WEDJ Family Handbook

William E. Doar, Jr. Public Charter School for the Performing Arts School Handbook 2013–2014 705 Edgewood Street, NE | Washington DC, 20017 | (202) 269-­‐4646 | (202) 403-­‐3222 (fax) | www.wedjschool.us Grades PreK to 8 705 Edgewood Street, NE Washington DC, 20017 (202) 269-­‐4646 (202) 403-­‐3222 (fax) www.wedjschool.us See us on Facebook – www.facebook.com/PCSARTS Follow us on Twitter -­‐ @WEDJPCS | 2 Dear families,
July, 2013 We are truly honored to lead the William E. Doar, Jr. Public Charter School and
thank you in advance for your time and support. WEDJ PCS is a co-educational
day school that provides a college-preparatory, standards based curriculum in
both academics and the performing arts. All students engage in a rigorous
academic program that includes instruction from professional artists from the
National Philharmonic, and the Shakespeare Theatre Company.
We want to emphasize that every minute at school matters for young people and
we promise to make our school a safe, inspiring and secure environment. Our
priorities for the next few months are twofold:
1. All students need to master specific basics in math and language and staff need
to communicate progress on a monthly basis.
2. We also know that helping students learn the habits of scientists, artists, and
technologists will improve their chances of thinking creatively. Creative student
work will be featured on our web site, in our halls and in our newsletter.
Throughout the school year, we want students to know and be confident about
what they know, and we also want students to learn how to become leaders in the
arts. To this end we have established the PAL (Promoters of Arts and Leadership)
course in each grade at the beginning of the day to focus attention on how leaders
behave and make a difference in the lives of others. We take learning seriously but
we cannot educate alone. We respect that parents are the first teachers in a child’s
life, and we are committed to this partnership. Be warned we will ask you to fill in
surveys and take part in many school activities so you will continue to play a key
role in your child’s education. We believe in the school’s mission:
"The William E. Doar Jr. Public Charter School for the Performing Arts will foster a safe,
creative, enjoyable and culturally sensitive learning environment for all students
with the goal of providing a college preparatory curriculum in both academics and
the performing arts to produce the next generation of leaders for America and the
global society."
We want our students to be taught by teachers who are recognized as leaders in
and out of the school. Please feel free to visit, email or call. We can promise to
serve your family well, but cannot promise that you will be left alone!
Proudly serving you and your family,
Dr. Barbara Smith, Principal
Page Table of Contents 4
Dropping Off, Picking Up, and Public Transportation
6
6
7
8
10-12
13-15
16
17
20
21
25
26
27
27
28
29
31
32
Healthy Students
Before and After Care
Breakfast and Lunch
Being Creative
ELA Essential Skills (from the Common Core State Standards)
MATH Essential Skills (from the Common Core State Standards)
WEDJ Specialty Arts Programming
WEDJ PAL (Promoting arts and Leadership) Program
WEDJ Inquiry
Student Support Services at WEDJ
Communicating Respectfully
Family Communication
Inclement Weather
Parent Teacher Association
WEDJ Dress Code
Discipline
Communicating Results
School Policies
1
4
4
Mission Statement and WEDJ Commitment
Being Safe
Safe, Creative, Prepared, Respectful, Honest, Global Arts Leaders
| 1 William E. Doar Jr. Public Charter School for the Performing Arts School Handbook Mission Statement The William E. Doar Jr. Public Charter School for the Performing Arts will foster a safe, creative, enjoyable, and culturally sensitive learning environment for all students with the goal of providing a college preparatory curriculum in both academics and the performing arts to produce the next generation of leaders for America and the global society. The WEDJ Commitment 1. We are committed to the SAFETY of all members of the William E. Doar, Jr. Public Charter School for the Performing Arts community. 2. We are committed to CREATIVITY. 3. We are committed to PREPARING all members of the community to be successful in their academic pursuits, college, and life. 4. We are committed to COMMUNICATING RESPECTFULLY. 5. We are committed to HONESTY. 6. We are committed to creating a n ext generation of GLOBAL LEADERS through the arts. Before signing this contract, please review what it looks like for a student/parent/staff member to be safe, creative, prepared, respectful, honest, and an arts leader! It is a privilege to be part of the William E. Doar School for the Performing Arts. This contract will be an important document at WEDJ. If any part of the commitment is not honored, you will be asked to resign this agreement, and in certain cases, you may not be offered the opportunity to be part of the school community. _______________________________________ (student) ________________________________________ (parent) ____________________________________________ (grade) ______________________________________________ (staff) | 1 William E. Doar Jr. Public Charter School for the Performing Arts School Handbook What does the WEDJ COMMITMENT look like? Prepared by… Creative by… Safe by… Being… Students Parents/family members Staff ü following WEDJ safety rules ü staying healthy (wash hands frequently, eat nutritious foods, get at least 8 hours of sleep, bathe regularly, clean/floss teeth daily) ü supporting the WEDJ safety rules (keeping prohibited items at home) ü modeling supervision at home ü staying healthy (wash hands frequently, eat nutritious foods, bathe regularly, clean/floss teeth daily) ü keeping sick students at home ü contacting school to communicate absences ü communicating and enforcing WEDJ safety rules ü confiscating prohibited items ü providing supervision of students at all times ü staying healthy (wash hands frequently, eat nutritious foods, get at least 8 hours of sleep, bathe regularly, clean/floss teeth daily) ü staying home when sick ü taking risks with new ideas ü learning from mistakes ü adding something special to everything you do ü making connections between things that are not obviously connected ü being open to new ideas ü taking risks with new ideas ü learning from mistakes and not being afraid to admit them ü modeling for children and talking about how you add your special touch to what you do (cooking, cleaning, decorating, hobbies) ü being open to new ideas ü taking risks with new ideas ü learning from mistakes and being open to admitting them ü customizing WEDJ materials for students ü providing a stimulating, distinctive classroom space ü having materials ready for start of class ü putting name on all school work ü taking responsibility for choices ü maintaining neat school materials ü labeling child’s belongings from home ü providing a zippered backpack to carry school materials ü maintaining a clean work environment ü reading with your children ü participating with students in their research projects ü helping students study for tests ü having materials ready for teaching before class begins ü labeling student belongings at school ü using planning times to organize materials and reflect on how to improve teaching and learning ü contacting parents to let them know what students have missed when absent | 2 William E. Doar Jr. Public Charter School for the Performing Arts School Handbook A Global Arts Leader by… Honest by.. Respectful by… Being… Students Parents/family members Staff ü attending school and being punctual for each class ü staying on task ü abiding by staff and parent requests ü demonstrating care with school and community property ü speaking positively (no profanity or name-­‐
calling); ü helping others to stay on task ü not distracting others ü celebrating own and others’ success ü respecting the privacy of others ü viewing only appropriate content online ü wearing neat clothing ü ü making sure students arrive on time for school ü helping others ü speak positively ü celebrating own and others’ success ü arranging for teacher meetings outside of classroom time ü returning forms promptly ü demonstrating care with school, home, and community property ü setting goals with child and teacher ü modeling use of appropriate language ü viewing only appropriate content online ü informing school of alternative transportation arrangements ü parking so not to interfere with others ü modeling respecting the privacy of others ü modeling the wearing of neat clothing ü starting and ending classes on time ü helping others ü participating with students in research project ü giving students extra support as needed ü speaking positively ü celebrating own and others’ success ü demonstrating care with school and community property ü parking so not to interfere with others ü communicating with parents and students regularly through newsletters, online reporting, and interview days ü informing students and parents of expectations ü modeling the wearing neat clothing ü telling the truth ü not cheating or plagiarizing ü returning borrowed materials ü admitting mistakes ü modeling telling the truth ü modeling telling the truth ü returning borrowed materials ü returning borrowed ü admitting mistakes materials ü admitting mistakes ü reducing, recycling, and reusing to protect environment ü dispose of garbage properly ü not being a bystander to bullying ü reducing, recycling, and reusing to protect environment ü reading and talking about international news ü not being a bystander to bullying ü reducing, recycling, and reusing to protect environment ü teaching about strength in diversity as a global goal ü not being a bystander to bullying | 3 William E. Doar Jr. Public Charter School for the Performing Arts School Handbook 1. Being Safe
Visitors
For the safety of our children, it is important that all visitors, including parents, check in at the security
desk. School security must know when visitors are in the building. Please check in when visiting the
school during school hours. All visitors are expected to arrive at the building in an appropriate manner
that includes suitable dress, sobriety, positive language, and behavior. All visitors are expected to follow
the school rules. Children will not be released to visitors who fail to adhere to the school’s expectations.
Dropping Off, Picking Up, and Public Transportation
Kiss and Ride at Arrival
All PreK parents must have a parking pass (placard) to gain access up the ramp during arrival and
dismissal time. Passes will be issued the first day of school by PreK teachers. There will be one pass per
car issued and must be visible in the front window (left side corner) of the vehicle. Parents will be
allowed three to five minutes to drop off, greet teachers, etc. This will allow a member of security to grant
access up the ramp and allow for a smooth transition. If parents are in this parking lot after 9am, cards
may be ticketed or towed.
All K through 8th grade parents will use the parking lot directly behind GREATER MOUNT CALVARY
CHURCH, off Rhode Island Avenue NE for arrival and dismissal times. Parents should come to the end
of the parking lot where they will see a member of WEDJ security waiting to receive students.
This parking lot will allow you 10-15 minutes, before 9AM to do drop offs, greet teachers, etc. If parents
are in this parking after 9AM, car may be ticketed or towed.
In order to ensure the safety of everyone on our property, the speed limit for the parking lot is 5mph.
Pedestrians always have the right of way and all parents, visitors, and staff are expected to park in
appropriately lined stalls.
Handicapped parking spaces are for cards with handicapped license plates or hang tags only. All other
vehicles will be subject to towing. Cars may not block fire lanes or the ramp. All traffic must follow a
counter-clockwise driving direction. Please do not block the driveway! Please note parents must escort
before-care or late arriving students into the building for appropriate sign-ins.
Teachers will not be able to meet with parents when students are coming into class. Our staff need to
have the best lessons prepared for our students, so please make sure to email and staff will respond within
24 hours to your questions or set up an appointment.
Pick-up at Dismissal
At the end of the day, Pre-K parents can pick up their students in the playground area. Kindergarten
through eighth-grade students will be taken to the breezeway and supervised by their PAL/ homeroom
teacher. Only students walking north to the bus or home will be dismissed onto Edgewood Street.
Aftercare students will be dismissed to the multi-purpose room.
Students not picked up on time will be assessed a late fee payable in cash upon arrival of the
parent/guardian. Late fees are assessed at a rate of $20 for the first 15 minutes and $1 per minute
afterwards. Unpaid late fees may result in the withholding of report cards, inability of children to attend
field trips and eventual reporting to a credit bureau.
| 4 William E. Doar Jr. Public Charter School for the Performing Arts School Handbook Safe, Creative, Prepared, Respectful, Honest, Global Arts Leaders
Public Transportation
Students who ride the Metro Rail or Bus are expected to conduct themselves in a manner that does not
endanger themselves or others. The bus driver is in charge of all passengers and has the authority to make
reasonable arrangements deemed necessary to maintain a safe and orderly environment. Students must
abide by the guidelines set forth by DC Department of Transportation.
Conduct at Bus/Metro Stops
§ Students are expected to conduct themselves in an orderly manner.
§ Running, pushing, fighting, arguing, or behavior that in any way endangers the safety of themselves
or others’ is strictly prohibited
§ Students must not stand in the roadway while waiting for the bus.
§ Students must respect the property of residents/businesses in the area.
§ Student may not run alongside a moving bus or train.
§ If students must cross the street to board the bus, they must wait until the crossing signal appears.
Conduct on the Bus/Metro
§ Students must obey the driver and be courteous to the driver and other patrons.
§ Students must go directly to an available seat after entering the bus/metro, and remain seated unless
told otherwise by the driver to do so.
§ Students must not deface the bus/metro or throw paper or other litter on the floor or seats.
§ Students must not engage in any behavior that might distract the driver or cause a safety hazard. This
includes any form of misbehavior, rule violation, loud talking, or loud laughter.
§ Students must not place books, musical instruments, or other large objects in the aisles of buses or
metro trains.
Walker
Students who walk to school are prohibited from abusing the property rights of homeowners, apartment
dwellers, or businesses on their way to and from school. In addition, all parents must indicate on the
emergency pick-up list whether or not their children may take themselves to and from school.
| 5 William E. Doar Jr. Public Charter School for the Performing Arts School Handbook Healthy Students
Student Health Nurse
WEDJ PCS has a nurse contracted by Children’s Hospital on duty during selected school hours. Students
who need to see the nurse should request permission and obtain a teacher’s pass to go to the nurse’s
office. The nurse may allow an ill student to rest after notifying the parents of the child’s condition. If the
nurse determines that the child is too ill to remain in school, parents will be notified and arrangements
made for the student to leave school. In the absence of a nurse, other administrative staff members are
certified in medication administration and in first aid/CPR. Any child who vomits or has diarrhea during
the school day will automatically be sent home. No child should come to school with an undiagnosed
rash, fever, or after having diarrhea or having vomited in the morning before school. Other indicators that
will result in a child being sent home include but are not limited to: runny nose with green/yellow
mucous, oozing sores or open bleeding wounds, general listlessness, chronic fatigue, or fever.
Completed emergency contact forms must be on file in the building at all times. In the event that a
parent cannot be contacted, school officials will immediately call emergency contacts. The school will
call 911 for students in distress regardless of our ability to reach a responsible adult. Continued efforts
will be made to let parents/guardians know of the location of their child if they have been taken to a
hospital or urgent care center.
It is expected that families will be candid in reporting chronic illnesses of their children, allergies,
disabilities, and medications taken to the school so that the school can do its best for those children in
evaluating any emergency situation and knowledgeably inform any emergency personnel that need to be
called. When children are in need of special medical attention at school it is the responsibility of the
parent to provide that information to the student health nurse.
Medications - It is expected that all medical conditions that might require treatment at school be
disclosed on the enrollment form and that treatment protocols and/or medications be provided to the
school prior to the child’s attendance in the program. All medications must have a doctor’s written order
and be given to the front office on a weekly basis in an original prescription container. Children may not
carry their own medications. All medical information will be kept strictly confidential and given to staff
on an as needed basis in order to ensure the safety of students at all times.
Before and Aftercare
There is an enrollment fee for all students registering for before care and aftercare. Before Care and After
Care fees are not pro-rated for missed or sick days. Fees are based on income requirements established by
the USDA for the National School Lunch Program based on family income. Currently enrolled WEDJ
PCS students are charged at their current established rate. All other students must fill out the attached
National School Lunch Program Application and attach a current pay stub or statement of public
assistance for consideration.
Before Care and After Care drop-in fees will be assessed for any un-registered student arriving before
7:45 am or remaining after 4:15 pm. Drop-in fees are $25/per session per day per child and must be paid
in cash.
Before Care and After Care are charged by the week—not the day. The cost for a year of Before Care and
After Care is calculated and then divided by the number of weeks school is in session. Therefore, the fee
for a three-day week is the same as the fee for a five-day week because fees are spread out for all
individual days over the course of the school year.
| 6 William E. Doar Jr. Public Charter School for the Performing Arts School Handbook Breakfast and Lunch
Meals are paid for in advance each week. Breakfast and lunch are available on a fee basis, based on
income requirements established by the USDA for the National School Lunch Program based on income.
Students without pre-paid meal cards will not receive meals. Families must sign up for meals by the
semester. Withdrawal from any meal program must be done in writing in the front office and will not take
effect until the end of the quarter. Fees are not pro-rated for missed or sick days or early withdrawals from
a meals program. All students must fill out the National School Lunch Program Application and attach a
current pay stub or statement of public assistance for consideration dated after July 15 prior to every
school year.
Students will be served breakfast and lunch daily. There is to be no consumption of food, candy, or
beverages in the hallways. Student behavior during the meal periods should be based on courtesy and
cleanliness. The following foods are not allowed at school, without prior permission by a teacher or
administrator: candy, soda, excessively sweet snacks or drinks, and fast food. Any special meals for
birthdays or other celebrations must first be cleared with the classroom teacher.
Please remember that many children have peanut allergies. PLEASE DO NOT send peanuts or peanut
products to school.
Afternoon snack is included in After Care fees. Pre-K students also receive an included afternoon snack
after nap.
We can accommodate vegetarian diets. We do our best to accommodate food allergies in daily meal
planning. However, we encourage families of children with severe food allergies to provide meals for
these students.
| 7 William E. Doar Jr. Public Charter School for the Performing Arts School Handbook 2. Being Creative
One focus of our Arts to the Core curriculum is revealing and
honoring the connections between artistic intelligence and other
forms of intelligence. There is solid evidence that suggests that
students who develop expertise in an art also increase their ability to
think critically, solve problems, and perform well on standardized
tests.
Creativity thrives at WEDJ in many ways. Students are encouraged
to be creative within the abundant arts programs we offer as well as
throughout their academic classes. Project-based bring together
many Common Core expectations by giving students authentic ways
to demonstrate their mastery and application of specific skills
required in all subject areas. Students are not just memorizing
information—as digital learners, they are ready to use information
in constructive ways.
Creativity is
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aiming to make something that is one-of-a-kind
choreographing a dance or cheerleading routine
changing a pattern
researching something new
writing music and lyrics for a song
reading part of book and writing your own ending
describing a country that does not exist
writing a novel, a play, or a movie
comparing two things that do not naturally belong together
designing computer programs
using knowledge to make your own theory
designing an ideal school
Creativity means a program moves beyond memorization. Without strong basics and mastery of essential skills and understandings in each subject area, a student’s creativity can be limited because he or she cannot access knowledge as a variable for innovation. Sir Ken Robinson on ‘creativity’ http://www.ted.com/talks/ken_robinson_ says_schools_kill_creativity.html Critical thinking is a major part of creative thinking. You need to understand what is, in order to
determine what is different. Creativity exercises the capacity of the mind to be critical—in other words—
to think!
Arts classes will feature performances within and outside the classroom where students can demonstrate
their mastery of artistic disciplines.
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Dance
Music
Theatre
Visual Arts
Athletics
All students at William E. Doar Jr. Public Charter School for the Performing Arts will be allowed to
participate in our extracurricular school athletic and club programs. WEDJ has a variety of clubs and
sports for students in grades PREK-8. Flyers will be sent home for tryouts and announcements for the
upcoming seasons for students to participate.
| 8 William E. Doar Jr. Public Charter School for the Performing Arts School Handbook 3. Being Prepared for Success
All students are required to bring a notebook,
writing materials, backpack, and other necessary
materials every day. Students are also expected to
be dressed according to the dress code every day.
Students with consistent dress code concerns may
be subject to disciplinary action. The dress code and
school supplies list will be sent home during the
summer prior to the upcoming school year.
WEDJ Arts to the Core Curriculum
WEDJ PCS is committed to providing a rigorous curriculum that is embedded in exceptional practices of
teaching and learning. Students will master essential skills and knowledge in English language arts and
mathematics necessary for high school and college preparation. Students will complete in project-based
work that is completely aligned with new national standards to apply their skills and knowledge. This
research-based approach engages student interest and leads to increased standardized test scores.
Our Arts to the Core curriculum draws on a range of resources. The distinctive WEDJ academic program
is informed the National Center on Education and the Economy, Harvard Project Zero, North Carolina
State University College of Education, McGraw-Hill, and other commercial publications.
Each year the WEDJ PCS will determine academic priorities. For the 2012-2013 school year the emphasis
is twofold:
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Focus on mastery of essential skills in English language arts (ELA) and mathematics form PREK
through eighth grade.
Implementation of Arts Conservatory partnerships from PREK to grade 8
Following this emphasis, over the next two years the school will add integration of new technologies
leading to a rigorous science, technology, engineering, and math focus. Targeting the mastery of a solid
foundation in mathematics and ELA will build the foundation needed to move forward with our ambitious
goals.
The academic program is designed to make the goals transparent in each subject area, so students and
families know exactly what has been mastered and what has yet to be completed. It is important that
students do not move on to higher grades without having a solid understandings of the grade level
expectations.
| 9 William E. Doar Jr. Public Charter School for the Performing Arts School Handbook The PreK through Grade 8 ELA and mathematics program is focused on ensuring that students master the following: ELA Essential Skills 2013-2014
ELA PK
Recite picture poems
ELA K
Read and recite
rhyming poems
ELA Grade 1
Write and recites free
verse poems;
Identify letters inside
books and e-texts
Identify word
families inside books
and e-texts
Draw and label a
detailed fairy tale
setting for a piece of
writing
Put sequences of
three sentences in
logical order
Write a Fairy Tale
picture story
Identify simple vowel
sounds inside books and
e-text
Write a response to a
Fable
Dictate a narrative
Put sequences of
picture events in stories
in logical order
Write a Tall Tale picture
story
Identify PK words inside
books and e-texts
Finds letters on word
wall that link to
beginning sounds of
words
Copies, traces, and
prints upper- and
lowercase letters; prints
first name)
Identify K words
inside books and etexts
Identify rhyming
words in word
families
Write a How to Recipe to
‘Make a Friend’
Predict how story ends
and write new endings
to fables
Identify Grade 1 words
inside books and e-texts
Arrange words in
alphabetical order using
first two letters
ELA Grade 2
Recite, write and identify
difference between cultural
poems (Haiku, Tanka, and
music lyrics)
Identify complex vowels
and blended letters inside
books and e-text
Examine main character
and conflict in adventure
story (person versus
nature)
Write and read Friendly
Letter(s) (pen pal)
Create and illustrate an
adventure story
Identify idioms and
alliteration inside books and
e-texts
Use dictionary to find
compound words without
assistance
Read and print K
words and simple
rhyming words
Read, print and identify
first-grade words and
verbs
Find nouns and use root
words, prefixes and suffixes
to help define and spell
Grade 2 words
Reads and prints
PreK words
Print first and last
name and
sentences with
proper use of
capitals at periods
Print sentences in
paragraphs with period,
question marks, and
proper use of capitals
Print paragraphs, types
sentences, and use
hyphens effectively
Responds to body
language effectively
Asks questions about
people
Wait for turn to talk
Explains using complete
sentences the
beginning, middle and
end of a story
Ask questions to see
if story is true or
make believe
Use others’ names when
speaking
Look at person who is
talking, when talking
about text
Ask detailed questions to
solve problems
Discuss sequence of events
in Real-Life Adventures
Summarize discussion while
making eye contact with all
listeners
Ask who, what, when,
where, how, and why
questions about heroes in
stories
Ask questions with
good volume
| 10 William E. Doar Jr. Public Charter School for the Performing Arts School Handbook ELA Essential Skills 2013-2014
ELA Grade 3
Write descriptive poems
Write autobiography using WEDJ
Writer’s Craft 3 process to develop
single paragraph story
ELA Grade 4
Read and write diamante
poem
Compare 2 humorous novels
using WEDJ Writer’s Craft 4 to
develop three-paragraph text
Compare settings and conflict
(person vs society) in folklore to
adventure stories)
Write about setting and mood in
literary and informational text
Compare elements of humor,
tone and conflict (person vs
person) in a novel
Write about humor in literary
and informational texts
Compare/contrast setting in
different folklores
Write, videotape and present a
humorous script for a skit or
play
Identify antonyms, puns,
sarcasm and similes inside
books and e-texts
Identify imagery and allusion
inside books and e-texts
Use a dictionary and computer
spellcheck to revise spelling
Find adverbs in a thesaurus
to replace dull words
Find adjectives in a thesaurus to
edit and replace dull words to help
spell Grade 3 words
Find and use adverbs to help
define and spell Grade 4 words.
Type paragraphs, write sentences
in cursive, and use commas
effectively
Write paragraph in cursive, type
one-page assignments and use
contractions
effectively
Paraphrase contribution of
others
Add value-added commentary
(does not repeat ideas) when
analyzing settings in abridges
version of Shakespearian play
Use names of classmates during
group and class discussions
Discuss words in stories that paint
images and make connections to
self
Use the word “because” when
analyzing elements of humor in
abridges version of
Shakespearian play
Develop and present an oral
story
ELA Grade 5
Read, write and recite
biographical poems
Read biographical stories and
write a response using WEDJ
Writer’s Craft 5 to develop a fiveparagraph text
Examine Conflict (person vs self)
in fantasy novel
Analyze values of protagonist and
antagonist characters in a fantasy
novel
Write logical order science report
that includes diagrams with labels
and printed captions
Identify hyperbole and metaphor
inside books and e-texts
Find prepositional phrases
(adverb and adjective) in novels
and short stories
Identify prepositions and edit
nouns within prepositional
phrases to help define and
spell Grade 5 words
Identify and use apostrophes
correctly
Transcribe interviews using tape
recorder and adjusts questions
based on responses
Form and ask hypothetical
questions about Shakespearian
play
Develop an audio text for
highlighting character sketches in
selected texts
| 11 William E. Doar Jr. Public Charter School for the Performing Arts School Handbook ELA Essential Skills 2013-2014
ELA Grade 6
Compare tone and mood in
mystery poems and texts with
adventure, folklore, humor and
fantasy)
Develop Fictional Novel Outline
Examine conflict (person vs
technology) within mystery short
stories
Write a summary report (nonfiction essay) using data from
diary entries, graphic organizers
and plot graphs
Makes inferences based on clues
in text to account for missing
information
Identify onomatopoeia and
symbolism inside books and etexts
Identify etymology of unfamiliar
words and use conjunctions and
dependent and independent
clauses effectively
Use Grade 6 words to generate
complex subordinate
(adjective, adverb) clauses
Use parentheses effectively
Speak effectively using technology
(proposal for Research and
Technology)
Evaluate and interpret information
in varied texts
Discuss author’s perspective
ELA Grade 7
Examine literary devices
found in ballads
ELA Grade 8
Compare sonnets and historically
significant poems to lyrics in music
Write first draft of novel
Eliminate run-on sentences
and fragments in writing
Examine conflict in myths
(person vs. fate) using flow
chart to indicate story events
Edits, polish and complete novel for
publication and cataloguing for
school library
Compare characterization, social
values and conflict (person vs
supernatural) within science fiction
with other genres
Research local high school websites,
create resume and complete on-line
applications for high school options
Analyze source of information
and write a formal business
letter(s) in response to media
(explicit/implicit) messages
Compare dramatic plot in
complex story (Holes) (story
mapping/plot graphing) with
traditional and modern-day
myths
Identify flashback and
foreshadowing inside books
and e-texts
Identify and use subject,
predicate, object, and noun
clauses
Identify Grade 7 words as
parts of speech and parts of
a sentence.
use quotation marks and
colon correctly
Paraphrase key points made
by others, disregard irrelevant
or biased information
Recite poetry from memory
Present sustained speech
with confidence (campaign
speech)
Read/view To Kill a Mockingbird and
compare different cultural
perspectives/ historical framework to
today
Identify personification and dialect
inside books and e-texts
Eliminates slang, jargon,
colloquialism, comma splice, and
splice infinitives from writing and
uses semi-colon correctly
Define denotation and
connotation of Grade 8
advanced vocabulary
Use semi-colon effectively
Identify author’s point of view using
evidence in science fiction novel
Take comprehensive notes during
discussions
Demonstrate mastery of formal
debating skills by speaking to pros
and conns of an argument
| 12 William E. Doar Jr. Public Charter School for the Performing Arts School Handbook MATH ESSENTIAL SKILLS PK to GRADE 2 2013-2014
MATH PK
MATH K
MATH GRADE 1
MATH GRADE 2
Count backwards from
21
Skip count to 100, by 2, 5 Identify and differentiate
and 10
between odd and even
numbers
Skip count by 3,4,6,8,
and 9
Use objects to add and
subtract within 5
Add and subtract within
10
Add and subtract within
100
Add and subtract at least
four digit numbers
Identify and construct A/
B pattern
Identify and construct
A/ B/ B
Identify A/ B/ C patterns
Patterns with repeated
addition, 1- 5
Compare numbers
between 1 and 10
Place value between
11-19 (Tens and ones)
Place value within 100
(two digits)
Place value up to four
digits
Identify parts of wholes Focus on concrete images
(flowers, animals,
and using manipulatives to
people)
show half in relation to
whole
Divide shapes into equal
parts halves, and focus on
quarter in relation to half
and whole
Identify and divide shapes
into thirds and sixths in
relation to the whole
Identify different kinds of Focus on relationship
coins
between ten pennies and
a dime
Match and identify the
value of money
Can estimate/ probability
and make change using
money pennies, nickels,
dimes, and quarters
Identify longer and
shorter distances
Compare length of two
objects.
Using and comparing units
inches, feet, centimeter
and meter. (<, >, =)
Identify time as quarter to
and quarter past the
hour
Identify time using
minutes
Describe objects using
length and width
Identify time to the hour Time to half hour
digitally
Trace 2D shapes and
focus on identifying
circles inside real
images and objects
Identify difference between Make different kinds of
square and rectangles
triangles
Describe 2D shapes using
sides, points
Show where the center
of a circle is
Identify the halfway point
of a line
Make triangles inside
squares and rectangles
Identify and describe and
classify 2D shapes. (up to
an eight sided figure)
Identify and sort bigger
and smaller objects
Identify objects using
names of shapes.
Create and compare 2D
shapes (circle, triangle,
rectangle, square)
Perimeter of polygons
Sort objects into
categories.
Use tallies and
Organize, represent and
manipulatives to determine interpret data up to three
what is more and less
categories.
Draw and analyze
pictograph and bar graph
with up to four categories.
| 13 William E. Doar Jr. Public Charter School for the Performing Arts School Handbook MATH – GRADE 3
MATH – GRADE 4
MATH – GRADE 5
Multiplication of one and two digit
numbers (distributive property)
Multiply by and divide two and three Order of operations (PMDAS)
digit numbers
Division within one and two digit
numbers
Emphasize on factorizing (range 1100)
Factoring large numbers
Use multiples of 6, 7, 8 and 9 to find
greatest common factor
Find least common multiples and
factors
Finding Least Common Multiples of
large numbers
Rounding and estimating
Divide whole numbers emphasizing on
remainder
Rounding decimals
Uses place value within 0 to 1 million Uses place value and notation from 1
billion to .01 or 1/100
Uses place value and notation to
from 1 million to .001 or 1/1000
Using expanded form from written to
whole numbers
Expanded form using whole numbers
and base 10
Using expanded form using whole
and part numbers
Add and subtract fractions with like
denominators
Add and subtract mixed fractions
with unlike denominators
Adds and subtracts fractions with
unlike denominators.
Change between decimals and base
ten fractions
Multiply and divide fractions
Multiply and divide fractions, using
area models
Compare and find equivalent
fractions, using number lines and
diagrams
Reducing fractions
Multiply and divide whole fractions
and decimals
Add fractions to make improper
fractions
Changes between mixed fractions
and improper fractions
Identify equivalent fractions.
Solve elapsed time word problems,
using time lines
Add and subtract simple elapse time
Add and subtract complex elapsed
(using seconds, minutes, and hours) time
Determine how to find area using
length and width and compare
difference between area and perimeter
Find missing side when one side
given plus the area
Using fractions to find an area of
polygons
Chooses and applies units from metric
and US customary, both whole and
part measures
Measure and estimate liquid, volume
and mass.
Converts U.S customary units and
empirical measures
Make complex patterns using a
variety of geometric shapes
Identifies patterns using edges, sides
and corners of 3D objects
Identify, classify and measure 2D and
3D shapes
Identifies and constructs bilateral
Construct and determine difference
symmetry and congruency in 2D figures between parallel intersecting lines
and the different types of angle.
Identifies surface area patterns in nets
and objects
Construct, compare and synthesis
frequency tables and fractal line plots
(coordinates, quadrant 1), with a
focus on median
Constructs line plot to illustrate ‘mean’ ,
‘medium’, and ‘mode ‘emphasizing on
fractions ½, ¼, 1/8 (coordinates,
quadrant 1 - 4)
Constructs stem and leaf plots, with a
focus on the difference between mean
and median (coordinates, quadrant
1,2)
| 14 William E. Doar Jr. Public Charter School for the Performing Arts School Handbook MATH GRADE 6
MATH GRADE 7
MATH GRADE 8
Use place value to identify
integer measures
Use place value to identify - and + Express positive and negative
powers
basis
Calculate exponents, adds and
subtracts integers with simple
one-step algebra, solves multistep problems using order of
operations with addition and
subtraction in pre-algebra
Calculate squares, square roots
and all operations with integers,
geometric rules to solve for missing
angles
Calculate positive and negative
square roots, solves
proportion/ratio using formulas
and first and second order equations
Classifies angles as
complementary and
supplementary, applies tests
of congruency
Calculates and uses
circumference measures
Builds elementary proofs
Calculates area of triangle and
volume of triangular prism
Describes volume, capacity and
surface area of 3D solids with a
focus on curved lines, circles and
spheres, cones and pyramids
Sorts quadrilaterals by geometric
properties involving diagonals
Measures and calculates coordinates using ordered pairs
of integers
Uses Pythagorean Theorem to
determine measurements
Solves systems using geometric
axioms
Uses technology to design
graphs and tables to illustrate
‘mean’, ‘medium’, ‘mode’ and
‘range’, with a focus on box
plots
Construct and interpret combined
graphs with two vertical axes,
box plots and histograms
Constructs and interprets scatter
plots
Reflects, translates, and
rotates figures
Creates patterns using
tessellations
Compares and analyzes area and
volume of 2D and 3D figures and
solids
Identifies relationships and can
convert between percent,
fractions, ratio, and decimals
Calculates rates of increase (tax,
stocks)
Analyzes change in rates, mean,
and percentage
Calculates variable rates
(percentage, speed) with time
(dollars/hour)
Calculates speed as a
relationship between distance
and time; analyzes and compares
rates of acceleration and speed
Finds slope (y=mx + b) and uses
graphing functions
Solve equations with
inequalities of the form x>c or
x<c
Generate multiple samples of the Solve systems of two linear
same size to gauge variation in
equations in two variables
estimates or prediction
algebraically, and estimate solutions
by graphing equations
| 15 William E. Doar Jr. Public Charter School for the Performing Arts School Handbook Textbooks and other learning resources
Many learning resources, including textbooks, are supplied for student and parent use during the
academic year. All texts are to be stored properly, kept clean, and handled carefully. Students and their
parents are responsible for the books supplied to them.
Signature Academic Programs at WEDJ
§ Specialty Arts Program
§ Leadership in the Arts Program
§ Research & Technology Program
§ Fab Labs
§ Weekly Chess Programming (Grades 3 to 8)
WEDJ Specialty Arts Programming
Beginning in the fall, the National Philharmonic will partner with William E. Doar Jr. Public Charter
School for the Performing Arts, to provide music education at the school. Students will receive daily
music instruction from the orchestra’s musicians and music teachers, including daily Suzuki-based violin
instruction for all kindergarten through second-grade students. Music students in grades six through eight
will take intensive classes and customize their own projects. Our little ones engage in small class sizes
and specialized programs in art, dance and dramatic play. Instruction is differentiated to specifically
address the individual need of each child, and seeing them ready, not just to start Kindergarten, but excel
in Kindergarten.
Beginning with Kindergarten and progressing through 2nd grade, all students receive daily music
instruction using the well-regarded Suzuki method. This method centers around learning music as if it
were a language. Students progress through levels of listening to music, learning the discipline of
practice and developing an intrinsic love for music. We know that after the 2nd grade some students
would want to focus on developing a talent in something other than music, but the skill learned in these
daily lessons translates directly to higher academic achievement and overall artistic preparedness.
In addition to daily music classes, students continue to receive instruction in dance, visual art and theater.
Beginning in 3rd Grade our students start to focus their performing arts training as the academic rigor
builds. 3rd, 4th and 5th grade students choose two focus areas from 4 choices: Music, Visual Art,
Theater, Ballet. All students will receive Dance instruction. This focus allows the student to receive over
5 hours of specialized instruction per week in their focus areas. By the 6th to 8th grade, students formalize
one arts elective where they receive concentrated training and practice daily.
PreK to Second-Grade Arts Experience
§ PreK students receive instruction in visual arts, dance, and theatre with an integrated focus on music
within their classrooms. Visiting artists frequently drop by the PK Nation!
§ K to second-grade students engage in instruction in visual arts, dance, violin, and theatre.
Third-Grade through Fifth-Grade Arts Experience
§ Third- through fifth-grade students take part in an intense exploration and instruction in each arts
(dance, music, theatre, and visual arts) specialty
Sixth-Grade through Eighth-Grade Arts Experience
§ Sixth- through eighth-grade students narrow their specialty and focus on one art form daily for
extended immersive instruction.
| 16 William E. Doar Jr. Public Charter School for the Performing Arts School Handbook Promoting the Arts and Leadership (PAL Program)
The William E. Doar signature Promoters of Arts and Leadership (PAL) Program expects students to
learn how to become respected leaders in the arts. For this to happen, time must be allocated for
instruction. We believe it is not enough to put up posters or quotes about leadership and character and put
on performances. Leadership is an essential subject that can be examined in many in-depth ways. The
WEDJ PAL Wall for promoting arts and leadership honors ten themes we use to teach about arts
leadership.
COMMITMENT
(Grade 8)
TEAMWORK
(Grade 6)
SPORTSMANSHIP
(Grade 3)
SHARING
(PreK)
EMPOWERMENT
(Grade 7)
PARTNERSHIP
(Grade 4)
KINDNESS
(K)
CITIZENSHIP
(Grade 5)
FRIENDSHIP
(Grade 1)
MANNERS
(Grade 2)
THE WEDJ PAL WALL FOR BUILDING LEADERS IN THE ARTS
There are three cornerstones of this program that serve as the common mortar that binds this program
together:
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Character and service learning (school service, community service, global service)
Guidance education
Health education
Many hours a week are devoted to the Leadership in the Arts program, rooted in literacy and personal and
social development.. This program represents a proactive strategy for promoting and explicitly teaching
the school values. Students are encouraged to move other students to good actions. THE PAL PORTALS
(workbooks) offer a time to talk about and reflect on real experiences that give the WEDJ Commitment a
regular time to review and study.
The scope and sequence from PreK to eighth grade include the following topics addressed in a rigorous
way in each grade.
| 17 William E. Doar Jr. Public Charter School for the Performing Arts School Handbook Grade Community Awareness (Character) Self-­‐Awareness (Guidance) Health and Social Studies (PreK to Grade 2) PreK Caring and Sharing sharing and caring at home Thanksgiving community helpers This is my family All about me end-­‐of-­‐day meeting Identifying and expressing feelings personal safety germs sport and playground safety nutrition safety at home Halloween safety first aid kit visiting the dentist Kindergarten Kindness joining a group creating a job chart lining up waiting for turns decision making returning materials making mistakes feelings trust independence inside my body Halloween safety the senses traffic signs car and road safety preventing accidents bicycle safety 1 Friendship qualities of a good friend benefit of friendship no hurt feelings recipe for friends words that help it’s okay to be different we all belong teasing name calling friendship books family roles safety seeds feeling safe with others lost and found fit and fun 2 Manners table manners giving homelessness bragging self awareness the real me right and wrongimproving self-­‐
esteem making mistakes nutrition food groups review general safety 3 Sportsmanship sportsmanship trying your best modern Olympic Games sportsmanship creed fair play shaking hands using binders to organize work how to study for a test how to write a test focusing on lessons bicycle safety rules of the road helmet use safe eyes and ears blindness and deafness 4 Heroes risk taking home safety Partnership doing things for others laughter fitness volunteering goal setting smoking peer pressure high expectations feelings decision making safe choices 5 being a good citizen in Organization of classroom healthy role models Citizenship class test taking strategies sports injuries, water safety helping others qualities of a leader infection busters making a difference inclusion, empathy, respect muscles, bones, joints citizenship building self-­‐esteem Special Olympics welcome immigrants barriers to communication puberty I have a dream handling emotions internet safety | 18 William E. Doar Jr. Public Charter School for the Performing Arts School Handbook 6 character traits Freedom decision-­‐making and peer pressure Teamwork role models leadership goals smoking and discrimination (women, being a man alcohol and other drugs Co-­‐operation racism) point of view maturity bullying I messages puberty family relationships 7 being genuine time management Misuse of alcohol and other drugs Empowerment organizing activities multiple intelligences Dangers of smoking babysitting Habits of mind sex roles stereotyping life skills Career planning. employability 8 Being honest with self blank report card reputation and dignity Commitment letting others lead energy verses stress, change drug education being honest with people personality types CPR of all ages interviewing for success family relationships, parenthood safe sexuality | 19 William E. Doar Jr. Public Charter School for the Performing Arts School Handbook WEDJ Inquiry
Inquiry is an approach that is embedded in all lessons, but this year we will pay particular attention to
ensuring that our middle school students are more than equipped to handle the research expectations in
high school and college. The first program of inquiry being introduced at WEDJ is the sixth- through
eighth-grade Research and Technology Course. This course features a project-based approach to real
issues, such as social justice and environmental awareness. A team of three or four teachers work with
small groups to supervise the research project that will enable students to digitally defend their findings.
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§
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Sixth graders will produce and present PowerPoint presentations.
Seventh graders will produce and present iMovies.
Eighth graders will design and present web pages.
Fab Labs are being introduced in 2013-2014 school year. Students will work in small groups on the
following activities to expand the science and technology program:
•
•
•
Grade 3 (Robotics)
Grade 4 (CAD Programming)
Grade 5 (Rube Goldberg Machines) http://www.rubegoldberg.com and
http://www.youtube.com/watch?v=_HLvLFIU2zI
Wonder Workshops have also been added to the PK to Grade 2 to accent the weekly science programs.
Igniting a sense of wonder is key to this experience.
The idea that science and technology can inspire art and that art can inspire science and technology is
something we embrace at WEDJ. A 21st century education must include inquiry that awakens digital
learners.
| 20 William E. Doar Jr. Public Charter School for the Performing Arts School Handbook Student Support Services
The Student Services Department offers a range of emotional,
behavioral, and academic support services that are free to WEDJ
students. Services include:
Student Support Team (SST)
SST provides students who are at risk of behavioral, attendance, and
academic struggles with support from WEDJ’s professional experts
and you. The SST consists of academic coaches, the dean of students,
the school counselor, a psychologist, the school principal, teachers,
parents, and students when appropriate.
WEDJ adopts the philosophy that the collective expertise outweighs
the single voice. Therefore, the team addresses the concerns raised by WEDJ staff, parents or legal
guardian, and the student, and develops a comprehensive action plan to address targeted areas. SST
develops a six-week strategic plan with follow-up meetings and, at its conclusion, determines the
student’s next steps. SST referral forms can be obtained from your school’s office, teachers, and the SST
Coordinator (School Social Worker)
Counseling Services
Free counseling services are primarily obtained by going through the SST process and may be
recommended by the SST. Counseling involves intake, treatment planning, explanations of HIPPA, and
individual and/or group counseling services. Counseling often addresses a range of areas, including anger
management, truancy, drugs and alcohol, ADHD, school motivation and organization, grief and loss, selfesteem, and social skills. We offer a range of counseling groups that reflect the need of the student
population. Confidentiality is absolutely maintained unless there is a suspicion of physical, sexual, or
emotional abuse, or physical or academic neglect. If there is a suspicion of abuse or neglect, WEDJ staff
is obligated by law to report these suspicions to the District of Columbia Child and Family Services
Agency. In cases of suicidal or homicidal ideation or intention, WEDJ staff is also mandated to address
these concerns by involving the proper authorities
| 21 William E. Doar Jr. Public Charter School for the Performing Arts School Handbook English Language Learner Services
English Language Learner services are offered to students who have challenges speaking, reading, or
writing English because it is not their native language. Students must be screened and meet an assessment
criteria before receiving services. Parents are notified of their child’s eligibility and have the opportunity
to accept or decline these free services. If services are approved, the ELL teacher provides academic
support through an inclusion model in your child’s class. Services are based on an academic plan that is
consistent with the WEDJ school curriculum. Screenings are prompted by Home Language Surveys that
identify students who live in households where another language is. If you would like to request ELL
services outside of this screening process, please refer your student to SST.
Special Education Services
Special education services are provided to students who have sufficient academic, developmental,
behavioral, emotional, speech, or medical challenges that impede their ability to access the general
education curriculum. Testing is completed through the District of Columbia Public School System
(DCPS). Once testing has been requested, DCPS and WEDJ will conduct the testing and conduct an
eligibility meeting to determine if your child meets criteria for special education services. If your child is
deemed eligible, your child is protected under a range of special education laws that will be described to
you in your eligibility meeting and all subsequent meetings through the Procedural Manual for Parents. If
eligible, a multidisciplinary team including you will develop your child’s needs and subsequent objective
and measurable goals. Eligible services may include: specialized instruction; speech-language,
occupational, or physical therapy; counseling; and assisted technology services. WEDJ follows an
inclusion model, whereby specialized instruction is provided within the classroom. The inclusion model
can incorporate co-teaching or co-planning with a special education teacher and small group work.
Special Education and Summer Program: We accept students with 504 plans and IEPs without prejudice.
However, we have no special education staff or related service providers on staff for the summer
program. This is NOT an ESY program and cannot be substituted for one. All enrolled students are
expected to function successfully within one of three educationally settings during the summer program.
McKinney-Vento Homeless Assistance
At the time of enrollment or registration, parents/guardians will be asked to complete a McKinney-Vento
Act Confidential Survey and be provided with written notice of their rights under the McKinney-Vento
Act. At the beginning of the Leadership advisory period (three times a year), parents/guardians and
unaccompanied youth will receive a written notice of their rights under the McKinney-Vento Act. The
notice will include the following rights of students who are homeless, to
§
§
Go to school, no matter where they live or how long they have lived there
Attend either the local school or the school of origin, if this is in their best interest; the school of origin is
the school the child attended when he/she was permanently housed or the school in which the child was
last enrolled
§ Receive transportation to and from the school of origin
§ Enroll in school immediately, even if missing records and documents normally required for enrollment
such as a birth certificate, proof of residence, previous school records, or immunization/medical records
§ Enroll, attend classes, and participate fully in all school activities while the school arranges for the
transfer of records
§ Have access to the same programs and services that are available to all other students including
transportation and supplemental educational services
§ Attend school with children not experiencing homelessness; segregation based on a student’s status as homeless
is prohibited
| 22 William E. Doar Jr. Public Charter School for the Performing Arts School Handbook Once a student has been identified as homeless, they will be referred to the VP, School Culture. The VP
§
§
§
§
§
Provide written notice of their rights under the McKinney-Vento Act
Determine barriers to attendance (example: transportation, uniform, school materials, mental health
needs, etc.)
Develop plan to address the needs of the student (example: provide uniform through school, refer to
guidance counselor/mental counselor regarding social-emotional needs to connect to social services)
Refer to Student Support Team/Multi-Disciplinary Team to address academic, social, emotional,
behavioral, and school placement needs
Develop McKinney-Vento Act Report (via collaboration between Dean of Students and Registrar)
School Preparedness Expectations
There are many things students and families can do to make sure that good organization contributes to
academic success. It is important to note that all students at WEDJ need to be potty trained to be ready to
embrace school.
Homework
At WEDJ PCS students are expected to complete regular homework. This consists of reading aloud, being
read to, journaling, researching new ideas on the internet at home or at the local library, studying for a test
or quiz (grades 3 to 8), and completing projects. All winter and spring break packets must have a cover
sheet for a parent/guardian signature. Between quarters, work packages will be assigned. The only
exception to the homework policy is when students are performing and then only the students in the
show are exempt.
To become leaders in the academics and the performing arts, students need to demonstrate initiative and
the ability to work independently.
Students who complete these tasks not only fulfill requirements for certain subjects, they also are
rewarded with positive grades in their leadership (homeroom) class.
In the PAL (Promoting Arts and Leadership) class, students in each grade will sign a contract within their
PAL Portal. This contract will also be signed by a parent and the PAL (homeroom) teacher.
§
§
§
Teachers promise to create inspiring work packages and give immediate feedback to students for their
contributions.
Parents promise to read to their children, listen to their children read, and learn together at home on a
computer or at the local library. Providing a well-lit learning space away from a television can
contribute to improve home study.
Students promise to read, explore new ideas from the Internet, study (grades 3 to 8), and complete
assignments.
Lockers
Lockers may be assigned to each student in sixth through eighth grades. Only locks issued by WEDJ
PCS may be used on lockers. Locks will be available for purchase when lockers are issued. Locker use
is a service and privilege extended to students for their school-related use only. They are school property
and may be entered at any time at the discretion of the Dean of Students or school administration.
The school will not be held responsible for items missing from unlocked lockers. The school will not be
liable for items taken from lockers without permission. Students must share their combinations with their
PAL (homeroom) teacher who will make sure a copy of the numbers are available in the facilities office
and the main office. Otherwise, students are not to their combinations with anyone.
Students are only allowed to go to their lockers upon arrival in the morning, during lunch, and after
| 23 William E. Doar Jr. Public Charter School for the Performing Arts School Handbook school. Students are expected to plan their day accordingly. Students are responsible for maintaining
their lockers and keeping them in the same condition as when assigned. Students who destroy or put
graffiti on their lockers will be charged for these damages. All lockers must be emptied by the last day of
school. Items left in lockers will be discarded.
Please note: Any non-WEDJ PCS lock will be immediately cut off any locker on which it is found. No
funds will be reimbursed to any student whose lock is destroyed or removed in this way. All vacant
lockers will be kept locked by the school administration.
From time to time the school will mandate the clean-out of lockers to promote sanitation of the school,
aid students in their organizational skills, and ensure the safety and security of student items.
Being in class on time, and ready to learn
Making sure you are in class ready to learn at the start of class is good for everyone. Students should
move swiftly between classes, but not run or disrupt others while in the halls. Students must not be
outside of class without prior permission from teachers. Administrators and security personnel will check
hall/bathroom passes at all times.
Lost and Found
All student belongings need to be clearly labeled with the student’s name. Students who have to waste
time looking for lost items are losing learning time, so please make sure all items are labeled. Although
the school has a lost and found, periodically throughout the year all unclaimed items will be donated to
charity. A HUGE thank you to the Parent Teacher Association (PTA) for maintaining the school Lost and
Found. The school assumes no responsibility for the loss or return of personal items.
| 24 William E. Doar Jr. Public Charter School for the Performing Arts School Handbook 4. Communicating Respectfully
Attendance
Students are expected to attend every day that
school is in session. Attendance, including
tardiness, will be taken daily. Any early
dismissals must first be communicated through
the main office, including the pick-up person
and time so that people know who to release a
child to. In addition to the changing nature of
the daily program, it is imperative to check
first with the main office to determine the
location of a child on any given day.
In the case of an absence, families MUST call
the main office by 8:00 am to let them know
that a student will be absent that day so that
other participants’ time is not wasted waiting for a late student to start the program.
Students must arrive before 10am in order to be admitted to the school for the rest of the day.
In order to pre-arrange a late arrival due to a valid excuse (eg. A doctor’s appointment), the arrival time
will need to be communicated with the school office in order to find out where a student’s program or
group is at the planned arrival time.
Announcements, Newsletters, and Other Communications
All materials to be posted in the school building must be cleared by an administrator. All permission slips
and all other written communications with parents must first be cleared by an administrator.
Newsletter: A regular newsletter will be provided with a list of all upcoming school events and any
additional information needed by parents. Parents wishing to post information in the newsletter or on
school bulletin boards may do so after obtaining permission from the School Director. Announcements
may be shared on the website, via E-mail, Alert NOW, Twitter and/or Facebook.
Telephone
Students are allowed to use administrator’s telephones only in emergencies and only with permission.
Students are not allowed to use the security desk telephone at any time. In case of emergencies
students must use their teacher’s phones to make calls before 4:15pm. After that time, students will be
permitted to make emergency calls in the main office. Students are NOT TO USE cell phones at school
for any reason. Students carrying cell phones for safety and transportation reasons must lock them safely
in their assigned lockers. Cell phones found on students will be confiscated until a parent/guardian comes
to school to pick them up.
WEDJ PCS also does not provide a comprehensive messaging service for families. Families should make
arrangements for afterschool activities and transportation before school hours so that the school day is not
interrupted by ‘message delivery requests’ for students. Messages will be taken to students only in
emergencies. The front office may not be able to pass messages to students if they are left on a regular
basis.
| 25 William E. Doar Jr. Public Charter School for the Performing Arts School Handbook Family Communications
Registration and Re-Enrollment
All parents must register their child each school year and forms must be completed according to the
guidelines of the registrar. Students who are not registered by the cut-off dates will not be granted space
within their grade level. The following forms must be completed before a child is accepted:
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§
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§
§
§
§
Lottery/Re-enrollment Form
WEDJ Commitment (contract)
National School Meals Application Form
Verification of DC Residency
Home Language and Technology Survey
Parent Involvement and Learning Contract
Authorization for Transfer of Records (new students)
Media Release/School Trip Permission Form
Volunteer Log
Health and Dental Information Forms
Emergency Contact Form
There will be additional requirements; however, no child will receive a letter of admittance without a
complete file. Identified special education students must submit their IEP’s and 504 plans for
consideration for enrollment. WEDJ PCS accepts special education students without prejudice providing
that under the law the school is able to provide the supplemental services mandated in the IEP.
Students who are currently attending WEDJ pcs must re-enroll each school year. Forms must be
returned by the date specified to ensure enrollment the next school year. Admission preferences are
only given to re-enrolling students and their siblings. Intent to Re-Enroll forms are generally given out to
students in February and are due to the front office by March 1. Re-enrollment packages are distributed
based on the receipt of the Intent to Re-enroll forms and are due back no later than April 1 or the day
before the annual open school lottery.
New students must have a lottery form on file prior to the school lottery usually held the first week of
April in order to participate in the Public Enrollment Lottery. Enrollment packages are mailed out within
seven business days from the date of the lottery. Students on waiting lists will receive a letter indicating
their place on the list for their grade. Students admitted at the lottery have 30 days to return their
paperwork otherwise those spaces will be given to the next student on the list. This process will continue
every 30 days until the last week of September each school year. No student will be admitted to the
school after September 30 of each school year except with special permission.
Enrollment
Spaces will be filled on a first-come first served basis until the program is full. Spaces will not be held
with incomplete applications or without deposits or enrollment fees for tuition, or Before/After Care.
| 26 William E. Doar Jr. Public Charter School for the Performing Arts School Handbook Change of Address, Telephone and E-mail Contact
Parents must notify the teacher and front office staff of any change of address, telephone, or guardianship.
Inclement Weather
School will be open except under the most severe weather conditions when travel is extremely dangerous
and difficult. The school usually follows DCPS emergency school closings and delays due to weather. All
employees and students are requested to listen for radio and television announcements when the weather
is such that the schools may be closed. (FOX News Channel 5, News Channel 8, NBC 4). In addition, the
school will usually place an announcement on the school website and on the school’s Facebook Page.
When schools are closed because of bad weather, neither teachers nor students will be expected to report
and all activities that day will be cancelled or postponed. WEDJ PCS will usually follow the same
schedule used by DC Public Schools for closure or delayed opening of school because of inclement
weather. In the event of a federal government closure, WEDJ PCS will automatically be closed.
Parent-Teacher Association
WEDJ PCS encourages parents to participate in our PTA.
WEDJ has a very active and involved PTA. The PTA strives to be transparent, engaged, and responsive.
The PTA is constantly seeking partnerships with the parents, teachers and community.
The PTA rewards those who are doing great things and committed to WEDJ's excellence at their monthly
meetings. WEDJ PTA meets the second Tuesday of every month at 5:15pm. Following every meeting the
PTA president emails the minutes and any additional documentation that was handed out during the
meeting. For further information on membership, initiatives and updates please feel free to contact the
PTA President Cynthia Jordan or visit the PTA web page on the schools website.
Parent Board Members
The Board of Directors of WEDJ PCS is a self-perpetuating governing body of the school. Its role is to
manage the financial and long-term business of the school on a regular basis in accordance with the DC
School Reform Act and the Internal Revenue Service laws on nonprofit 501(c)3 organizations. The Board
also serves an appeals role in the established grievance process of the school. Under the DC School
Reform Act, two slots on the Board of Directors are reserved for Parent Board Members. Those positions
are renewable annual positions for as long as the parent has children enrolled in the school. Resumés and
applications for consideration will be accepted each summer and fall. Parent board member terms begin
no later than November 1st of each school year. Parent Board Members are subject to final approval by
the Board of Directors given the serious role they play in the governance of the school corporation.
Parent Board Members are subject to all the rules and regulations of regular Board Members including
and especially those regarding confidentiality. While parent board members are expected to contribute
financially in some way to the school, they are exempt from any minimum donation amounts otherwise
set by the Board for annual giving. No board member may use his or her position to, in any way, attempt
to influence staff members.
The Board of Directors meets the third Wednesday of every month at the school unless otherwise adjusted
around school activities.
| 27 William E. Doar Jr. Public Charter School for the Performing Arts School Handbook WEDJ Dress Code
One of the most important elements of our school’s climate and success is our dress code.
Policy Statement: All students enrolled at the William E. Doar Jr. Public Charter School for the
Performing Arts are to attend school in complete school uniform daily. Uniforms are required on all field
trips unless otherwise specified and will be worn every school day unless otherwise directed.
WEDJ staff will enforce the following uniform standards for students:
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Purple shirt
Black pants
Plain Black sweater (not sweatshirt)
BLACK SHOES (small amount of purple on black shoes acceptable) *no heels
Shirts and blouses are to be tucked in. Pants should be belted and fitted at the waist. Black shoes (leather
or rubber-soled) must be appropriate for school. Boots may be worn in the appropriate season but they
must be laced appropriately and worn under pants legs.
WEDJ PCS acknowledges that a correlation exists between good grooming, personal attire, and student
achievement. A similar relationship exists between student dress and acceptable standards of conduct.
The dress code is designed to allow for student comfort while maintaining an environment conducive to
learning and appropriate for the educational setting.
Recognizing these relationships, the following clothing items will not be worn in school by students:
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Any article or apparel that displays obscene words, pictures, or
designs; any article that conveys a sexually suggestive remark, a
pro-alcohol message, a tobacco and/or drug related message.
Skirts, dresses, or shorts that do not extend beyond the fingertips
fully extended and/or reach mid-thigh.
Tank, tube, or halter tops.
Strapless or backless dresses.
Stretch lycra, spandex or nylon tights, leotards, biker pants, or
underwear worn as outer garments (these items may only be worn
in dance class).
Stretch pants or hose covered by jackets, shirts, or tops that do not
extend beyond the fingertips fully extended and/or reach mid-thigh.
Head wear to include, but not limited to, hats, hoods, wave caps,
sweatbands, bandannas, sunglasses, goggles, “do-rags,” headsets,
combs, picks, curlers, or rakes in the hair. Headwear or head
covering is allowed when worn for religious purposes only.
Apparel that exposes the mid-section or body below the armpits.
Pants or shorts worn below the intended waistline.
Cut-off shorts and pants with rips or holes, bathing suits or athletic type shorts (except in dance
class).
Jewelry or accessories that may be used as a weapon including, but not limited to, two or three finger
rings that are joined, fanged teeth, etc.
Flip flops, slippers, bare feet, or footwear that could be a hindrance in the case of an emergency.
Long coats, including trench coats and dusters, during the school day.
Any item that may be considered disruptive or is disruptive to the educational process.
Cut-up shorts, pants or skirts with slits, rips or holes.
Students shall not attend classes inappropriately dressed. (See Uniform Infraction Policy)
| 28 William E. Doar Jr. Public Charter School for the Performing Arts School Handbook PARENTS SHOULD PROVIDE THEIR CHILD WITH A CHANGE OF CLOTHING IN CASE OF
AN EMERGENCY. Students in Pre-K–K must have a full set of uniform clothes at school with them
including underwear and socks at all times. Emergency changes of clothes must be uniform items.
Discipline
One of the primary goals of The William E Doar Jr. PCS for the Performing Arts is self-discipline. It is
the key to self–control, character development, orderliness, and efficiency. At WEDJ PCS, we believe
that everyone has the right to learn and no one has the right to interfere. We expect that students at
WEDJ PCS will learn to recognize and apply appropriate conduct so that we gain a reputation for being a
courteous school. To do this we need families to model and support positive behaviors at home. Everyone
signs the commitment – students, teachers, and parents, so we all need to work hard to make sure the
commitment is meaningful.
Your initial signature demonstrates your agreement to uphold WEDJ Commitment. We are instituting
a one-chance policy that means you may have a chance to re-sign the agreement, but if an additional
rule is broken, then you will be called for a discussion about losing the privilege to be part of WEDJ
PCS. At this time the student will be recommended for permanent expulsion. However, based on the
nature and severity of the violation, the recommendation for expulsion can occur sooner at the
discretion of the administration.
The WEDJ Commitment is all-inclusive and is weaved into the culture of the school. Ultimately, teachers,
the VP, School Management and VP School Culture, and the Principal decide when the commitment has
been broken. There are two broad levels of infractions. Level 1 infractions generally deal with respect and
communication and level 2 infractions generally deal with safety.
Consequences of Level 1 infractions range from a phone call home to a 1-day suspension from school
depending on the severity of the infraction.
Consequences of Level 2 infractions range from a 1-day suspension to immediate expulsion
depending on the severity of the infraction.
The following list gives examples of what constitutes a Level 1 infraction versus a Level 2 infraction.
This list is only examples of potential violations of the commitment. Ultimately any behavior or
Level 1 Infraction Examples:
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Using hurtful words
“Play” fighting, rough housing
Disobeying authority
Swearing (profanity)
Leaving class without permission
Public displays of affection
Not following school routines and rituals
Horse playing during any safety drills
Possession/use of non-approved electronic
| 29 William E. Doar Jr. Public Charter School for the Performing Arts School Handbook Level 2 Infraction Examples:
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Having fireworks or other explosive devices
Having dangerous materials
Having possession of tobacco, alcohol or illegal drugs
Inciting others
Repeated Uniform violations
Skipping school
Theft or possession of stolen property
Gambling
Bullying
Cyber-bullying
Inappropriate website access (social networking sites...)
Computer vandalism
Physical intimidation, threats, coercion
Threatening others
Vandalism (includes graffiti)
Forgery/plagiarism
Misuse or damage of school property
Inappropriate gestures
Sexual harassment
The WEDJ Commitment is extremely serious and we have an extremely low tolerance for anyone in our
WEDJ family who does not uphold their commitment.
Students will have no more than 3 Level 1 infractions during the year. After three Level 1 infractions
the Parent, Student, VP, School Management, the VP, School Culture and the Principal will have a
conference at 7am the next school day to discuss recommitment. The student will not be readmitted to
class without a signed commitment.
Any student with a Level 2 infraction that does not result in immediate expulsion will be required to
attend a Parent, Student, VP, School Culture, the VP, School Management and Principal conference at
7am the next school day to discuss recommitment. The student will not be readmitted to class without a
signed commitment.
Students will have only one opportunity to resign the WEDJ commitment without threat of expulsion.
After the initial recommitment signing, Parents and Students should expect that a further need to
recommit will be grounds for expulsion.
When self-discipline breaks down in the classroom, the classroom teacher will handle these initial
situations However, in cases of repeated misconduct or instances of serious violation of the rules, the
teacher will refer a student to the VP, School Management who will notify the school principal of the
situation.
It is the expectation of WEDJ PCS that all adults, visitors and students will show appropriate behavior at
all times within the school building and at related school functions and events. Individuals can be
removed from the premises for inappropriate behavior.
| 30 William E. Doar Jr. Public Charter School for the Performing Arts School Handbook Communicating Results
Report Cards
Report cards will be issued three times a year. Students will be assessed on how well they have met the
standards. Students will be assessed in three areas:
§ Academic mastery
§ Effort and performance
§ Artistic display
Records Request
Requests for records require a 48-hour turnaround. Official records will not be released directly to parents
by law and copies must be made by office staff for school records. Records requests from other schools
must be received in writing and will be sent directly to the other school.
Parents are sent copies of all assessments, report cards, and mid-term reports as they are completed.
Parents should keep copies of all health records that are given to the school. Duplicate requests other than
official requests for records to be sent to other schools cost $5 per request at the time of the request.
Copies will not be made until the fee is paid. The 48-hour turnaround time for those requests begins at the
time the fee is paid. Records may not be released if the family has an overdue balance with the school.
Parent–Teacher (and Student) Conferences
Parent-teacher conferences are scheduled to coincide with the distribution of report cards. It is expected
that all parents/guardians will attend all parent-teacher conferences. Parents unable to meet during
scheduled times may schedule individual meetings with teachers at mutually convenient times.
| 31 POLICIES AT WEDJ
1. WEDJ Truancy Policy
Truancy is defined as the absence from school without the prior knowledge of or permission of the
parents/guardians and /or the school. Students deemed truants by the administration and their
parents/guardians will be reported to the appropriate authorities. According to DCPS regulations, any student
who has over 25 unexcused absences for a given year will not be promoted to the next grade. In addition,
DCPS allows schools to drop a student from the student roll if he/she has missed 20 consecutive days. Child
Protective Services and the DC Office of Truancy can be notified if a child has at least 10 unexcused
absences.
2. WEDJ Assessment and Grading Policy
In accordance with the D. C. School Reform Act Section, all students in Grades 2 through 8 will be required
to take the DC-CAS standardized exam as well as, or in addition to, or in place of any other district-wide
assessments required each year. It is expected that grade-level increases for each student will be reflected in
test scores. Families are expected to provide standardized test results from a student’s previous school, where
applicable, upon entering WEDJ PCS. Such test data is used as a tool to drive instruction. Teachers will not
be expected to or asked to teach to the tests. It is our expectation that our rigorous academic program is
designed to meet or exceed the standards of the District of Columbia and will sufficiently prepare students for
any objective assessment to be administered.
Upon entry each student will be assessed for reading and math placement purposes. Students in PK to Grade
2 will be assessed according to the mastery scale that indicates whether a concept has been “mastered” or
“started”. At the Grades 3 through 7 level, students are assessed by a grade of “A” (for exceptional work),
“B” (for proficient work) and “I” for incomplete work, that is work that indicates that students will redo until
it reaches at least 80% proficiency. Teachers will be required to re-teach until students have at least reached
80% proficiency. At the grade 8 level students will receive letter grades of A, B, C, D or F in order to give
future schools admission data for decision-making purposes.
A student’s placement is not guaranteed from year to year and will be determined by their meeting the
academic standards as well as their individual growth and development. Students will be successful as long
as they put forth their best effort and abide by the policies of the school.
Summer School programs will be available for students experiencing difficulties achieving the standards
within the context of the regular school day. If those interventions are not sufficient in aiding a student’s
mastery of the standards set out for them, the school may recommend that a student repeat a year. This is a
last resort intervention done in consultation with a student’s teachers and family in cases where a student
would benefit from such an extreme intervention. Attendance can play a key factor in this decision, as well.
3. WEDJ Book Policy
All textbooks are supplied to the students and their parents for their use during the academic year. Textbooks
are to be covered, stored properly, kept clean, and handled carefully. Students and their parents are
responsible for the books supplied to them and are required to pay for damaged or lost books. Report Cards
and transcripts may be held until missing books are replaced or paid for.
Safe, Creative, Prepared, Respectful, Honest, Global Arts Leaders | 0 William E. Doar Jr. Public Charter School for the Performing Arts School Handbook 4. WEDJ Electronic Equipment Policy
Children may not bring toys (electronic or otherwise) or any type of gadget to school without permission of
the classroom teacher. All non- instructional gadgets will be confiscated from students and will only be
returned to a parent or other designated adult. Prohibited items include but are not limited to pagers, MP3
players, cell phones, gameboys etc. Children who need to carry a cell phone for safety purposes or
communication with parents/guardians outside of the regular school day may turn them in at the beginning of
the day in their school office or lock them safely in a locker and reclaim them upon dismissal.
WEDJ PCS is not responsible for the loss, damage to or destruction of any personal property on school
property.
5. Tobacco, Drugs, Alcohol, Weapons Free School Zone Policy
WEDJ School building(s), property and vehicles have been designated as tobacco, drug, alcohol and weapons
free zones. Possession of the following are prohibited at all times on all school properties, including
parking lots and at school related functions off site:
Tobacco products (for minors)
Illegal drugs
Alcohol (for minors)
Weapons of any type
School policies and rules as well as legal restrictions are in effect at all times for students, employees and
visitors. Disciplinary actions will be taken for infractions of this policy against any school community
member, staff, faculty, student and family member, up to and including exclusion, suspension, expulsion,
termination and arrest.
Safe and Drug Free Schools Assurance:
WEDJ PCS is a violence, weapon, alcohol and drug free school. Violators of these policies will be
immediately expelled and incidents reported to the police department. This policy extends to all off-site
activities arranged or supported by WEDJ PCS. No fees are refunded in the case of an expulsion and full
payment for the remainder of the session will still be expected.
6. WEDJ Registration and Re-Enrollment Policy
All parents must register their child each school year and forms must be completed according to the
guidelines of the registrar. Students who are not registered by the cut-off dates will not be granted space
within their grade level. The following forms must be completed before a child is accepted:
√ Lottery/Re-enrollment Form
√ National School/Lunch /Breakfast Application Form
√ Verification of DC Residency
√ Parent Involvement and Commitment
√ Authorization for Transfer of Records (new students)
√ Health and Dental Information Forms
√ Emergency Contact Form
1 William E. Doar Jr. Public Charter School for the Performing Arts School Handbook There will be additional requirements; however, no child will receive a letter of admittance without a
complete file. Identified Special Education students must submit their IEP’s and 504 plans for consideration
for enrollment. WEDJ PCS accepts Special Education students without prejudice providing that under the
law the school is able to provide the supplemental services mandated in the IEP.
PLEASE NOTE:
STUDENTS WHO ARE CURRENTLY ATTENDING
WEDJ PCS MUST Re-ENROLL EACH SCHOOL YEAR. FORMS MUST BE RETURNED
BY THE DATE SPECIFIED TO ENSURE ENROLLMENT THE NEXT SCHOOL YEAR.
Admission preferences are only given to re-enrolling students and their siblings. Intent to ReEnroll forms are generally given out to students in February and are due back to the front
office by March 1. Re-enrollment Packages are distributed based on the receipt of the Intent
to Re-enroll forms and are due back no later than April 1 or the day before the annual open
school lottery.
New Students must have a lottery form on File prior to the School Lottery traditionally held the first week of
April in order to participate in the Public Enrollment Lottery. Enrollment Packages are mailed out within 7
business days from the date of the lottery. Students on Waiting lists will receive a letter indicating their place
on the list for their grade. Students admitted at the lottery have 30 days to return their paperwork otherwise
those spaces will be given to the next student on the list. This process will continue every 30 days until the
last week of September each school year. No student will be admitted to the school after September 30 of
each school year except with special permission.
7. WEDJ Change of Address, Telephone and Contact Numbers Policy
Parents must notify the teacher and Front Office Staff of any change of address, telephone, and change of
guardianship.
8. WEDJ Internet Policy
WEDJ PCS Technology Mission Statement
Through the integration of technology in the WEDJ PCS for the Performing Arts, we seek to develop
students who can communicate, think critically and participate in group decision-making and who
have the competence to contribute to local, national and global communities. This Use Policy shall
apply to all student use of the School District’s technology equipment, networks, web site(s), and
Internet access.
First and foremost the user takes full responsibility for his/her own actions. The WEDJ PCS for the
Performing Arts will not be liable for the actions of anyone connecting to the Internet. All users shall
assume full liability, legal, financial, or otherwise, for their actions. Parents and students must
understand that the information available on the Internet is not always age appropriate or accurate.
While the school shall attempt to monitor use, it is impossible to guarantee that students will not
accidentally or purposely access inappropriate material.
2 William E. Doar Jr. Public Charter School for the Performing Arts School Handbook It is hereby understood and acknowledged that Internet technology is a rapidly and constantly
changing field. Because of this continuous flux of technology, WEDJ PCS may make changes in this
policy and in the School’s Contract for Internet/Technology Use at any time, with or without prior
notice to students or other users, or parents.
Students and parents are required to sign the Contract for Internet/Technology Use indicating they
understand and agree to abide by the established guidelines. All students upon reviewing, signing,
and returning this contract will be eligible for Internet access at the school he or she attends. If a
student is under 18 years of age, the parent/guardian must sign the contract as well.
Listed below are the provisions of the Policy regarding network and Internet use.
I. PERSONAL RESPONSIBILITY
By signing the Contract, the user agrees to follow all rules outlined in the Policy and to report
violations of the Policy by other students to the site administrator (e.g., teacher, lab assistant,
paraprofessional, media specialist, building administrator). Use of the School’s technology
equipment, networks, web site(s), and Internet access is a privilege and not an entitlement. It is
expressly agreed that the School may, acting in its sole discretion, limit or deny that privilege to any
user at any time.
II. TERM OF THE PERMITTED USE
A student who returns a properly signed Contract will have computer network and Internet access.
For elementary and middle school students this Contract must be renewed annually. The student and
the parent/guardian must sign the Contract.
III. ACCEPTABLE USES
A. Educational/Administrative Uses.
The WEDJ PCS for the Performing Arts provides access to its computer networks and the Internet
for educational and administrative purposes only. This may include educational or vocational uses
that support a student’s educational growth, such as post-secondary school searches and vocational
searches. Specific approved uses include, but are not limited to, research, distance learning,
communication and activities that support our educational mission.
B. Unacceptable Uses of Network.
The following uses are considered unacceptable:
1. Use that violates the law or encourages others to violate the law.
2. Transmittal of offensive or harassing messages.
3. Use that is primarily commercial in nature, with no related educational purpose.
4. Use of the Internet to view, transmit or download pornographic or otherwise objectionable
materials.
5. Use of the Internet to transmit confidential materials.
6. Use of the Internet to download any program, partial program or game without the express
permission of the supervising teacher or the WEDJ PCS Technology Coordinator.
7. Use of the Internet that causes harm to others or their property.
8. Improper use of passwords.
9. Programming vandalism.
10. Hacking activities.
11. Activities designed to, or reasonably expected to, expose school district or other computers to
computer viruses.
12. Providing private information about oneself and any other individual over the Internet including
credit card or social security numbers (unless for approved uses, such as college or employment
applications).
13. Downloading digital music files and movie clips without site administrator authorization.
3 William E. Doar Jr. Public Charter School for the Performing Arts School Handbook 14. Copyright violations.
15. Plagiarism.
16. Spamming.
17. Any other use deemed unacceptable by the school.
C. Netiquette.
All users must abide by rules of network etiquette, which include the following:
1. Be polite. Use appropriate language: no swearing, vulgarities, suggestive, sexual, racial,
defamatory, obscene, belligerent, or threatening language.
2. Avoid language and uses that may be offensive to other users. Do not use, distribute, or
redistribute jokes, stories, or other materials that are based upon slurs or stereotypes relating to race,
gender, ethnicity, nationality, religion, or sexual orientation.
3. Do not assume that a sender of e-mail is giving his or her permission to forward or redistribute the
message to third parties or to give his or her e-mail address to third parties. This should only be done
with permission.
4. Be considerate when sending attachments with e-mail.
IV. INTERNET SAFETY
A. Individual Responsibility of Parents and Users.
All users and their parents/guardians are advised that access to the electronic network may include
the potential for access to materials inappropriate for school-aged pupils. Every user must take
responsibility for his or her use of the computer network and Internet. If a student finds that other
users are visiting offensive or harmful sites, he or she is encouraged to report such use to the site
administrator.
A user violates this Policy if he or she permits another to use his or her account or password to
access the computer network or Internet, including any user whose access has been denied or
terminated.
B. Personal Safety.
Users accessing the computer network and Internet will not reveal personal information such as
home address or telephone numbers, except for expressly approved purposes, such as post-secondary
school or employment applications or requests for post-secondary or employment information. If
someone attempts to arrange a meeting as a result of an Internet contact, the student is to report the
communication immediately to the site administrator.
C. Hacking and Other Illegal Activities.
It is a violation of this Policy to use the district’s computer network or the Internet to gain or attempt
to gain unauthorized access to other computers or computer systems. Any use that violates
state/federal law relating to copyright or the distribution of obscene or pornographic materials is
strictly prohibited.
D. Confidentiality of Student Information.
Personally identifiable information concerning students may not be disclosed or used in any way on
the Internet without the permission of a parent/guardian, or if the student is 18 or over, the
permission of the student. Users should never give out private or confidential information about
themselves or others on the Internet. Users are urged not to provide any information about
themselves over the Internet that the user does not want to be available to the general public. This
includes information requested during educational or vocational search related activities. If the user
has any doubts or questions about providing information over the Internet, the user is urged to
contact the site administrator, supervising teacher, or Technology Coordinator, before providing such
information.
4 William E. Doar Jr. Public Charter School for the Performing Arts School Handbook E. Active Restrictive Measures.
The district, either by itself or in combination with the Internet Service Provider (ISP), will utilize
filtering or blocking software or other monitoring technologies to prevent students from accessing
visual depictions that are (1) obscene, (2) pornographic, or (3) harmful to minors. Direct observation
will also be used as a monitoring technique at individual schools.
The term "harmful to minors" is defined by the Communications Act of 1934 (47 USC Section 254
[h] [7], as meaning any picture, image, graphic image file, or other visual depiction that
• taken as a whole and with respect to minors, appeals to a prurient interest in nudity, sex, or
excretion.
• depicts, describes, or represents, in a patently offensive way with respect to what is suitable for
minors, an actual or simulated sexual act or sexual contact, actual or simulated normal or
perverted sexual acts, or a lewd exhibition of the genitals.
• taken as a whole, lacks serious literary, artistic, political, or scientific value as to minors.
Although the filtering program’s database is updated frequently, there is always the possibility that a
new pornographic or hate site will appear. For that reason, teachers, librarians, and other staff
members also monitor and supervise students’ Internet access. Records of Internet access are also
stored in computer log files, which are monitored periodically. Any student who attempts to access
sites that are filtered or blocked will be disciplined.
Although filtering software and monitoring efforts are designed to make the Internet an educational
and safe experience, they cannot completely eliminate the risk that students will be able to access
inappropriate material.
V. PRIVACY
The WEDJ PCS for the Performing Arts reserves the right to monitor, inspect, copy, review, and
store at any time without prior notice any and all use of the computer network and Internet and any
and all information transmitted or received in connection with such usage. All files shall be and
remain the property of the WEDJ PCS for the Performing Arts, and no user shall have any
expectation of privacy regarding such materials. Likewise, all users shall have the expectation that
the WEDJ PCS for the Performing Arts will not use information stored on their servers for the
School’s commercial purposes. However, all information maintained by the School on its technology
equipment, networks, and/or web site(s) is subject to the District of Columbia Public Records law,
and the School may be required to make any such information available to members of the public,
regardless of the anticipated use of such information.
VI. FAILURE TO FOLLOW POLICY
The privilege of Internet/network access may be denied to any user who violates this Policy. The site
manager in conjunction with building level administrators shall determine whether to revoke a user’s
Internet privileges, and any additional disciplinary actions. Such additional disciplinary actions may
include referral to law enforcement agencies.
VII. WARRANTIES/INDEMNIFICATION
The WEDJ PCS for the Performing Arts makes no warranties of any kind, either express or implied,
in connection with its provision of access to and use of its computer networks and the Internet
provided under this Policy. WEDJ shall not be responsible for any claims, losses, damages or costs
(including fees) of any kind suffered or incurred, directly or indirectly, by any user or his or her
parent/guardian arising from use of School’s technology equipment, networks, web site(s), and
Internet access. The user or, if the user is a minor, the user's parent/guardian agrees to cooperate with
the district in the event of the School's initiating an investigation of a user's access to its computer
network and the Internet, whether that use is on a School computer or on another computer outside
the WEDJ PCS for the Performing Arts’ network.
5 William E. Doar Jr. Public Charter School for the Performing Arts School Handbook VIII. LIABILITY
The WEDJ PCS for the Performing Arts shall not be liable for users' inappropriate use of electronic
resources or violations of copyright restrictions, users' mistakes or negligence, or costs incurred by
users. The WEDJ PCS for the Performing Arts shall not be responsible for ensuring the accuracy,
safety, harmlessness, or usability of any information found on the Internet. WEDJ shall not be
responsible for any claims, losses, damages or costs (including fees) of any kind suffered or incurred,
directly or indirectly, by any user or his or her parent/guardian arising from use of the School
District’s technology equipment, networks, web site(s), and Internet access.
By signing this Contract, the parent/guardian and/or user take full responsibility and agree to
indemnify and hold harmless the WEDJ PCS for the Performing Arts, its Internet Service Provider
(ISP), and all of the School District’s and ISP’s officers, employees, agents, servants,
representatives, administrators, teachers, volunteers and staff from any and all losses, injuries, costs,
fees, claims or damages resulting from the user's access to its computer network and the Internet,
including, but not limited to, any fees or charges incurred through purchases of goods or services by
the user.
IX. UPDATES
Users, and if appropriate, the user's parent/guardian, may be required from time to time to provide
new or additional registration and account information or to sign a new Contract, at the sole
discretion of WEDJ, for example, to reflect developments in the law or technology. The user and/or
a parent/guardian must provide such information, or such new Contract must be signed if the user
wishes to continue to use the School’s technology equipment, networks, web site(s), and Internet
access. If the account information initially provided changes, it is the user’s responsibility to report
such changes immediately to the site administrator.
X. PUBLISHING ON THE INTERNET
The WEDJ PCS for the Performing Arts requires that all publications of school, grade, department,
group or project pages that are displayed on any WEDJ PCS for the Performing Arts’ Web Page be
created and reviewed within the guidelines established by WEDJ PCS for the Performing Arts.
A. WEDJ PCS for the Performing Arts Web site.
The purpose of the WEDJ PCS for the Performing Arts Web site is to encourage and enhance
teaching and learning and to provide school users and electronic visitors with accurate and timely
information about our school.
1. All Web pages will be official publications of the WEDJ PCS for the Performing Arts.
2. The WEDJ PCS for the Performing Arts will administer the schools’ Web site development and
content.
3. The WEDJ PCS Technology Coordinator will operate and maintain all WEDJ PCS website
information and data.
B. Publishing Guidelines.
The WEDJ PCS for the Performing Arts have established guidelines for publishing on the school’s
web site:
1. WEDJ PCS for the Performing Arts pages must have common elements of consistent form and
quality content. The format and content for each page must be tested prior to submission.
2. Members of the school are encouraged to have input into the web site, but all content is overseen
by the Technology Coordinator, his or her designee, or another designee of the school leader.
3. Individual teachers will review their students’ material before publication for quality
and completeness.
6 William E. Doar Jr. Public Charter School for the Performing Arts School Handbook C. Safety Procedures for Publishing on the Internet
1. No pictures that include the names and/or faces of students should be posted if the
parents/guardians have not signed the Contract.
2. Team/group/club photos are acceptable only for high school pages.
3. No home addresses, telephone numbers or e-mail addresses of students will be posted.
4. Students shall not be identified by their full name.
D. General Release for Publishing on the Internet
In addition to the signed photo release of every student enrolled in the school, all users and/or their
parents/guardians must sign the Contract for Internet/Technology Use, and expressly agree thereby to the
publication on the WEDJ PCS for the Performing Arts web site(s) of: photographs of any user; any
user’s first name, and any user’s scholastic and extracurricular activities.
XI. E-MAIL, INSTANT MESSAGING, AND CHAT ROOMS
E-mail, instant messaging, and chat rooms are prohibited unless those applications are required for
instructional purposes. If a student receives a threatening or harassing e-mail or message, it should
not be erased. It is the student’s responsibility to immediately notify the site administrator
9. WEDJ Sexual Harassment Policy
1. Purpose. It is the policy of WEDJ PCS to maintain a learning and working environment that is free from
sexual harassment.
2. Authority. This Policy is in compliance with and in furtherance of Title VII of the U.S. Civil Rights Act of
1964, the Regulations of the Equal Employment Opportunity Commission.
3. Definition. Sexual harassment is defined as unwelcome sexual advances, requests for sexual favors, and
other verbal or physical conduct of a sexual nature when:
(a) Submission to such conduct is made either explicitly or implicitly a term or condition of an individual's
employment or education; or
(b) Submission to or subjection to such conduct by an individual is used as the basis for academic or
employment decisions affecting such individual; or
(c) Such conduct has the purpose or effect of unreasonably interfering with an individual's academic or
employment performance or creating an intimidating, hostile, or offensive academic or employment
environment.
Sexual harassment may include, but is not limited to, the following: verbal harassment or abuse of a sexual
nature; demeaning sexual remarks directed to an individual; sexually explicit or offensive jokes or anecdotes;
unwelcome sexual flirtations, advances, propositions, or requests for sexual activities; suggestions or
demands for sexual activities accompanied by implied or expressed threats concerning an individual's
employment or education; visual harassment by sexually offensive photographs, cartoons, drawings, posters,
pictures, or objects; and physical harassment including assault and battery, unwelcome touching, and
interference with movement or work.
4. Prohibition. Neither employees, nor students, shall engage in conduct which constitutes sexual harassment
of any individual. This prohibition applies to an employee's or student's conduct at all times while on District
premises or while participating in or attending a school-sponsored or school related activity.
7 William E. Doar Jr. Public Charter School for the Performing Arts School Handbook 5. Enforcement Procedure.
(a) Complaints: Students. Any student who believes that he or she has been subjected to sexual harassment by
other students, teachers, administrators, or other employees should report such incident either orally or in
writing to a teacher, school counselor, administrator, or other professional employee of the District within a
reasonable time. Any individual who has received such report shall promptly notify his or her supervisor
(unless such supervisor is the subject of the complaint), who shall notify the school leader (or his or her
designee
b) Complaints: Employees. Any employee who believes that he or she has been subjected to sexual
harassment by students should try to report the incident to the school leader immediately.
(c) Investigation. The school leader (or his or her designee) shall investigate the complaint in a timely and
confidential manner. Such investigation will customarily include individual conferences with the parties and
any witnesses; and with the consent of the parties and the student's parents or guardians, joint conferences.
The School Director (or his or her designee) may also request written statements from any parties or
witnesses.
(d) Decision. At the conclusion of his or her investigation, the school leader (or his or her designee) shall
make a written determination as to whether sexual harassment has occurred. Copies of the decision shall be
furnished to all parties and the parents or guardians of the student or students involved.
(e) Discipline: Student. If the school leader (or his or her designee) has determined that sexual harassment has
occurred, discipline may be imposed upon the responsible student in accordance with the procedures set forth
in the Student Code of Conduct. Such discipline may include the student's permanent expulsion from school.
In no way should this Policy be deemed to expand a student’s rights or liabilities beyond those given him or
her by state or federal law.
(f) Discipline: Employees. If the school leader (or his or her designee) has determined that sexual harassment
has occurred, discipline may be imposed upon the responsible teacher, administrator, or other employee in
accordance with the procedures established by District regulations. Such discipline may include a
recommendation of the suspension or dismissal of employee.
6. Confidentiality. To encourage the reporting of incidents of sexual harassment and to protect the reputation
of any student or employee wrongfully charged, no information concerning the complaint of sexual
harassment will be released by the District to anyone not involved with the investigation.
7. False Reports. A student who makes a false accusation of sexual harassment may be subject to suspension
or expulsion; an employee who makes a false accusation of sexual harassment may also be subject to
suspension or dismissal.
10. WEDJ Child Abuse/Neglect Policy
WEDJ PCS policy states that corporal punishment within our school building or during a school function by
any member of the community, parent or staff member is strictly forbidden. Staff are subject to immediate
termination and family members will be escorted from the premises. Under no circumstances may parents or
guardians give a staff or faculty member permission to physically punish any child in the building.
All staff members are legally mandated reporters of suspected child abuse/neglect. The names of reporters
may be kept confidential and the direction of any investigation will be determined by Child Protective
Services. Staff and Faculty members found to not report suspected incidents of child abuse or neglect are
subject to disciplinary action.
8 William E. Doar Jr. Public Charter School for the Performing Arts School Handbook ELECTRONIC COMMUNICATION
Due to the changing nature of technology, WEDJ PCS has extended its Sexual Harassment, and Child
Abuse/Neglect Policies to electronic communication in all forms including but not limited to: Tweeting,
texting, multi-media visual and audio messages, voice mail, digital photos, e-mail and social networking sites.
In order to protect all students from negative influences, intimidation and long-term consequences from
electronically publishing inappropriate material of any kind, students found to have violated any of our
disciplinary policies via electronic means will be disciplined at school regardless of where the communication
originated.
11. WEDJ Parental Grievance Policy
In the event of a parental complaint regarding a child, the school, or the program:
The parent shall first schedule a meeting with the child’s teacher during which the parent may bring the
concern to the teacher’s attention. Meetings shall not be conducted during the school day and certainly not
during class or in the presence of students or other staff members.
If, after meeting with the teacher, the parent believes the matter to be unresolved, the parent may take the
concern to the next level of supervision. Specifically, academic problems shall be discussed with the
appropriate mentor; behavioral problems shall be discussed with the VP, Academic Program; and
interpersonal problems shall be discussed with the VP, School Culture. If the parent is not satisfied with the
disposition of the problem at this level, he or she may schedule a meeting with the Principal.
If, after the meeting with the Principal, the parent believes the matter to be unresolved, the parent may
schedule a meeting with the VP, Academic Program. The parent must contact the VP, Academic Program
and schedule an appointment within five (5) business days after the meeting with the Principal. If, after
meeting with the VP, Academic Program, the parent remains dissatisfied, he or she may submit a written
grievance to the Executive Director within five (5) business days after their meeting. Upon receipt of the
written grievance, the Executive Director shall have fifteen (15) business days to respond to the grievance
with a written statement of the school’s position.
If the parent wishes to take the grievance to the next and final level, he or she shall submit the written
grievance to the WEDJ PCS Board of Directors. The grievance must be submitted to the Committee within
five (5) business days after the receipt of the written response from the school officers. Within fifteen (15)
days of receiving the grievance, the Committee shall schedule and convene a meeting with the parent and the
Chief Academic Officer, or Principal. The meeting may be conducted in person or by teleconference. The
parent or parents may attend this meeting with one (1) representative.
Within fifteen (15) business days from the close of the meeting, the Board shall render a written decision
stating the final disposition of the grievance. The decision shall be provided to the parent(s), the school
leadership, and the entire Board of Directors. The Board’s decision is final.
In the event that a WEDJ PCS staff member, administrator, or Committee fails to satisfy any of its
responsibilities under this policy, the parent shall give the relevant party notice and an opportunity to cure. If
a WEDJ PCS staff member, administrator, or Committee fails to satisfy any of its responsibilities under this
policy and fails to cure, then WEDJ PCS and the parent may restart the policy procedure under the originally
intended standards.
All correspondence written by officers of WEDJ Public Charter School must be reviewed by counsel prior to
delivery to the complaining party.
9 William E. Doar Jr. Public Charter School for the Performing Arts School Handbook In the event of an expulsion:
The parent may submit a written grievance to the VP, School Culture, the VP, school Management and the
Principal within five (5) business days after the date of notification. Upon receipt of the written grievance,
these officers shall conference and shall have fifteen (15) business days to respond to the grievance with a
written statement of the school’s position.
If the parent wishes to take the grievance to the next and final level, he or she shall submit the written
grievance to the WEDJ PCS Board of Directors. The grievance must be submitted to the Board within five
(5) business days after the receipt of the written response from the school officers. Within fifteen (15) days of
receiving the grievance, the Board shall schedule and convene a meeting with the parent and the Executive
Director or Principal. The meeting may be conducted in person or by teleconference. The parent or parents
may attend this meeting with one (1) representative.
Within fifteen (15) business days from the close of the meeting, the Committee shall render a written decision
stating the final disposition of the grievance. The decision shall be provided to the parent(s), the school
leadership, and the entire Board of Directors. The Committee’s decision is final.
In the event that a WEDJ PCS staff member, administrator, or Committee fails to satisfy any of its
responsibilities under this policy, the parent shall give the relevant party notice and an opportunity to cure. If
a WEDJ PCS staff member, administrator, or Committee fails to satisfy any of its responsibilities under this
policy and fails to cure, then WEDJ PCS and the parent may restart the policy procedure under the originally
intended standards.
All correspondence written by officers of WEDJ Public Charter School must be reviewed by counsel prior to
delivery to the complaining party.
We have prepared a list of prohibited behaviors and descriptions, consequences and level of consequences.
Please read and discuss these lists with your child. The school’s discipline code will be enforced consistently
and fairly. This list is not exhaustive as there is no way to properly anticipate every possible situation. As
such, all disciplinary activity is left up to the faculty, staff and administration using the code as a guide for
situations that are not specifically spelled out on the following pages.
STUDENT DISCIPLINE POLICY
PURPOSE STATEMENT
The purpose of this handbook is to provide the parents with information regarding the school’s expectations
on code of conduct, behavior and discipline. This book will serve as a guide for parents, students, teachers
and administrators. Our goal is to ensure that all students are in a safe and nurturing environment that is
conducive to learning. This book will also ensure that all stakeholders are knowledgeable and share
responsibility in maintaining the school's high expectation for safety and learning.
CODE OF CONDUCT
Students have the responsibility to:
•
Comply with all rules and regulations set forth by William E Doar, Jr. Public Charter School for
the Performing Arts
•
Attend school regularly
•
Arrive on time to school and to each assigned class
•
Bring appropriate supplies, textbooks and or equipment as required for class
•
Accept the authority of the school personnel
•
Obtain and complete assignments when absent
•
Seek help when needed
•
Respect others students, school personnel parents and visitors and property
•
Accept responsibility for their actions
10 William E. Doar Jr. Public Charter School for the Performing Arts School Handbook All Students will be required to sign the Code of Conduct Contract found at the end of this handbook. All
parents are required to sign the handbook receipt and return it to the school. Failure to do so does not exempt
any student or family from the school’s rules or expectations. Students are expected to uphold the tenets of
the school’s behavior and philosophy at all times, both inside and outside the school building or schoolrelated activities.
Prohibited Behaviors and Descriptions
The school discipline code is in effect on school property at all times, on school buses, and during all
school sanctioned activities and/or events whether or not on school property.
Behavior
Definition or Explanation
Assault
Bomb Threat
Bullying Behavior
Cheating
Chronic Disruption
Defiance
Disorderly Conduct
Displaying Inappropriate
Symbols of Gangs
Endangerment of self and
others
Extortion
False Alarms
Felony Act
Fighting
Gambling
Incitement
Leaving setting without
permission
Multiple failure to comply
with
dress code requirements
Possessing, posting or
distributing
prohibited material
A physical attack which attempts to cause or causes personal injury to another student,
staff member or other person.
Making a false report regarding the possession or location of explosive materials. This
applies to threats made verbally, physically, in writing, or by any other method including
911 calls and electronic mail.
Using physical or verbal aggression to take advantage of others. Engaging in intimidation,
coercion, or extortion or threatening violence, injury or harm to another or others.
Illicitly sharing or learning of specific questions on an exercise or test before it is given.
Illicitly sharing or obtaining information during an exercise or test. Plagiarism, i.e.,
submitting another’s work or ideas as one’s own. This includes copying from another
student’s work, from books, or from any electronic sources including the Internet.
Frequently disobeys school and classroom rules.
Deliberately refusing to carry out a staff member’s request if that request is reasonable,
has a legitimate purpose, and is within the authority of that staff person to make.
Includes but is not limited to, running, pushing, shoving, or engaging in horseplay.
Excessive verbal or physical interaction that results in disruption is also considered
disorderly conduct.
Clothing, jewelry, or other objects that may reasonably be perceived by a teacher or
administrator as evidence of membership in or affiliation with any gang. Must not be
protected as religious expression or free speech. The term “gang” means a group of two or
more persons whose purposes or activities include the commission of illegal acts or
violations of the school’s code of conduct.
Engaging in or causing behavior which can be demonstrated to affect negatively the
educative process or which presents a danger to the safety or welfare of the school
community. If the activity in question occurs off school grounds a direct link between the
act and the school community must demonstrated.
Obtaining or attempting to obtain money, property or services by threats or forcing
someone to do something against his/her will by force or threat of force.
Activating an emergency alarm or response when no emergency exists.
Any act that constitutes a felony under applicable law.
Physical contact or other acts of violence where all parties have physically contributed to
conflict.
The playing of games for money or possessions.
Encouraging or coercing another to engage in activity which is prohibited under this code.
The consequence may not exceed the penalty for the activity.
Not being in assigned location. This includes cutting or being tardy to classes.
Student attire does not conform to school’s written description of appropriate school dress
or uniform. Must not be the result of family financial need or protected as religious
expression or free speech. Families must be given opportunity to request waiver of school
uniform requirements.
Prohibited material is material that is obscene, libelous, defamatory, or that contains a
threat of violence, injury or harm. This includes written and electronic communications.
11 William E. Doar Jr. Public Charter School for the Performing Arts School Handbook Possession of drug
paraphernalia or
other proscribed
equipment
Possession or use of
controlled substances
without authorization, or
of illegal drugs or alcohol
Sale or distribution of
controlled substances or
illegal drugs or alcohol
Sexual Harassment
Sexual Misconduct
Tampering with school
records
Theft
Under the influence of
illegal
substance
Using profane or obscene
language or
gestures
Vandalism
Verbal Harassment
Violation of Internet
Acceptable Use
Policy
Possession of a weapon
Possession of a firearm
Possession of a dangerous
object
Possession and Use of
Tobacco
Student possession of drug paraphernalia such as rolling papers, bongs, or roach clips, or
other prohibited items. (To be specified in writing by the school such as cell phones and
beepers.)
Use or possession of a prescription drug belonging to another, alcohol or illegal substances
including but not limited to, marijuana, cocaine, or heroin.
Sale or distribution, of a prescription drug belonging to another, alcohol, or illegal
substances including but not limited to, marijuana, cocaine, or heroin.
Sexual harassment is defined as inappropriate or unwelcome sexual advances, requests for
sexual favors, or other inappropriate or unwelcome verbal or physical contact of a sexual
nature.
Inappropriate physical contact of a sexual nature such as touching, patting, pinching, etc.
Altering or destroying any record or document of the school by any method.
Taking of school or personal property, receiving stolen items or being in possession of
stolen items or knowingly being in unauthorized possession of property belonging to
another. This includes unauthorized copying of computer software.
Being under the influence of alcohol or a controlled substance not prescribed by a
physician for such student.
Applies to oral, written or electronic communications.
Should not be construed to prohibit protected speech.
Malicious destruction of or damage to school or personal property.
Using slurs based upon race, ethnicity, national origin, religion, gender, sexual orientation,
or disability.
Students must be provided notice of acceptable use policy.
Weapons are defined as items that can cause serious injury or death when used as a
weapon. This list includes but is not limited to, knives, bb guns, pepper spray, or other
item of no reasonable use to the student at school.
Firearms include any item which is capable of firing a projectile and using an explosive as
a propellant including rifles and pistols.
Dangerous objects include but are not limited to, knives, razor blades, explosives, mace,
tear gas, or other dangerous object of no reasonable use to the student at school.
Description of and consequences for, tobacco possession and use by students should be
developed based on applicable state law.
12 William E. Doar Jr. Public Charter School for the Performing Arts School Handbook Other Measures
Below is a list of preventive measures that can be assigned to any student at any time. The purpose of these
measures is to provide support to the student and the student’s family to avoid any future infractions or any
escalation of current infractions.
•
Referral to mental health agency
•
Individual Improvement Plan
•
Referral to truant officer
•
Referral to juvenile law enforcement officials
•
Referral to the SST (Student Support Team)
•
Referral to Health and Human Services
•
Parent/Guardian Conference
•
Assignment of a Mentor
•
Referral to other community services
•
Restitution
Parents may be informed in writing or by telephone or face to face conference about their child’s behavior
and will receive that information at the earliest possible moment. Student disciplinary records and
incident/accident reports are kept on an individual basis as well as on an aggregate basis. They are also
required for monthly and annual reporting to our stakeholders and authorizers. Intervention strategies are
developed for individual students and/or groups of students having the same difficulties to the best of our
ability. Consequences may also become cumulative based on continued patterns of behavior.
13 William E. Doar Jr. Public Charter School for the Performing Arts School Handbook Parent/Guardian Acknowledgement of Receipt of Family Handbook
I ___________________________ parent/guardian of
__________________________ in Grade __________ agree to review
the information in this handbook and share it with my other family
members and my child. I agree to support the policies and procedures
put forth by WEDJ PCS to assist the school in providing a safe and
appropriate educational environment for my child. I understand that
it is important that I work with the school personnel, other families
and my child to make sure that all community members are respected,
safe and able to receive all the benefits of attending WEDJ PCS. I am
aware that my child will be required to sign the “WEDJ
Commitment”.
I know that this handbook will be available on the website, that
changes may occur at any time and it is my responsibility to make sure
our family is aware of such changes.
Parent/Guardian Signature(s):_________________________________
Date: __________________
Please print off and return to the school office.
All Families will be held to these standards regardless of whether or not this is returned to the school or
signed by the individual student. Distribution of this handbook in person, through e-mail or as published on
our website to enrolled families constitutes family knowledge and acceptance of the school’s policies.
14