Our student body includes students
from around the globe. We feel that one of the greatest
benefits for all students attending Tampa Preparatory is the
opportunity to experience the rich culture of students from
other countries. As educators, it has become apparent that
learning to adapt to and work with people from other parts
of the world is essential in the workplace. Because of the
24 | GUIDE FOR ACADEMICS AND STUDENT LIFE
international experience, we feel that Tampa Prep students
have a distinct advantage over other children without this
opportunity.
In order to assist in the special needs of the international
students, each student will be assigned to an advisor who
will assist the international student in course selection,
scheduling, and other academic concerns. A tailored
academic schedule, weekly advisor meetings, and academic
counseling help prepare these young men and women to
better benefit from, as well as contribute to, the total life
of the school community program. International students
needing assistance with any issues should see the Assistant
to the Head of School.
SEMESTER PROGRAMS AND SCHOOL YEAR ABROAD
Many high schools around the country, both independent
and public, enthusiastically cooperate with the following
programs. Upper School students are able to participate in
year-long and semester-long programs such as:
YEAR-LONG PROGRAM FOR JUNIORS AND SENIORS
School Year Abroad. First organized through Phillips
Academy (Andover) and in existence since 1965. Choose
between year-long study in France, Spain, Italy, or China,
with some courses taught in the native language and some
in English (in Italy, all courses are taught in English but Latin
language and culture is the emphasis; in China, all but the
Chinese course are taught in English). Ph: 978/725-6828
Email: [email protected] Web: www.sya.org.
SEMESTER PROGRAMS FOR JUNIORS AND SENIORS
• Maine Coast Semester. Near Wiscasset on the coast of
Maine. Exclusively for juniors. Ph: 207/882-7323 Web:
www.chewonki.org
•
•
•
The Mountain School. In the Vermont mountains
southeast of Montpelier; initiated and still sponsored
by Milton Academy. Mainly for juniors, but some seniors
admitted for the fall semester. Ph: 802/685-4520 Web:
www.mountainschool.org
City Term. Located just outside New York City and
associated with The Masters School. For juniors and
seniors. Ph: 914/693-1400 Web: www.cityterm.org
Rocky Mountain Semester.
Outside of Leadville,
Colorado. Designed for juniors but can accept a few
seniors. Ph: 719/486-8200 x104 Email: [email protected]
Web: www.hminet.org
SEMESTER PROGRAM FOR SOPHOMORES
• The Outdoor Academy of the Southern Appalachians Near Brevard, N.C. in Pisgah Forest. Ph: 828/877-4349
Web: www.enf.org (Eagle’s Nest Foundation)
COMMONLY ASKED QUESTIONS:
What about academics? All of the programs feature
innovative, highly experiential curricula that usually enable
ATTE N DANC E POL IC I ES
students to return to their “home” schools on pace with, and
sometimes even ahead of, their peers. All of the programs
are for students of proven academic ability and personal
maturity; they are not for “problem” students.
The student who truly wants four uninterrupted years
of traditional lab science should probably not enroll in a
semester program, although studying abroad through School
Year Abroad might suffice. The student who desires a heavy
load of AP courses might decide, depending on the specific
courses and the program, not to participate in a semester
program as a junior or senior.
Do their courses match Tampa Prep’s? The semester
programs typically tailor their science, history, English, art,
and PE curricula to fit with their particular environments.
Participants might return to Prep having studied different
novels or aspects of history than the classmates they left
behind, but the School recognizes that their scholarship,
skills, and minds will be well prepared to continue their more
traditional studies once they return to Tampa. The semester
programs tend to teach mathematics and foreign language in
a less integrated, more traditional manner.
In all cases, Tampa Prep will count the grades earned during
the time away from school towards Tampa Prep’s graduation
requirements and they will be included in the student’s GPA.
What about college? Colleges like to see applicants who
have taken risks, done something different, or somehow
distinguished themselves from other applicants with the
same SAT scores and GPA. These programs can bolster a
college application. This should not be the reason to opt for
off-campus study; however, choosing not to participate in
these programs will not keep high-achieving students from
getting into a good college or university.
What about money? Students do not pay tuition to Tampa
Prep for the time they are enrolled in one of these off-campus
programs. Some financial aid is available through the
individual programs. If a student wishes to enroll in an
off-campus program for his/her senior year and still receive
a diploma for graduating from Tampa Prep, then a small fee
will be applied by the Head of School.
How do I apply? Admission to these programs is competitive, and the application deadlines range from mid-February
to mid-March. All applications must be mailed through the
Upper School Director’s office.
ATTENDANCE POLICIES
On the day a student is absent, parents are asked to notify
the School before 9:00 a.m. An Absentee Permission Form
is required for planned absences. For an extensive illness
involving several days of absence, the School may require a
statement from a physician. (Revised 7-13)
Students are required to make up all work they miss during
an absence. The amount of time allowed for make-up work
will be decided by each instructor, but may not exceed 5 days.
Work not made up within the time specified will receive a zero.
It is the student’s responsibility to see each teacher following
an absence. For pre-arranged absences, i.e. athletic events,
it is the responsibility of the student to see each teacher for
information on assignments prior to the day of the absence.
NOTE: If a student is absent for a portion of the school day, he/she
may be required to make up any tests missed and turn in any work
that is due by 4:15 p.m. that same day. Any major research project
must be given to the assigning teacher by 8:50 a.m. on the day it is
due, whether or not the student is present or the class is held.
If a student is absent during the academic day, he/she may not
participate in any after school activities, including athletic
and social activities.
The family of any student who accumulates four (4) first
period absences or four (4) seventh period absences for
non-School-related reasons may be contacted by the Dean
of Students, and possible disciplinary sanctions may be
imposed.
The following are examples of acceptable reasons for a
student’s absence from school: illness of the student; major
illness in the immediate family; death in the immediate
family; and any absence determined by the appropriate
Division Director to be in the interest of the student.
Because of the importance of consistent class attendance, the
School does not endorse absences requested for the purpose
of family convenience, outside social activities or extended
vacation time. If unavoidable circumstances necessitate such
an absence, parents must submit a written request to the
appropriate Division Director two weeks prior to the date
in question. An Absentee Permission Form must be picked
up from the Assistant to the Dean of Students before the day
the student is to be excused. This form must be signed by
each instructor whose class will be missed and returned to
the appropriate Division Director for his/her signature. The
administration reviews planned absence requests on an
individual basis. If the request is not approved, the School
considers the absence unexcused.
All unexcused absences will result in a zero for the day’s work.
After eight absences, a concerned teacher may approach a
Division Director to request a meeting with the student and
his/her parents. If a meeting is held, it may include any of
the following: teacher, Department Chair, advisor, Division
Director, Dean of Students and Head of School.
For the purpose of taking attendance, students are required
to sit with advisors during assembly.
GUIDE FOR ACADEMICS AND STUDENT LIFE | 25
COLLE G E G U I D E LI N E S
TARDINESS
Students are expected to be on time to their classes and to
all their appointments. Only four tardies to each class per
semester will be allowed. After the fourth tardy, 1/4 of a point
will be deducted for each additional tardy from the student’s
semester grade. Students who are late to school must check
in with the Assistant to the Dean of Students to get a tardy
slip. (Revised 7-13)
Parents must notify the school of a student’s expected late
arrival by 9:00 a.m. If a student is detained by a faculty
member, he or she must secure a note from that faculty
member, or from the Dean of Students or the appropriate
Division Director stating that “(student) was detained.” The
Assistant to the Dean of Students will keep a record of all
tardies and the Dean of Students or the Director of Middle
School will determine the appropriate discipline.
All students who arrive late to school must check with the
teachers of the classes that they missed that day in order to
make arrangements for any missed work. (See “Tests and
Work Missed Due to Absence” in Academic Information and
Policies section.)
Chronic absences and tardiness will result in parent
conferences and may ultimately result in suspension or
dismissal from the School.
LEAVING THE SCHOOL CAMPUS
All Upper and Middle School students leaving early must
use the sign-out sheet located at the Assistant to the Dean of
Student’s desk. Upon signing out students will be given a pass
to submit to security allowing them to leave campus. Students
are only permitted to sign out with parental permission in the
form of a note, email or phone call. Middle School students
must be met at the front circle by the parent for pick-up.
Ongoing absences must be approved by the Division Director.
(Revised 7-13)
Students are expected to try to make medical appointments
that do not interfere with school activities or classes. Due to
the limited time for lunch and the traffic congestion at that time
of day, students may not leave campus unless given permission
by the appropriate Division Director. If a student has engaged
in misconduct off campus, engages in behavior that raises
a concern of drug or alcohol use, or leaves campus without
permission, he/she is subject to being sent for testing under the
School’s Drug and Alcohol Policy. During the senior internship
period (last three weeks of the second semester) juniors may,
with written parent permission be permitted to leave campus
during the lunch period.
COLLEGE GUIDELINES
COLLEGE COUNSELING
The initial college counseling activities begin as early as
grade 9, becoming more directed as students progress
through their senior year. All advisors encourage their
26 | GUIDE FOR ACADEMICS AND STUDENT LIFE
advisees to strive for good academic, extra-curricular, and
community service credentials. Students are also encouraged
to pursue leadership opportunities and quality involvement
in a manageable number of extra-curricular activities while
maintaining a strong academic record.
COLLEGE ADMISSION
College Counseling at Tampa Prep is an individualized and
student-centered program. Our students have been admitted
to many different types of colleges and universities from all
parts of the country as well as internationally. For a list of
colleges where students have been admitted, please refer to
the College Counseling homepage where the list may be found
in PDF format: www.tampaprep.org/college.
The School believes the college process should be a positive
experience where students are encouraged to be independent
and self-reliant in their college search. The college counselors
work one-on-one with students during their junior year to
select colleges and/or universities that are best suited for
their individual needs and desires.
Students are mentored throughout their four years at Tampa
Prep by faculty, their advisors, coaches and grade advisors.
Each student is advised throughout the Upper School to
pursue a course of study that emphasizes his/her particular
talents and strengths. Furthermore, they are encouraged to
become involved in the life of our community in areas that
reflect their unique set of skills and talents.
For more information about the college counseling process,
please refer to the College Counseling Guide on the School's
website: www.tampaprep.org/college-guide.
COLLEGE VISITS
College visits are considered to be an important part of the
college admissions process and are given high priority. It
is necessary, however, to balance these visits against the
academic responsibilities of each senior. Therefore, our policy
is:
1. Seniors should keep their college visit time to a
minimum. Whenever possible, travel should be done
on weekends, in conjuction with school holidays and
during the summer.
2. A maximum absence of three (3) school days without
special permission will be allowed.
3. In extenuating circumstances and with clearance from
the Director of the Upper School, extensions beyond
the three (3) days may be granted.
4. All class assignments should be picked up by the
student prior to leaving. The instructor will give the
student instructions as to when these assignments are
due.
POLICY FOR REPORTING INFORMATION TO COLLEGES
Tampa Preparatory School is a member of the National
Association of College Admission Counseling (NACAC) and
COLLE G E G U I DEL I N ES
as such supports NACAC’s “Statement of Principles of Good
Practice.” Accordingly, the School will provide colleges to
which a student has applied with whatever information
the College Counseling Office believes is appropriate and/
or is requested concerning the student. This also applies
to any change in status between the time of application and
graduation. It includes, but is not restricted to, a major drop
in grades, honor violations, hurting themselves or others, and
alcohol and/or drug use all of which may result in probation,
suspension and dismissal.
If requested on the original application, students and parents
are responsible for immediately reporting to colleges and
other schools to which the student may be transferring 1)
disciplinary matters for which a consequence has been given;
and 2) circumstances under which a student was withdrawn
from Tampa Prep to avoid the possibility of a disciplinary
infraction. The student and/or parent must also provide
Tampa Prep with a copy of the letter or other information
disclosed. It is important for the student and parent to realize
that Tampa Prep and/or the student's college counselor will
also inform the school/college of such an incident. In the case
where a disciplinary action (or withdrawal) has occurred
after the college or school transfer application has been sent,
the same process must be followed. In other words, if the
original application asked for information on disciplinary
infractions, the student should update the information if
it later changes and provide Tampa Prep with a copy of
the update letter. Similarly, Tampa Prep will update the
information to the college or school. This reporting must take
place in letter form to the college or school within seven days
after the consequence has been imposed or the withdrawal
has occurred. (Revised 7-13)
SAT II SUBJECT TESTS
Several selective colleges require applicants to take two (a
few require three) SAT II subject tests (mathematics and one
other). Each year Prep advises its juniors and some science and
foreign language students (see below) to take spring SAT II’s.
Science: Accomplished AP students in Biology, Chemistry,
and Physics should consider taking the relevant SAT II
subject tests.
Foreign Language: Accomplished level 4 or higher
students should consider taking the SAT II foreign
language subject test.
GPA, TEST SCORES, AND COURSE MINIMUMS
FOR FLORIDA’S STATE SCHOOLS
Meeting the following guidelines does not guarantee
admission to Florida’s public universities.
However,
applicants must meet these minimum requirements to apply.
All Florida public universities add GPA points for Honors and
AP courses. Please contact the individual universities for
their policies.
To be considered for admission to a state university, you
must earn 18 credits in the subject areas shown below and
graduate from high school. Admission offices also consider:
• GPA earned in the “college prep” courses,
• Difficulty of the “college prep” courses (they like to see high-level courses such as AP), and
• College entrance exam scores (SAT or ACT).
subject
credits
English
4
Mathematics
4
Science
3
Social Studies
3
Foreign Language
2
Electives 2
total 18
The chart below shows the admission profiles for recent
admits (all students who were accepted to state schools in
Fall 2010).
admission profile of students accepted in fall 2010
weighted college sat score
act score
prep score range range
famu 3.01-3.49
1200-1500
17-20
fau 3.2-3.8
1530-1730
22-26
fgcu 3.06-3.75
1460-1670
20-24
fiu 3.4-4.1
1100-1230
23-27
fsu 3.7-4.2
1730-1960
26-30
ncf 3.76-4.29
1250-1410
28-31
ucf 3.5-4.2
1150-1290
25-29
uf 4.1-4.4
1970-2090
28-32
unf 3.4-4.1
1140-1260
23-27
usf 3.6-4.2
1120-1280
25-29
uwf 3.0-3.8
1010-1140
20-25
NOTE: Other minimum standards are required. Please see
information from individual Florida public universities.
STUDENT RECORDS AND TRANSCRIPTS
Requests for student records and transcripts should be made
through the College Counseling Office. Tampa Prep reserves
the right to withhold student transcripts and records for
non-payment of tuition or fees. (Revised 7-13)
FLORIDA’S BRIGHT FUTURES SCHOLARSHIP PROGRAM
The Florida Bright Futures Scholarship information provided
is accurate as of the date of dissemination. All students
should independently research the requirements for these
scholarships on their own, as they are subject to change.
(Revised 7-13)
FLORIDA ACADEMIC SCHOLARS AWARD (FAS)
Award Level
Public and Private Institutions: Fixed cost per semester hour.
Grade Point Average
3.5 weighted GPA (based on the Statewide Scholarship
GUIDE FOR ACADEMICS AND STUDENT LIFE | 27
ATH L E TIC S AN D ACTI V ITI ES
Weighting System) using the 16 credits and community
service hours listed below:
Required Credits
4 English (3 with substantial writing)
4 Mathematics (Algebra 1 and above)
3 Natural Science (2 with substantial lab)
3 Social Science (any)
2 Foreign Language (in the same language)
16 Credits Total
Community Service
100 Hours
Test Scores for the Class of 2014
1290 SAT (based on combined critical reading and math sections only)
29 ACT (excluding the writing section)
Other Ways to Qualify
National Merit, Achievement Scholars and Finalists and
National Hispanic Scholars
Your Responsibilities
• Stay informed.
• Fill out an online application at FloridaStudentFinancialAid.org available online December 1 for all seniors
applying for the Florida Bright Futures Scholarships.
• Earn the necessary GPA in the required classes (not all
classes qualify). If unsure, ask the College Counselor or
consult the Bright Futures web site at www.firn.edu/
doe/brfuture or call 1-888-827-2004.
• Earn the required test score on the SAT or ACT and
graduate from high school.
• To receive scholarship funds, you must:
a. Be a Florida resident as determined by your college
b. Attend an eligible Florida college and pursue an
undergraduate degree
c. Begin using the award within three years of your high school graduation
d. Earn at least 24 semester hours per year.
e. Complete the FAFSA (Free Application for Federal
Student Aid) during the spring of senior year
Notification Of Eligibility
The Department of Education (DOE) will evaluate your
eligibility during your last term in high school and officially
notify you, via email, of your award status prior to graduation.
FLORIDA MEDALLION SCHOLARS AWARD (FMS)
Award Level
Public and Private Institutions: Fixed cost per semester hour.
Grade Point Average
3.0 weighted GPA (based on the Statewide Scholarship
Weighting System) using the 16 credits listed below:
Required Credits
Same required credits as Florida Academic Scholars
28 | GUIDE FOR ACADEMICS AND STUDENT LIFE
Award
Community Service
75 Hours
Test Scores for the Class of 2014
1050 SAT (based on combined critical reading and math
sections only)
23 ACT (excluding the writing section)
Other Ways to Qualify
National Merit, or Achievement Scholars and Finalists
National Hispanic Scholars, who have not completed 75
community service hours.
Your Responsibilities
• Stay informed.
• Fill out an online application at FloridaStudentFinancialAid.org available online December 1 for all seniors
applying for the Florida Bright Futures Scholarships.
• Earn the necessary GPA in the required classes (not all
classes qualify). If unsure, ask the College Counselor or
consult the Bright Futures web site at www.firn.edu/
doe/brfuture or call 1-888-827-2004.
• Earn the required test score on the SAT or ACT and
graduate from high school.
• To receive scholarship funds, you must:
a. Be a Florida resident as determined by your college
b. Attend an eligible Florida college and pursue an
undergraduate degree
c. Begin using the award within three years of your high school graduation
d. Earn at least 24 semester hours per year.
e. Complete the FAFSA (Free Application for Federal
Student Aid)
Notification Of Eligibility
The Department of Education (DOE) will evaluate your
eligibility during your last term in high school and officially
notify you of your award status prior to graduation.
If your award status can be improved by including additional
information from the final term, DOE will review your
eligibility and notify you after graduation.
ATHLETICS AND ACTIVITIES
ATHLETIC AND ACTIVITY ELIGIBILITY
Students are expected to meet all athletic and activity
responsibilities unless excused by a doctor. Tardiness or
absence from an athletic or activity responsibility will be
treated in the same manner as that for classes.
In order to be eligible for athletics, students must maintain a
2.00 cumulative unweighted GPA on a 4.00 scale. Freshman
and sophomore students may be eligible on a semester basis
C H ARACTE R EXP E CTATI ONS AN D DEVE LOPMENT
without a 2.00 cumulative unweighted GPA. Additionally,
students have to arrive at school by 8:50 a.m. in order to
participate in any school activities. See the Director of the
Upper School or the Athletic Director for details.
ATHLETICS
Fall
Bowling (B,G) V, MS
Diving (B,G) V, MS Rowing (Club)
Swimming (B,G) V, MS
Cross-Country (B,G) V, MS
Golf (B,G) V
Soccer (B) MS
Volleyball (G) V, JV, MS
Winter
Basketball (B,G) V, JV, MS Soccer (B,G) V, JV (G) MS
Wrestling (B) V, MS
Spring
Baseball (B) V, JV, MS
Rowing (B,G) V, JV, Novice
Tennis (B,G) V, MS Lacrosse (B) V, MS
Sof t ba l l (G) V, MS Track & Field (B,G) V, MS
PARTICIPATION IN NON-ACADEMIC EVENTS
Students must meet all academic and school requirements on
the day of an athletic event or activity in order to participate
in that event or activity.
In order to participate in a game or activity on a given day,
a participant must arrive at school by 8:50 a.m. and meet
all appointments on the day of the game, unless specifically
excused in advance or excused by a non-parent doctor’s note.
The same policy will apply to any person participating or
performing in any special events, such as a play or concert.
Any special circumstances will be handled by the Dean of
Students in advance of the absence. Students participating in
athletics or non-academic events are expected to turn in all
assignments on time.
STUDENT ORGANIZATIONS
A number of student organizations are active at Tampa Prep.
These activities open new areas of interest, permit a different
kind of valuable association with classmates and faculty,
provide opportunities for students to develop leadership and
help give a total sense of school community.
These activities include: Student Council, National Honor
Society, Mu Alpha Theta, Cum Laude, Tri-M Music Society,
Quill & Scroll, Ambassadors of Goodwill, STAND, Teen Court,
Peer Counseling, Art Club, Debate, Prom Committee, Key Club,
various language clubs, newspaper and yearbook, in addition
to other athletic, art, music and speech groups. Several groups
perform community service and all students are encouraged
to volunteer both at school and in the community. Middle
School clubs include Chess, Latin, French, SAC (Student Action
Committee), Art, Terrapin Times, Robotics, Sunshine Readers,
and Eighth Grade Leadership.
Students are prohibited from holding any two or more of
the following positions simultaneously: Student Council
President, Editor of the Yearbook, Editor of the Newspaper,
Key Club President, or any other leadership combinations
that might represent a conflict of interest or overburden a
student as determined by the Head of School.
All clubs must be sanctioned by the Director of the Upper
School (or designee) and/or the Director of Middle School
who will help select appropriate faculty advisors. Any special
activity or program which will use school facilities must also
be scheduled with the Assistant to the Dean of Students.
FUNDRAISING
From time to time, students may wish to engage in fundraising
activities, either to benefit Tampa Prep and its students or for
the benefit of a cause outside the School community. Proposed
student projects will be evaluated for learning potential and
projects that encourage students to take responsibility, work
with a group, promote school spirit, learn valuable business
lessons and further the School’s mission are preferred.
Students are encouraged to seek out opportunities for
service, using their time and energy, rather than raising
money or conducting drives to bring in items that cost
money. Fundraising projects should be a level appropriate for
students and their limited financial resources.
Prior to initiating any fundraising activity, the guidelines
below are to be followed:
1. All projects must follow the Fundraising Policy as
approved by the Board of Trustees.
2. In order to provide appropriate guidance, each student
project must be adopted by a recognized entity within
the School and must have a faculty sponsor.
3. All proposed fundraising projects (with the exception
of bake sales) must be submitted to the Development
Office on the Fundraising Request Form for approval
before initiating the project (see appendix for form).
This applies to projects that aim to raise money as
well as drives to collect in-kind items.
4. All printed materials, including merchandise designs,
must be approved by the appropriate Division
Head before being submitted for approval to the
Development Office.
5. Proposals for fundraisers involving privileges not
customarily granted, such as T-shirt days, must be
approved by the appropriate Division Head before
being submitted for approval to the Development
Office.
CHARACTER EXPECTATIONS AND DEVELOPMENT
THE PEER COUNSELING AND MENTORING PROGRAM
A select group of juniors and seniors are chosen to serve as role
models and peer counselors for the Middle School. In addition,
a select group of seniors are chosen as senior mentors to serve
as role models and peer leaders for ninth grade students.
These peer counselors meet with a group of younger students
GUIDE FOR ACADEMICS AND STUDENT LIFE | 29
C HARACTE R EXP ECTATI O N S A N D DEVE LOPME NT
on a monthly basis during the Advising period. This provides
a unique opportunity for our older students to practice
leadership and experience the role of mentoring. Our younger
students benefit from a non-threatening forum to discuss
social issues, academic concerns, and peer relations with
a responsible and respected older student. This program
promotes a sense of community between the Upper School
and Middle School, as well as a sense of accountability and
responsibility toward one another.
FOUR PILLARS OF TAMPA PREP CHARACTER EDUCATION
In support of the Tampa Prep norms, our character education
program has elected to highlight the following character
attributes.
Honesty. Members of the Tampa Prep community tell the
truth and act with integrity and honor. We do not mislead,
cheat or steal.
Responsibility. Members of the Tampa Prep community
are reliable and hold themselves and others accountable
for their actions. We do not make excuses, blame others,
or take unwarranted credit.
Respect. Members of the Tampa Prep community affirm
the intrinsic dignity of all people. We act with tolerance,
courtesy, and thoughtful regard for all persons, for
property, for the environment, and for ourselves.
Kindness. Members of the Tampa Prep community exhibit
caring and compassionate behavior in all aspects of daily
life. We are not mean; we do not harass, nor act in a cruel
manner. By our positive example, we discourage unkind
behavior in others.
TAMPA PREP SCHOOL NORMS
At Tampa Preparatory School, we believe in a preparation
for life with a higher purpose than self. We encourage the
following values to be manifested in our attitudes and
behavior towards ourselves, others and the community in
which we live.
Respect. Respecting ourselves, we will be able to respect
others.
• Set moral and ethical standards to be discussed regularly.
• Encourage parents, teachers and students to verbalize
when they feel put down by teasing or sarcasm and
expect the offender to stop.
• Recognize that spreading rumors, gossiping and telling
secrets to others are unkind acts. Do not allow “alliance
building” to get other students to side with one person, at
the expense of another person’s feelings.
Empathy. Showing support and understanding of another’s
situation can be expressed by verbal acknowledgement of the
other’s feelings.
Accountability. Being held responsible for one’s own actions
and comments.
30 | GUIDE FOR ACADEMICS AND STUDENT LIFE
•
•
•
Encourage parents, teachers and students
to
communicate and try to work through conflict situations
before taking an issue to the school administration.
Educate children in effective ways to intervene, and
encourage children to intervene to help the victim of
aggression.
Encourage students to work out conflicts in a
non-aggressive manner, with students, mentors and
friends acting as mediators.
Kindness. Treating others as one wishes to be treated,
regardless of the situation.
• Encourage praise and compliments rather than putdowns,
sarcasm or making fun of others in academic and social
contexts.
Integrity. Being honest and adhering to a code of values in
every aspect of one’s life
• Teach and encourage good sportsmanship; respectful
treatment of both teammates and opponents.
• Have parents, teachers and mentors provide meaningful
leadership opportunities for each student.
Acceptance. Respecting differences and allowing everyone
to find his or her own place within the community.
• Appreciate and utilize every child’s unique gifts and skills
without comparing.
• Promote friendship groups, which are inclusive, rather
than cliques, which are exclusive: at the lunch table,
library table, or work area.
• Teach children to be inclusive whenever possible with
regard to outside activities, events and parties. If all
students are not included, then students are taught not to
discuss the event at school.
COMMUNITY SERVICE
While Tampa Prep does not maintain a community service
requirement, the School deeply values the genuine and
continual practice of “A Higher Purpose Than Self.” Several
organizations within the School perform community service.
Through either these or other groups, students are encouraged
to volunteer both on campus and in the community. A Service
Report form (found in the Appendix) must be completed and
filed with the School Registrar's office in order for the hours
to be calculated towards Florida Bright Future's Scholarship
Program. Students should also keep track of their own
community service hours. (Revised 7-13)
STUDENT GOVERNMENT
In the spring, elections are held for class representatives to
the Student Council. The President of the Student Council is a
rising senior elected by the student body at large. The ninth
grade class will elect its four representatives in the fall. In
order to be eligible to run for or hold office, a student must
have a cumulative grade point average of C- or better and
must have never been subject to major school discipline.
G U I D I N G STU D E NTS / STU DE NT CON DUCT AN D DI SC I PL I N E
The Student Council organizes student events, promotes
school spirit, works with the Tampa Prep Parents Alliance,
and acts as student advisors to the administration.
GUIDING STUDENTS
ADVISING
One of the most important facets of Tampa Prep is its intensive
advising program. Many parents cite it as influential in
their enrollment decisions and come to depend on it to keep
them informed of both existing and possible or anticipated
problems.
The goal of Advising is to create a safe space for community.
The advisor’s job is a complex one which requires considerable
commitment and conscientiousness. He or she provides a
reliable, communicative link between the advisee and his
or her parents/guardians and teachers, particularly for
students with a grade of C or below in a course. In addition,
the advisor functions as the advisee’s advocate, and monitors
and promotes the advisee’s academic and personal growth.
Ninth grade teachers and advisors are particularly sensitive
to the academic and social adjustments involved in being an
Upper School student and communicate early and frequently
when concerns arise about these matters.
An open, communicative relationship between parents/
guardians and advisors is important.
WEEKLY MEETINGS
Once each week, advisors meet with their advisees in assigned
locations to address a wide variety of student-related
concerns or issues. While the tenor of these gatherings may
vary according to grade level, advisors use this time for
positive interactions with their students. These meetings
are viewed as opportunities for interactions outside the
traditional classroom where advisors help students uncover
solutions to their concerns, or discuss matters of importance
to the community.
MY BACKPACK
My BackPack is a secure online web portal through which
families and advisors can view student grade reports,
attendance, class schedules, homework assignments, as well as
access an online parent directory. One of the great benefits of
My BackPack is the communication it fosters between parents
and children. Parents who have questions about particular
assignments or grades are encouraged to speak with their
child before contacting the School. If a grade appears on a
My BackPack report, chances are the student already has the
graded quiz, test, essay, project, etc. in his/her possession.
Conversing with the student should encourage him/her to
strategize and to move forward. If further information is still
desired, parents should communicate with either the advisor
or the teacher.
Please note that the final grade calculation on the My
BackPack report may not seem logical for some classes. In all
likelihood this is because grades are being weighted in a class.
Weighting occurs when teachers allot a certain percentage of
the overall grade to specific facets of the class such as quizzes,
tests, homework, projects, etc. One should refer to the course
syllabus for more information on weighting percentages for a
particular class.
LIMITS OF ADVISING AND
THE ROLE OF THE SCHOOL COUNSELOR
Advisors are aware of their limits and recognize when an
advisee’s issues require additional professional assistance.
Teachers and advisors are not trained psychologists and
are not expected to offer counsel or advice on family or
other personal matters. Some “light” advising in this area
is appropriate to the degree to which the advisor feels
comfortable. However, more in-depth matters are referred
either to the Division Director or the School’s Counselor.
COUNSELING
The School Counselor is on campus full time. In addition to
meeting with individual students about specific problems,
she also is considered a resource for the School community
and creates special programs for students, teachers and
parents.
Students and parents should be aware that conversations
with the School Counselor may be priviliged and confidential,
unless the nature of the communication reveals the immediate
risk of harm to the student or others or a violation of the child
abuse laws.
COURSE SELECTION ASSISTANCE
Grade level administrators help students select their classes
for the following year. In doing this, they ensure that course
selections 1) are appropriate to the student's abilities and
2) will continue the student's smooth progress toward
fulfillment of Tampa Prep’s graduation requirements.
Students, parents, and grade level administrators must sign
students’ registration forms before these are submitted to
the Dean of Students. Students or parents may not request
specific teachers. The following individuals are responsible
for course selection in each grade: Mr. Fenlon (6, 7, 8), Mrs.
Jisha (9,10), Mr. Morrison (11) and Mrs. Wall (12).
STUDENT CONDUCT AND DISCIPLINE
GENERAL DISCIPLINARY GUIDELINES
When a student deviates from the norms of acceptable
behaviors, as outlined in the Four Pillars of Character
Education and in our conduct policies and guidelines,
the student should expect some type of disciplinary
consequence.
The administration will determine the
appropriate disciplinary consequences for each particular
situation. For many types of major disciplinary matters in
GUIDE FOR ACADEMICS AND STUDENT LIFE | 31
STU D E NT CO N D U CT A N D D I S C I P LI N E
the Upper School, the Conduct Review Board provides advice
to the Administration. The level of disciplinary response
for any violation of School rules will depend on a variety of
circumstances, including but not limited to:
• Whether any person was harmed;
• Whether there was property damage or other loss of
property;
• The level of any class or School disruption caused by the
student’s behavior;
• The number, if any, of prior infractions of School rules
and regulations;
• Whether the student has been previously disciplined;
• Whether there were illegal substances (for example,
drugs, alcohol, cigarettes, etc.);
• Whether the student had been earlier warned about the
same or similar conduct;
• Whether there was a weapon or other dangerous item
involved;
• Whether the conduct is of the kind also prohibited by
criminal law; and/or
• Whether the student was honest and cooperative in
connection with the investigation of the behavior.
TYPES OF INFRACTIONS
Minor Infractions. Eating/drinking in the building, littering,
minor profanity, general incivility, missed commitments, and
other similar behaviors will result in the imposition of one or
more Disciplinary Holdovers, as determined at the discretion
of the administration.
Major Infractions. Tampa Prep has several major school
rules that are essential to maintaining a healthy academic and
social environment. The following are examples of behaviors
that are forbidden at school, at any school-sponsored
event, or on the Tampa Prep campus, and are grounds for
disciplinary action, which may include expulsion. In addition,
some behaviors may have occurred away from school but may
impact the individual’s ability to continue at school or may
impact other students’ or employees’ ability to be comfortable
at school. This list does not include a listing of all actions that
may result in serious disciplinary action and/or expulsion.
The administration always retains the right to assess any
individual circumstance and determine the appropriate
disciplinary action. The following are always prohibited on
campus:
• Smoking or possession of any tobacco product
• Infliction of bodily harm
• Consensual or non-consensual sexual activity
• Harassment, bullying, hazing, threats, intimidation,
disrespect, defiance, incivility
• Possession of any type of weapon or fireworks
• Damaging the school property or property of others
• Irresponsible use of an automobile or riding on/in a
vehicle in an unsafe way
• Theft
• Violation of the School’s Drug and Alcohol policy
• Violation of the School’s Technology and Computer policy
32 | GUIDE FOR ACADEMICS AND STUDENT LIFE
•
•
Unexcused absences from school or leaving school
property/event without permission
Repeated minor infractions
DISCIPLINARY CONSEQUENCES
The range of possible disciplinary consequences include one
or more of the following:
DISCIPLINARY HOLDOVER (DH)
Disciplinary Holdover is for students who have violated the
School’s rules. DH is a required detention period during which
students will remain quietly seated. This time is intended to
afford the student a chance to reflect upon the consequences
of his or her action and serve as full punishment for minor
infractions. Conversation, homework, games and sleep will
not be permitted.
A list of students who have been assigned a DH will be available
each day. While it is the responsibility of the student to check
the list, the Dean’s office will make every effort to contact the
assigned students.
In addition, the Dean of Students holds a Friday afternoon
Dean’s DH each week from 3:40-5:10 p.m. Students are
assigned to this DH by the Dean when deemed an appropriate
consequence to a rule infraction. Also, students who fail to
serve a DH in a week will be assigned a Friday afternoon
Dean’s DH the following Friday. This DH must be served on
the date assigned and takes precedence over all other school
commitments.
• Middle School DHs are held in the computer hub on the
first floor from 3:40-4:10 p.m.
• In the Upper School, DH is held during lunch Monday
through Friday and after school from 3:40-4:10 p.m.
Monday through Thursday. If a Friday afternoon Dean’s
DH is assigned, it is held from 3:40-4:10 p.m. on Fridays.
• Lunchtime DH is held in the library. After school DH is
held in Room 3015.
• A student must complete the DH within one week of its
assignment.
Failure to complete the DH in the required time will result
in a Friday afternoon Dean’s DH from 3:40-5:10 p.m. A
Friday afternoon Dean’s DH takes precedence over all other
commitments (sports, rehearsals, club meetings, etc.) and
a student will not be allowed to participate in after school
activities during that time.
Accumulated Upper School DHs will be treated according to
the following schedule (per semester):
#dhs
consequence
2
Communication home via student’s advisor
4
Letter to parents with DH policy
6
Letter to parents, assignment of a Saturday morning DH, and a phone call home to parents from the Dean of Students
8
Letter to parents and parent/student conference with the Dean of Students
STU DE NT CON DUCT AN D DI SC I PL I N E
10
Letter to parents and a student will appear in front of the Conduct Review Board and will be issued additional sanctions.
DISCIPLINARY WARNING STATUS
Students who have serious or repeat infractions will be
placed on disciplinary warning status, which means that
further infractions may result in probation, suspension, or
expulsion. The administration will determine the term of
the Disciplinary Warning Status. A student on Disciplinary
Warning Status may not be eligible to participate in
School-sponsored activities.
PROBATION
A student on probation is in jeopardy of being expelled if
found guilty of a major offense. Students on probation may
lose privileges (such as participating in extracurricular
activities, holding office, participating in student council,
off-campus lunch, etc.).
IN SCHOOL SUSPENSION
Students on In School Suspension are required to be on
campus at a designated area but are not allowed to attend
class or events. Students still have the responsibility to
complete and timely submit all class work and to arrange to
make up examinations. Suspension becomes a permanent
part of a student’s record.
OUT OF SCHOOL SUSPENSION
Students are banned from all School activities, including
classes, and are to remain at home. Students still have
the responsibility to complete and timely submit all class
work and to arrange to make up examinations. Suspension
becomes a permanent part of a student’s record.
REVERSE SUSPENSION
Students on reverse suspension are required to be on campus
on a day or at a time when classes are not on campus. They
will be given work assignments during this time. Suspension
becomes a permanent part of a student’s record.
EXPULSION
Students may be expelled for serious first offenses; repeat
infractions (even if not related); conduct resulting in harm,
damage, or disruption to self, others, or the educational
environment; parent or family member causing disruption to
the School or the School’s educational mission; non-payment
of tuition or fees; not meeting academic requirements; or not
meeting attendance requirements. If a student is expelled,
he/she will have the option to petition the Head of School
and the Board of Trustees for re-entry the next school year.
The student must remain out of school for one year. Students
are prohibited from campus until the end of the year or for
six months, whichever is longer. Students returning from
expulsion will remain on probation for the duration of their
enrollment at Tampa Prep.
In order to maintain common trust and to provide an
environment of mutual respect, tolerance, and sensitivity, it
is important that every member of the community recognizes
guidelines for appropriate behavior. Honest communication,
courteous and respectful interactions with all members of
the community, and responsible actions are behaviors valued
at Tampa Preparatory School. Inappropriate behavior, either
verbal or physical, that disregards the self-esteem of others
is unacceptable, including unwelcome physical advances,
unwarranted verbal remarks, profanity, and derogatory or
discriminatory comments.
Providing a safe and secure environment for all our students
and our staff is a primary goal of the School. No set of
policies and procedures, however, can or should replace
trust, goodwill, and the judgments of reasonable people. It
is expected that parents will notify the School if they have
reasonable cause to believe that a student has been the victim
of discrimination or sexual harassment.
Upper School students who are suspected of breaking a major
school rule will be called before the Dean of Students who will
gather all relevant information, including a statement from
the student, if he/she so desires. If it is determined that there
has been a violation, the student will usually appear before
the Conduct Review Board; however, the school reserves the
right to resolve disciplinary matters in whatever manner
it deems appropriate. The Conduct Review Board may then
recommend to the Head of School and to the appropriate
Division Director the appropriate disciplinary action to be
taken. The parents of the student will be notified.
Since violation of the Honor Code or the breaking of a major
school rule is a very serious offense, there is no warning for
the first offense. Each case is treated individually and the
penalty is assessed according to the circumstances of the
individual case.
Out of respect for the privacy and the sensitivity of some of
the issues that accompany student conduct and discipline,
the school may not publicly discuss or share the discipline
decisions of the school. There may be times when a matter
needs to be discussed. At those times, the information may be
presented in conceptual terms to preserve the privacy of the
student(s) involved.
CONCERN FOR STUDENTS
The School continues to be concerned about the development
of the whole child, and offers educational programs,
discussion opportunities, and access to counseling in
order to encourage wise behavior choices, provide a basis
for decision-making and serve as a forum for the possible
consequences of irresponsible behavior. In cooperation with
the Parents Alliance, the School annually mails a packet of
information to parents concerning the legal consequences of
underage drinking and parents’ liability and responsibilities.
While the School holds all students accountable for any
and all actions that occur during the school day or during
GUIDE FOR ACADEMICS AND STUDENT LIFE | 33
STU D E NT CO N D U CT A N D D I S C I P LI N E
a school-sponsored activity or event, the School cannot be
responsible for students 24 hours a day and relies on parents
to set appropriate guidelines and codes of behavior for their
children. The School does reserve the right to discipline the
students for off campus activities. Parents are expected to
monitor parties and the other activities in which they allow
their children to participate.
A positive and constructive working relationship between
the School, the student and/or the student’s parents/
guardian is essential to the accomplishment of the School’s
mission. The School accordingly reserves the right to
terminate or not renew a student’s enrollment contract if the
School reasonably concludes that the actions of a student or
a parent or guardian make such a positive and constructive
relationship impossible, or otherwise seriously interfere
with the School’s accomplishment of its purposes. There will
be no response from Tampa Preparatory School to unsigned
letters or anonymous phone calls.
CONDUCT REVIEW BOARD
The Conduct Review Board, comprised of students, faculty,
and administrators, advises the administration regarding
Upper School disciplinary matters.
The Board meets
as necessary to respond to student infractions of major
disciplinary violations. In the administration’s discretion,
certain matters may not be referred to the Conduct Review
Board. Family members or other outside parties are not
permitted to attend meetings of the CRB.
CONDUCT POLICIES
ANIMAL POLICY
Due to concerns about the health, safety, and welfare of people
in the School community, no animals are allowed on School
property or at School-related events without the express,
written permission of the Head of School. This means that
animals may not be brought onto School property for any
reason (even if the animal remains in a vehicle or on a leash),
including drop off, pick up, parties, games, and activities, and
may not be brought to School-related events on or off campus.
BOOK BAGS
Fire Department regulations require that book bags may not
be left in the hallways, but must be carried to class or placed
in lockers or book cubbies. Book bags left in the hall may be
picked up. To prevent theft we strongly advise all students to
either place their valuables in their locked locker or simply
leave them at home.
CLEANLINESS AND LITTER
All students are expected to eat in the Student Center or in the
courtyard. Receptacles are provided in hallways, classrooms
and the patio areas for disposal of litter and trash. Please help
keep your campus clean by using the marked receptacles and
cleaning your place at the lunch tables. Students may not eat
inside any buildings unless accompanied by a faculty or staff
member.
34 | GUIDE FOR ACADEMICS AND STUDENT LIFE
CRIMINAL ACTIVITY
A student engaging in conduct that is defined under law as
a serious misdemeanor or felony (whether charged by law
enforcement or not) is grounds for expulsion. Violations
of law that occur off-campus during the school day will be
subject to review under school rules. Violations of law that
occur after the school day may also be subject to review
under school rules. In the case of offenses that occur at the
end of the school year, the school may require punishments
to be served during the summer. Transcripts and other
reports pertaining to the student’s academic standing will
be withheld until the completion of the assigned punishment.
All decisions involving suspension or expulsion are subject
to the final approval of the Head of School and the Division
Director.
DRESS CODE
The dress code exists to encourage students to dress
simply and attractively. Tampa Prep’s dress requirements
stress modesty, decency, common sense, neatness and
good taste. Not all of society’s fashions are appropriate
for school. All clothing should be clean, in good repair (no
holes, tears, patches, frays or cutoffs), and sensible for the
season. All students are expected to arrive at school dressed
appropriately and to remain so throughout the day. Parents
are expected to make sure that their students are properly
dressed for school.
Students not adhering to dress code will be seen by the Dean
of Students in the Upper School and by the Division Director in
the Middle School. The Division Offices have clothing available
for students to change into. The Dean also has disposable
razors and shaving cream available for boys who need to
shave. Repeated offenses will result in communication with
the parent/guardian and the chance of further consequences
issued by the Division Offices. (Revised 7-13)
BOYS DRESS CODE
Dress code-appropriate tops for boys include a collared shirt,
and a Henley shirt. Shirts with buttons must be buttoned
within the first 2 buttons. No other shirts are acceptable
unless there is a designated t-shirt day at school. Dress code
appropriate bottoms for boys include Bermuda-length shorts,
jeans, khakis and dress pants. All clothes must be neat and
in good repair (no rips or frays). Sweatpants, warm-up
suits, swimwear and athletic shorts are not permitted.
Undergarments should not be visible. Appropriate shoes for
school include loafers, deck shoes, athletic shoes, sandals,
or dress shoes. Shoes must be worn at all times. For safety
purposes, feet must be completely covered in the science labs.
Hair must be clean and neat. Boys with hair longer than their
shoulders must wear it pulled back. No extreme hair styles
and colors are allowed. Facial hair (beards, mustaches and
goatees) and unusually long sideburns are not permitted.
Boys may wear earrings or a small stud in the nose. No other
piercings are permitted. Boys are not allowed to have a
visible tattoo. No hats are allowed during the School day.
NOTE: All Middle School students must wear shirts with collars.
STU DE NT CON DUCT AN D DI SC I PL I N E
GIRLS DRESS CODE
Dress code-appropriate tops for girls include a blouse, collared
shirt and an appropriate tailored shirt with sleeves. Shirts
with buttons must be buttoned within the first 2 buttons.
No other shirts are acceptable unless there is a designated
t-shirt day at school. All shirts and blouses must have sleeves.
Shirts must be long enough to cover the midriff area at all
times and offer appropriate coverage in the mid-chest area.
Undergarments must not be visible, and see-through or mesh
fabrics may not be worn unless a student has an appropriate
shirt or slip underneath. Dress code appropriate bottoms for
girls include skirts, Bermuda-length shorts, jeans, khakis and
dress pants. Dresses may be worn as well, as long as they
have sleeves and if a shirt is worn under a sundress. Skirts,
dresses, and shorts must come within 5” of the top of the
knee. Leggings may not be worn unless they are underneath
an appropriate length skirt, dress, or pair of shorts. All
clothes must be neat and in good repair (no rips or frays).
Sweatpants, warm-up suits, swimwear and athletic shorts
are not permitted. Appropriate shoes for school include
loafers, deck shoes, athletic shoes, sandals, and dress shoes.
Shoes must be worn at all times. For safety purposes, feet
must be completely covered in the science labs. Hair must be
clean and neat. No extreme hair styles and colors are allowed.
Girls may wear earrings and a small stud in the nose. No
other piercings are permitted. Girls are not allowed to have a
visible tattoo. No hats are allowed during the school day.
NOTE: All Middle School students must wear shirts with collars.
DRUGS, ALCOHOL AND TOBACCO POLICY
GENERAL
Our students are prohibited from possessing, using, selling
or purchasing any alcoholic beverages or other mind-altering
substances on or near School property or at School-related
activities. Off-premises possession, use, sale or purchase of
mind-altering substances and off-premise alcohol abuse is also
prohibited. Possession and or use of tobacco products is also
expressly prohibited on campus or at any School-sponsored
event. Possession of drug paraphenelia is also prohibited.
TESTING
Students may be required to submit to urinalysis drug
screens, blood alcohol tests, breathalyzer tests and medical
examinations under the following circumstances: (a) when
a student is suspected of attending School or School-related
activities with intoxicants or mind-altering substances in
his or her system; (b) when a student suffers an injury or is
involved in an accident while at School; (c) on a periodic or
random basis, including but not limited to, in connection with
the student’s participation in extracurricular activities; or
(d) when a student is placed under disciplinary contract and
such screenings or examinations are terms of the contract.
The presence of 0.02% alcohol or the presence of any other
intoxicants or mind-altering substances in the body is a
violation of this policy. Refusal of a student (by the student
or the student’s parent) to undergo testing or to cooperate
fully with any of these tests (including signing consent forms
or providing testing results promptly to the school) is also a
violation of our policy and will result in expulsion.
This policy does not prohibit the proper use of medication
under the direction of a physician. However, the misuse or
abuse of such drugs is prohibited. Students who are taking
prescription or nonprescription drugs, which could affect
their ability to function in a safe and efficient manner must
notify an administrator in the School Office of this fact when
they report to School.
CONSEQUENCES
In addition to determining the appropriate disciplinary
action pursuant to the School’s Disciplinary Rules, the School
reserves the right to impose the following additional or
different requirements as appropriate for the circumstances:
determination of possible legal action; required professional
counseling approved by the administration; removal from all
elected or appointed positions of leadership in the School;
required random and/or regularly scheduled drug and/or
alcohol testing at a School-approved local clinic or doctor’s
office for a time period and at intervals to be determined by
the School’s administration. Refusal of a student (directly
or through a parent/guardian) to undergo testing or to
cooperate fully with any of these tests will be considered a
positive result and will result in automatic expulsion (and
will not be referred to the Conduct Review Board).
SELF-REPORTING AND SEEKING ASSISTANCE
If a student and/or the student’s family recognizes an ongoing
problem with alcohol, tobacco, or drugs and (1) initiates
a meeting with a school counselor prior to an observable
infraction, (2) volunteers to undergo professional evaluation
chosen by an agency approved by the School, and (3) agrees
to undergo treatment, if recommended, the School will do all
that is reasonable and appropriate to help such a student and
his/her family.
EATING IN THE BUILDINGS
With few exceptions, the Student Center is the only place
inside the school buildings where students are allowed to
eat food or drink beverages. Occasionally, for instance,
for student meetings over a lunch hour, faculty may allow
students to eat elsewhere in the buildings if they supervise
the students’ eating, drinking, and cleanup. On all other
occasions, faculty should not permit students to eat or drink
in the buildings. Students are permitted to drink water at all
times in the buildings, however.
ELEVATOR USE
Students are prohibited from using the school elevators at all
times. Ill or injured students may receive special permission
from the Health Coordinator to use the elevators for a
designated period of time.
GUIDE FOR ACADEMICS AND STUDENT LIFE | 35
STU D E NT CO N D U CT A N D D I S C I P LI N E
FIGHTS OR HORSEPLAY
Fights and physical horseplay of any kind are prohibited and
may lead to disciplinary consequences for all of the individuals.
GENERAL CONDUCT
Students and parents should be considerate and show respect
toward other students, faculty, all guests and visitors. Students
should respect School property and the personal property of
other people. Students and parents, whether as participants
or spectators, are required to show good sportsmanship and
courtesy at all School-sponsored events (on and off campus).
Any person showing unsportsmanlike conduct may be asked
to leave the event and may not be allowed to attend future
events.
HARASSMENT/BULLYING
The School is dedicated to fostering an environment that
promotes kindness, acceptance, and embraces differences
among individuals. Therefore, the School will not tolerate any
type of harassment or bullying. Harassment includes, but is not
limited to, slurs, jokes, and other verbal, graphic, or offensive
conduct relating to race, religion, color, sex, sexual orientation,
national origin, citizenship, or disability. Harassment also
includes unwanted, offensive sexual conduct. Bullying
includes, but is not limited to, physical or verbal aggression
(hitting, kicking, taunting, teasing, threatening, ridiculing,
etc.), relational aggression (harming or threatening to harm
relationships or acceptance, friendship, or group inclusion),
emotional aggression (teasing, threatening, intimidating
others). The School also prohibits cyber-bullying (creating
websites, instant messaging, email, using camera phones,
or other forms of technology to engage in harassment or
bullying). Any of these types of offensive conduct, whether
on or off campus, on a school bus, or at a School-related event,
can create an uncomfortable School environment.
All concerns relating to harassment or bullying should be
reported immediately to School officials. We also expect
that anyone, whether student, faculty, staff or family member
who witness, or has knowledge of an incident of bullying
or harassment, will report the incident to administration
immediately. When the School administration becomes
aware of harassment or bullying, the situation will be
promptly investigated. Any student found to have violated
this policy will be subject to disciplinary action, including
dismissal from school for serious violations. No adverse
action will be taken against any person who makes a good
faith report of harassment or bullying. Retaliation in any
form against anyone for making a good faith complaint under
this policy or for participating in an investigation is strictly
prohibited. Any retaliation should also be reported pursuant
to this policy and is itself a cause for disciplinary action.
HAZING
Although we encourage students to participate in
School-related athletics, clubs, associations, organizations
and other groups, the School prohibits all forms of hazing.
36 | GUIDE FOR ACADEMICS AND STUDENT LIFE
Hazing refers to any activity expected of a student to join
or to continue membership or participation in any group
where the activity produces or could be expected to produce
mental, emotional or physical discomfort, humiliation,
embarrassment, harassment, or ridicule to the student,
regardless of the student’s willingness to participate. Hazing
activities include, but are not limited to, acts of personal
servitude (i.e., forced labor or service), sleep deprivation,
restrictions on personal hygiene, yelling, swearing,
insulting or demeaning verbal abuse, being forced to wear
embarrassing or humiliating attire, consumption of vile or
other non-food substances, consumption of alcohol, smearing
of skin with vile substances, brandings, writing or marking
on one’s skin or clothes, physical beatings, paddling or other
physical abuse, performing sexual simulation or sexual acts,
stunts or dares that could result in physical injury or harm
to a person’s mental, emotional or social well-being, any act
in violation of the law or School policy, and any other activity
that could fall within the definition of hazing. If you are not
sure if an activity is hazing, then you need to contact School
officials and ask.
A student violates this policy whenever he or she engages,
assists, or attempts to engage or assist in the planning or
committing of any hazing activity, whether on or off School
property. Each student is also responsible for immediately
reporting any hazing activity or plans for any hazing activity
to School officials. The failure to make such a report is also a
violation of this policy.
When the School administration becomes aware of any actual
or planned hazing activity, the situation will be promptly
investigated. Any student found to have violated this policy
will be subject to disciplinary action, including dismissal
from the School for serious violations. No adverse action will
be taken against any person who makes a good faith report of
hazing activity.
IDENTIFICATION CARDS
In order to protect the safety of all who attend the School,
identification cards have become a fact of life. It is expected
that all students will carry their Tampa Prep ID card whenever
they are on campus. Students may be asked to produce their
card by School personnel for a variety of reasons, such as but
not limited to: campus security checks, athletic and other
school-sponsored events, and book checkout.
ILLNESS
Prior to the beginning of School, a physical examination must
be completed or transferred for each student entering the
School. Immunization or a certificate of waiver is required
for all students. Immunizations must be kept current, and
a Certificate of Immunization, signed by a physician, or an
immunization waiver must be kept on file in the School office.
Students may not attend School without an appropriate
immunization record.
STU DE NT CON DUCT AN D DI SC I PL I N E
The Health Coordinator is available to students daily. If
a student is not feeling well, he/she should inform the
classroom teacher and ask to be excused to go to the Health
Coordinator's office. Students will be released for medical
reasons only with permission from the parent/guardian or
from the person designated on the student's emergency card.
If a parent cannot pick up a sick child, the child will be sent
home by taxi at the parent’s expense.
Many students must have medication available at School for
certain illnesses and conditions. School personnel cannot
administer medication, including pain relievers, without
explicit written parental/guardian permission. A permission
form completed by the parent/guardian is required in
the event a student must receive medicine at School. The
medicine, in its original container, labeled with the student's
name, name of medicine, dose and time to be given, doctor's
name (if prescribed) and possible side effects, must be given to
the Health Coordinator together with the signed permission
form. Parents are not to give medication to students to
administer to themselves.
Students who are absent from School for the following reasons
require a physician's statement confirming the student's
ability to return to School and any necessary limitations or
restriction:
•• Measles, mumps, chicken pox, ringworm, scarlet fever
•• Strep infection, mononucleosis, hepatitis, pink eye
•• Students who may not participate in sports or gym
classes following an extended illness, surgery or
concussion
(Revised 7-13)
LAPTOP AND MOBILE DEVICE SECURITY
Students have been assigned lockers capable of holding their
iPads as well as books. iPads should not be left anywhere on
campus unattended; the provided lockers should be used. The
School does not assume or accept any responsibility for loss
or damage to iPads.
LASER POINTERS
Laser pointers are prohibited on School grounds at all times.
LOCKERS
Students will be assigned a locker and are expected to use
either a lock provided by the School or to provide their own
lock to secure their possessions. When not in use, lockers
should be kept locked. Students may not move to any other
locker other than the one that has been assigned to them.
Students may not write on lockers or affix any stickers
to lockers. Lockers are School property and are loaned to
students. The School reserves the right to enter and search
lockers. The School assumes no financial responsibility for
items taken from lockers. (Revised 7-13)
OFF CAMPUS BEHAVIORS
As stated elsewhere in this Guide, the School does not wish
to unnecessarily involve itself in a student’s off campus
behaviors. However, the School reserves the right to take
action to the extent that off campus behaviors impact the
individual’s ability to continue at school or impact other
students’ or employees’ ability to be comfortable at school.
We expect students to avoid all types of behaviors, including
behaviors that may be harmful to one’s body, self-esteem, or
health. As examples, off campus Internet activity, criminal
activity, sexual activity, use of drugs, alcohol, or tobacco, may
result in a student receiving disciplinary action, up to and
including dismissal from school.
POSTING SIGNS
Signs posted by students around campus may be attached
only using blue masking tape (available at the reception
desk). Students must remove all signs immediately after
the announced event is completed. Any damage to School
property will be repaired and billed to a student’s account.
All postings should maintain decency, common sense, and
good taste or they will be removed.
PUBLIC DISPLAYS OF AFFECTION
In keeping with the School’s emphasis on modesty and
decency, public displays of affection (i.e. kissing, extended
embraces, etc.) between students are not permitted on
campus. In addition, any type of sexual conduct anywhere
on campus, on School buses, or at a School-sponsored event
is prohibited. Any unwanted or offensive sexual conduct
occurring on School property or at a School event must be
immediately reported in accordance with the Harassment
and Bullying Policy.
STUDENT/ADULT INTERACTIONS AND COMMUNICATION
Our students and adults (teachers, administrators, staff
members, parents, and visitors) are expected to interact
with each other in a professional and respectful manner.
Although our adults can and should be friendly with the
students, becoming too friendly with each other sometimes
results in confusion and anxiety. If a student or the student’s
parents become aware of any adult’s communications or
actions toward one or more students that seems unusual,
overly friendly, or otherwise inappropriate, such information
should immediately be reported to the School counselor or
the appropriate Division Director.
Some examples of behaviors that should not occur and which
should be reported include school employees:
• Calling students at home for a non-school matter
• Touching students or their clothing in non-professional
ways or inappropriate places, or touching a student with
aggression or in frustration
• Making comments that are too personal (about a student’s
clothing, hair, personal habits, etc.)
• Sending emails, texts, or writing notes to students of a
personal nature
GUIDE FOR ACADEMICS AND STUDENT LIFE | 37
TEC H N O LO GY PO L I C I E S
•
•
•
•
•
•
•
•
Flirting or asking a student on a date
Visiting students to “hang out” in their hotel rooms when
on field trips or sporting events or when the student’s
parents are not at home
Asking or permitting students to sit on a teacher’s lap
Telling secrets or telling the student not to tell something
that’s a secret
Swearing, making inappropriate sexual, racial/or ethnic
comments
Inviting students to visit the adult’s social networking
profile or become a “friend” on a social network
Telling off-color jokes
Dating or engaging in consensual relationships with
students
Similarly, we expect that our parents will not take it upon
themselves to address a situation with a student relating to a
disagreement with the student or the student’s parents. Loud,
angry, or aggressive language or actions will not be tolerated.
Any such interaction should be reported under this policy.
STUDY HALLS
Unless otherwise designated, all Study Halls meet in the Peifer
Library. Study Hall should start on time and should remain
quiet for the entire period. The Study Hall monitor will take
attendance, maintain a productive study environment, and
never leave the Study Hall unattended.
In addition, Study Hall monitors will enforce the following
rules:
1. Students should come to the Study Hall prepared with
sufficient work to occupy them for the entire period
and should not be excused from the room to retrieve
additional materials.
2. Students are allowed to use personal listening devices
as long as other students are not distracted.
Seniors who did not receive either a D or F in their prior
quarterly grades and who have been responsible Tampa Prep
citizens may be excused from Study Hall, but must remain
on campus in designated locations. Juniors who are on the
Head’s List during the first semester are exempt from Study
Hall the second semester. Seniors who have been suspended
may not be excused from Study Hall.
WEAPONS AND THREATS
The School takes a zero tolerance position on threats and
weapons, even when students make comments in jest, on
email, or away from School toward or about another student,
employee, or the School. Students are prohibited from
bringing any type of weapon to School or School-sponsored
events, including knives, guns, fireworks, etc. Any such item
may be confiscated and, if appropriate, turned over to law
enforcement. Any pictorial depictions of weapons or verbal
or written comments that the administration determines in
its discretion appear to be threatening in nature will result in
disciplinary consequences.
38 | GUIDE FOR ACADEMICS AND STUDENT LIFE
TECHNOLOGY POLICIES
TECHNOLOGY MISSION STATEMENT
Tampa Preparatory School provides access to technology
and training for students and faculty alike in order to
provide the most appropriate tools available to support
higher level learning and instruction.
Technology is
viewed as an important enhancement to the rigorous
academic curriculum taught at the school. We believe that
technological skills are valuable as they pertain to sound
pedagogy, not as an end in themselves. To this end, the school
is committed to making available proven technologies and
training to the students, faculty, staff and administration and
to provide opportunities for growth on a continuing basis.
TECHNOLOGY ACCEPTABLE USE POLICY
Tampa Preparatory School has ample technological resources
including computer labs, desktop computers, laptops,
SmartBoard and digital research tools. It is assumed that
everyone at Tampa Preparatory School (that is students,
faculty, staff, administrators and parents) will use computers
in an ethical, responsible manner. All computers are to
be used for academic purposes first and foremost. There
may be times when students are allowed to use technology
for recreational use, but students should not visit sites
that have objectionable content or use technology to view
objectionable material. Students should not attempt to
bypass the technological blocks that have been placed on
computers to filter content that the school has classified as
objectionable. All computers and technological resources are
to be handled with care and consideration and be used for
academic purposes.
While the School does not actively pursue or routinely view
personal social networking sites, when objectionable or
disrespectful material is brought to the attention of the
School or School personnel or experiences are placed on a
site, the school reserves the right to examine the content and
address the conduct if it creates a hostile or disrespectful
environment and the right to address the student who placed
the content on the site.
The School does encourage parents to routinely view their
child’s site to ensure that information and content shared
does not place a student at risk.
TECHNOLOGY, ELECTRONIC DEVICES, AND COMPUTER
SYSTEMS USAGE POLICY
All persons using the School’s computers, the School’s
network, or personal computers on School property or over
the School’s systems are required to abide by the following
rules. This policy also applies to the use of any personal
electronic devices (computers, laptops, iPads, cameras, video
cameras, phones, iPhones, iPods, Blackberries, PDAs, etc.) on
School property or at a School-related event. Failure to abide
by these rules will result in appropriate disciplinary action
determined by the School administration. All computers
should be used in a responsible, ethical and legal manner and
TE C H NOLO GY POL IC I ES
in compliance with the Honor Code. Violations of the following
guidelines may result in the revocation of access privileges
and possible disciplinary responses, including expulsion for
serious offenses.
Internet Access: Tampa Preparatory School provides
both wired and wireless connectivity for both faculty and
students. Students are allowed to use personal digital
communication devices between classes and in the classroom
at the classroom instructor’s discretion. While the School
provides best effort Internet content filtering on both the
wired and wireless connections, in order to allow access
to certain educational resources, students may be able to
bypass these filters. Users of the Tampa Preparatory School
network are expected to act as responsible digital citizens
and conduct themselves in compliance with the School Honor
Code. Furthermore, accessing or passing on any material that
is pornographic, violent in nature, or otherwise harassing is
totally unacceptable and will be dealt with immediately by the
appropriate administrator. Students are expected to abide by
the same policy whether using personal or School-provided
devices and whether on a cellular or School-provided network.
In addition, the creation or utilization of personal Wi-Fi
Hotspots while on campus is strictly forbidden. (Revised 7-13)
Internet Safety: Students should never give out personal
information (address, telephone number, name of School,
address of School, date of birth, Social Security Number, credit
card number, etc.) over the Internet. Students also should not
meet with someone that they have contacted on-line without
prior parental approval. Safety is the responsibility of the
parent and student. The School is not liable in any way for
irresponsible acts on the part of the student.
Pirated Software: The term “pirated software” refers
to the use and transfer of stolen software. Commercial
software is copyrighted, and each purchaser must abide by
the licensing agreement published with the software. There
is no justification for the use of illegally obtained software.
The School will not, in any way, be held responsible for a
student’s own software brought to School for personal use.
In addition, usage of peer-to-peer file sharing software or bit
torrent trackers while on campus is prohibited.
Network Access/Passwords: Accessing the accounts and
files of others is prohibited. Attempting to impair the network
or to bypass restrictions set by the network administrator
is prohibited. Obtaining another’s password or rights to
another’s directory or email on the network is a violation of
School rules as well as a form of theft. Taking advantage of a
student who inadvertently leaves a computer without logging
out is not appropriate. Using someone else’s password or
posting a message using another’s log-in name is a form of
dishonesty, just as is plagiarism or lying, and will be treated
as an Honor Code violation. Guard your password, you will
be responsible for any activity done on the School’s system
under your password.
School’s Right To Inspect: The School reserves the right to
inspect user directories for inappropriate files and to remove
them if found and to take other appropriate action if deemed
necessary, including notification of parents. The School also
reserves the right to inspect any personal electronic devices
brought onto campus. Do not assume that any messages or
materials on your computer or the School’s systems are
private.
Email, Chat Rooms, Instant Messaging, and Social
Networking Sites: Email cannot be used to harass or threaten
others. The School reserves the right to randomly check email
or text messages. Email messages must not include personal
attacks and should follow the normal rules of appropriate
public language. They should not contain any language or
content, which the author would not be willing to share from
the podium at a School meeting.
While the School does not actively pursue or routinely view
personal social networking sites, when objectionable or
disrespectful material is brought to the attention of the
school or school personnel or experiences are placed on a
site, the School reserves the right to examine the content and
address the conduct if it creates a hostile or disrespectful
environment.
Any person who believes that they have
been harassed or threatened by any of these methods of
communications should immediately report the concern in
accordance with the School’s No Harassment/No Bullying
policy.
Students should not be “friends” with any faculty member
on any of these social networking sites. Any violation of
this prohibition must be reported to the Administration
immediately. Postings on social networking or other Internet
sites of students engaging in inappropriate behavior (such
as drinking, smoking, sexual actions, etc.) is prohibited.
Students are expected to cooperate in investigations by
providing access to such sites.
Viruses: Every effort is made by the School to keep our
system virus-free. Even with the best techniques, however,
computer viruses can be transmitted to and from any
computer, including those in the computer center. The School
is not responsible for the transmission of any virus or for
damage suffered from a virus.
Computer Care: Members of the School community will
not abuse, tamper with, or willfully damage any computer
equipment, use the computer for other than appropriate
work, or bring food or drink into any computer area. Any
intentional acts of vandalism will result in discipline and
students will be held responsible for replacement or repairs.
Reporting Requirements/Discipline: Any student who
accesses inappropriate material on the Internet, receives
harassing, threatening, or inappropriate materials via email,
cell phone or on the Internet, must immediately report the
concern to the teacher who is supervising the activity or to
GUIDE FOR ACADEMICS AND STUDENT LIFE | 39
TEC H N O LO GY PO L I C I E S
School officials so that the situation can be investigated and
addressed appropriately. Students who violate any aspect of
this Computer and Systems Usage Policy will be subject to
appropriate discipline.
PERSONAL ELECTRONIC DEVICES
The use of any and all electronic devices while on School
grounds or in attendance at School-sponsored events is bound
by the School’s rules for Honor Code and Student Conduct and
Discipline, including The Technology, Electronic Devices, and
Computer Systems Usage Policy. Accessing inappropriate
content on the Internet or on any device is strictly prohibited.
The use of personal or School-provided electronic
communication devices, including cellular phones is
permitted before and after school, during lunch and between
classes. The use of any electronic device within the classroom
is permitted at the discretion of the classroom teacher, Study
Hall proctor, or Dean of Students. Any usage of electronic
devices that causes a disturbance to the educational process
is forbidden and may cause the student to face disciplinary
action from either the appropriate Division Director or the
Dean of Students. (Revised 7-13)
As stated in our Inspection Policy, the School reserves
the right to inspect any item or place on School campus or
School-sponsored events, which includes the right to inspect
a student’s electronic device and to take disciplinary action
for any information or materials found on such devices.
Parents who need to contact a child in an emergency
should call the school, not the student. Urgent messages
will be relayed appropriately, while normal telephone
messages for students will be announced via the intercom at
lunch and after school.
A student phone is available at the Health Coordinator's desk.
It is available for use during breaks and lunch, as well as
before and after school hours. This telephone is to be used
for school business only and is limited to placing calls within
the Tampa Bay calling area.
Use of imaging devices, such as camera phones, iPads, video
camera’s, etc, is prohibited in gym locker rooms and School
restrooms. In addition, students may not use such devices in
classes without the express permission of the teacher. Any
videotapes or photos permitted to be taken during class may
not be placed on the Internet.
CARE OF THE IPAD
Students are responsible for the care and safekeeping of their
iPads. Student iPads will be the property and responsibility of
the student and his or her family. Insurance against damage,
theft or other loss is highly recommended. The School will
not be responsible for repairing or replacing broken or stolen
iPads. Families are responsible for furnishing the student
with a protective case for the iPad and students must keep
40 | GUIDE FOR ACADEMICS AND STUDENT LIFE
the iPad in this protective case at all times.
Not having an iPad or not having a working iPad will not
excuse the student from participating in class or completing
assignments. If students leave their iPad at home they are
still responsible for getting coursework completed on time.
Coursework not completed due to not having an iPad will be
subject to the same consequences as other incomplete work.
A loaner iPad will be made available for students while their
iPad is being repaired or replaced. The iPad will only be
loaned out for one week and the student is responsible for any
damage/theft/loss incurred. Students will be able to access
documents stored in Google Drive, iCloud or other "cloud"
based applications as well as having access to their apps.
Other than iBooks, student ebooks may not be accessible to
the student, depending on the type of electronic resource.
Screens should be kept clean with a soft cloth such as those
used for cleaning eyeglasses. Do not set iPads near food,
liquid or sources of heat. Keep iPads away from extreme
heat. iPads should not be left at school overnight and should
be secured in the student's locker at all times when not in use.
If carrying an iPad in a backpack, take care that it is placed
flat against other items and that the cover of the iPad case
is closed over the screen with no pencils or pens pressed
against the screen.
iPad Security and Identification: iPads must be secured
in the student’s locker when not in the student's possession
and should be taken home at night and fully charged. iPads
should not be stored in vehicles and should never be left in
view inside a vehicle. Students should set up the automatic
passcode lock on their iPads. Student should share the
passcode with their parents and no one else, unless required
to do so by School personnel. The iPad is the sole responsibility
of the student and under no circumstances should the iPad be
left unsupervised. Students should never loan their iPad to
another student for any reason. Any iPad left unattended is at
risk of being stolen or damaged. If an iPad is found it will be
taken to the Student Technology Support Coordinator.
iPad Content Management: Apps and iPad updates should
be downloaded while off campus or before/after school hours.
Students are prohibited from downloading movies, music or
other bandwidth intensive resources while on campus unless
explicitly directed by a faculty member. Inappropriate media
may not be stored on the iPad at any time. Inappropriate
media includes but is not limited to: pornographic materials,
inappropriate language and references to tobacco, alcohol,
drugs or firearms.
Students will not be permitted to print from the iPads.
Assignments will be distributed and collected via the iPad
using Google Drive and the Haiku Learning Management
System. If printing is necessary, students may use the
PAR K I NG AN D TRANS PORTATION
computer labs to print from the desktop computers.
iPad Device Backup: Students should conduct regular
backups of their iPads using iCloud or via iTunes while
connected to a home computer. The Find My iPhone app is
highly recommended for students to download onto their
iPads. Students are required to bring the iPad to school every
day. Students should save all work to their Google Drive and
iCloud for backup. The School does not take responsibility for
any loss of student data. Students should assume that none of
their data is private or confidential. Any communication or
data may be reviewed by School administration.
iPad Appropriate Use: Activities not directly related to
the teacher directed classroom activities are considered
inappropriate use. These activities include but are not limited
to: texting, social networking, FaceTime etc., and are not
permitted during class time. Students must bring the iPad to
all classes unless specifically instructed not to do so. iPads
must be fully charged by students at home each evening.
iPads that have been "jailbroken" are not permitted on the
School network. Changing another person's passcode or
any unauthorized access to another's iTunes account will be
treated as hacking and handled in accordance with the School
Honor Code.
Students may record audio or use the camera to record in
a classroom or school outing only with prior consent of the
teacher, coach or other faculty member. Students are at all
times responsible for ensuring that all individuals or groups
are aware and agree to the recording or photo. Students must
not share any audio, video or photographic likeness without
the express consent from all parties involved. Bathrooms
and locker rooms are considered private areas. Recording
equipment is not to be used in these areas at any time.
Use of the iPad falls within the guidelines of the Tampa
Preparatory School Honor Code. The iPad is a learning tool
intended for academic use during the School day and is subject
to inspection at any time. Students are limited to using their
iPad while on the School Wi-Fi network. iPhones, personal
laptops, etc. are not permitted. Students may choose to
bring styluses, Bluetooth keyboards, headphones and other
accessories if they wish.
Apps and e-books: At the beginning of the school year, core
cross-curricular apps will be distributed to students via their
School-provided Gmail accounts. These apps are only to be
installed on the students' personal iPads. Students will be
given instructions for accessing e-books in teacher syllabi
at the beginning of the School year when they go to class.
Student iPad support will be available on the third floor.
Students should contact the Student Technology Support
Coordinator for help.
Monitoring: Students should expect that any information
created, transmitted, downloaded, received, reviewed,
viewed, typed, forwarded, or stored in iPad devices may
be accessed by Tampa Prep at any time without prior
notice. Students should have no expectation of privacy
or confidentiality in such data, messages, or information
(whether or not password-protected), or that deleted
messages are necessarily removed from the system.
Tampa Prep's monitoring policy may include, but is not
limited to, physical inspection of iPad devices; review of
content passing through the School's network, data lines, and
other systems, review of personal email (including personal
web-based password-protected email) and text messages
accessed using iPad devices and/or School data connections;
key loggers and other input monitoring mechanisms; and use
of screen monitoring software, hardware, and video drives.
(Revised 7-13)
PARKING AND TRANSPORTATION
AUTOMOBILES AND PARKING
The School does not encourage the use of automobiles.
Students are reminded that driving to and parking at school
is a privilege. Students who do drive to school must obtain
parking permits and park in the Cass Street and Cypress
Street parking lots. All non-seniors will park on Cypress
Street. The School will not be responsible for parking tickets,
towing fees, or damage to vehicles.
The student parking spaces closest to the school are
designated for senior parking on a first-come, first-served
basis. Visitors’ parking is available by the Baseball Field.
Numbered parking decals for 2013-14 will be available at a
cost of $25.00. All students driving vehicles to school must
display a current parking decal in the lower left corner
(driver’s side) of the rear window. If an occasion should arise
where a student is using a vehicle other than the one normally
driven to school that displays the student’s decal, a temporary
parking permit may be issued for the day only.
Students will not be permitted to leave the school campus
before they leave for the final time that day unless the student
properly signs out and obtains a note from the Assistant to
the Dean of Students. The only exception to this policy is
seniors leaving for lunch.
Parking violations are given to students for the following
reasons:
1. Non-seniors parking in a senior space
2. Parking in spaces marked “Handicapped,” “Visitor,”
“Faculty,” or “Buses”
3. Parking in Fire Lanes
4. Parking on the grass or sprinkler system
5. Failure to obtain a parking permit for the current
school year
6. Any observance of reckless or discourteous driving
GUIDE FOR ACADEMICS AND STUDENT LIFE | 41
OTH E R I N FO R M ATI O N
(this may also result in the suspension of parking
privileges)
The parking areas are patrolled by Tampa Prep Security who
will issue parking citations ($25 fine for each violation).
TRANSPORTATION TO AND FROM
SCHOOL-SPONSORED EVENTS
The School will provide transportation for all students
participating in normally scheduled extracurricular events,
such as athletic contests and drama and music competitions.
This transportation will originate and terminate at the
School. Students are strongly encouraged to use school
transportation for school-sponsored events. Exceptions to
this will be discussed with program directors.
OTHER INFORMATION
CHILD ABUSE REPORTING
School teachers and other personnel are mandatory
reporters under the Florida child abuse reporting laws.
Please understand that we must take our obligations
seriously and if we assess that a situation requires it, we
will make a report to child abuse authorities of situations
that we reasonably suspect constitute abuse, neglect, or
abandonment. Depending on the circumstances, we may not
be able to communicate with parents about the report until
authorized by child abuse authorities to do so. We ask for
your understanding and do our best to protect the children
under our care.
CHILD SAFETY FROM SEXUAL OFFENDERS AND PREDATORS
According to the National Center for Missing and Exploited
Children (NCMEC), sexual perpetrators are commonly people
the parents/guardians or children know, and these people
may be in a position of trust or responsibility to a child and
family.
Because of our concern for student safety, all employees, and
those parents who volunteer for overnight field trips, are
screened through the School’s criminal background process.
To keep their children safe, parents should talk openly to
their children about safety issues. Parents should know their
children’s friends and be clear with their children about the
places and homes that their children visit. Children should be
taught that they have the right to say no to any unwelcome,
uncomfortable, or confusing touching or actions by others
and to get out of those situations as quickly as possible.
Parents should regularly visit the public registry to check
out individuals for prior criminal records and sex offenses.
Information concerning registered sex offenders and
predators in Florida may be obtained by visiting http://
www.fdle.state.fl.us, the Florida Department of Law
Enforcement Sexual Offenders database. Information may
also be obtained by contacting the FDLE’s toll-free telephone
42 | GUIDE FOR ACADEMICS AND STUDENT LIFE
number: 1-888-FL-PREDATOR (1-888-357-7332). To view a map
of registered sex offenders living within a five-mile radius of any
given address, parents should visit http://www.familywatchdog.
us. To learn about additional child safety tips and links to child
and internet safety sites and searches, parents should visit the
Florida Attorney General website at http://myfloridalegal.com.
COMMUNICATIONS FROM SCHOOL
Tampa Prep sends important information about events, activities
and policies via email. If we do not have your current email address
on file in the Development Office, please send an update to Bonnie
Warfel at [email protected] Many email providers filter
bulk messages as spam or junk, so verify that your settings allow
all mail from tampaprep.org.
The School provides various methods for obtaining information.
You can sign up for Alerts through our website to receive
email or text notification about School News, Athletic News
and Athletic results by team. With iCal feeds, you can sync the
School Calendar(s) to your iPhone, iPad or Google Calendar.
For instructions on how to set up these features, view the
“Staying Connected” tab at www.tampaprep.org/parents.
(Revised 7-13)
EVACUATION
A map can be found in each room showing the quickest and safest
route for leaving the building. Please familiarize yourself with
these maps. Students will be appointed to turn off lights and air
conditioners and to close the windows and doors during fire drills
or an evacuation.
Students should move quickly and quietly to designated area.
Movement and noise during fire drills should be kept to a
minimum. Talking is prohibited.
FAXING AND EMAIL
Parents and students are discouraged from faxing or emailing
schoolwork to Tampa Prep unless specifically instructed by a
teacher. We are unable to guarantee the timeliness of receipt of
such faxes by the teachers. Any assignments that are faxed or
emailed are considered submitted when they are received by the
teacher making the assignment.
Student use of School email is tied to the Honor Code and all
students are expected to conduct themselves in compliance
with the Honor Code guidelines. Students in grades 6-8 are
restricted from sending or receiving emails from outside of the
School community, while students in grades 9-12 have full email
functionality. If a student’s instructor gives permission, the
student may choose to submit assignments digitally via Google
Drive or Gmail.
HEALTH INFORMATION SHARING
Parents and student agree, as a condition of continued enrollment,
to consent to the release of any of the student’s health related
information, including information relating to drug treatment,
testing, medical and mental health records, to employees or
OTH E R I N FOR MATION
agents of the School, as determined by the Head of School or
his or her designee, to meet the medical or safety needs of the
student and the community or the legal responsibilities of the
School.
The School will maintain appropriate administrative,
technical, and physical safeguards to protect the security
of all health-related information within its care or custody.
While it is the obligation of the School to safeguard student
medical information, we must also balance matters of privacy
and confidentiality with safeguarding the interests and well
being of our students and our community. Thus, parents/
guardians and students consent to allow employees and
agents of the School, who have a need to know, to receive and/
or share medical and/or psychological information necessary
to serve the best interests of the student and/or community.
In the event of a disclosure required by law, every effort will
be made to notify the student and/or parents/guardians in
advance.
(Revised 7-13)
INSPECTION POLICY
The School reserves the right to inspect and conduct a search
of any place or item on School campus or at a School-related
event including, but not limited to, a student’s locker, book
bag, backpack, vehicle, computer, or personal electronic
devices. Inspections and searches may be conducted on a
routine or random basis or as deemed necessary. Further, the
School has the right to seize and permanently retain property
disclosed by an inspection or search which is considered
potentially harmful, dangerous, illegal, or inappropriate,
the possession of which is a violation of the School’s rules,
community standards, and/or local and state law.
INTERPRETATION, MODIFICATION, AMENDMENT
The School reserves the right to interpret the contents of
this Guide, including the rules and regulations governing
academic and non-academic conduct of students. The School
reserves the right to modify and/or amend the contents of
this Guide at any time during the year. Parents and students
should check the School’s intranet periodically to ensure
that they are aware of the most recent version of the Guide
policies.
INVESTIGATIONS
Students are expected to cooperate in investigations. Students
are expected to be honest, but honesty is not necessarily a
mitigating factor and students’ own statements may be used
against them. Failure to cooperate with an investigation may
be cause for disciplinary action.
If a student refuses to participate or cooperate at any stage
of an investigation, or is unable to do so for whatever reason,
including without limitation, pending criminal charges, the
School reserves the right to take action, including proceeding
without a statement from the student, or to require the
student to withdraw from School.
(Revised 7-13)
LUNCH SERVICE
Details for the daily Tampa Prep lunch service can be found at
www.tampaprep.org/lunch. (Revised 7-13)
PARENT/FAMILY COOPERATION
The School believes that a positive and constructive working
relationship between the School and parent is essential
to the fulfillment of the School’s educational purpose and
responsibilities to its students. If the parent’s or other family
member’s behavior, communications, or interactions on or
off campus (including during school-sponsored events) is
disruptive, intimidating, or overly aggressive, or reflects a
loss of confidence or serious disagreement with the School’s
policies, methods of instruction, or discipline, or otherwise
seriously interferes with the School’s safety procedures,
responsibilities, or accomplishment of its educational
purpose or program, the School reserves the right to dismiss
the family from the community. In addition, the School
reserves the right to place restrictions on parents’ or other
family members’ involvement or activity at school, on school
property, or at school-related events if the parent or other
family member engages in behavior or has a status (such as a
criminal conviction) that would reasonably suggest that such
restrictions may be appropriate for the community.
PAYMENT OF TUITION AND FEES
The School strives to provide the highest quality education
while maintaining affordable fees. We depend on the
timely payment of tuition and registration fees to cover
our obligations. Enrolling your child requires a financial
commitment much like any other major purchase. Please
make School tuition a budget priority. Failure to make
tuition/fee payments by the contractual dates may result in
a child being removed from School or not being allowed to
take examinations. Transcripts and student records cannot
be forwarded to another School if there is an outstanding
balance in his/her account, or if there are other outstanding
debts.
RE-ENROLLMENT CONSIDERATIONS
Students are expected to maintain satisfactory academic and
conduct grades on semester report cards. Students with less
than satisfactory grades, a pattern of behavioral difficulties,
excessive absenteeism or tardiness, delinquent accounts, or
whose family members have been uncooperative may not be
invited back for another academic year.
STUDENT RECORDS AND INFORMATION
Requests for student records and transcripts must be directed
to the Registrar’s Office. The School reserves the right to
withhold student transcripts and records for non-payment of
tuition or fees.
The School makes reasonable efforts to ensure that both
natural parents (or legal guardians) receive substantially the
same information (transcripts, records, appointments, etc.).
The School must rely upon the correctness and completeness
GUIDE FOR ACADEMICS AND STUDENT LIFE | 43
LI B RA RY PO L I C I ES
of parental information when the student is enrolled. In
situations of divorced or separated parents, if one parent
believes that the other parent is not entitled to receive certain
information, the parent wishing to restrict information
provided by the School must provide the School with a court
order that is still in effect that specifically restricts the other
parent from receiving such information.
LIBRARY POLICIES
PEIFER LIBRARY
The Peifer Library, located on the third floor, under the dome,
contains books, videos and student-accessible computers
equipped with various software applications, and access
to the Internet. Students wishing to use the facility must
obtain written permission from their classroom or Study Hall
teacher, and the faculty-signed note must include the length
of time the teacher is allowing them to remain. Tampa Prep
students will receive orientation to the Library from the
Library Media Specialist. The Library is open from 8:30 a.m.
to 4:30 p.m. on most school days. Faculty and staff, as well
as students with proper I.D., may check out books from the
Library. Laptops may also be checked out by Upper School
students and returned the same day by 3:30 p.m. If laptops
are not returned by 3:30 p.m. on the day of checkout, students
will lose laptop checkout privileges for the rest of the school
year. (Revised 7-13)
Students may use the library for reading, research, and may
check out two volumes at a time for a period of three weeks.
Abuse of Library books and Library materials or other
misconduct will result in the loss of Library privileges. All
overdue or lost book charges must be paid to the library by
the end of the school year. Each student will receive a picture
I.D. issued by Tampa Prep at the beginning of the school
year. In order to check out a Library book or use the athletic
facilities, a student must present his or her I.D. card.
Students are responsible for good behavior on School
computer networks just as they are in a classroom or
School hallway. Communications on the network are often
public in nature. General school rules for behavior and
communications apply. Students are responsible for knowing
school computer use guidelines.
CHALLENGED BOOK AND OTHER LIBRARY MATERIAL
POLICY
Any Library book or other library material that is challenged
as to its appropriateness for Tampa Prep will be handled in
the following manner:
1. A written statement from the challenger must be
submitted to the Head of School as to why the book
or library material is being challenged with specific
information as to why the challenger feels the book or
other library material is inappropriate for Tampa Prep
44 | GUIDE FOR ACADEMICS AND STUDENT LIFE
students.
2. This statement will be sent to the Challenged Book and
Other Library Material Committee. This Committee
is composed of the Head of School, the Library Media
Specialist, the English Department Chair, selected
Middle School and Upper School English and History
Department faculty members, another Senior
Administrator, and the Student Council President.
3. Each Committee member will receive a copy of the
written statement about the challenged book or other
library material. The Committee will meet and make
its decision on the appropriateness of the book or
other library material for Tampa Prep.
4. A letter will be sent to the challenger informing him/
her of the decision made by the Challenged Book and
Other Library Material Committee.
COU RS E DE S C R I PTI ONS - A RTS
While the School will attempt to provide students every
year with a wide variety of course selections, we prioritize
the offering of graduation-required courses. Therefore,
please note that not all of the semester electives listed in
the Guide are available for students on a yearly basis.

ARTS 
Creative Video (9-12)
This yearlong class allows students to make videos from their
own creative ideas and stories. Participants will also assist
with the production of school marketing videos. The videos
that this class produces will be shown during regular TPTV
episodes. Students will also be encouraged to enter their
creations in public contests. Prerequisite: Introduction to
Video or the instructor’s approval.
Unless otherwise indicated, all courses listed below are one
semester in length. Students enrolled in performance courses
Broadcast Journalism (9-12)
are expected to participate in all class events. Performances are
This yearlong, news-based video course will produce content
considered final exams.
for regular TPTV episodes. Students will report on and create
video segments that highlight school activities in the arts,
DANCE
athletics, clubs, etc. The course runs through organizational
hierarchy that puts more responsibility and control in the
Dance Style 1 (6-8)
A full year elective dance course in which students learn the hands of the students. Prerequisite: Completed application
fundamentals of ballet, jazz and modern dance. Students take and the instructor’s approval.
ballet two days per week and take jazz and modern dance
on the alternate days. They learn terminology, an overview
of dance history and stretch/conditioning in addition to
working on dance steps in the studio. Emphasis is placed on
technique, correct body placement, coordination, flexibility
and endurance. The course culminates in a showcase at the
end of the school year.
DIGITAL ARTS
Digital Photography (9-12)
Digital Photography is a year-long, one credit art course
in which students will explore not only how to take a good
photo, but what the digital SLR camera can do. Students will
“process” photos using Adobe Lightroom 3 as well as Adobe
Photoshop. Once the concepts of shutter speed, ASA, aperture,
multiple exposures, and the difference between shooting
in jpeg vs RAW have been mastered, students will integrate
these photos into podcasts using flip cameras. Requirements:
a digital SLR camera. Tripods will be provided.
Video Production (8)
This course gives students a beginners’ look at the video
production process. During the semester students learn
the basics of video production, to include script writing,
pre-production, proper shooting and lighting techniques,
and post-production. The students have hands-on learning
with the equipment in labs, help with projects to support the
School, and have the chance to produce their own projects.
Yearbook (9-12)
Students in this year-long course produce the School’s
yearbook. The course teaches the latest trends in journalism,
design, and graphics. To enter the course, students must
complete an application, meet certain criteria, and receive
the instructor’s permission. The course requires additional
extracurricular time. Prerequisite: Instructor’s approval
MUSIC
Beginning Chorus (6)
This elective is designed for sixth grade students who have
had little to no background with singing in a choral setting.
During the course, students will sing a variety of repertoire.
The students will learn basic musical skills in theory, history,
and reading notation. Students will also participate in a
group project making their own music video.
Journalism (9-12)
Students in this year-long course produce the School’s
student newspaper, the Terrapin Times. The course focuses
on journalistic writing styles, interview techniques, layout
and design and production mechanics using a Macintosh
computer and desktop publishing software. Students must
apply to enter the course, meet certain criteria, and complete
an interview. The course requires additional extracurricular Chorus (7,8)
This performing vocal ensemble meets four hours each week
time. Prerequisite: Instructor’s approval
and is offered as an Arts semester elective in the seventh and
eighth grades. Students are not auditioned; the course is open
Introduction to Video (9-12)
This semester class serves as an introduction to the world to all interested students. Students learn standard sacred and
of video. Students will learn the basics of video production secular choral literature with a multicultural emphasis as
including technical specifications, basic shot composition, recommended by the American Choral Directors’ Association,
how to work with cameras and equipment, and editing with the Music Educators’ National Conference and the Florida
Final Cut Pro. The course will consist of lectures, labs with Vocal Association. Emphasis is placed on ear training, proper
equipment and editing software, and projects to reinforce breathing, diction, tone color, developing a sense of ensemble
and blend, musicality, dynamics, line, et al. Attention is paid
course content.
to the historical context in which the music was composed
GUIDE FOR ACADEMICS AND STUDENT LIFE | 45
COU RSE D E S C R I PTI O N S - A RTS
and students become familiar with choral composers. The
class musicians will perform in Arts concerts, various school
functions and in the larger community, at the discretion of
the instructor. Participation in all ensemble rehearsals and
performances is an expectation of the course and is required.
Beginning Band (6)
This course is designed for the sixth grade student with no
previous experience playing a wind instrument. Students
will play one of the following instruments: flute, clarinet,
alto saxophone, trumpet, or trombone. During the semester
students will develop the fundamentals of music: music theory,
history of their instrument and learn how to read musical
notation according to their instrument. Grading is entirely
based upon participation.
Middle School Band (7,8)
This performing wind and percussion ensemble meets four
hours each week during a regularly scheduled period and is
offered as a one-semester Arts elective in the seventh and
eighth grades. Students are not auditioned; the course is open
to all interested students. Students learn basic skills on a
wind and percussion instrument of their choosing. Emphasis
is placed on music reading, proper breathing, intonation,
tone, developing a sense of ensemble and blend, musicality,
dynamics, line, et al. The class’ musicians will perform in
Arts concerts, various school functions, and in the larger
community, at the discretion of the instructor.
String Orchestra (7-12)
This performing string ensemble for violin, viola, cello,
and bass meets four times each week for one hour during a
regularly scheduled period. Students in this year-long class
will learn music from several genres including classical,
pops music, and chamber music works. The class’ musicians
will perform in Arts concerts, various school functions, and
in the larger community. Prerequisites: 3 year minimum
background/expertise in string performance or with String
Orchestra Instructor approval. Students interested in
auditioning should contact the Music Director for details.
Upper School Band (9-12)
This performing wind band, with rhythm section, including,
percussion, piano, and guitar, meets four times each week
for one hour during a regularly scheduled period. Students
in this year-long class will learn music from several generes,
focusing on jazz, popular music, and classical. Students in
Upper School Band will collaborate with the String Orchestra.
The class’ musicians will perform in Arts concerts, various
school functions, and in the larger community. Prerequisites:
some background/expertise in instrumental performance.
Music Studio Ensemble (9-12)
This is a performing arts course for students who want
to learn to create their own music. Students in this class
will learn fundamental composition methods to help them
lay the foundation for their own Garage Band/ipad music
46 | GUIDE FOR ACADEMICS AND STUDENT LIFE
composition and mixing projects. Students will also learn
to create music for acoustic instruments including, but not
limited to percussion, guitar, and piano. This two semester
course will help students explore the use of acoustic
instruments alongside electronic technologies. Students will
have the opportunity to perform their music in Arts concerts
in addition to various school and community functions.
Participation in rehearsals and ensemble performances
is required. Past musical experience is beneficial, but not
required.
Concert Chorus (9-12)
The Concert Chorus is open to all students without audition.
Students learn standard sacred and secular choral literature
with a multicultural emphasis as recommended by the
American Choral Directors’ Association, the Music Educators’
National Conference and the Florida Vocal Association.
Emphasis is placed on ear training, proper breathing,
diction, tone color, developing a sense of ensemble and
blend, musicality, dynamics, line, et al. Attention is paid to
the historical context in which the music was composed and
students become familiar with choral composers. Several
concerts are presented and there is a performing tour outside
of Florida each year. Participation in all ensemble rehearsals
and performances is an expectation of the course and is
required. Students may elect to participate in this ensemble
as an independent study and permission of the instructor is
required.
Chamber Chorus (9-12)
The Chamber Chorus is open to all interested students by
audition. Students learn standard sacred and secular choral
literature with a multicultural emphasis as recommended
by the American Choral Directors’ Association, the Music
Educators’ National Conference, and the Florida Vocal
Association. Emphasis is placed on ear training, sight
singing, proper breathing, diction, tone color, developing a
sense of ensemble and blend, musicality, dynamics, line, et
al. Attention is paid to the historical context in which the
music was composed, and students become familiar with
choral composers. Members of this chorus will learn the
same literature as the Concert Chorus, and will perform with
them; in addition they will learn more difficult works which
they will perform as a group - a fair number of these will be
unaccompanied, and sung from memory. Several concerts
are presented, the Chorus may enter the District and State
All-State Choral festivals, and there is a performing
tour outside of Florida each year. Participation in all
ensemble rehearsals and performances is an expec tation
of the course and is required.
AP Music Theory (10-12)
In this year-long course, students focus on the basics of music
notation and learning to read and write music. Concepts
studied include note values, steps of the scale, key signatures,
melodic dictation and four-part harmony.  Students become
familiar with the piano keyboard and learn to sight-sing. This
COU RS E DE S C R I PTI ONS - A RTS
course prepares students for the Advanced Placement Music
Theory examination. Recommended Prerequisite: One year
of a music history or performance course.
Jazz Combo (9-12)
This is a semester class designed for the musician to get a
broad understanding of the many styles and improvisational
techniques used in the performance of jazz. The styles include:
swing, blues, bossa-nova, ballad, hip-hop, and all of the Latin
jazz influences (salsa, songo, afro-cuban, and samba). The
only instruments this class is offered to are drums, acoustic
guitar, piano/keyboard, and electric bass players. This is not
a class offered to the beginning musician. The student must
audition to portray his/her technical abilities and must have a
good understanding of music theory in order to join the class.
Drumline (9-12)
This is a performing arts ensemble made up of percussion
instruments only. This year-long course concentrates on
various percussive works ranging from collective marching
percussion pieces to full percussion orchestrations. The
student will have the opportunity to perform in Arts concerts
in addition to various school and community functions.
Participation in rehearsals and ensemble performances is
required. Past musical experience is beneficial.
STUDIO ARTS
Middle School Art (6-8)
The Middle School visual art program teaches art techniques
of drawing, painting, sculpture, and printmaking through
a variety of media that are appropriate for each level.
Sixth Grade Art focuses on the developmental skills of the
grade level. Art 1 and Art 2 are sequential courses; Art 1 is
prerequisite to enrollment in Art 2.
Sixth Grade Art
Ceramics
Relief and pinch technique, glazing
and firing
Drawing
Gesture, contour line, perspective,
and texture, portraits
PaintingTempera
Printmaking Relief prints of styrofoam and collé
Sculpture
Papier maché
Middle School Art 1 (7,8)
Ceramics
Pinch and coil techniques, surface design and decoration, glazing and firing
Drawing
Contour line, color, value studies, one-point perspective, portraits
Painting
Watercolor and tempera
Printmaking
Relief prints, styrofoam
and glue
SculptureAssemblage
Painting
Printmaking
Sculpture
Watercolor, tempera or acrylic
Relief prints in linoleum
Additive in clay; subtractive in plaster/
vermiculite
Studio Art 1 (9-12)
This entry-level semester course is designed for students
who wish to study and produce visual art. The major portion
of the course is experiential and will include involvement in
two- and three-dimensional design. Utilizing the language
of art, students will study the various media of drawing,
ceramics, and painting as a means of visual communication.
Techniques and skills of each medium will be taught through
demonstrations, slide lectures, and museum visits. Each
student will maintain a sketchbook in which all class notes,
sketches, and occasional homework assignments will be kept.
Artwork will be evaluated through group discussion and
individual critiques.
Studio Art 2 (9-12)
This semester course provides further study in drawing
and sculpture and an introduction to printmaking. Drawing
will include gesture and figure studies, portraiture, and
landscapes through the use of advanced media such as pen
and ink, pastels, colored pencil, and oil pastel. Carving
techniques will involve the students in the processes related
to subtractive sculpture. Printmaking will include the relief
process and collé, which will include the production of an
edition of an original print. Each student will maintain a
sketchbook in which all class notes, sketches, and occasional
homework assignments will be kept. Artwork will be
evaluated through group discussion and individual critiques.
A continuing emphasis will be placed upon the formal aspects
of design and the production of unique artworks which are
developed through direct observation. Prerequisite: Art
Appreciation, Studio Art 1, or instructor’s approval
Ceramics 1 (10-12)
This semester course introduces students to the aesthetic
possibilities that ceramic materials offer as a means of
self-expression. By designing and producing unique works
of art in clay, students will learn the primary handbuilding
techniques (pinch, coil, slab, and drape), surface design,
glazing, and firing. Through slide lectures, discussions, and
museum visits, students also will learn about the geology of
clay and the ceramics produced by cultures considered the
most significant in ceramic developments. Prerequisite: Art
Appreciation or Studio Art 1
Ceramics 2 (10-12)
Ceramics 2 is a semester course designed to teach forming
techniques unique to the potter’s wheel. Students will
explore forms (sculptural and/or functional) developed on
the wheel and forms that combine hand building techniques
Middle School Art 2 (7,8)
Drawing
Advanced media which utilizes contour line, with wheel-thrown forms. The course also includes surface
design, glazing and firing the ceramic forms. Prerequisite:
gesture and sustained value study, and Ceramics 1
two-point linear perspective, beginning figure study, landscape
GUIDE FOR ACADEMICS AND STUDENT LIFE | 47
COU RSE D E S C R I PTI O N S - A RTS
Printmaking 1 (10-12)
This advanced semester class introduces students to
various drawing techniques and to the study of the formal
considerations of two-dimensional design that are relevant
to the involvement and success of printmaking processes.
Relief printing (linoleum, woodcut, wood engraving, and
collograph) as well as intaglio (engraving, monotypes, and
collé) will be explored. Students will produce several small
editions and will complete a major edition in the technique
of their choice. Prerequisite: Art Appreciation or Studio Art 1
Printmaking 2 (10-12)
This
semester
course builds upon Printmaking 1
fundamentals. Printmaking 2 introduces higher level print
processes and techniques while encouraging individual
expression and creativity. At this stage students are expected to
research and practice printmaking techniques within the scope
of their own creative interest while developing more mature
designs. Prerequisite: Printmaking 1
Drawing and Painting 1 (9-12)
This advanced semester class examines the depiction of the
three-dimensional world on a two-dimensional surface.
Subject matter includes still life and nature, figures, portraits
and objects in linear perspective. Drawing techniques of
contour, gesture, modeling in value and painting is taught
with watercolor and acrylic paint. A strong emphasis is
placed upon the design of the two-dimensional surface and
the production of unique art works which are developed
through direct observation. Students create a final exam
project and write a final exam. Prerequisite: One full year of
Visual Art or portfolio review
Drawing and Painting 2 (9-12)
Students will work for a semester with advanced techniques
of drawing and painting that are currently not taught in
the first semester including landscapes, advanced figure
study and enlargements, and they will have an opportunity
to become proficient with Watercolor and Acrylic or Oil
paint. A strong emphasis will be placed upon the design of
the two-dimensional surface and upon the student’s unique
aesthetic growth. Development of work for the AP Art
portfolio will be encouraged; therefore presentation (matting
or framing for exhibit) of the students’ work is a requirement
of the class. Prerequisite: Drawing and Painting 1
Sculpture (11,12)
This advanced level semester class offers in-depth study
of the skills, processes, and concepts of three-dimensional
form. Assignments will be completed in drawing and in
three-dimensional media. Students will develop a greater
appreciation for sculptural forms and art in general through
museum visits, lectures, discussions, and demonstrations.
The major portion of the class is dedicated to the production of
three-dimensional art utilizing both additive and subtractive
sculptural media and processes. Prerequisite: One full year
of Visual Art
48 | GUIDE FOR ACADEMICS AND STUDENT LIFE
Advanced Art Studies (11,12)
This advanced semester course is designed for the student
who wishes to continue with problems in visual art in which
there is no existing advanced class. A student may enroll in
Advanced Art Studies following a successfully completed
semester of the beginning class in that particular area of art,
such as Painting, Printmaking or Sculpture, or art medium,
such as Ceramics. The student will attend class with the
beginning class. Prerequisite: One semester of the beginning
level course in which the student will work
The Chemistry of Art (11,12)
In this one-semester course, students experience the
interaction between science, technology and art as they
investigate chemical interactions involved in the creation,
authentication, restoration, and conservation of works of art.
By creating works of art, students practice techniques such
as fresco, Egyptian paste, and metal etching. By conducting
chemical experiments, students explore fireworks, paints
and alloys. Class discussions and lectures connect chemical
concepts with the students’ experiences in the lab and art
room. After studying about forgery detection techniques and
art restoration, students write a research paper to analyze
the authenticity of an infamously debated work of art.
Prerequisite: Any year-long Chemistry or Physics course
AP Art Portfolio (11,12)
Advanced Placement Art is a year-long course designed for
the student willing to make a strong commitment to Visual
Art. A rigorous curriculum of Design, Drawing, Painting and
Sculpture and an individual concentration will culminate
in the development of a portfolio. Students who meet the
requirements and prepare work for an exit exhibit will receive
the AP designation on their transcripts. Prerequisites: One
full year of Visual Art; instructor’s approval is required
AP Art History (11,12)
Through slide lectures, discussion groups, and library
resources, this year-long course focuses on major
developments in visual thought and expression. The course
strives to develop an understanding of history through art
and art through history and to analyze the form and nature
of art works. Students write numerous short essays in this
class. Prerequisite: World History 2
THEATRE ARTS
Middle School Theatre Arts (7,8)
This semester course focuses on the fundamentals of acting
and the theatrical process. Students explore creativity
through scene development, script writing, character building,
monologue work, ensemble acting, and improvisational
exercises. The course concludes with a performance at the
end of the semester.
Introduction to Theatre Arts (9-12)
This introductory level semester course explores all facets
COU RS E DE S C R I PTI ONS - ENGL ISH
of theatre arts, culminating in the creation of a production
booklet for a one-act play. The student is introduced to
the process of theatre through on-stage and backstage
components. Areas covered include theatre terminology,
organizational structure of professional theatres, and
the production process.
Artistic components include
directing, acting, and stage management, with an emphasis
on development through composition, blocking, and actor
placement. Technical aspects are included as conceptual
visions and their impact on the production, and include
scenic, lighting, and costume design. Theatre history is also
covered through the use of period scripts and adaptation of
styles to class projects.
Acting Studio 1 (9-12)
The process of acting is the emphasis of this semester-long
course. Student actors are introduced to a wide array of acting
schools and approaches to a role. The history and development
of the acting craft are also included. Exercises are based on
the following techniques: Stanislavsky, Strasberg, Adler,
Meisner, and the New School. Improvisational exercises and
character analysis round out the work. The course concludes
with a presentation of monologues from different historical
periods. Prerequisite: Introduction to Theatre Arts
Acting Studio 2 (9 - 12)
This course shifts the focus from the actor as an individual
performer to that of the ensemble member in this
semester-long course. More techniques are covered in
greater depth, including the approach of Uta Hagen and Circle
Rep. Exercises include small group projects with a focus on
connections with fellow actors, script analysis, performance
analysis, and the rehearsal process. The final project is a
presentation of a one-act play. Prerequisite: Acting Studio 1
Musical Theatre (9-12)
This semester course combines an historical study with
practical application of the skills required for this unique
genre. Areas of study include composers, early development
of the art form, the business of musical theatre, lyricists,
playwrights, and influence of musical styles and tastes. The
development of a musical theatre piece will also be analyzed,
from concept to final staging. During the study of the artistic
process students will create their own lyrics, work on vocal
technique, interpretation of text, and acting within a song.
The final presentation will include solo and ensemble work
to be performed at the end of the semester. Permission of
instructor required.
Theatre Workshop (10-12)
This advanced theatre arts semester-long course builds on
work completed in Acting Studio 1 and 2. Theatre Workshop
utilizes skills and knowledge in the areas of directing and
acting, with a focus on the rehearsal process and performance.
Works are selected from various historical periods. There are
small group projects along with a class-wide assignment. All
students keep a journal detailing their approach to the work
as well as an analysis of the script. The course concludes with
a performance at the end of the semester.
Technical Theatre (9-12)
Technical Theater students learn all aspects of stagecraft in
this year-long course. Topics may include set construction,
painting, properties, costuming, stage lighting, sound
design, and stage management. Students are required to
participate as tech crew for all Tampa Prep Arts Productions
and are assessed on daily effort, attention to detail, project
completion and production participation. May be repeated.

ENGLISH 
English 6
Sixth grade English lays the foundations for language
arts skills that build as students progress in the English
program. The course strives to develop an appreciation of
reading, skills in writing for a variety of purposes, and an
understanding of the structure, vocabulary, and grammar
of the English language. Students read adolescent literature
appropriate in content and level of difficulty for their age.
The course literature gives students a wider understanding
of the world around them, as well as a way to reflect on their
own personal experiences as adolescents. They begin the
first level in a sequence of vocabulary books that continues
through eleventh grade.
English 7
This course is guided by the following principles: writing
is a means of discovering and examining thoughts, feelings,
experiences, and ideas; reading allows us to explore our own
humanity and the depth and breadth of the human heart,
mind, and spirit; and the study of grammar, vocabulary
and style provides insight into the art and craft of written
expression. The course literature includes a novel, a play,
short stories, and a collection of poetry. Writing instruction
emphasizes writing as a process. Students are introduced to
analytical writing for a specific purpose.
English 8
Building on the foundation from the sixth and seventh grade
English courses, the eighth grade English course reinforces
and further develops students’ skills of comprehending and
interpreting literature, through discussions and various
activities. The course literature ranges from Shakespeare to
contemporary works, and includes poetry, plays, and fiction.
The study of grammar, vocabulary, and style enhances
students’ growing awareness of the English language.
Students continue to work on the writing process through
both creative and analytical writing.
English 9: Genres of Literature and Composition
Through the study of various genres of literature, this course
focuses on the skills of literary interpretation, analytical
and creative thinking, and clear and well-organized oral and
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written expression. English 9 students also study grammar,
vocabulary, and the effective use of language. Students work
through a range of written assignments, including analytical
essays and creative writing. In conjunction with their World
History 1 course, students learn the research process and
submit a culminating paper. Various genres are covered in
this course, including short stories, novels and poetry.
English 10: World Literature and Composition
This course provides students with a broad, historical survey
of world literature ranging from authors such as Sophocles
and Shakespeare to Mathabane, Shelley and Hosseini. The
study of these authors, ancient and contemporary - and
of other thinkers and artists - serves as a springboard for
seminar-style discussions, for extensive reflective and
expository writing, and for further development of critical
and creative thinking skills. Ongoing study of vocabulary and
grammar is also emphasized.
English 11: American Literature and Composition
This course provides students with a general survey of
American literature, including works from both the classic
canon and contemporary selections. The course focuses on
students’ active reading skills by requiring seminar-style
discussions, and develops their critical and analytical writing
and thinking skills with a series of essay assignments. The
American Decades Project requires students to research a
decade in American life and write a major paper that focuses
on a specific feature within that period. Ongoing study of
vocabulary and grammar is also emphasized.
English 11: AP Language and Composition
This college-level course surveys American literature from
the Colonial period to the present and emphasizes the skills of
analytical reading, critical thinking, and persuasive writing.
Students’ daily responsibilities include text annotation, the
preparation of reading response journals, and participation in
seminar-style discussions of literature. Writing instruction
focuses on the process of composition and revision as a
means of thinking critically and communicating effectively.
Research skills are honed with the Synthesis Project, for
which students research a decade in American life and write
a major paper that includes their independent analysis of a
novel. Weekly vocabulary quizzes reinforce SAT preparation.
In the second semester, students’ study of rhetoric and their
practice with timed writing and multiple-choice exercises
supplement their preparation for the optional AP Language
and Composition exam. Prerequisites: English 10 and
instructor’s approval
English 12: English Literature and Composition
Literature study in this course emphasizes critical reading
to analyze, interpret and evaluate major works of Western
literature including both classic and contemporary choices.
Writing assignments include the college application essay,
essays of literary analysis, and reflective responses to
literature. Students also participate in the Three Pound
50 | GUIDE FOR ACADEMICS AND STUDENT LIFE
Project, which allows them to choose a topic of study and
work towards mastery of their subject. Numerous written
and oral reports on the 3#P process provide interim checks
on students’ progress and culminate in an evening exhibition
of the projects.
English 12: AP English Literature and Composition
Designed to coordinate with AP Modern European History,
this college-level course emphasizes the critical reading
and analysis of some of the great works of European and
British writers. The course also emphasizes appreciating
and understanding literature as well as honing writing
skills. In addition, students complete a major writing project
each semester. During the first semester they write an
original biography, a research project that develops skills of
interviewing, organizing, synthesizing, and editing. In the
second semester, each student writes a culminating paper,
which requires analysis, in light of a unifying major idea,
of four works studied in grades 9-12. Timed writings and
multiple-choice exercises during the second semester aid
students in preparing for the required AP Literature and
Composition Examination. Prerequisite: English 11 and
instructor approval
SEMESTER ENGLISH ELECTIVES
The following one-semester courses are offered to students in
grades 11 and 12. Priority for all of these electives is given to
seniors - juniors may only enroll in a course if a space is available
after senior schedules have been assigned. Seniors may elect
one of these courses for their second semester, if it is offered
in their English or Study Hall period, to fulfill their English 12
requirement.
African American Arts and Letters:
A Study of the Harlem Renaissance (11,12)
This one-semester course features a three-pronged approach
to the creative and cultural forces that shaped the historical
period. Much attention in the course focuses on literature
through the study of novels, short stories and poetry by
Hurston, Larsen, Hughes, Cullen, Bontemps, Wright, McKay,
and Himes. Another area of focus is art, with an exploration
of themes in the paintings of Douglas, Jones, Hayden and
Lawrence. Music rounds out the trio with a soulful focus on
some of the pioneers of the Jazz Age, such as Waller, Basie,
Ellington, and Armstrong. Students write responses to
readings, conduct art house discussions and listening parties,
and produce two major projects.
Creative Writing (11,12)
Students in this one-semester course write imaginative and
expressive pieces, including poetry, short fiction, and drama.
Students analyze models by both professional and student
writers to determine the elements of effective writing.
Frequent and varied exercises develop students’ facility
with conflict, plot, characterization, point of view, dialogue,
theme, tone, imagery, figurative language, and sound devices.
Extensive revising and guided editing of classmates’ work help
students work toward effective self-editing. Prerequisite:
English 10
CO U RS E D E S C R I PTIONS - FOREIGN AND CL A SSIC AL L ANGUAGES
English Literature:
Renaissance to Twentieth Century (11, 12)
This semester course continues the study of English
literature from the first semester of English 12 Honors, along
with the emphasis on critical reading to analyze, interpret,
and evaluate major works of English literature. The course
literature includes poetry, drama, fiction, and non-fiction by
a variety of authors - from Dickens to contemporary authors.
Writing includes essays of literary analysis and reflections on
literature, as well as creative pieces. Prerequisite: English 10
English 12: Sports Journalism (12)
This semester course engages students in a concentrated
study of journalistic style writing and reporting. By studying
Pulitzer Prize winning writers and their articles, students
will acquire a comprehensive look at how athletic events
influenced history. The class will partner with the Tampa Bay
Times, hosting their writers as guest speakers and touring
their facilities. After gaining a journalistic foundation students
will submit one story a week. Students will also be responsible
for completing two major projects that incorporate historical
perspectives, journalistic techniques and technology.
Film Writing (11,12)
This one-semester course introduces students to the art of
film writing and teaches the format, techniques and concepts
associated with it. Students will read scripts and watch
sections of films to analyze the use of dialogue, transitions
and character development. After reaching an understanding
of the basics, students will embark on writing a full-length
script, complete with treatment, proposals, character logs and
storyboards. Students will analyze and evaluate peer scripts in
association with completing their own full-length work.

FOREIGN AND CLASSICAL LANGUAGES 
Students who earn lower than a B in the first semester of
language study and lower than a C in the second semester are
at risk of decreasing success if they move on to the next level.
As such, all at-risk students, but most especially those in level
1, are strongly encouraged to follow teacher recommendations
regarding retaking the course prior to moving ahead.
Prima Lingua (6)
Prima Lingua is a course designed for students who are about
to begin their first year of foreign language study. Prima
Lingua familiarizes students with key grammatical concepts
that English shares with other languages, and introduces
grammatical elements that are not present in English but that
students will encounter when they begin foreign language
study. Prima Lingua also gives students an understanding
of linguistic terms, a strong foundation in derivatives across
many languages, an appreciation of the cultural aspect of
language, and knowledge of the historical development of
language groups, particularly French, Latin, German, Greek,
and English.
French 1A (7)
This course is designed to introduce students to the
Francophone world. Students will study basic French
structures and explore cultural themes. A major emphasis
is placed on developing listening, reading, writing and
speaking skills. Students will take Le Grand Concours level 1
examination in the spring. This is not an exploratory course
but the first half of level one French. It is intended to prepare
the students for continuing on to French 1B in the eighth
grade. Students who take French 1A in the seventh grade are
expected to take French 1B in the eighth grade.
French 1B (8)
This course is a continuation of French 1A. This is not an
exploratory course but the second half of level one French.
Students will review content learned in French 1A. Advanced
grammar concepts will be presented and cultural themes
relating to the Francophone world will be explored. There
will be a continued emphasis on listening, reading, writing
and speaking skills. Students will take Le Grand Concours
level 1 examination in the spring. It is the recommendation
of the department that a student with a grade below B- at the
end of this course repeat French 1 in the ninth grade.
French 1 (9)
An introduction to the basic skills in speaking, reading,
writing, and understanding spoken French, this course
supplements its textbook with audio and videotapes, cultural
studies, and elementary French conversations. Students
learn the present and passé composé tenses while developing
a strong vocabulary. Students take Le Grand Concours level 1
examination in the spring.
French 2 (9,10)
This course continues the use of audio and videotape
supplements and cultural studies, continues to build a strong
vocabulary, and increases its emphasis on oral, listening,
reading, and written proficiency. Students learn the imperfect
and future tenses as well as the subjunctive mood. Students
take Le Grand Concours level 2 examination in the spring.
French 3 (10,11)
This course continues the use of coordinated textbook,
workbook and audio activities that build vocabulary, culture
and grammatical knowledge of French. There is increased
emphasis on spoken French and aural French. Students view
French films and answer questions based on what they have
seen and understood. The remainder of conversational French
grammar is covered, as well as a literary tense. Students
increasingly write and speak in French and take the level 3 Le
Grand Concours examination in the spring.
French 4 (11,12)
The focus of the course will be on developing students’
capacities to use the French language in both oral and written
expression, and to appreciate Francophone culture, its history
and its influence in the world. This course is designed to
GUIDE FOR ACADEMICS AND STUDENT LIFE | 51
COU RSE D E S C R I PTI O N S - FO R E I GN AN D C L AS S I CAL L ANGUAGE S
build the proficiency of intermediate to advanced learners
of French. It is a good resource for students who have taken
French for three years and would like to continue learning the
language. However, this is a course that would also be suitable
for students who have already taken the AP French-Language
course. Students will take the level 4 Grand Concours
examination in the spring. Prerequisite: French 3
AP French-Language (11,12)
A total immersion course, AP French draws on French film,
literature, newspapers and magazines to refine students’
skills in speaking, listening, reading, and writing in French.
This course prepares students to take the AP French exam.
Students take the level 4 Grand Concours examination in the
spring. Prerequisite: Instructor’s permission
Les Études Francophones (10-12)
This semester, French immersion course will provide students
the opportunity to explore and research French-speaking
countries. Students will study the history of Francophone
countries in order to understand current event topics that
relate to these countries. Students will participate in and
lead group discussions, present research topics that apply to
current trends and issues in the French-speaking world, and
explore the cultural importance of French in a global society.
Prerequisite: AP French Language and Culture
Advanced French Conversation Through Film (10-12)
This French language immersion semester course will be
organized around common themes of interest to adolescents
and focuses on developing listening and speaking skills in
French. Well-known Francophone films are presented for
vocabulary development, conversational activities, and class
discussions. Students will also develop critical viewing skills
in order to appreciate the Francophone culture and customs.
Assessment will focus on students’ listening and speaking
skills in French. Students will continue to review the main
structures of French through writing and reading activities.
Prerequisite: AP French Language and Culture
Latin 1A (7)
This course introduces the student to Latin and to Roman
culture and customs, providing some of the fundamentals
of grammar and forms while enabling the student to read
simple stories. The approach is inductive, plunging the
student immediately into the reading of Latin paragraphs and
then gradually explaining the grammar and syntax. Creative
projects help students immerse themselves in Roman culture,
and students participate in the regional Latin Forum, which
consists of written, oral, artistic, and athletic contests.
Latin 1B (8)
This course completes the foundation in Latin. Students
read increasingly longer and more difficult passages that
introduce new grammar and syntax. The study of Roman
culture, history, customs, mythology and literature is
expanded through stories set in Rome's golden age. Creative
52 | GUIDE FOR ACADEMICS AND STUDENT LIFE
projects help students immerse themselves in Roman culture.
Students also participate in the regional Latin Forum, which
consists of written, oral, artistic and athletic contests.
Latin 1 (9)
This course focuses on the elements of Latin language:
vocabulary, forms, and syntax. Through a variety of student
activities and frequent quizzes, the course places particular
emphasis on sentence structure and the relationship between
English and Latin, both in syntax and vocabulary.
Latin 2 (9,10)
After intensive review, Latin 2 builds on Latin 1’s fundamentals
by adding more advanced grammar and composition. The
goals of the course are to master the essential components
of the literary language, to expand the understanding of
English, and to advance the student’s ability to translate. By
the end of the course, students read extended passages in
Latin, especially from Caesar’s Gallic War.
Latin 3 (10,11)
Latin 3 focuses on extensive translation and comprehension
using a variety of techniques. Grammar is reviewed both
through formal exercises and in context. By concentrating
on Pliny’s Letters, students begin to consider the society of
the Romans and many surprisingly modern concerns. When
study of Ovid’s Metamorphoses begins in the last quarter,
the techniques of Roman poetry are introduced, preparing
students for the Advanced Placement level.
AP Latin-Vergil (11,12)
This course focuses on selections from Julius Caesar's Gallic
Wars and Vergil's Aeneid in Latin and in English, emphasizing
themes of globalization and leadership. The study of the
Latin language in vocabulary, grammar, reading proficiency,
translation, rhetorical appreciation, and, in the Vergil,
metrical analysis is continued and reinforced. Students
are also expected to develop an analytical approach to the
literature as a whole through frequent essay writing. The
course covers the College Board's syllabus for the Advanced
Placement examination in Latin. Other authors may be
included either as sight translation exercises or as time
permits.
Spanish 1A (7)
This course is designed to introduce students to the Hispanic
world. Students will study basic Spanish structures and
explore cultural themes. A major emphasis is placed on
developing listening, reading, writing and speaking skills.
This is not an exploratory course but the first half of level one
Spanish. It is intended to prepare the students for continuing
on to Spanish 1B in the eighth grade. Students who take
Spanish 1A in the seventh grade are expected to take Spanish
1B in the eighth grade.
Spanish 1B (8)
This course is a continuation of Spanish 1A. This is not an
exploratory course but the second half of level one Spanish.
CO U RS E D E S C R I PTIONS - FOR E I G N AN D C L AS S I CAL L ANGUAGES
Students will review content learned in Spanish 1A. Advanced
grammar concepts will be presented and cultural themes
relating to the Hispanic world will be explored. There will
be a continued emphasis on listening, reading, writing and
speaking skills. It is the recommendation of the department
that a student with a grade below B- at the end of this course
repeat Spanish 1 in the ninth grade.
Spanish 1 (9)
This course, focusing on developing the basic skills of
listening, reading, speaking, and writing, integrates study
of grammar and vocabulary with aspects of the Hispanic
culture. Students write compositions and present dialogues
that apply the grammar and vocabulary studied in each
lesson.
Spanish 2 (9,10)
In Spanish 2 there is daily integration of the four linguistic
skills of reading, writing, speaking, and listening, with an
increased focus on grammar and practical, high frequency
vocabulary. There is also integration of the culture of the
daily lives of Spanish speakers and coverage of the entire
Spanish-speaking world. Students are presented with ample
guided, focused opportunities to interact in Spanish with
classmates and the instructor, with the goal of establishing a
solid base for clear self-expression.
Spanish 3 (10,11)
Conducted almost entirely in Spanish, Spanish 3 offers
continued opportunities to increase proficiency in speaking,
listening, reading, and writing. Grammar and vocabulary
are advanced and reinforced through in-class discussions
about topics such as health and fitness, ecology, the economy,
technology, religion, politics, and art. Cultural competence
is achieved through cultural and literary readings, audio and
video recordings and guest speakers.
Advanced Spanish 3 (10,11)
Advanced Spanish 3 is designed for students who have a
strong desire to continue their Spanish studies beyond level
3. This course will focus on the integration of more advanced
features of grammar and vocabulary use. It will also afford
students the opportunity to reach high proficiency levels in
all four skills of the language: speaking, reading, writing,
and listening. Students will be exposed to authentic language
media and will practice activities that will prepare them
for advanced studies in Spanish. By the end of the year,
students will feel comfortable analyzing authentic sources
and expressing opinions about current events. They will feel
confident manipulating the preterit and imperfect tenses as
well as the subjunctive mood. The course will be conducted
entirely in Spanish; students will be expected to use only
Spanish in class. Prerequisites: B+ or higher in Spanish 2 and
a recommendation from a current Spanish 2 teacher
Spanish 4 (11,12)
This course is designed to provide students with the
opportunity to become proficient in Spanish. The course
is conducted entirely in Spanish and students are expected
to only use Spanish in class. Daily participation is a major
component of the class. Students will enhance reading,
writing, listening, and speaking skills in order to prepare
them to move on to AP Spanish Language if they wish or to
study Spanish at the college level. Prerequisite: B+ or higher
in Spanish 3, B or higher in Adv. Spanish 3 & instructor’s
permission
AP Spanish Language (10-12)
Conducted entirely in Spanish, this course offers students
the opportunity to hone their Spanish language skills at a
sophisticated level and to prepare for the Spanish Language
Advanced Placement Examination. Emphasizing excellence
in listening, speaking, writing, and reading comprehension,
the course begins with a review of grammar, especially that
not addressed in detail at lower levels, and integrates all
four skills on a weekly basis. Prerequisite: B+ or higher in
Advanced Spanish 3; instructor’s permission
AP Spanish Literature (10-12)
In the AP Spanish Literature classroom, students will read
from a broad spectrum of works written in various times
and places and representing different literary genres. By the
time that students are ready to take the AP Exam, they will
have acquired an in-depth familiarity with all of the works
on the list, and they will also have command of a variety of
skills. Students will be expected to write analytical essays
which may involve analyzing how a given theme or topic is
treated in one work, or comparing such a treatment in two
works from the list. Other sections of the exam will require
students to be able to identify literary techniques and to make
inferences about different passages presented. Because the
study of literature at the college level implies going beyond
the literal meaning of literary works, they will learn to make
appropriate inferences while analyzing the works. Although
being able to discuss the works on the list is one of the course
objectives, another goal of the AP Spanish Literature course,
as with introductory-level literature classes in colleges and
universities, is to prepare students to approach works of
literature in the future, in subsequent courses and on their
own. Prerequisites: B+ or higher in AP Spanish Language or
teacher’s approval
Spanish 5 (11,12)
Conducted completely in Spanish, the goal of this course
is to synthesize and apply in speaking and writing the
elements of the Spanish language studied and learned in
Spanish 4 or AP Spanish. Students will continue developing
vocabulary and conversational skills using current events,
watching video segments, and cultural issues as the basis for
discussions. Moreover, students will increase their cultural
understanding of Spanish-speaking people by using practical
communication with native speakers using tape recorders to
document interactions and interviews with Spanish speaking
people in the community. Students will also be exposed
to Latin American literature and will develop formal and
analytical writing skills. Prerequisite: Spanish 4
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COU RSE D E S C R I PTI O N S - HISTORY AND THE SOCIAL SCIENCES
Estudios Latinoamericanos (11,12)
This one-semester Spanish immersion course will provide
an overview of Latin America, including its history from
the pre-Colombian era to the present. Latin America’s past
and present can be understood as a series of struggles or
“culture wars” along a set of fault lines that center around
the concepts of race, class, culture, development, and social
justice. Course objectives include an understanding of the
causes behind these struggles and how they have shaped
modern Latin America. By studying Latin America’s history,
students will frequently draw parallels to the present in
order to understand how a particular issue continues to
find relevance in contemporary times. This course will
be taught in English for one semester, and in Spanish (as
Estudios Latinoamericanos) for one semester. Prerequisite
for Estudios Latinoamericanos: Advanced Spanish 3, Spanish
4 or AP Spanish and instructor’s approval

HISTORY AND THE SOCIAL SCIENCES 
Geography and Civilization (6)
This course integrates the study of geography with the study
of history. Students begin to develop a global perspective
and an understanding of the fundamental themes and skills
important to the study of physical processes, cultural aspects,
and geography of the Western Hemisphere. Basic note
taking, research techniques, map skills and class discussion
are constant focal points throughout the course. The goal
of the history component is for students to understand the
relationship between settling and settlement as it pertains to
the Classic Maya, Aztec, and Inca.
World Geography (7)
This one-semester course strives to develop a global
perspective and an understanding of the fundamental themes
and skills important to the study of European, Asian, and
African Geography. The course focuses on the following
questions: Where is it? What is it like? What is the relationship
between people and their environment? How and why do
people, ideas and goods move from place to place? In what
ways do areas of the world share similar characteristics?
Civics (7)
Seventh grade Civics is a one semester course taught during
the spring semester. Students study and analyze the structure
and workings of the local, state, and national government.
Additionally, students comprehend what it means to be an
active citizen in the United States through individual and
group projects, class assignments, experiential education
opportunities, and group discussion.
American History Survey (8)
This course explores several periods of the American
experience from historical and cultural perspectives. These
periods include Colonial America, the Revolution, the growth
of Nationalism, the Civil War/Reconstruction, and selected
events of the twentieth century. Basic note taking and writing
54 | GUIDE FOR ACADEMICS AND STUDENT LIFE
techniques, class discussion, and map skills form a regular part
of the course throughout the year. Individual projects assist in
developing an appreciation of American culture, government,
and the free-enterprise system.
World History 1 (9)
World History 1 explores the origins of our world’s humans
and traces the development of societies to 1800 C.E. Through
reading, research, discussion, thesis-driven persuasive
prose, and projects, students discern the unique and common
aspects of a variety of societies by scrutinizing their history,
geography, religions, economy, government, social structure
and arts. An examination of these “ancient” cultures serves as
a foundation for both World History 2 and an understanding
of contemporary issues. Ninth grade English and History
integrate topics and skills in a number of ways designed to
enrich the freshman learning experience.
World History 2 (10)
This course explores the great ideas, events, art, and
movements of the world from 1500 to modern times. Through
this study, students have the opportunity to think deeply
about such ideas as identity, government, religion, art,
culture, and ethics. This course emphasizes the historian’s
most important tools: inquiry, research, analysis, synthesis,
and persuasive prose. Other skills fostered within the course
include reflective writing, constructive critiquing, effective
dialogue, map skills, and oral communication. This course is
partly designed as a complement to the sophomore English
course.
AP World History (10)
This year-long course will examine major transitions over
time and their impact on a variety of regions throughout the
world. The course is shaped by the six themes of world history
and the ‘habits of mind’ as outlined by the College Board.
Using a periodization approach to analyzing events and
interactions from the foundations of history to the present,
the course is designed to challenge students to develop
independent ideas using Harkness methodology. A strong
emphasis is placed on the improvement of analytical abilities
and critical thinking skills in order to understand historical
and geographical context, make comparisons across cultures,
use documents and other primary sources, and recognize and
discuss different interpretations and historical frameworks.
The course necessitates a significant reading and writing
load equivalent to a full-year introductory college course.
Prerequisites: World History I and instructor’s approval.
United States History (11)
Eleventh Grade United States History examines the main
currents of American political, social, cultural, and economic
life in the context of the country’s historical evolution, starting
with the first colonies to its Progressive era, emergence as a
world power, and recent role in the Middle East. The course,
while allowing the students to concentrate on United States
CO U RS E D E S C R I PTI ONS - H I STORY AN D TH E S O C I AL SC I ENC ES
History in the twentieth and early twenty-first centuries,
also complements the students’ study in American Literature.
United States History focuses not only on the historical
events of the text, but also on their relevance to current
issues. Students must fulfill several requirements, including
daily reading assignments, frequent essays, and occasional
projects.
AP United States History (11)
This college-level course is designed to prepare students
both for the Advanced Placement United States History
examination and for some of the skills and knowledge they
will need in other academic classes and life experiences. The
intensive curriculum surveys the history of the United States
from before the arrival of Europeans to the early twenty-first
century. A discussion format used in class is fueled by
students’ responses to assigned readings and daily primary
sources. A strong emphasis is placed on the instruction,
training, and practice in the composition of college-level
essays. Writing objectives include the formulation and
development of thesis statements in response to questions
based upon the analysis, understanding, interpretation,
and reconciliation of historical documents. Political, social,
economic, literary, and artistic aspects of American history
are integrated to the greatest extent possible throughout the
course. Prerequisites: World History 2 or AP World History,
and instructor’s approval
AP American Government (11,12)
This course will give students, in line with the AP specifications,
an “analytical perspective on government and politics in the
United States. It includes both the studies of general concepts
used to interpret United States politics and the analysis of
specific examples. The course requires familiarity with the
various institutions, groups, beliefs and ideas that constitute
United States politics. The following themes are examined:
Constitutional Underpinnings of United States Government;
Political Beliefs and Behaviors; Political Parties, Interest
Groups and Mass Media; Institutions of National Government;
Public Policy; Civil Rights and Civil Liberties. Skills expected
of the students are: knowledge of facts, concepts, and theories;
understanding of typical patterns of political processes and
behavior and their consequences; analysis and interpretation
of data and relationships in government and politics; written
analysis and interpretation of the subject matter; careful
attention to the specific free-response question posed; and
ability to stay on task.” Prerequisite: Instructor’s approval
AP Art History (11,12)
Through slide lectures, class discussions, and library resources,
this year-long course focuses on major developments in visual
thought and expression. The course strives to develop an
understanding of history through art and art through history
and to analyze the form and nature of art works. Students write
numerous short essays in this class. Prerequisite: World History
2 or AP World History, and instructor’s approval
AP European History (12)
This intensive, college-level course is intended to provide
preparation for the AP European History exam. Students read
and write extensively and are responsible for comprehending,
analyzing, and discussing the major political, economic,
social, and religious events of the entire European continent
from the formative era of the Renaissance to contemporary
Europe. Excerpt reviews and Document Based Questions
provide additional writing practice. Prerequisite: World
History 2 or AP World History, United States History and
instructor’s approval
AP Economics (12)
This course focuses on the factors at work in the
marketplace, affecting both consumer and producer behavior.
Microeconomics will emphasize the concepts of demand and
supply, elasticity, production theory, cost theory, market
structures, market failure, factor markets and the application
of theory to contemporary issues. Additionally, the student is
introduced to the workings of the aggregate economy. In analyzing
the “health” of the economy, students will explore the importance
of certain measures including inflation, unemployment, Gross
Domestic Product, and economic growth. This course will also
examine the impact of international trade given the current
global market. It is an upper level course and recommended for
seniors only.
HISTORY ELECTIVES
African American Arts and Letters:
A Study of the Harlem Renaissance (10-12)
This one-semester course features a three-pronged approach
to the creative and cultural forces that shaped the historical
period. Much attention in the course focuses on literature
through study of novels, short stories and poetry by Hurston,
Larsen, Hughes, Cullen, Bontemps, Wright, McKay, and Himes.
Another area of focus is art, with an exploration of themes in
the paintings of Douglas, Jones, and Johnson. Music rounds
out the trio with a soulful focus on some of the pioneers of
the Jazz Age, such as Waller, Basie, and Ellington. Students
write responses to readings, conduct art house discussions
and listening parties, and produce two major projects.
African American History (11,12)
This semester course is a study of the origins of African
Americans. This culturally profound journey begins with
a focus on the African continent. Students will learn about
West Africa, the slave trade, and the explorers of the Atlantic.
Students will study the Middle Passage and the effect of the
West Indes on the development of American slavery. On the
North American continent, the course focuses on the early
inconsistencies of slavery and freedom, tracing the evolution
and emergence of the unique, enigmatic culture of African
Americans from Jamestown to the Civil War. Students will
write, examine current events, and create a final technology
project as a culminating assessment.
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COU RSE D E S C R I PTI O N S - H I STORY AN D TH E S O C I AL S C I E NC E S
Beginning Debate (9-11)
This one-semester course is designed to introduce students
to competitive speaking, analytic thinking, basics of
argumentation, and research. Instruction is designed to
prepare students for competition, but also to provide them
with academic skills that will serve them well in high school
and college. We combine proven teaching methods with
progressive activities designed to make the most of the
student’s ability. Lecture topics familiarize students with
the issues and background of the current national policy and
public forum debate resolutions. The course concludes with
a four-round practice tournament. Students are required to
participate in non-competitive debate rounds and to attend
at least one (1) local competitive debate tournament as an
observer.
Research and Rhetoric (9-12)
This one-semester course is designed to assist students in
the further development of competitive speech, research
and argumentation skills. The course requires students to
apply progressively more powerful reasoning and research
techniques while further developing a variety of speech
styles. Lecture and research topics focus on the issues and
background of the current national high school policy and
public forum debate resolutions. Students will use these
issues to learn about philosophy, the workings of public
policy making, and to develop a sense of advocacy. This
course requires additional extracurricular time, including
attendance at regularly scheduled after school or lunch
meetings, participation in practice rounds, and participation
in at least two (2) competitive debate tournaments.
Prerequisite: Satisfactory completion of Middle School
Communication and Debate and/or Beginning Debate.
Advanced Research and Rhetoric (10-12)
This one-semester course is designed to assist students in
the further development of competitive speech, advanced
research and argumentation skills. The course requires
students to apply progressively more powerful reasoning
and research techniques while perfecting a variety of speech
styles. Lecture and research topics focus on the issues and
background of the current national high school policy and
public forum debate resolutions. Students will use these
issues to learn about philosophy, the workings of public
policy making, and to develop a sense of advocacy. This
course requires additional extracurricular time, including
attendance at regularly scheduled after school or lunch
meetings, participation in practice rounds, and participation
in at least four (4) competitive debate tournaments. They
must also complete team research assignments, adequately
prepare for their events, and critique other speakers.
Prerequisite: Accumulation of a minimum of 100 National
Forensic League points and instructor’s approval.
Contemporary World Affairs (11,12)
This one-semester course introduces students to
contemporary issues in global affairs. The course examines
56 | GUIDE FOR ACADEMICS AND STUDENT LIFE
problems facing the global community, as well as the
prospects for governments, individuals, and international
groups to address those problems. Issues include population
and demographics, natural resources and the environment,
the globalization of the economy, terrorism and threats to
security, development and technology, global security, ethics,
human rights, and the role of the United States and other
regional powers in world affairs. Students will research topics
in current periodicals and other source materials, deliver
oral reports on assigned topics, and write comprehensive
reports that examine the roots and ramifications of these
issues. The course will be conducted as a Harkness Seminar.
It is an upper level course and recommended for juniors and
seniors only.
Cultural Anthropology (11,12)
This semester course introduces students to a selection
of world cultures and examines some of the various
and integrated ways in which humans respond to their
environment. Through essays, reflective writing, tests,
projects, field trips, and guest lecturers, students are
encouraged to seek a deeper awareness of others in order to
better understand themselves and the cultures in which they
reside. Cultural Anthropology is recommended for juniors
and seniors only.
Economics (12)
This year-long course explores a wide range of general topics
including the stock market, supply and demand, fiscal policy
and inflation. Microeconomic concepts are studied during the
second semester, when students create and run competing
cookie companies. To understand the financial aspects of a
company, students explore the computer simulation game,
CapSim, used in many colleges. This involves understanding
how marketing, production, research and development, and
finance all integrate to form a business. Using this knowledge,
students work on business plans and present their findings
to a panel of professionals. This is an upper level course for
seniors only.
Ethics and Leadership (10-12)
This one-semester course is designed to give students a
language for talking about ethics and an opportunity to
discuss ethical issues. Students will be given practical
experience in negotiating a set of values and will acquire
practical tools to use in decision-making and dealing with
difficult dilemmas. Students will analyze and discuss the
changing role of ethics in a technologically driven world, the
concept of right-versus-right ethical dilemmas, as well as the
impact of moral courage on decision making. Assessments will
include readings, quizzes, class discussion and participation.
Latin American Studies/Estudios Latinoamericanos (11,12)
This one-semester course will provide an overview of Latin
America, including its history from the pre-Colombian era
to the present. Latin America’s past and present can be
understood as a series of struggles or “culture wars” along a
COU RS E DE S C R I PTI ONS - MATH EMATIC S
set of fault lines that center around the concepts of race, class,
culture, development, and social justice. Course objectives
include an understanding of the causes behind these
struggles and how they have shaped modern Latin America.
By studying Latin America’s history, students will frequently
draw parallels to the present in order to understand how a
particular issue continues to find relevance in contemporary
times. This course will be taught in English for one semester,
and in Spanish (as Estudios Latinoamericanos) for one
semester. Prerequisite for Estudios Latinoamericanos:
Advanced Spanish 3, Spanish 4 or AP Spanish and instructor’s
approval
Francophone Studies (10-12)
This semester course will provide students the opportunity
to explore and research French-speaking countries. Students
will study the history of Francophone countries in order to
understand current event topics that relate to these countries.
Students will participate in and lead group discussions,
present research topics that apply to current trends and
issues in the French-speaking world, and explore the cultural
importance of French in a global society. This course affords
students a half-credit in history.
Psychology (11,12)
Students in this semester course will be presented with
an introduction to psychology. The course is designed to
explore the systematic and scientific study of the behavior
and mental processes of human beings and other animals.
Students are exposed to the psychological facts, principles,
and phenomena associated with each of the major sub fields
within psychology. The course will also address the ethics
and methods psychologists use in their science and practice.
Class will consist of lectures, discussion, readings, videos,
guest speakers, writing, and research and group projects.
Critical thinking skills are enhanced as students analyze
personal and social implications of psychological findings.
American Government and Law for Young Adults (11-12)
This one-semester course is designed to allow students to
acquire a greater understanding of the American federal
government, the Bill of Rights, and a host of other legal topics
and issues that may be of particular interest to young adults.
Students will learn the curriculum primarily through an
examination of legal opinions (or other primary sources) in
a discussion-based classroom environment. Students will
learn how to read a legal opinion, properly "brief" a legal
case, and how to research legal issues. Students should leave
this course as more knowledgeable citizens who possess
a practical understanding of their rights, liberties, and
responsibilities under the law.
United States Politics: Presidential Elections (11,12)
Offered every four years
This one-semester course will consider various aspects of the
American electoral system with emphasis on the candidates
and issues of the United States presidential elections. In
addition, students will learn about American government
and political culture more broadly. Political institutions and
the election process will be studied from a political science
perspective. This course will be conducted as a Harkness
Seminar and students will be expected to produce several
short position papers on the dominant issues as well as
one final research paper (in lieu of an exam) that analyzes
the outcomes of the election. It is an upper level course and
recommended for juniors and seniors only. Prerequisite:
World History 2 or AP World History
World Religions (11,12)
This semester course is designed to give students an
understanding of the history, doctrines, meanings, rituals
and possible future developments of the world’s major
religions. Daily discussions and reflective writings are
supplemented with guest lecturers, oral presentations, and
field trips to local religious centers. It is an upper level course
and recommended for juniors and seniors only.

MATHEMATICS 
CRITERIA TO ADVANCE IN THE MIDDLE SCHOOL
A student who would like to be considered for advancement must:
achieve an ERB Percentile of 90% in Quantitative Reasoning and
Mathematics 1 & 2 using the Independent Norms; maintain a
mathematics average of A+ during the current year; receive the
recommendation of all current teachers; maintain exemplary
grades in all classes; complete the appropriate Placement Test
with a score no lower than a B+; meet with a Middle School
member of the Mathematics Department to discuss long range
goals in mathematics; and gain approval of Middle School
Director and Mathematics Department Chair.
DOUBLED MATHEMATICS COURSES
Students with an A- average in Algebra 1 may enroll in
Geometry and Advanced Algebra 2 concurrently if they receive
the approval of the Algebra 1 instructor and the Mathematics
Department Chair. If either course’s average drops below a B
by the end of the semester, the student must withdraw from
Advanced Algebra 2.
Upon completion of Geometry, other mathematics courses may
be taken concurrently (for instance, Algebra 2 and Probability;
PreCalculus and Probability; Calculus and AP Statistics).
Approval of the instructor and Mathematics Department Chair
are required.
ADDITIONAL MATHEMATICS REQUIREMENTS
Middle School students must have a B average for the second
semester in Algebra 1 in order to advance to Geometry. In
addition, any Algebra 1 student who intends to accelerate his/
her mathematics during the summer must have a B average for
the second semester.
GUIDE FOR ACADEMICS AND STUDENT LIFE | 57
COU RSE D E S C R I PTI O N S - M ATH E MATI CS
Mathematics (6)
Designed as a preparation for a transitional Pre-Algebra
course, sixth grade mathematics focuses on mastery of
computation skills and the four basic operations. This course
of continuous review includes fractions, decimals, integers,
percents, and ratios. Concepts, procedures, and vocabulary
that students will need in order to succeed in Upper
School mathematics courses are introduced and developed
incrementally. Additionally, fundamental geometry, data
analysis, and probability are included in this course.
Pre-Algebra (7)
This course lays the foundation for the studies of algebra,
geometry, and statistics. Students are provided continual
opportunities to review operations with Rational Numbers.
Using these skills, students then learn to solve and graph
linear equations and inequalities, and word problems.
Additional topics include number theory, slope, probability,
geometry concepts and calculations, and statistics.
Algebra Concepts (Introduction to Algebra) (8)
This course is designed for students who have experienced
some difficulty in Pre-Algebra, yet still introduces most
concepts taught in the Algebra 1 course. This course allows
for more flexible pacing and individualized instruction.
Topics to be covered include: integer operations, solving of
linear equations, proportions, graphing linear equations,
slope of a line, powers and exponents, systems of equations.
Students who successfully complete this class will not receive
high school credit for Algebra 1, however they will have all of
the tools necessary to excel in Algebra 1 as a freshman.
Algebra 1 (8,9)
Algebra 1 provides the foundation for more advanced
mathematics courses and this course will feature integrating
the use of a graphing utility to develop an understanding of
the concepts behind mathematics and to prepare students
for the highly graphical nature of higher-level mathematical
analyses.
Topics studied include exponents, order of
operations, data analysis, solving linear equations, graphing
with two variables, graphing inequalities, exponential
growth, quadratic equations, factoring polynomials, and
operations with radicals. Prerequisite: Pre-Algebra
Geometry (9,10)
Geometry is designed to develop reasoning and logic skills,
along with spatial acuity, which are useful in critical thinking
and problem solving. Exploration and inductive reasoning are
used throughout, with an emphasis on real world situations.
Deductive reasoning will be used to learn fact-based thinking
and necessary conditions through formal and informal proofs.
Topics studied include lines and the angles they form, polygons
and circles, polyhedrons, congruence and similarity, area,
and volume. Algebra I concepts will be reviewed throughout
the course. Prerequisite: Algebra I. With permission, may
be taken concurrently with Algebra 2 (see Opportunities
58 | GUIDE FOR ACADEMICS AND STUDENT LIFE
for Accelerated Study, Doubled Mathematics Courses in the
Academic Information and Policies section)
Algebra 2 (11,12)
This is an Algebra 2 course designed for the junior or senior
who will not be pursuing advanced mathematics at Tampa
Prep. During the year we will cover most of the traditional
topics in Algebra 2 that will enable students to fulfill their
Algebra 2 graduation requirement and provide students with
a solid background while moving at a relatively measured
pace. This course continues to develop the student’s
understanding of Algebra not only through traditional
learning methods but also through interactive applications
and exploratory lessons created for use on students’ iPads.
Students study functions and graphs while still focusing on
the traditional study of number systems, including imaginary
and complex numbers, inequalities, systems of equations
and inequalities, exponents, polynomial functions, rational
expressions, radical functions and matrices. A student must
be recommended for this course and gain approval from
the instructor. Students in this class may not progress to
Advanced Precalculcus. Prerequisites: Algebra 1, Geometry
and instructor's approval
Advanced Algebra 2
This course continues to develop the student’s understanding
of Algebra. Through integral use of the graphing applications,
students study functions and graphs in depth while still
focusing on the traditional study of number systems,
including complex numbers, inequalities and equations
of the first and second degree, exponents, polynomial
and rational expressions, radicals, logarithms, and conic
sections. Throughout their study, the students focus on
understanding through application. Prerequisites: Algebra 1
and Geometry. With permission, may be taken concurrently
with Geometry (see Opportunities for Accelerated Study,
Doubled Mathematics Courses in the Academic Information
and Policies section).
Statistics and Probability
This year-long course focuses on the underlying concepts of
statistics and statistical analysis. Students take an in-depth
look at issues involved in gathering data from surveys to
experiments, including data ethics. Other topics include
exploring gathered data, and an introduction to statistical
inference. The probability portion of the course is centered
on understanding the theory that connects data-gathering
and statistical inference. Course concepts will be applied in
a culminating project. Pre-Requisite: Algebra 2 or Advanced
Algebra 2 CP
Precalculus (12)
In this course, students will expand their knowledge of
quadratic, exponential and logarithmic functions to include
power, polynomial, rational, piece-wise and trigonometric
functions. Students will investigate and explore mathematical
ideas, develop multiple strategies for analyzing complex
COU RS E DE S C R I PTI ONS - P HYS I CAL E DUCATION
situations and use technology to build understanding and
solve higher level mathematics problems. This course will
fulfill the fourth year of mathematics credit but not prepare
the student to advance to Calculus. Pre-Requisite: instructors
approval
Advanced Precalculus
First semester is devoted to the study of trigonometry. During
the second semester, topics include polar coordinates, linear
relations and functions; graphing polynomials; exponential
and logarithmic functions; and rational functions. A graphing
utility is used as a teaching tool to enhance the student’s
understanding of mathematical concepts. Prerequisites:
Advanced Algebra 2 and Geometry
Calculus
In this introductory course, differential and integral
calculus are explored through the interpretation of graphs
as well as analytic methods. By integrating technology,
students are expected to investigate and solve problems
using algebraic, numerical, graphical, verbal and written
methods. The course is rich not only in theoretical problems,
but also in life applications including physics, economics,
engineering, finance, and the social sciences. This course
covers the traditional curriculum of college level Calculus 1.
Prerequisite: Advanced Precalculus
AP Calculus-AB
Approaching calculus from a theoretical and a graphical
perspective, this college-level course utilizes the graphing
calculator to solve problems, and to analyze real-life data.
Topics studied include finding regression curves, properties
of functions and graphs, limits (from an intuitive approach)
and continuity, the derivative and its applications, and the
integral and its applications. This course prepares students
for the AB level of the Advanced Placement Examination.
Prerequisites:
B or better in Advanced Precalculus,
consideration of PSAT scores, and instructor’s approval
AP Statistics
The AP Statistics course is a secondary school equivalent to
a one-semester, introductory, non-calculus based, college
course in statistics. This year-long course introduces students
to the major concepts and tools for collecting, analyzing and
drawing conclusions from data. Exploring data, planning
a study, anticipating patterns and statistical inference are
the four major topics that are studied. Emphasis is placed
on the communication of ideas based on statistical analysis.
Prerequisites: Advanced Precalculus or Statistics and the
instructor’s approval
AP Calculus-BC
Designed to follow AP Calculus-AB, the course includes the
study of vector and polar topics, more advanced techniques
of integration, arc length, surfaces of revolution, work,
improper integrals, and sequences and series. This course
prepares students for the BC level of the Advanced Placement
Examination. Prerequisites: Satisfactory completion of the
AP Calculus-AB course and instructor’s approval
Advanced Calculus and Linear Algebra
This course is for outstanding mathematics students. The
content varies slightly from year to year, depending on the
interests of the students, but always includes work on ordinary
differential equations, multivariable calculus, vector calculus,
vector spaces, linear transformations, matrices, eigenvalues,
and eigenvectors. Prerequisites: Satisfactory completion of
the AP Calculus BC course and instructor’s approval
Advanced Physics with Calculus
This is a college-level course in the application of Calculus
to Physics. Topics from the mechanics portion of the course
include: Newtonian mechanics, energy and power, systems of
particles, rotational dynamics, gravitation and waves. Topics
from the electricity and magnetism portion of the course
include: electrostatics, electric circuits, magnetic fields and
electromagnetics. This course prepares students for both
portions of the AP Physics C exam. Prerequisites: Physics
and Calculus courses meeting the instructor’s approval
AP Computer Science A (10-12)
This course teaches students the fundamentals of
object-oriented programming. Work includes programming
in the Java language. Students will learn to extend and
develop Java classes and data structures. Students will also
learn the basic flow control structures common to imperative
languages. No prior programming experience is required.
Students take the AP Computer Science A exam in the spring.
Prerequisite: Advanced Algebra 2

PHYSICAL EDUCATION 
Middle School Athletic Requirement
All Middle School students are required to participate in
athletics during the school year. Students will be allowed to
select from a list of options each athletic season to fulfill this
requirement. Please keep in mind the following when making
your selections:
1. Each student must participate on at least one team during
the school year.
2. A student may choose the Study Hall option only once per
school year.
Middle School Athletic Options:
1. Athletic Team
•• Each student must participate on at least one team
during the school year
•• Options
▫▫ Fall - Boys Soccer, Bowling, Cross Country, Girls
Volleyball, Swimming
▫▫ Winter - Basketball, Cross Country Training, Girls
Soccer, Wrestling
▫▫ February Intersession - Rowing, Track & Field
▫▫ Spring - Baseball, Boys Lacrosse, Cross Country
Training, Softball, Tennis
GUIDE FOR ACADEMICS AND STUDENT LIFE | 59
COU RSE D E S C R I PTI O N S - S C I E NC E
2. Physical Education
•• Offered in Fall and Spring seasons
•• Not offered during the Winter Athletic season
•• This option ends at the end of each academic school day
3. Study Hall Athletic Conditioning (SHAC)
•• Space is limited to 30 students
•• This option ends at the end of each academic school day
4. Study Hall
•• A student may choose the Study Hall option only once
per school year
•• This option ends at the end of each academic school day
When participating on an athletic team, student-athletes are
expected to do the following:
1. Attend and participate in all team practices during
seventh period
2. Attend each contest for which their team is scheduled
Physical Education/Personal Fitness & Health (9)
This required course aims to encourage our students to pursue
a healthy, physically active lifestyle. Traditional team sports
and lifetime sports including badminton, team handball, floor
hockey, indoor soccer and water polo make up the physical
education component. The personal fitness/health semester
will include reading assignments and quizzes, cardiovascular,
strength and flexibility training as well as studies in all
areas of health and nutrition. Guest speakers from Tampa
General-More Health will cover topics in HIV/AIDS, hepatitis,
eating disorders, trauma and decision-making skills.
Athletic Conditioning (10-12)
This course offers students a guided weight training program
for the casual to the serious. Participants learn a wide
variety of appropriate weight training techniques and
study basic nutrition, anatomy, and exercise physiology.
Participating in a regular program of health enhancing
exercise, the students learn the benefits of exercise
first hand. Students are assessed through quizzes,
participation and improvement. Athletic Conditioning is
taught as a semester course but is open to students as a
full-year course.
Introduction to Sports Medicine
and Athletic Training (10-12)
This one-semester course will provide students with an
introduction to the care and prevention of athletic injuries
and to the duties of an athletic trainer. The course will
emphasize anatomy as it relates to physical activity and
sports, and will require some out-of-class assistance to the
athletic trainer at home sports events. Students will be able
to demonstrate knowledge of injury prevention, assessment
and rehabilitation techniques. Some knowledge of anatomy is
preferred but is not required. This course will earn students a
1/2 credit applicable toward satisfying the Physical Education
graduation requirement.
60 | GUIDE FOR ACADEMICS AND STUDENT LIFE
Fitness for Life (10-12)
Fitness for Life is a semester-long course that teaches
students how to maximize their health through fitness games
and healthy life strategies. Half of each week will be dedicated
to learning how to design workout programs, arrange weekly
workouts, and improve a student’s fitness for the rest of his/
her life. The other half of each week will concentrate on
basic and advanced life strategies to avoid common pitfalls
and to work toward the student’s own personal goals. The
overall goal of this class is to promote lifestyle education
while having fun with a variety of aerobic and non-aerobic
activities. We will use many resources, including those of
Tampa Preparatory School, Bayshore Boulevard, and health
food stores.

SCIENCE 
MIDDLE SCHOOL OVERVIEW
The science curriculum in the sixth, seventh, and eighth grades
is a three-year, integrated, activity-oriented approach to the
world of science. The integration of literature, geography, and
history provide a deeper understanding of science’s relationship
to other disciplines. Field trips to such places as Cape Canaveral,
the Florida Keys, and the Museum of Science and Industry
broaden and enhance the learning of the student.
Science (6)
The sixth grade science curriculum is a unique program
in which students learn about the disciplines of Science
Concepts: Earth and the Environment. In order to accomplish
this task, students are motivated to appreciate science
through cooperative learning, hands-on activities, lecture
information, field trips, real-life studies, and problem solving
activities. The sixth grade science classes participate in the
grade level project.
Life Science (7)
The integrated science curriculum in the seventh grade builds
upon the themes introduced in the sixth grade but within the
context of the Life Sciences (Cells, Bacteria/Viruses, Protists,
Fungi, Plants, Animals, and Human Biology). The students
learn in a dynamic classroom with lectures, cooperative
learning, hands-on activities, projects and lab dissections.
Students also maintain marine aquariums within the
classroom and then apply that learning in the Florida Keys
while snorkeling.
Physical Science (8)
Eighth grade Science completes the three-year, integrated,
activity-orientated approach to the world of science with
an emphasis on the Physical Sciences (Chemistry and
Physics). Students investigate physical science through an
inquiry-based approach. Embedded in the curriculum is the
use of technology, engineering and mathematics concepts.
Concepts include chemical bonds and equations forces,
motion, energy, nuclear science, and astronomy, among
others.
COU RS E DE S C R I PTI ONS - SC I ENC E
Robotics (6)
Sixth graders will gain an understanding of simple machines
including the lever, wheel and axle, and pulleys. Students will
gain an understanding of the problem-solving process and
will be required to document their findings. A second unit
will focus on robots using the LEGO MINDSTORMS system.
Problem-solving skills are applied to robots allowing them
to find solutions to specific missions. A systematic approach
and quantitative solutions will be utilized for robot missions.
Students gain an understanding of the use of light and
ultrasonic sensors to solve mission problems.
Intermediate Robotics (7,8)
The Fall semester will concentrate on complex sensors like
the infra-red sensor, the magnetic sensor, the compass sensor
and the accelerometer (gyroscopic sensor). More complex
missions for problem solving will be introduced using
flowcharts as a means of planning a complex program.
During the Spring semester, students will work on a large
project called the SeaPerch Underwater robot. Class topics
will include submersibles and how they work, concepts of
buoyancy, fluids, simple circuits and waterproofing. Students
will learn the following skills: basic cutting using ratchet
and PVC cutters, drilling, filing and soldering. Teams of two
students will journal the entire process and any problems or
improvements they discover.
Biology (9)
This survey course investigates life on the cellular,
organismic, and community levels. Major topics include
cell structure and function, genetics, natural selection and
evolution, classification. Students utilize problem solving
skills, research skills, technical and creative writing, and
conventional laboratory techniques as they apply learned
principles to everyday experience.
AP Biology (11,12)
This college-level course encompasses the entire range of
the discipline, from molecular biology through population
dynamics, and requires the assimilation of a large amount
of factual material at a rapid pace. Laboratory experience
focuses on the topics designated by the College Board in
order to prepare the students for the mandatory national
examination in May. Successful completion of the course
provides a thorough preparation for college biology
courses. Prerequisites: Biology, year-long Chemistry course
(preferably Chemistry 2) and instructor’s approval
Chemistry (10-12)
Focusing on environmental issues, this curriculum developed
by the American Chemical Society emphasizes how chemistry
is related to every-day life. Students develop a chemical
vocabulary and an understanding of chemical concepts
while participating in laboratory exercises, individual and
group projects, and decision-making activities. Topics
studied include water, chemical resources, petroleum, food,
nuclear energy, the atmosphere, and the chemical industry.
Prerequisite: Algebra 1
Chemistry 2 (10-12)
This course develops a student’s critical and analytical
thinking by stressing the concepts that explain atomic and
molecular interactions. The course emphasizes understanding
chemistry both mathematically and conceptually and features
extensive qualitative laboratory experiments. Topics studied
include elements, compounds, the physical phases, solutions,
bonding, thermodynamics, reaction rates and equilibrium,
electrochemistry, acids and bases, and organic chemistry.
AP Chemistry (11,12)
This college-level course emphasizes an extensive
mathematical appreciation of chemical phenomena and a
quantitative laboratory experience. Following the demands
of the AP curriculum, the course includes rigorous study of
atomic theory, chemical bonding, gases, liquids and solids,
thermodynamics, kinetics and equilibrium, electrochemistry,
and descriptive chemistry. Each student is expected to take
the AP Chemistry exam in May. Prerequisites: Chemistry 2;
Precalculus; instructor’s approval
Physics (10-12)
This course strikes a balance between emphasizing the
principles and concepts of physics and the solutions of
problems. The course topics include: mechanics, the study
of motion and the forces that cause it; vectors; Universal
Gravitation; energy and work; thermal energy; waves and
energy transfer; sound; light; electricity; and magnetism.
The lectures are supplemented with laboratory experiments,
demonstrations, “real world” examples, a project completed
at Busch Gardens, various presentations, and a rocket lab.
Prerequisite: Algebra 1
Physics 2 (10-12)
This course attempts to make mathematical sense of the
universe and to pique the student’s curiosity about our
surroundings. The class combines lectures, problem solving,
laboratory work, computer simulations, and various projects.
One major project is completed at Busch Gardens. Students
explore topics of classical mechanics, including vector math,
kinematics, Newton’s Laws, momentum, conservation of
energy, projectile motion, and rotational inertia. Additional
topics include wave phenomena, oscillatory motion,
electricity, light, and magnetism. Prerequisites: Precalculus
(concurrently)
AP Physics B (11,12)
This college-level course is designed for students intending
to pursue a major in the life sciences, premedicine, and some
applied sciences. This course also provides an excellent
foundation for calculus-based college physics courses to
build on. An understanding of the basic principles of physics
and the ability to apply these principles in mathematical
problems are the major goals of this course. The course topics
GUIDE FOR ACADEMICS AND STUDENT LIFE | 61
COU RSE D E S C R I PTI O N S - S C I E NC E
include: linear motion, vectors, forces, energy and work,
collisions, rotational motion, oscillations, gravitation, sound,
heat, thermodynamics, electric charge and electric fields,
electric circuits, magnetism, light, geometric optics, nuclear
physics and radioactivity. The lectures are supplemented
with laboratory experiments, demonstrations, computer
simulations, and a visit to the University of Florida nuclear
reactor. Prerequisites: Calculus (concurrently); Physics 2 or
instructor’s approval; instructor’s approval
AP Environmental Science (11,12)
This college-level course provides an interdisciplinary look at
the complex factors that interact in the environment. Concepts
from Biology, Chemistry, Geology, Engineering and the Social
Sciences will be used to identify and evaluate both natural
and human-made environmental concerns. Additionally,
students will create solutions to resolve or prevent these
problems and use technology to communicate their ideas.
Current events and literature reviews will supplement the
course material. Laboratory experiences, fieldwork, and field
trips will also comprise a significant component of the course.
Topics will include Earth systems and resources, the living
world, population, land and water use, energy resources and
consumption, global change and pollution. Each student is
expected to take the AP exam in May. The course will meet
four times per week and will require one weekend field
trip per semester. Prerequisites: Successful completion of
Biology, Chemistry and Algebra 1; instructor’s approval.
Introduction to Engineering Design (10)
This yearlong elective course focuses on the design process
and its application. Students will learn AutoDesk Inventor and
use it to design solutions to proposed problems, document
their work using an engineer’s notebook, and communicate
solutions to peers and members of the professional community.
Please note: This course is the first of a three-year engineering
sequence. In order to enroll in these successive classes,
students must first complete Introduction to Engineering
Design. While this course provides students with a full-credit
in science, this course does not count towards Tampa Prep’s
three-year science graduation requirement; therefore,
students should also enroll concurrently in another full-year
science class. Prerequisites: Algebra 2 (concurrently) and
instructor’s approval.
Principles of Engineering (11)
This yearlong course exposes students to major concepts that
they will encounter in a post-secondary engineering course of
study. Topics include mechanisms, energy, statics, materials,
and kinematics. Students will develop problem-solving
skills and apply their knowledge of research and design to
create solutions to various challenges, document their work
and communicate solutions. Prerequisite: Introduction to
Engineering Design.
Underwater Robotics (11-12)
This yearlong class introduces students to the design and
62 | GUIDE FOR ACADEMICS AND STUDENT LIFE
fabrication of an underwater robot. Students will use formal
design processes to define each sub-component of the
underwater robot, such as navigation, propulsion, etc. Student
groups will propose solutions to each of the components
and their peers will select the best solutions to implement.
Prerequisite: Instructor’s approval.
SCIENCE ELECTIVES
Bioethics (11,12)
The objective of this semester course is to encourage
the students to make critical assessment and logical
self-evaluation of their stance on a wide variety of bioethical
issues. The two main foci are issues of animal ethics and
human biomedical ethics. Prior to the in-class discussion
of each topic, students will research vocabulary and factual
background germane to the issue. Assessment will take the
forms of journal-writing, essay-writing (position papers),
background research, class participation, and quizzes/
tests. Any student interested in the course must be prepared
to make frequent, thoughtful contributions to discussion.
Prerequisites: Biology; and any year-long Chemistry or
Physics course
The Chemistry of Art (11,12)
In this one-semester course, students experience the
interaction between science, technology and art as they
investigate chemical interactions involved in the creation,
authentication, restoration, and conservation of works of art.
By creating works of art, students practice techniques such
as fresco, Egyptian paste, and metal etching. By conducting
chemical experiments, students explore fireworks, paints
and alloys. Class discussions and lectures connect chemical
concepts with the students’ experiences in the lab and art
room. After studying about forgery detection techniques and
art restoration, students write a research paper to analyze
the authenticity of an infamously debated work of art.
Prerequisite: any year-long Chemistry or Physics course
Environmental Science (11,12)
This one-semester course is an introduction to the principles
of ecology with an emphasis on the ecosystems of Florida.
Students will learn about the biological, chemical, and
physical features that make Florida unique. Students will
examine how humans have impacted Florida’s environment
and discuss many of the environmental issues that affect
Florida’s ecosystems.
Lectures will be supplemented
with labs and field trips in which students will learn basic
ecological sampling methods. Prerequisite: Biology
Forensic Science (11,12)
Forensic Science is the application of science to matters
of law. This one-semester course is multidisciplinary and
encompasses concepts in biology, chemistry, and physics.
The history of forensic science as well as various techniques
and procedures used in crime scene investigations will be
examined. Topics covered will include: physical and chemical
COU RS E DE S C R I PTI ONS - SC I ENC E
analysis of evidence, serology, bloodstain pattern analysis,
fingerprint analysis, forensic entomology, hair and fiber
analysis, and careers in forensic science. This course utilizes
class discussion, lecture, laboratory investigations, and case
study analysis. Prerequisites: Biology; and any year-long
Chemistry or Physics course.
Introduction to Sports Medicine
and Athletic Training (10-12)
This one-semester course will provide students with an
introduction to the care and prevention of athletic injuries
and to the duties of an athletic trainer. The course will emphasize anatomy as it relates to physical activity and sports,
and will require some out-of-class assistance to the athletic
trainer at home sports events. Students will be able to demonstrate knowledge of injury prevention, assessment and
rehabilitation techniques. Some knowledge of anatomy is
preferred but is not required. This course will earn students
a 1/2 credit applicable toward satisfying the 1-1/2 credit
physical education graduation requirement.
Marine Biology (11,12)
This one-semester course will be conducted as a college
freshman Introduction to Marine Biology course. It is
mostly intended for students who want to learn more before
studying marine biology at the college level, or those with
a strong interest in the marine sciences. The start of the
course will focus on the physical and chemical features of
the oceans before progressing into the structural, functional,
and behavioral characteristics of marine flora and fauna.
The course will include class discussions, an ongoing project
throughout the semester, a comprehensive paper, tests, and
labs. Prerequisite: Biology; any year-long Chemistry or
Physics course
Marine Conservation Biology (11,12)
This one-semester course is intended for students who want
to learn about resources the oceans provide, the influences
humans have on the oceans and its inhabitants, and what
is conservation, why is it important and how is it done.
While the majority of the course takes a global perspective,
students will also explore the organisms and environments
of Tampa Bay as well as the groups that affect or are affected
by them. Aside from class discussions, the course will
include an ongoing project of hot topics, a field conservation
project and a cumulative multimedia project. Recommended
Prerequisite: Marine Biology
Applications in Physics (10-12)
In this hands-on semester course, students will explore the
"real world" side of physics. They will apply physics concepts
to practical problems and build on their understanding of
the concepts and analytical techniques learned in physics.
Practical applications may include airplane dynamics,
structural design, self-powered vehicles and roller coaster
thrills. Students will complete independent research projects
(including experimentation) on physics topics. Prerequisite:
Either Physics year-long course
Computer Programming (9-12)
This one-semester elective course is designed to teach
students the basics of computer programming. Students
will design and implement solutions to problems by writing,
running and de-bugging computer programs, and use and
implement commonly used algorithms and data structures to
solve problems. Prerequisite: Algebra 2 (concurrently)
Introduction to Programming in C (10-12)
This yearlong elective course is designed to teach a student
how to program using the C language, which is the basis for
many other computer languages. Students will design and
implement solutions to problems by writing, running and
de-bugging computer programs, and use and implement
commonly used algorithms and data structures to solve
problems. Students will also integrate hardware (basic
robots) to software (C programs) to solve mission-based
problems. Prerequisite: Algebra 2 (concurrently).
Modeling Physics (11,12)
This semester course is designed to teach students to think
critically in three dimensions. Students will build physical
models of common rides found in amusement parks. The
ride designs will be based on basic principles of physics.
Throughout the semester, students will concurrently design
their rides using Google SketchUp. By the end of the semester
students will build a physical model of an entire amusement
park, and will model their park using Google SketchUp.
Prerequisite: Physics, Physics 2, or AP Physics
Computer Applications in Physics/Engineering (11,12)
This semester course is designed to give students an
introduction to common computer programs used in science,
technology, engineering, and math (STEM) careers. Students
will spend the first half of the semester learning how to use
Microsoft Excel to solve problems in physics and engineering.
The second half of the semester, students will learn the basics
of computer programming in MATLAB to solve additional
physics and engineering problems. Prior knowledge of
Microsoft Excel and/or computer programming is not
necessary. Prerequisite: Physics, Physics 2, or AP Physics
GUIDE FOR ACADEMICS AND STUDENT LIFE | 63
APPE N D IX
MIDDLE SCHOOL THREE-YEAR PLAN SHEET
Sixth graders take a set curriculum consisting of six classes (English, Prima Lingua, history, mathematics, science, and an
elective) plus sports or PE. Seventh and eighth graders take a set curriculum consisting of six classes (English, foreign language,
history, mathematics, science and an elective) plus sports or PE. Those students who have shown the proficiency to accelerate in
mathematics and foreign language will be afforded the opportunity to accelerate on a case by case basis.
SUBJECT
GRADE 6
English
English 6
English 7
English 8
Mathematics
Mathematics
Pre-Algebra
Algebra Concepts
Algebra 1
Science
Earth
Life
Physical
History
Geography
Geography/Civics
US Survey
Foreign Language Prima Lingua
French 1A, 1B
Latin 1A, 1B
Spanish 1A, 1B
Arts Art, Band, Chorus,
Dance, Theatre,
Robotics, Video
Production
Sports &
Physical Education
64 | GUIDE FOR ACADEMICS AND STUDENT LIFE
GRADE 7
GRADE 8
A PPEN DIX
UPPER SCHOOL FOUR-YEAR PLAN SHEET
Ninth graders typically have six classes, including PE. In grades 10, 11, and 12, the minimum course load is 5 non-PE classes; many
students take 5 1/2 or 6 courses. List all courses you already have received credit for and those you likely will receive credit for
this spring. In pencil, fill in the courses you plan to take during your remaining year(s) at Tampa Prep. Be sure your Plan fulfills the
School’s graduation requirements, and consider the impact your courses will have on your applications to colleges. Discuss your
Plan with your parents/guardians and your advisor before signing up for classes.
SUBJECT / CREDITS
English
English 9-11;
English 12 or
AP English
GRADE 9
GRADE 10
GRADE 11
GRADE 12
4
Mathematics
4
Through Precalculus,
Advanced Precalculus,
or Probability and
Statistics
Science
3
History
3
Foreign Language
3
Arts
2
Physical Education
1.5
Other
2
Biology, year-long
Chemistry or Physics,
one other credit other
than an Engineeringsequence course
World History 1,
WH 2 or AP WH,
U.S. or AP U.S.
Levels 1-3 of
French, Spanish,
or Latin
Phys. Ed. (grade 9 or 10),
& other semester
Phys. Ed. course
Student’s Choice
TOTAL CREDITS
REQUIRED
22.5
GUIDE FOR ACADEMICS AND STUDENT LIFE | 65
APPE N D IX
tampa preparatory school
add/drop form
student's name: _________________________________________________
date entered: _____________________________________________
dean of students
dropping:
teacher signature
wp/wf
dropping:
1.class: __________________________________________________
period: ________________________________________________
2.class: __________________________________________________
period: ________________________________________________
3.class: __________________________________________________
period: ________________________________________________
4.class: __________________________________________________
period: ________________________________________________
teacher signature
wp/wf
1.class: __________________________________________________
period: ________________________________________________
2.class: __________________________________________________
period: ________________________________________________
3.class: __________________________________________________
period: ________________________________________________
4.class: __________________________________________________
period: ________________________________________________
Grades 9-11
Within first 5 days of a new class
__________________________________________
student
_______________________________________
advisor
After first 5 school days of a new class
____________________________________
student
______________________________________
advisor
_______________________________________
dean of faculty
(required when changing course level or teachers of the same course)
_____________________________________
parent/guardian
_______________________________________
upper school director
Grade 12
Within first 5 days of a new class
____________________________________
student
_______________________________________ advisor
_______________________________________
college counselor
_____________________________________
upper school director
_______________________________________
parent/guardian
After first 5 school days of a new class
____________________________________
student
______________________________________
advisor
_____________________________________
parent/guardian
____________________________________
college counselor
______________________________________
dean of faculty
_____________________________________
upper school director
_______________________________________
date received by dean of students
66 | GUIDE FOR ACADEMICS AND STUDENT LIFE
A PPEN DIX
registration for non-traditional classes
Independent Study at Tampa Prep and courses taken at other schools
student (print): __________________________________________ course title: __________________________________________
school: _____________________________________________________ duration of course: _______________ to _______________
today’s date: __________________________________________
month/year
month/year
signatures: ____________________________________________
division director
______________________________________________
______________________________________________
____________________________________________
student
parent or guardian
instructor
(required only for independent study at tampa prep)
policies
independent study
On a limited basis, students may design an
independent study program with a faculty sponsor.
All requests for independent study must be
approved by the Curriculum Committee at least
four weeks before the start of the semester in
which it is to be taken. Petitions should be given
to the Upper School Director and should include
1) specific objectives; 2) methods and criteria for
assessment of learning; 3) meeting times; 4) a
week-by-week syllabus; and 5) as appropriate, a
reading list.
classes taken elsewhere
With prior permission, students who take classes
beyond Tampa Prep may count these classes towards
Tampa Prep graduation requirements. Note: Grades
earned for courses taken at other institutions will
NOT replace grades earned at Tampa Prep.
For a non-Tampa Prep course to be counted towards
a graduation requirement, students must meet all
three of the following criteria:
1. T he Upper School Director must be petitioned
and his permission received before the
proposed study commences.
1. T
he course’s credit must be granted by the
institution at which the student received the
academic instruction.
2. T
he course must be taken at, and the credit
granted by, either a fully accredited four-year
college or university or a fully accredited
independent school.
FOR I NTER NAL USE ON LY
NO. OF C R ED ITS TO B E AWAR DED ________
L E TTE R G RA D E EA R N E D ________
DATE COMP L E TE D ________
GUIDE FOR ACADEMICS AND STUDENT LIFE | 67
APPE N D IX
This form can also be found at www.tampaprep.org/forms
TAMPA PREPARATORY SCHOOL ABSENTEE PERMISSION FORM
It has been requested by the parents/guardian of
that he/she be excused from school on
reason:
(print student’s name)
for the following
Date(s)
_________________________________
_____________________.
(Parent Signature)
To Teachers:
Please indicate below whether or not this is acceptable to you. If the absence is not
acceptable, please note the reason.
Subject
Teacher's Initials
Comments
1st period
2nd period
3rd period
4th period
5th period
6th period
7th period
Athletics/Coach
MS:
Have Mr. Fenlon sign bottom & return to Mrs. Souza
US:
Have Mr. Carlson sign bottom & return to the Health Coordinator
Signature of Division Director
68 | GUIDE FOR ACADEMICS AND STUDENT LIFE
A PPEN DIX
This form can also be found at www.tampaprep.org/forms
Updated 5/17/13
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!
STUDENT’S NAME
SCHOOL YEAR
STUDENT’S GRADE
GRADUATION YEAR
DATE(S) OF SERVICE
DESCRIPTION OF PROJECT, SERVICE, ETC.
NUMBER OF HOURS SERVED
SIGNATURE OF SUPERVISOR
PRINTED NAME OF SUPERVISOR
DATE
PHONE NUMBER OF SUPERVISOR
Now what?
1. Create a document (Excel, for example) OR make a copy of this form to help yourself keep track of the number
of hours and type of volunteer work you have completed. This will help you in the college application process.
2. Take this document to the bin located on the table near Mrs. M. Rodriguez’s desk. File it in the folder that
coordinates with the first letter of your last name.
Note:
Community Service hours are not required for graduation from Tampa Prep. Bright Futures requirements are as follows.
[FL Legislature 2011 and 2012 Sessions] Beginning with the graduating class of 2011, students are required to submit a complete,
error-free FAFSA (Free Application for Federal Student Aid) in order to receive both initial and renewal Bright Futures eligibility. The
FAFSA must be submitted prior to disbursement and is made available online at www.fafsa.ed.gov in January of the student’s senior
year. Service hour requirement: 100 hours of service for Academic Scholars or 75 hours of service for Medallion Scholars.
Award amounts at four-year institutions: $100/hour Academic Scholars, $75/hour Medallion Scholars.
Bright Futures Requirements [FL Legislature 2011 and 2012 Sessions]
Students must meet the requirements AND submit a FAFSA to receive funds.
Academic
Scholarship
SAT (CR+M)
Graduation Year
2014 and thereafter
or ACT +
1290 or 29
State weighted
GPA +
3.5
Medallion
Scholarship
Service hours
grades 9-12
100
SAT (CR+M)
or ACT +
1170 or 26
State weighted
GPA +
3.0
Service hours
grades 9-12
75
More information? Visit the Bright Futures website at http://www.floridastudentfinancialaid.org/SSFAD/bf/
•
The College Counseling Office will work with senior advising groups during the second semester of the
student’s senior year to assist students in the completion of their application for Bright Futures. The
application for Bright Futures and the FAFSA are two separate documents.
More information? [www.tampaprep.org/college >> College Links >> Financial Aid]
GUIDE FOR ACADEMICS AND STUDENT LIFE | 69
APPE N D IX
70 | GUIDE FOR ACADEMICS AND STUDENT LIFE
A PPEN DIX
GUIDE FOR ACADEMICS AND STUDENT LIFE | 71
APPE N D IX
This form can also be found at www.tampaprep.org/forms
Tampa Preparatory School Fundraising/Drive Event/Project Request Form
Prior to any solicitation of funds, including drives of any sort, please complete this form and return it to the
Development Office for approval. You may continue on the back if necessary.
Sponsoring Group: __________________________________ (i.e. Key Club, STAND, Ambassadors, etc.)
Proposed Event/Project: _____________________________________________________________
___________________________________________________________________________________
Which School program will benefit? ____________________________________________________
Or how will this project foster the School’s Mission? ______________________________________
___________________________________________________________________________________
Does this project raise funds for a third party? If yes, name the benefiting organization.
___________________________________________________________________________________
Event/Project Chair or Coordinator: ____________________________________________________
Phone: ___________________________
Email: ________________________________________
Preferred Date(s): _____________________2
nd
Preference for Date(s): _______________________
Location of Event/Project: ____________________________________________________________
Target Fundraising Goal: $___________
Upon completion of the project, please notify the Development Office of net amount raised.
Proposed Use of Funds: (Please be specific)
(1) ________________________________________________________________________________
(2) ________________________________________________________________________________
(3) ________________________________________________________________________________
Planned Methods of Solicitations and Dates: Note: Any posters or announcements must identify both
the group organizing the project and the benefiting organization.
(1) ________________________________________________________________________________
(2) ________________________________________________________________________________
(3) ________________________________________________________________________________
Submitted by: _____________________________
Date: __________
Faculty Advisor approval: ___________________
Date: __________
Request Approved: ___________
Request Denied: ______________
72 | GUIDE FOR ACADEMICS AND STUDENT LIFE
Date: __________
www.tampaprep.org
www.facebook.com/tampaprep
@Tampa_Prep
@TPrep_Athletics
Tampa Preparatory School
NON-PROFIT ORG.
US POSTAGE
727 West Cass Street
Tampa, Florida 33606
PAID
TAMPA, FL
PERMIT NO. 3641
ADDRESS SERVICE REQUESTED
Student artwork from the 2012-2013 Digital Photography class
Photo by Caroline Alexander
Photo by Rajiv Kartham
Photo by Grant Bickelhaupt
Photo collage by Mercy Anderson