LS Student-Parent Handbook 2016-2017

Transcription

DEXTER SOUTHFIELD
STUDENT & PARENT HANDBOOK
LOWER SCHOOL
Pre-K-5
2016-2017
The Dexter Southfield Lower School Student & Parent Handbook is published and distributed to
members of the Dexter Southfield community for the purpose of providing information on aspects of
student and campus life so that students may gain as much as possible from their experience at the
School. Students, parents, faculty, administration, and staff should all read and be familiar with the
contents of the Handbook, so that each member of the community knows and understands the
expectations of students within our community. While policies in this Handbook will generally
apply, the School reserves the right to take actions that it determines to be in the best interests of the
School, its faculty and its students. This Handbook does not limit the authority of the School to alter,
interpret and implement its rules, policies and procedures, before, during and after the School year.
This Handbook is for informational purposes only. It is not intended to create, nor does it create, a
contract or part of a contract in any way, including but not limited to, between Dexter Southfield
and any parent, guardian or student affiliated with or attending the School. Dexter Southfield
reserves the right to alter, amend, or modify the policies and procedures in this Handbook at any
time before, during, or after the school year.
TABLE OF CONTENTS
PARENT ACKNOWLEDGEMENT ................................................................................................ 1
CAMPUS MAP ................................................................................................................................... 2
IMPORTANT CONTACT INFORMATION .................................................................................. 3
WHOM TO CALL.............................................................................................................................. 4
DEXTER SOUTHFIELD SCHOOL CALENDAR FOR 2016-2017 ............................................. 5
I.
INTRODUCTION...................................................................................................................... 7
Welcome ........................................................................................................................................... 7
Mission Statement ........................................................................................................................... 7
Non-Discrimination Policy ............................................................................................................. 8
History of Dexter Southfield .......................................................................................................... 8
School Prayers ................................................................................................................................. 9
II. CHARACTER AND HONOR ................................................................................................ 10
Standards of Conduct ................................................................................................................... 10
Academic Integrity ....................................................................................................................... 10
Cheating ......................................................................................................................................... 10
Plagiarism ...................................................................................................................................... 11
Consequences for Academic Dishonesty ..................................................................................... 11
III. ACADEMIC PROGRAM ....................................................................................................... 12
Curriculum .................................................................................................................................... 12
Assessments ................................................................................................................................... 12
Homework ..................................................................................................................................... 12
Grading Reports ........................................................................................................................... 12
Parent/Guardian Communications ............................................................................................. 13
Parent/Guardian-Teacher Conference Day ............................................................................... 13
IV. SCHOOL RULES .................................................................................................................... 14
Absences ......................................................................................................................................... 14
Medical Leave of Absence ............................................................................................................ 15
Tardiness........................................................................................................................................ 17
Fire and Emergency Drills ........................................................................................................... 17
Dress Code and Appearance ........................................................................................................ 17
Restrictions on Student Movement ............................................................................................. 19
Personal and School Property ..................................................................................................... 19
Respect for School Personnel ....................................................................................................... 20
Electronic Communications and Acceptable Use ...................................................................... 20
Cell Phones, Personal Music Devices, and Communications.................................................... 23
Substance Abuse ........................................................................................................................... 24
Parents’ Role in Alcohol/Drug Prevention ................................................................................. 24
Medical Marijuana ....................................................................................................................... 25
Inappropriate Items/Weapons ..................................................................................................... 25
Personally Offensive Materials .................................................................................................... 25
Gambling ....................................................................................................................................... 25
i
V.
POLICIES & EXPECTATIONS FOR INTERPERSONAL STUDENT
RELATIONSHIPS................................................................................................................... 26
Commitment to Respectful and Healthy Relationships ............................................................ 26
Sexual Intimacy ............................................................................................................................. 26
Bullying, Harassment, Discrimination, Hazing, Sexual Assault and Sexual Harassment ..... 26
Definitions ...................................................................................................................................... 27
Legal Definitions and School Policies.......................................................................................... 29
Reporting Complaints .................................................................................................................. 29
False Complaints ........................................................................................................................... 30
Responding to Complaints ........................................................................................................... 30
Sanctuary Policy Applicable to Sexual Assault .......................................................................... 32
Child Abuse and Neglect Reporting ............................................................................................ 32
VI. Daily Life at School .................................................................................................................. 33
Advisors and Homeroom Teachers ............................................................................................. 33
School Day Schedule ..................................................................................................................... 33
Homeroom ..................................................................................................................................... 33
School Closing and Delayed Openings ........................................................................................ 33
Early and Late Arrival ................................................................................................................. 33
Early Dismissal .............................................................................................................................. 33
Drop-Off ........................................................................................................................................ 34
After 3:30 ....................................................................................................................................... 34
Transportation .............................................................................................................................. 34
Assemblies...................................................................................................................................... 34
School Vehicles .............................................................................................................................. 34
Lockers ........................................................................................................................................... 36
Food in School ............................................................................................................................... 36
Afterschool Program .................................................................................................................... 36
VII. GENERAL SCHOOL INFORMATION ............................................................................... 38
Accreditation and Associations.................................................................................................... 38
Governance .................................................................................................................................... 38
Background Checks ...................................................................................................................... 38
Current Family Contact Information ......................................................................................... 38
Multiple Households ..................................................................................................................... 39
Lesbian, Gay, Bisexual and Transgender Students ................................................................... 39
Student Media Information ......................................................................................................... 39
Visitors to Campus........................................................................................................................ 40
Pets on Campus ............................................................................................................................. 40
Parking ........................................................................................................................................... 40
Lost and Found ............................................................................................................................. 40
Gift-Giving Policy ......................................................................................................................... 40
VIII. LEADERSHIP AND COMMUNITY SERVICE .................................................................. 41
Public Speaking ............................................................................................................................. 41
Community Service....................................................................................................................... 41
Fundraising.................................................................................................................................... 41
Annual Fund.................................................................................................................................. 41
ii
IX. SPECIAL EVENTS ................................................................................................................. 42
Birthdays........................................................................................................................................ 42
School-Sponsored Events ............................................................................................................. 42
School Trips ................................................................................................................................... 45
X.
ATHLETICS ............................................................................................................................ 46
Programs........................................................................................................................................ 46
Sports Clothes and Equipment .................................................................................................... 46
Related Policies ............................................................................................................................. 48
Sportsmanship ............................................................................................................................... 48
Medical and Other Excuses ......................................................................................................... 49
Head Injury/Concussion Policy ................................................................................................... 49
Communication ............................................................................................................................. 52
Discipline........................................................................................................................................ 52
XI. DISCIPLINE GUIDELINES .................................................................................................. 53
General ........................................................................................................................................... 53
Disciplinary Action ....................................................................................................................... 54
Behavioral Expectations While away from School .................................................................... 54
Parent Involvement....................................................................................................................... 54
XII. STUDENT HEALTH SERVICES ......................................................................................... 56
School Nurse .................................................................................................................................. 56
Medications at School ................................................................................................................... 56
Medical Emergencies/Ambulance Policy .................................................................................... 57
Food Allergies ................................................................................................................................ 58
Health Management ..................................................................................................................... 58
Head Lice ....................................................................................................................................... 58
Health Records .............................................................................................................................. 59
Contact Information ..................................................................................................................... 59
Emergency Response Procedure ................................................................................................. 59
XIII. STUDENT SUPPORT SERVICES ........................................................................................ 60
Accommodations ........................................................................................................................... 60
Testing Accommodations ............................................................................................................. 60
Outside Testing/Evaluation .......................................................................................................... 60
Academic Support......................................................................................................................... 61
Tutoring/Instructional Specialists ............................................................................................... 61
Mental Health Counseling............................................................................................................ 61
Confidentiality ............................................................................................................................... 61
XIV. FINANCIAL INFORMATION .............................................................................................. 62
Enrollment Agreements ............................................................................................................... 62
Tuition Assistance ......................................................................................................................... 62
Tuition Billing Schedule ............................................................................................................... 62
Billing ............................................................................................................................................. 62
Student Accident Insurance ......................................................................................................... 63
Tuition Refund Plan ..................................................................................................................... 63
iii
XV. RE-ENROLLMENT ................................................................................................................ 64
Re-Enrollment Policy ................................................................................................................... 64
Family Leave ................................................................................................................................. 64
Parental Comportment and Support for School Policies .......................................................... 64
APPENDIX A: CURRICULA OVERVIEW PRE-K TO CLASS 5 ........................................... 67
DEXTER SOUTHFIELD KINDERGARTEN PROGRAM ........................................................ 68
DEXTER SOUTHFIELD CLASS ONE PROGRAM ................................................................... 69
DEXTER SOUTHFIELD CLASS TWO PROGRAM .................................................................. 71
DEXTER SOUTHFIELD CLASS FOUR PROGRAM ................................................................ 75
DEXTER SOUTHFIELD CLASS FIVE PROGRAM .................................................................. 77
APPENDIX B: ACCEPTABLE USE AGREEMENT.................................................................. 79
iv
PARENT ACKNOWLEDGEMENT
This Form acknowledges that we understand that as Dexter Southfield students and parents, are
asked to support the School and its mission and to acquaint ourselves with and abide by the
School’s policies and procedures.
We understand that this Handbook is for informational purposes only, and is only meant to be
used by those affiliated with the School community. It is not intended to create, nor does it
create, a contract or part of a contract in any way, including but not limited to, between the
School and any parent, guardian or student affiliated with or attending the School. We
understand that the terms and conditions of the Enrollment Agreement signed by us determine
our relationship with the School. We further understand that the School reserves the right, in its
sole discretion, to add, revise and/or delete School policies before, during and after the School
year and such updates need not be in writing or incorporated into this Handbook.
Our signatures below indicate that we have reviewed and familiarized ourselves with the
contents of the 2016-2017 Dexter Southfield Pre-K-5 Student & Parent Handbook and agree to
abide by the School’s policies and procedures, as outlined in this Handbook.
Parent/Guardian Signature
Date
Parent/Guardian Signature
Date
Print Student(s) First and Last Name(s)
Please sign, print the name of the student, and return this form to the homeroom teacher
by Thursday, September 8.
This form is available in the Handbook and through the School’s website.
1
CAMPUS MAP
(M. Dimock)
2
IMPORTANT CONTACT INFORMATION
Todd A. Vincent, Head of School
617-454-2711 / [email protected]
D. Stewart Tucker, Assistant Head of School
Richard D. Saul, Business Manager
Julie Guptill, Director of Communications
Deborah S. Harrison, Coordinator of Pre-K-Class 2
Chad A. Thompson, Coordinator of Classes 3-5
Kendall C. Leclerc, Head of the Middle School (Classes 6-8)
Ellen B. Hinman, Head of the Upper School (Classes 9-12)
G. Denny Wright, Director of Athletics
Sara L. C. Pozner, School Nurse
617-454-2790 / 617-454-2734 fax / [email protected]
Ian Moorhouse, Director of Campus Programs
3
WHOM TO CALL
The homeroom teacher (617-522-5544) and the appropriate grade coordinator are your best
sources of information. They also should be contacted for information regarding:






Academic Concerns
Academic Support
Calendar Items
Dress Code
Public Speaking
Student Life
Coordinators:
Deborah S. Harrison, Pre-K-Class 2
617-454-2776
Chad A. Thompson, Grades Classes 3-5
617-928-7651
Absences
Absence Line
617-928-7641
Admissions
Ms. Sarah Powers
617-454-2714
Afterschool Programs
Mr. Ian Moorhouse
617-928-7643
Athletic Program—Intramural
Mr. Brian McColgan
617-522-5544
Billing
Ms. HongYu Murray
617-454-2716
Campus Programs
Mr. Ian Moorhouse
617-928-7643
Financial Aid
Mr. Rick Saul 617-454-2715
Health and Wellness
Ms. Sara Pozner
617-454-2790
Health Office fax
617-454-2734
International Student Visas
Mr. Rick Saul
617-454-2715
Lost and Found
Main Office
617-522-5544
(Drama/Vocals)
Ms. Susan Domke
617-522-5544
(Instruments)
Mr. Tim Watrous
617-522-5544
Performing Arts
Tuition Refund Insurance
Mr. Rick Saul 617-454-2715
Transcripts and Academic Records
Coordinator (above)
Visual Arts
Mr. Matt Dimock
4
617-522-5544
DEXTER SOUTHFIELD SCHOOL CALENDAR FOR 2016-2017
*Subject to Change*
For more details, visit www.dextersouthfield.org.
5
All programs begin promptly. Please visit www.dextersouthfield.org for up-to-date information.
6
I. INTRODUCTION
Welcome
Welcome to Dexter Southfield! We hope you will enjoy your time here, and we look forward to
serving you. This Handbook is intended as a student-and-parent guide to our programs and
values as they shape a meaningful, productive experience.
Mission Statement
Dexter Southfield helps boys and girls develop their individual talents and build an ethical
foundation for life. Through a classical education and single-sex programs, students learn to lead
with confidence and serve with compassion, living by the motto, “Our Best Today, Better
Tomorrow.”
Diversity and Inclusion
Dexter Southfield is committed to creating an inclusive community where all members are
valued and respected for their individual differences and unique talents. We welcome and
celebrate diversity of all kinds -- race, ethnicity, sexual orientation, gender identity and
expression, religion, socio-economic status, physical ability, among others. This range of
perspectives, backgrounds, and experiences promotes a robust learning experience with
appropriate challenges and opportunities for students to prepare to be leaders in the world
beyond Dexter Southfield.
Our commitment to diversity and inclusion reflects the School’s values and, as such, requires
dedication, diligence, and vigilance from all members of the community. This worthwhile work
is challenging as it demands of us both dynamic action and patient reflection. In so doing, we
continually strive to foster a school culture that realizes an essential truth: by embracing the
diversity among us, we become a stronger, more unified school community.
In Pre-Kindergarten through Class 5, students experience a variety of activities related to
diversity and inclusion. Compassion and respect for everyone are stressed as essential to a
community. Throughout the day, teachers create moments to reinforce caring for, listening to,
and supporting others. Also, students regularly explore cultures from around the world through
picture books, chapter books, and trade books by diverse authors and illustrators; through social
studies topics; and through international units in music and art. Public speaking topics often
include material from many different societies. In art, students use techniques and media from a
variety of places and cultures. Our weekly Assembly and our Health and Wellness program often
reinforce respect for others. Throughout the year, students have opportunities to give to those
who are less fortunate, and they are attentive to others’ needs. The curriculum is continuously
reviewed and revised, and teachers strive to include activities that are sensitive to individual
experiences and backgrounds. In this way a culture is created wherein students are inherently
empathetic and eager to help and include others.
7
Non-Discrimination Policy
Dexter Southfield admits qualified students of any race, color, national or ethnic origin, ancestry,
sex, religion, mental or physical disability, gender identity, or sexual orientation to all the rights,
privileges, programs, and activities generally accorded or made available to students at the
School. The School does not discriminate on the basis of race, color, national or ethnic origin,
ancestry, sex, religion, mental or physical disability, gender identity, sexual orientation, or any
other status protected by applicable law in the administration of its educational, admissions,
financial aid, athletic and other policies and programs.
History of Dexter Southfield
Dexter School opened in 1926 as a successor to the Noble and Greenough Lower School
(Nobles), which was discontinued when Nobles moved its upper school to Dedham. Dexter
continued to occupy the same site in Brookline, and many of the same faculty members were
retained under the able leadership of Miss Myra Fiske, who had been with Lower Nobles since
1903. In 1929, a new School building was constructed on the four-acre Freeman Street campus
that contained classrooms, an auditorium, dining room, and offices. A gymnasium and playing
field completed the facilities and served the new School well. Dexter prospered under the
guidance of Miss Fiske, and when she retired in 1938, the Trustees elected the Reverend Francis
Caswell as Headmaster. For twenty-six years, Mr. and Mrs. Caswell devoted themselves to the
School. Between 1938 and 1964, when Mr. William F. Phinney was appointed Headmaster,
Dexter gained its reputation as an outstanding elementary school for boys, primarily from the
Longwood and Boston communities. In the 1960s, Dexter began to reach out to families
throughout the greater Boston area and surrounding communities. The pressures to continue
increasing the student body were hard to resist, because the School would benefit from a larger,
more diverse enrollment. When the opportunity came in 1966 to purchase a 36-acre estate at 20
Newton Street on the Boston-Brookline border, the Trustees acted swiftly to secure the property
and assure the future of the School. In 1991, the Trustees established Southfield School as a
sister school in order to offer girls the same high-caliber education that Dexter provided for boys.
Southfield School opened its doors on a portion of the Dexter campus in the fall of 1992 to girls
in pre-kindergarten through grade four, far exceeding the planned enrollment. Southfield was
established by Dexter School as a separate non-profit educational institution to serve the needs of
families who wanted a similar single-sex option for their daughters. At the time of Southfield’s
inception, research and administrators at the Wellesley College Center for Research on Women
confirmed the advantages of single gender education for both girls and boys. At the same time,
Southfield became one of the early members of the National Coalition of Girls’ Schools, an
organization promoting and supporting single-sex education for young women. During the
entire creation process, the commitment of the Trustees, administrators, and faculty was
unwavering and unanimous. Similarly, Southfield’s early and rapid growth was supported by
many Dexter parents, alumni, and friends who believed that a single-sex learning environment
would be as appropriate for girls as for boys. Within four years, Southfield had expanded to
grade eight, and its student body had nearly tripled in size.
In 2002, the Board of Trustees voted to extend Dexter and Southfield through grade twelve,
preparing students for college. In the same year, the Schools opened the Clay Center for Science
8
and Technology. In 2011, Mr. Phinney retired as Headmaster, and Todd A. Vincent became
Headmaster. Mr. Vincent came to Dexter in 1985 and has taught grades four and six; been a
grade-level coordinator in grades four through eight, Director of Students for PK-12, and Head
of the Upper School; coached in the athletic program; and served as a Day Camp counselor and
as Director of the Enrichment Camp. Under Mr. Vincent’s leadership, Dexter Southfield
promotes the high academic, athletic, and moral expectations established by Miss Fiske and Mr.
Caswell and continued by Mr. Phinney.
Dexter Southfield now operates as one institution with single-sex programs. In the Upper School
all faculty teach both boys and girls, and a number of advanced-level classes are co-ed. Most cocurricular activities in the upper grades are co-ed.
School Prayers
The prayers printed below are said at assemblies and on many other School occasions. They
articulate values practiced by students and faculty. Some of the phrases in these prayers are
frequently heard in the hallways, in the classrooms, on the fields, and on the buses.
O God, we thy children come before thee this morning
with humble hearts. We thank thee for thy mercies,
and we pray that thou wilt so help us that those about us today
may be a little happier and a little better for our influence.
We ask thy guidance in all the duties and the pleasures of the day
and thy blessing when the day is over. Amen.
O God, give us clean hands, clean words, and clean thoughts.
Help us to stand for the hard right against the easy wrong.
Save us from habits that harm.
Teach us to work as hard and play as fair
in thy sight alone as if all the world saw.
Forgive us when we are unkind
and help us to forgive those who are unkind to us.
Keep us ready to help others at some cost to ourselves.
Send us chances to do a little good every day
and so grow more like thee. Amen.
9
II.
CHARACTER AND HONOR
Standards of Conduct
Dexter Southfield is a community maintained by the virtues of its students and faculty, and thus
all are held to the highest standards of thought, word, and deed. Therefore, what a student says
and does should consistently manifest honesty, respect, and a sense of responsibility. By
enrolling in Dexter Southfield, a student acknowledges both a commitment to abide by the
standards of the School and a willingness to accept any disciplinary decision made by the
School. The specific behavioral standards which follow are illustrative of standards of conduct
to which every student will be held, but they are by no means an exhaustive list.
Dexter Southfield School recognizes the great power of habits, both good and bad. As a result,
each student is urged to develop good habits.
Academic Integrity
The academic program is the core of the School, and students are expected to approach their
academic work with the utmost care and integrity. Every piece of work submitted by a student
must be a result of that student's efforts alone unless there is sufficient notice enumerating other
sources. Plagiarism, cheating, and other kinds of academic misrepresentation are regarded as
serious breaches of the Standards of Conduct.
Cheating
Examples of cheating include, but are not limited to, the following:

Looking at answers on another student’s test or quiz;

Using a book, notes, or other aids (including electronic devices) during a test or quiz;

Using materials such as a teacher’s edition with answers;

Submitting all or part of someone else’s school work, including, but not limited to,
homework, lab reports, projects, art work, and essays, as one’s own, unless given explicit
permission to do so for purposes of collaboration;

Providing all or part of one’s own school work to another student, including, but not
limited to, homework, lab reports, projects, art work, and major essays, unless given
explicit permission to do so for purposes of collaboration;

Producing all or part of such work for another student, unless given explicit permission to
do so for purposes of collaboration; and/or

Submitting work already done for another course or program at the School or elsewhere,
unless given explicit permission to do so.
10
Plagiarism
Plagiarism, which is the submission of the work of another as one’s own without giving the
author credit, is prohibited for both printed and electronic works. The School assumes that a
student’s work, produced under any conditions, fully originates from the student unless he or she
indicates otherwise. Students, therefore, must understand that everything they submit as their
own must in fact be their own; or, if they submit something, either in whole or in part, either in
draft form or in final form, other than their own, they must attribute any and all gathered material
clearly and precisely to its original source.
Examples of plagiarism include, but are not limited to, the following:

Using a source such as a book, a website, a video, a lecture, or material from another
student’s work without citing that other source in each place information from that source
is used, including in a draft;

Quoting material from another source without using quotation marks, including in a draft;
and/or
The presentation of analysis or ideas from another source as one’s own.

This issue is an especially challenging one. It is easy for even the most seasoned scholars to
conduct active research or to engage in discourse about various topics and then to incorporate
ideas from other sources into their own work. Students should be aware that plagiarism is a risk
that may exceed their own intentions. In other words, students must be especially vigilant in
order to avoid making this mistake.
When conducting research or responding to an assignment, a student should continually
distinguish his or her own ideas from what he or she has gleaned from elsewhere. In reading, in
listening, and in discussing, a student should remain aware of the origins of all ideas that come
into his or her thinking and should make careful note of those origins. As long as all external
sources are cited explicitly and precisely where they inform the student’s work, there should be
no cause for doubt about the integrity of the work.
Consequences for Academic Dishonesty
As is appropriate to the younger classes, each case of academic dishonesty is treated individually
and with the potential for learning in mind. If it is apparent that the student is not responding to
the guidance offered with regard to academic dishonesty, that student may be asked not to return
to the School. The School may impose any disciplinary measures that it deems appropriate to a
particular situation.
11
III.
ACADEMIC PROGRAM
Dexter Southfield strives to help students develop their intellect through a classical curriculum.
In the pursuit of academic excellence, students should expect to be challenged by the School’s
curriculum and to challenge themselves in all of their scholastic endeavors.
Curriculum
Students in Pre-K through Class 5 experience a traditional self-contained classroom. The
homeroom teacher plans and presents all or most of the academic lessons and is the primary
advisor to the student and his or her parents. The School’s curriculum is built upon a firm
foundation of reading, writing, and mathematics, as well as social studies and science. Outside
of the homeroom, students participate in “specials” – music, art, wood shop, and science – which
usually meet once a week. The students also have sports every day: the younger students
participate in activities related to soccer, swimming, tennis, skating, basketball, and overall gross
motor development, while the students in Classes 3-5 practice and play athletic games. Each
week students in Classes 1-5 attend assembly, where a teacher or an older student gives a short
talk about character development or a special holiday. During the year, each Class K-5
homeroom presents a teacher-directed public speaking performance for parents and schoolmates.
A curriculum overview by grade can be found in Appendix A.
Assessments
Students in the early classes are assessed by teachers through observation, periodic written
assessments, and quizzes. In all instances, effort, class participation, and neatness relative to the
student’s ability are considered when evaluating performance. In addition, students in Classes 35 take an annual standardized test, the CTP4, published by the Educational Record Bureau. The
results are mailed to parents during the summer.
Homework
Although the Pre-K and Kindergarten students are generally not assigned homework, students in
all classes are encouraged to establish a daily routine of reading for pleasure. Each day,
Kindergarten students bring home a book which may be read by the parent, or by the student if
he or she is able to do so. In addition to reading, students in Classes 1 and 2 receive various
assignments. Formal homework begins in Class 3. Students in Classes 4 and 5 are expected to
spend approximately 45 minutes each night on their lessons.
Grading Reports
Progress Reports are distributed to students in Pre-K through Class 1 in January and June and to
Class 2 students in November, January, April, and June.
Report Cards are distributed to students in Classes 3-5 in November, January, April, and June.
Comments. In January and June, narrative comments written by homeroom teachers are included
12
with the reports for all students in Pre-K through Class 5. The final reports and comments are
available online in late June.
Parent/Guardian Communications
With the goal of serving each student, the School welcomes communication with parents and
guardians. In addition to the reports that are sent home, faculty are eager to speak by phone or in
person when the need arises, but the School asks parents to be respectful of faculty members’
time before and after school hours, except in emergency situations. Faculty will respond to
parent communications as promptly as possible, given teaching and other responsibilities
throughout the school day. Any parent or guardian interested in a conference should feel
welcome to contact a student’s homeroom teacher or Coordinator. For starting points, parents
should see “Whom to Call.”
Parent/Guardian-Teacher Conference Day
A day of teacher conferences for parents and guardians is held in the fall in order to establish
open lines of communication and a foundation for a productive relationship between families and
teachers. Parents and guardians are encouraged to take advantage of this opportunity to meet
teachers and to learn more about student experiences at Dexter Southfield.
13
IV.
SCHOOL RULES
Absences
Attendance directly affects performance; therefore, students are expected to attend all School
commitments. Absences from classes, assemblies, specials, athletic activities, and any other
commitments must be excused by the Coordinator.
When a child in Classes 1-5 is absent and needs books and/or assignments from school to
complete homework, parents should call the School by 10:00 a.m. to arrange pick-up of
materials in the main office after 1:00 p.m. Additionally, homework may be sent home on the
student’s bus or with a classmate if arrangements are made in advance.
The School calendar is published well in advance in order to enable students and families to
make plans in good time. Because a commitment to the programs offered by the School is
necessary for students’ success, it is expected that students will be in attendance except in cases
of illness, emergency or other extraordinary circumstances. Early departures or late returns from
vacation do not represent such extraordinary circumstances, and appointments with doctors,
dentists, and others should be scheduled outside school hours. It is important for students to
attend special functions such as Public Speaking, the Christmas Assembly, Prize Day, and all
designated rehearsals.
Unexcused Absences
An absence or lateness is not excused in cases such as, but not limited to, the following:

A student goes away early or comes back late from a vacation, holiday, or
weekend.

A student has an appointment that could have been scheduled during a vacation,
holiday, or weekend.

A student leaves home late or does not leave enough time for traffic and so arrives
late to School.

A student stays home, claiming illness, on a day when a test or a major paper is
due. If there is no doctor’s confirmation, the absence may appear calculated and
may be treated as academic dishonesty. It is expected that parents and guardians
will help guide their children in complying with this policy.

A student takes time away from School or misses an athletic commitment for a
social event not associated with the School

A student takes time away from School more than once for an athletic event not
associated with the School, such as a tournament with a club team. It is
understood that there may be a need for one such occurrence of a reasonable
length per school year. Students must obtain pre-approval before such an
absence.
14
When a student is absent from class without a legitimate excuse, including partial absences due
to unexcused late arrival or early departure, the student may not earn credit for academic work
missed as a result of the absence. Under such circumstances, the teachers are not required to
assign make-up work.
The School may determine, in its sole discretion, whether an absence is excused or unexcused.
The School also requires a physician’s confirmation for absences of a medical nature.
Intermittent or extended absences for medical reasons are addressed under “Medical Leave of
Absence,” below.
Communication Regarding Absences
Parents and guardians are asked to send a written note to the School in order to provide an
acceptable excuse for an absence, a late arrival, or an early departure. Such notice is required
directly from the parent or guardian, in writing, to the appropriate homeroom teacher on the day
of an early departure or late arrival.
If a student will be absent from School, parents are asked to call the Absence Line, 617-9287641 on each day of the absence by 8:00 a.m. leaving the following information:

parent’s name;

child’s name, class, and homeroom teacher;

the date;

the reason for the absence—should your child be ill, please also explain the exact
symptoms your child is experiencing.
The absence should be acknowledged upon the student’s return with a note to the homeroom
teacher.
Foreseeable Absences
In the case of a foreseeable absence, early departure, or late arrival, the parent or guardian is
asked to notify the homeroom teacher at least one week in advance so that proper arrangements
can be made. Generally, a written notice must also be provided on the day of an early departure
or late arrival.
Medical Leave of Absence
A medical leave from school may be appropriate in case of serious illness, bodily injury, or
mental health condition, as determined in accordance with this policy. Decisions about granting
or requiring a medical leave, or reinstating a student who has been on leave, rest with the senior
administrators, the School Nurse, and the School Counselor; they will be guided by the principal
goal of a medical leave: to give the student the opportunity to regain health and thereby function
consistently, productively, and safely at school. In the absence of a treatment plan that, in the
School’s opinion, meets these needs, the School may decline to grant a medical leave request,
and instead require the student to withdraw.
15
A student’s family may request medical leave. The School requires that any request for medical
leave be accompanied by sufficient supporting documentation (as determined by the School in its
sole discretion) to allow the School to evaluate the leave request, including, but not limited to, at
least the following information: (a) a recommendation from the student’s treating medical
professionals that the student would benefit from taking a medical leave; (b) a description of how
the student’s medical condition limits the student’s ability to participate in required academic or
extracurricular activities; (c) the plan for treatment of the student’s medical condition; and (d) an
anticipated date for the student’s return.
Additionally, if in the School’s judgment, a student is exhibiting symptoms that make the student
unable to participate appropriately in required academic or extracurricular activities without
imposing an undue burden on the School’s resources, the School may recommend that the
student be evaluated and subsequently placed on a medical leave. The School may initiate a
discussion of a leave of absence in circumstances including, but not limited to:





when mental health or physical symptoms are preventing the student from functioning
appropriately academically:
when a physical or mental health condition is seriously interfering with a student’s
attendance at school;
when a student behaves in ways that can be considered self-destructive or dangerous to
others;
when a student is not engaged in treatment that the School has made a condition of
attendance, after the student has been evaluated by medical and/or mental health
professionals, who have deemed such treatment appropriate; and/or
when a student exhibits symptoms or behavior that is of concern to the School.
This initial discussion may include, in the School’s sole discretion, the student’s homeroom
teacher, the coordinator, the School Nurse, the parents, or the student, as deemed appropriate.
The purpose of this initial discussion is to establish the steps that the family is taking to ensure
that the student is well enough to participate fully in life at school; and the further steps that the
School may require if the situation does not improve.
The School may require the family (parents and student) to enter into a Medical Leave
Agreement detailing the parameters of any leave. The Medical Leave Agreement may include
conditions and requirements for the student’s return to school. While a student on leave is
excused from attending class, the student must make arrangements to make up missed work
either while on leave (if possible) or upon return. While the School will strive to minimize
academic disruption, the School may require that a student drop a course or courses if a
prolonged absence will make it difficult for the student to satisfactorily complete the
requirements of the course. To return to school from a medical leave, a student must provide a
thorough, written professional evaluation of the student’s current mental health or medical
condition from the physician, psychiatrist, or other professional who treated the student during
the medical leave. The School may require additional evaluation by a physician or mental health
consultant of its choosing. The guiding principle of re-admission from a medical leave is the
School’s confidence that the student can return safely; and that the student’s return will not
compromise the student’s continued recovery, interfere with the School’s ability to serve other
16
students’ needs, or place an undue burden on the School. The decision regarding any student’s
return to the School from a medical leave remains in the sole discretion of the School. As a
corollary to this principle, a student whom the School determines can safely participate in the
regular school day may nevertheless be restricted from participation in overnight field trips or
other similar activities.
If a student requires an absence longer than three weeks, the School may require that student to
withdraw for the remainder of the school year with the possibility of repeating the current grade
the following year.
Tardiness
School begins at 8:00 a.m. Students riding buses are expected to arrive in homeroom between
7:50 a.m., when the first bus arrives, and 8:10 a.m. If students have not reported to homeroom
by 8:10 a.m., they are considered late. If a bus arrives to School late, the students who arrive on
that bus will be excused, and their names given to the main office. Any student arriving late who
is not on a bus must sign in at the main office. Excessive and repeated tardiness may result in
academic consequences.
Fire and Emergency Drills
The School conducts drills to accustom students to the proper procedures in the event of a fire or
other emergency. In the case of a fire or an actual emergency, everyone, including campus
visitors, must proceed promptly to the designated safety area. Students must follow faculty
members’ instructions quietly and with appropriate speed.
Dress Code and Appearance
The purpose of a dress code is to help keep focus on the sound development of mind, body, and
spirit. Neatness of appearance as well as dress will be expected of each student at all times.
Hairstyles should be simple and easy to care for. Watches and other jewelry are not allowed;
students with pierced ears may wear studs. Make-up should not be worn in or brought to School.
Personal and hair care items are stored in the sports lockers and should be kept to a minimum.
All items brought or worn to school should be labeled with the student’s name.
Boys:
Hats: Pre-K—Class 5
Students are expected to wear their School-issued Dexter hats to and from school every
day except on their public speaking day and the last day of school in June. Generally, in
the fall and the spring, it is the baseball cap; from after Thanksgiving until spring
vacation, the winter hat. Parents should send a note to the homeroom teacher if a new hat
is needed, and parents will be billed accordingly.
Dress Code: Pre-K-Class 4

Shirt with collar or turtle neck- must be tucked in; no “T” shirts;
17

Khaki, corduroy, or dress pants, preferably with a belt but without cargo pockets
or extra loops;

Sweaters or Dexter sweatshirts may be worn, but other outerwear may not be
worn while in class;

Socks and properly-fitted shoes - no boots, hiking shoes, or sneakers in class;

Pre-K-Class 2 should keep an extra set of underwear, pants, and socks at school.
Students should have a navy blazer, white dress shirt, and a tie to wear for such occasions
as their own public speaking, choir performances, and Prize Day. New students may
choose to dress up for the New Boy or the New Girl Assembly.
Dress Code: Class 5

Dress shirt with collar and a conservative tie - shirts should be tucked in;

Khaki, corduroy, or dress pants, preferably with a belt but without cargo pockets
or extra loops;

Blazer or sport coat;

Socks and properly-fitted shoes– no boots, hiking shoes, or sneakers in class.
Students should have a pair of khaki dress pants, navy blue blazer, and tie to wear for
their own public speaking, Prize Day, and other designated events.
School wear may be ordered at www.landsend.com. The preferred school number for
Dexter Southfield boys is #9000-7518-5.
Girls:
Hats: Pre-K-Class 5
Students are expected to wear their School-issued, blue Southfield hats to and from
school every day except on their public speaking day and the last day of school in June.
Generally, in the fall and the spring, it is the baseball cap; from after Thanksgiving until
spring vacation, the winter hat. Parents should send a note to the homeroom teacher if a
new hat is needed, and parents will be billed accordingly.
Dress Code: Pre-K-Class 4:

School jumper- available from Land’s End School Catalog; jumpers and blazers
may be ordered at www.landsend.com. The preferred school number for Dexter
Southfield girls is #9000-7517-7.

Shirt with collar, blouse, or turtleneck; nothing sleeveless.

Sweaters or Southfield sweatshirt may be worn, but outerwear may not be worn
while in class;
18

Tights, ankle socks, or knee socks (optional bike shorts to be worn under
jumpers);

Properly-fitted, low-heeled shoes; no party shoes, sandals, boots, hiking shoes,
sneakers, or open toed shoes;

During the colder months, the girls may wear leggings (also available from
Land’s End) under their jumpers; pajama pants and sweatpants are not considered
leggings;

Pre-K-Class 2 should keep an extra set of underwear, shorts, shirt, leggings, and
socks at school.
Dress Code: Class 5:

School gray skirt, no shorter than three inches above the knee (available from
Flynn and O’Hara);

Blue blazer (available from Land’s End); jumpers and blazers may be ordered at
www.landsend.com. The preferred school number for Dexter Southfield girls is
#9000-7517-7.

Shirt with collar, blouse, or turtleneck;

Sweaters may be worn, but sweatshirts and other outerwear may not be worn
while in class;

Stockings, tights, ankle socks, or knee socks;

Properly-fitted, low-heeled shoes; no high heels, sandals, boots, hiking shoes,
sneakers, or open toed shoes;

During the colder months, girls may wear leggings (not sweatpants or pajama
pants) to and from school, but not during the school day.
Jumpers and blazers may be ordered at www.landsend.com. The preferred school
number for Dexter Southfield under Option 2 is #9000-7517-7. Skirts may be ordered
from the Flynn and O’Hara website at www.flynnohara.com.
Restrictions on Student Movement
During the school day, students may not leave the School’s campus, or enter athletic facilities or
designated student parking areas, except with permission.
Personal and School Property
It is expected that students will respect the security of others’ personal property and the privacy
of others’ designated spaces such as lockers and desks as well as backpacks. A student’s name
should be placed on every personal item, and personal items generally should not be brought to
school without permission from a teacher, unless for use related to a school assignment.
Students’ use of School property such as lockers, furniture, equipment, and fields is a privilege
19
granted by the School, and it is therefore expected that students will take care of the property of
the School as if it were their own. In general, it is recommended that valuables not be brought to
School. The School is not responsible for lost, damaged, or stolen property, including
computers, clothing, sports equipment, jewelry, and hand-held electronic devices brought to the
School or on School-related trips.
Respect for School Personnel
A healthy community depends on respect for others. It is important for students and parents to
show respect for all School personnel, including, but not limited to, teachers, advisors, coaches,
administrators, maintenance staff, office staff, and kitchen staff.
Electronic Communications and Acceptable Use
The School is fortunate to have excellent resources for communication and research. Students
must remember that the principal purpose of any exchange of information within this community
is educational and that any communication made to or from the School, with or without Schoolcontrolled equipment, must be made in line with the Standards of Conduct. Whether physically
on campus or off campus, whether during the school day or at night, on vacation or at any other
time while enrolled at the School, whether linked to the School’s network from in school or from
a remote location or not at all, or using their own personal computer or communication device on
or off campus, all students must comply with this Acceptable Use Policy and any applicable
policies and procedures as long as they are enrolled at the School, as set forth in this Handbook
and as further described below.
The School has explicit guidelines for using computers and other electronic devices, both on and
off campus, using the School’s network, and accessing the Internet. The School may monitor the
activity and contents (including e-mail) of computers on campus and/or connected to the
School’s network, to ensure student safety and that the guidelines are being followed. The
School expects students and parents to adhere to the following guidelines.
Students may:

use technology for School work or class projects and assignments, at the teacher’s
discretion;

access the Internet with teacher permission to enrich learning related to School work; and

use technology in ways directed by the teacher.
Students may not:

carry cell phones or other personal electronic communication devices on their person; all
such items must remain in backpacks or lockers and turned off;

post personal contact information about themselves or other people;

try to access network resources not intended for them;
20

share their passwords with anyone;

alter electronic communications to hide their identity or impersonate another person;

communicate with or make plans to meet any person the student has contacted on-line;

use inappropriate language or images in email, web pages, videos, or social networking
sites;

be disrespectful by talking or posting derogatory material (images, video, etc.) via email,
social networking sites, live chat, web page, or any other method;

engage in cyber-bullying, harassment or sexting, or otherwise violate the letter or spirit of
the School’s Bullying Prevention and Intervention Plan and related polices as stated in
this Handbook;

access inappropriate information on the Internet such as (but not restricted to) sites that
bypass filtering, promote hate or violence, gaming, or sites with sexually explicit or
graphic, pornographic, or obscene material;

plagiarize printed or electronic information; students must follow all copyright,
trademark, patent and other laws governing intellectual property;

install or download software on to School computers from the Internet, home, or by any
other means; they may not remove network cables, keyboards or any other components
unless expressly permitted by the School;

remove any School-owned computer equipment from the School without permission;

store personal files on the network, except in their own network user account; any
information that a student leaves on a School-owned device may be deleted at any time,
with or without notice;

disclose confidential or proprietary information related to the School, make public
remarks that defame or disparage the School, its employees, its students or its interests, or
that recklessly disregard or distort the truth of the matters commented on;

access, change, delete, read, or copy any file, program, or account that belongs to
someone else without permission;

use the network for illegal or commercial activities;

intentionally vandalize, steal, or cause harm to any School-owned equipment;

deliberately disrupt or attempt to disrupt the software or hardware of the School network;
or

be “friends” with, or otherwise directly connected to, any School employee on any social
networking site that is not used primarily for educational purposes. If a student is
contacted by a School employee via non-School channels for non-educational purposes,
the student should immediately notify his or her teacher.
Students should understand that:

the use of inappropriate language, harassment, and disrespectful comments in email,
21
texting or a chat room, or on a website or social networking site from either inside and
outside the School, and whether during the school day, after hours, or during vacation
time, as long as a student is enrolled at the School, may result in disciplinary action;

there is no guarantee of privacy associated with their use of the School’s technology
resources. Students should not expect that email, voice mail or other information created
or maintained on the School’s network or School-issued devices (even those marked
“personal” or “confidential”) will be private, confidential or secure. The School has the
right to access and monitor both student-owned and School-owned computers and
communication devices connected to the School’s network. By accessing the School’s
system, each student has consented to the School’s right to view and/or monitor the
School’s network and all of its associated accounts;

they will be held accountable for unattended accounts, and for use of their computer or
communication device, if such equipment is left unattended and/or used by another
individual.

they are expected to read, understand and sign the Acceptable Use Agreement (included
as Appendix B of this Handbook). Students should understand that students are
responsible for following these rules. If a student does not follow these rules, and if use
of technology on or off campus negatively impacts the educational experience of a
student enrolled at the School, the student may lose computer privileges and may face
disciplinary action.
Parents should understand that:

it is the responsibility of all parents to read this policy and discuss it with the student;

teachers and administrators will strive to help students understand this policy at a level
that is appropriate to their age and maturity; and

if a student willfully damages the hardware or software of any School-owned technology,
the parent will be responsible for paying for the repair or replacement of that technology.
The School may:

access, view, monitor and track any information or communication stored on or
transmitted over the School’s network, on or over equipment that has been used to access
the School’s network, or School-issued devices, and under certain circumstances, it may
be required by law to allow third parties to do so. In addition, others may inadvertently
view messages or data as a result of routine systems maintenance, monitoring, or
misdelivery; and

restrict the material accessed and not permit computers to be used for commercial
purposes or for accessing inappropriate sites.
Security
Security on any computer network is a high priority, especially when the system involves
22
many users. If a student feels that he or she can identify a security problem on the
Internet, the student must notify a system administrator. Students should not demonstrate
the problem to other users. Attempts to log on to the Internet as anyone but the student
himself or herself may result in cancellation of user privileges. Any user identified as a
security risk or having a history of problems with other computer systems may be denied
access to the School’s network.
Vandalism
Vandalism will result in cancellation of privileges and may result in disciplinary action.
Vandalism is defined as any malicious attempt to harm or destroy data of another user,
Internet, or other devices or networks. This includes, but is not limited to, the uploading
or creation of computer viruses, attempts at gaining unauthorized access, changing
hardware or software settings, or changing online materials without permission.
Reporting Violations
Students are expected to assist in the enforcement of this policy. If a student suspects a
violation of this policy, or if a student feels nervous or uncomfortable about another
school community member’s use of technology, the student should immediately report
his or her suspicions, feelings and observations to a faculty member.
Sanctions and Discipline
Students found to be in violation of this policy may be subject to discipline including, but
not limited to, the loss of computer privileges, probation, and dismissal from the School.
Some violations may constitute criminal offenses as defined by local, state and federal
laws, and the School may initiate or assist in the prosecution of any such violations to the
fullest extent of the law.
All parents must carefully read the Acceptable Use Agreement (“AUA”) at the beginning
of each school year and help their children understand according to the children’s age
level. The AUA includes detailed behavioral expectations for e-mail and social
networking and is included as Appendix B to this Handbook and on the Parent Portal on
the School’s website. Please note that this policy and the AUA do not intend to create,
nor do they create, a contract or part of a contract in any way, including but not limited
to, between the School and any parent, guardian or student affiliated with or attending the
School. The School may, in its sole discretion and without notice, interpret, add, revise
and/or delete School policies and procedures at any time, before, during and after the
School year.
Cell Phones, Personal Music Devices, and Communications
The use of cell phones, personal laptops, and personal music devices is prohibited both during
the school day and on the School buses. Students should not be called or texted during school
hours, and they should not use their cell phones to contact their parents directly. All
communication should go through the main office. The School asks that students be respectful of
23
faculty members’ private time before and after school hours.
Substance Abuse
Using, possessing, selling, or being under the influence of harmful or illegal substances,
including controlled substances, alcohol, tobacco products (including e-cigarettes), chemicals
(such as glues or paint thinners) used other than for their intended purposes, and prescription
medications other than in accordance with a valid prescription, can devastate an individual,
especially a child, and/or a community. Therefore, if it comes to light that a student has engaged
in such activity or is in possession of any related paraphernalia, either on or off campus, as long
as the student is enrolled at the School, then the School may suggest or require a student seek
appropriate counseling.
Misuse or unauthorized possession of medicine, especially prescription drugs, is considered
tantamount to using drugs, alcohol, or tobacco, as mentioned in this section. Students and their
parents are reminded to follow proper procedures with regard to medicine and prescription drugs,
as outlined through notice from the Nurse’s Office and in this Handbook.
Parents’ Role in Alcohol/Drug Prevention
Parents are often concerned about the use of alcohol and drugs by students and the social
acceptability of that use. The following goals have been developed for parents as a guide for
discussion and as a foundation for community agreement.
As parents we will:

Become informed about the facts of alcohol and drugs so that we can discuss these
substances credibly with our children.

Develop and communicate to our children a clear position about alcohol and drug use.

Promote and encourage social activities without alcohol and drugs.

Support school and law enforcement policies regarding the use of alcohol and drugs by
young people.

Request and endorse the implementation of comprehensive and meaningful alcohol and
drug abuse prevention programs.
In addition, we will:

Take responsibility for our own children and be concerned for the welfare of the children
of others.

Set a responsible example for our children.

Attempt to resist peer pressure and encourage our children to do likewise.

Help our children develop healthy concepts of themselves and effective problem-solving,
decision-making, and communication skills.
24

Communicate openly with other parents to establish a sense of community and to provide
support in giving consistent messages to our young people.
The Coordinators and Nurses are available for discussions with parents and students on a variety
of matters, including alcohol and drug-related issues. The School’s counseling resources are
likewise available for consultation with parents and students on a variety of issues, including
drugs and alcohol.
Medical Marijuana
The School treats the use of medical marijuana by students similarly to the way the School
handles the use of other prescription medications: parental consent is required and the student
must have a Medication Action Plan on file with the School Nurse covering the use of medical
marijuana. Because the use of medical marijuana is subject to additional regulations beyond the
regulations in place for the use of other lawful, prescription medications, students with a valid
authorization to use medical marijuana may only use medical marijuana in their homes or in a
medical treatment facility that permits such use; students may not use medical marijuana or
possess any related paraphernalia while on the School campus or while attending any Schoolaffiliated or School-sponsored events, whether on or off campus.
If, in the School’s judgment, a student is impaired due to the influence of medical marijuana
while at School or while participating in a School-sponsored or School-affiliated activity, the
School may send the student home.
Inappropriate Items/Weapons
Possession or use of fireworks (including firecrackers), a firearm, a pellet gun, a knife, or any
other dangerous weapon is prohibited. Switchblades and double-edged knives and fireworks are
illegal in Massachusetts. Propelling any projectile at a motor vehicle, an unwilling or
unsuspecting person, or a building, so as to endanger another, is considered reckless behavior
and is also prohibited by the School.
Personally Offensive Materials
Pornographic or other offensive or inappropriate materials, as judged by the School, in its sole
discretion, are not permitted on School grounds.
Gambling
Gambling is not permitted on campus.
25
V.
POLICIES & EXPECTATIONS FOR INTERPERSONAL
STUDENT RELATIONSHIPS
Commitment to Respectful and Healthy Relationships
The School is committed to providing a safe and healthy learning environment for all members
of its community. Such an environment precludes behaviors that are disrespectful of, and
physically and/or emotionally harmful to, others. All members of the school community play
important roles in maintaining these standards and intervening, as appropriate, when they witness
behavior that conflicts with community standards.
The School expects all members of the school community to treat others with civility, respect
and dignity and to interact (whether in person or electronically) politely and appropriately.
Before acting, students should give careful consideration to how their communications – whether
through words, appearances, actions or otherwise – may negatively impact others. All students
are valued members of the School’s community, which presents unique opportunities to develop
lasting partnerships with peers, faculty and staff. The School strives to help students develop such
close connections. However, the School expects these relationships to be appropriate and healthy.
The School endeavors to promote this through education and intervention.
With these goals and interests in mind, as well as the legal requirements of the Commonwealth of
Massachusetts, the School has established policies to help students manage these interpersonal
relationships safely and appropriately. Students and parents/guardians are encouraged to
communicate with the Head of School, Assistant Head of School, the Coordinator, and/or the
School Nurse with any questions or concerns regarding these policies. The School believes that
open communication about these sensitive topics is integral to preventing serious misconduct
from occurring and essential to fostering a culture of personal responsibility, mutual
accountability and positive peer leadership.
Sexual Intimacy
The School recognizes that sexuality and its discovery are normal parts of human experience.
However, any level of sexual intimacy can bring with it physical, psychological and emotional
challenges that can be overwhelming to students. Therefore, the School does not endorse or
condone sexually intimate activity among students and advocates postponing sexual intimacy
until students are past adolescence.
Bullying, Harassment, Discrimination, Hazing, Sexual Assault and Sexual Harassment
The School does not tolerate verbal or physical behavior that constitutes bullying (including
cyber-bullying), harassment or discrimination, hazing, sexual assault and sexual harassment (also
referred to as “interpersonal misconduct”). The School is also committed to promptly addressing
any behavior that impedes the learning of any student or interferes with the experience of any
other member of the school community.
Bullying, harassment, discrimination, hazing, sexual harassment and sexual assault are
26
prohibited on the School’s campus and the property immediately adjacent to school grounds, on
school vehicles and at school-sponsored events, activities, athletic contests and off-campus trips.
School-owned technology may not be used to intimidate, harass, threaten or bully another
student. In addition, interpersonal misconduct is prohibited at a location, activity, function, or
program that is not school-related or through the use of technology or an electronic device that is
not owned, leased or used by the School, if such conduct: (a) creates a hostile environment at
school for a student, (b) infringes on the rights of a student at the School, or (c) substantially
disrupts the educational process or the School’s orderly operations.
Definitions
Aggressor
A student or faculty/staff member who engages in bullying (including cyber-bullying),
harassment, discrimination, hazing, sexual assault, sexual harassment or retaliation towards
another person.
Bullying
Bullying is defined as the use of a written, verbal or electronic expression or a physical act or
gesture, or any combination thereof, by one or more students or members of the faculty/staff
directed at a target that: (a) causes physical or emotional harm to the student or damage to the
student’s property; (b) places the student in reasonable fear of harm to the student’s self or
damage to the student’s property; (c) creates a hostile environment at school for the student; (d)
infringes on the rights of the student at school; or (e) materially and substantially disrupts the
educational process or the orderly operations of the School.
The School recognizes that certain students may be more vulnerable to becoming targets of
bullying or harassment based on actual or perceived differentiating characteristics, including
race, color, religion, ancestry, national origin, sex, socioeconomic status, homelessness,
academic status, gender identity or expression, physical appearance, pregnant or parenting status,
sexual orientation, mental, physical, developmental or sensory disability, or by association with a
person who has or is perceived to have one or more of these characteristics. Please see the
School’s Bullying Prevention and Intervention Plan for more information, available on the
School’s website.
Cyber-Bullying
Cyber-bullying is bullying through the use of technology or electronic communication,
including, but not limited to, any transfer of signs, signals, writing, images, sounds, data or
intelligence of any nature transmitted in whole or in part by a wire, radio, electromagnetic, photo
electronic or photo optical system, including, but not limited to, electronic mail, internet
communications, instant messages or facsimile communications. Cyber-bullying includes, but is
not limited to: (a) the creation of a web page or blog in which the creator assumes the identity of
another person, and (b) the knowing impersonation of another person as the author of posted
content or messages, if the creation or impersonation constitutes bullying conduct as defined
above. Cyber-bullying includes, but is not limited to the distribution by electronic means of a
communication to more than one person, or the posting of material on an electronic medium that
may be accessed by one or more persons, if the distribution or posting creates any of the
27
conditions included in the definition of bullying.
Faculty/Staff
Faculty/staff members include, but are not limited to, educators, administrators, counselors,
School Nurses, dining services workers, custodians, bus drivers, athletic coaches, advisors to
extracurricular activities, support staff and paraprofessionals.
Harassment or Discrimination
Harassment or discrimination is behavior that is pervasive or severe and has the purpose or effect
of: (a) creating an intimidating, hostile or offensive environment; (b) interfering unreasonably
with a student’s academic performance; or (c) creating a situation where academic decisions of a
student depend on the student submitting to and/or not objecting to the behavior.
Harassment and discrimination can take many forms. Examples include limiting opportunities to
participate in certain clubs, teams, or activities based on certain characteristics, as well as slurs,
jokes, statements, remarks, questions, gestures, pictures, e-mails, texts, or cartoons regarding a
legally protected status that are derogatory or demeaning to an individual’s or group’s
characteristics or that promote stereotypes. Harassment also includes sexual harassment (as
defined below).
Hazing
Hazing means subjecting another student to a physical or mental health injury as part of an
initiation, or as a prerequisite to membership, into any organized school group, including any
society, athletic team, fraternity or sorority, or other similar group. Prohibited conduct includes,
but is not limited to, whipping, beating, branding, forced calisthenics, exposure to the weather,
forced consumption of any food, liquor, beverage, drug, or other substance, or any brutal
treatment or forced physical activity which is likely to adversely affect the physical or mental
health or safety of the student or any other person, or which subjects the student or other person
to extreme mental stress, including extended deprivation of sleep or rest or extended isolation.
Hostile Environment
A hostile environment refers to a situation in which certain misconduct causes the school
environment to be permeated with intimidation, ridicule or insult that is sufficiently severe or
pervasive so as to alter the conditions of a student’s education.
Retaliation
Retaliation is any form of intimidation, reprisal or harassment directed against a student who
reports misconduct (including, but not limited to, bullying, harassment, discrimination, hazing,
sexual assault or sexual harassment), provides information during an investigation, or witnesses
and/or has reliable information about such misconduct.
Sexual Assault
Sexual assault occurs when a person is forced or coerced into sexual activity without giving
consent. Sexual activity includes, but is not limited to, touching or fondling, either directly or
through the clothing, of another’s intimate areas or any contact, intrusion or penetration of
28
another’s sex organs, anus or mouth.
Sexual Harassment
Sexual harassment is a type of harassment (as defined above). Sexual harassment includes
unwilling and unwanted sexual attention, regardless of gender, from anyone with whom a person
may interact in the course of attending the School or being present at school-sponsored activities.
Examples of behavior that may constitute sexual harassment include (regardless of whether the
intent or consequence of such behavior is to make the target feel uncomfortable): (a) offensive
body language (staring and/or leering at a person’s body or standing/brushing too close); (b)
offensive or unwanted sexual comments, abuse, jokes, insults, delivered orally or in writing; (c)
derogatory or pornographic posters, cartoons or drawings; (d) pressure for sexual activity (such
as hazing or threats as well as repeated requests after rejections); (e) offering favors or benefits in
exchange for sexual acts, or threatening mistreatment if one does not engage in sexual acts; and
(f) offensive or unwelcome physical advances (including kissing, hugging, pinching, grabbing,
groping, “playful” slapping, etc.).
Target
Any student against whom bullying, harassment, discrimination, hazing, sexual assault or sexual
harassment has been perpetrated.
Legal Definitions and School Policies
In accordance with the School’s mission, values and standards of conduct, the School has, at
times, supplemented and/or provided broader protections against bullying, discrimination,
harassment, and other inappropriate conduct than may be required under applicable laws. In
essence, the School’s standards may be stricter than the law and the School may impose
discipline accordingly. The School’s efforts to enhance its protection of students in no way
expand an individual’s rights under the law and other applicable laws may supersede this policy.
Further, the School may modify and amplify the standards set forth above and use its discretion
in the interpretative enforcement of all ideals and standards of conduct.
Reporting Complaints
A student who is the target of bullying, harassment, discrimination, hazing, sexual assault, or
sexual harassment, or who has witnessed such an incident or any incident of retaliation, or who
otherwise has relevant information about conduct prohibited by the School, is strongly
encouraged to report the matter promptly (either orally or in writing) to the Head of School, or to
any other administrator or faculty member with whom the student is comfortable speaking. If a
student is uncomfortable contacting one of these individuals, the student may ask an advisor,
another adult or a classmate to help. Oral reports made to a member of the faculty/staff will
generally be memorialized in writing.
With respect to reporting sexual assault in particular, students are strongly urged to speak to a
trusted adult on campus or at home, to the School Nurse, or to Brookline Community Mental
Health Center. When making such outreach, students may share as little or as much information
as they would like.
29
Parents/guardians of a student who is the target of interpersonal misconduct, or of a student who
has witnessed or otherwise has relevant information about such misconduct, are urged to
immediately notify the Head of School, the Assistant Head of School, or the Coordinator.
Furthermore, any parent/guardian who has witnessed interpersonal misconduct, or has relevant
information concerning such an incident or any incident of retaliation, are strongly encouraged to
contact one of these administrators immediately.
The School urges students and parents/guardians not to make anonymous reports. Although
there are circumstances in which an anonymous report can be better than none at all, it is far
more difficult to determine the facts of what occurred if complaints are made anonymously and
disciplinary action will generally not be taken against an individual solely on the basis of an
anonymous report.
The School cannot promise absolute confidentiality to those reporting bullying, harassment,
discrimination, hazing, sexual assault or sexual harassment, as there may be a need to share
information during an investigation or otherwise; however, the School will disclose such
information with discretion, on a need-to-know basis.
False Complaints
All persons involved in a complaint or investigation should understand that false or exaggerated
accusations can be extremely damaging to innocent persons; therefore, the School expects and
requires the honest and full disclosure of facts, taking into account the ages of the individuals, by
all involved. Any person who knowingly makes a false accusation of bullying, harassment,
discrimination, hazing, sexual assault, sexual harassment or retaliation may be subject to
disciplinary action.
Responding to Complaints
The goals of an investigation, and any supportive, disciplinary or other remedial process that is
imposed following that investigation, are to correct the situation to the extent reasonably possible
and to take steps to prevent repetition of the incident and retaliation.
When a complaint is brought to the attention of the Head of School or the Head of School’s
designee, an assessment is made to determine the initial steps appropriate to protect the wellbeing of the students involved (including both the alleged targets and aggressors) and to prevent
disruption of the learning environment while the investigation is undertaken. The School may
use strategies, such as increased supervision, stay-away mandates and personal safety plans, as
may be appropriate to prevent further misconduct, witness interference and/or retaliation during
the course of and after the investigation.
The Head of School or Head of School’s designee will conduct an impartial, fact-finding
investigation of the complaint. This investigation may include (but is not necessarily limited to)
interviews with the complainant, alleged target(s), alleged aggressor(s) and any other witnesses
or parties who have information relevant to the alleged incident. The School may consult with
faculty, the School’s healthcare providers, the parents/guardians of the alleged target(s) and/or
the alleged aggressor(s), or any other person deemed to have knowledge about, or circumstances
surrounding, the complaint.
30
The School neither tolerates nor engages in retaliation against an individual for filing a complaint
about interpersonal misconduct or cooperating in an investigation of such a complaint. The
School will not take adverse action against a student for making a good faith report of
interpersonal misconduct. An individual who is found to have engaged in retaliation against a
student for filing a complaint, or participating in the investigation of a complaint, may be subject
to disciplinary action.
Upon completion of the investigation, the Head of School (or the Head of School’s designee)
will generally make the following determinations:

Whether and to what extent the allegation of bullying, harassment, discrimination,
hazing, sexual assault or sexual harassment has been substantiated.

Whether any disciplinary action and/or other remedial action is appropriate and, if so,
how it will be implemented.

Whether counseling, or a referral to appropriate services, should be offered to targets,
aggressors, or family members of the affected students or targets.
The Head of School (or the Head of School’s designee) will determine any appropriate
disciplinary action for a student who is found to have committed an incident of bullying,
harassment, discrimination, hazing, sexual assault, sexual harassment or retaliation. The range
of disciplinary actions will balance the need for accountability with the goal of teaching
appropriate behavior, and may result in restriction, disciplinary notice, mandatory counseling,
suspension, separation, dismissal and/or any disciplinary action deemed appropriate by the
School.
Information about consequences or other corrective action may be shared with the school
community as deemed appropriate by the Head of School. Such announcement may be made in
person, by electronic communication or otherwise. Resources such as counseling or referral to
appropriate services are available to all students – including the alleged aggressor(s) and the
alleged target(s) – during and after an investigation.
Notification to Parents/Guardians
The School will generally notify the parents/guardians of the alleged target(s) and the alleged
aggressor(s) promptly after a complaint has been filed, upon completion of the investigation and
to report the results of the investigation. Parents/guardians of the target(s) will generally also be
notified of any action to be taken to prevent further acts of bullying, harassment, discrimination,
hazing, sexual assault, sexual harassment or retaliation.
In all situations, the amount of information shared by the School may be limited by
confidentiality laws protecting student and employee records, other confidentiality or privacy
considerations and/or concerns regarding the integrity of the investigation processes.
Notification to Government Authorities
In appropriate circumstances, such as when a crime may have been committed or a child may
31
have been subjected to abuse or neglect of the type that after receiving a report of misconduct,
including but not limited to bullying, harassment, discrimination, hazing, sexual assault or sexual
harassment, the School may notify local law enforcement or other government agencies. If the
School receives a complaint involving students from another school, the School may notify the
appropriate administrator of the other school so that both may take appropriate action. .
Sanctuary Policy Applicable to Sexual Assault
Student health and safety are more important than discipline. Therefore, a student should not
refrain from seeking help for fear of discipline by the School. If a student is violating a school
rule when the student needs to call for help due to a sexual assault, the student will generally be
granted sanctuary from discipline for the rule violation (unless, for instance, the student
perpetrated the sexual assault). We reiterate that we strongly encourage students to promptly
report to a School employee any incident where the health or safety of a student may be at risk.
Child Abuse and Neglect Reporting
The School is committed to the highest standards of care for our students, and seeks to ensure
that our students are protected from inappropriate or hurtful actions by adults responsible for
their care, as well as by anyone else who may mistreat a student. In accordance with
Massachusetts law, all School employees are required to report suspected abuse or neglect of any
student under age 18.
Massachusetts law requires School employees having “reasonable cause to believe” that a child
has been abused or neglected to report such knowledge or suspicion immediately to The
Massachusetts Department of Children and Families (“DCF”). Suspicion or belief may be based
on factors including, but not limited to, observations, allegations, facts or statements by a child, a
victim, or a third party. Such suspicion does not require certainty or probable cause. The
responsibility to report rests both on the School and also on all School employees. While a
School employee may wish, and is indeed encouraged, to consult with the Head of School prior
to making a report of suspected child abuse or neglect to DCF, all employees are required to
report their reasonable suspicions to DCF, even if the Head of School may not agree with the
employee’s concerns.
32
VI.
Daily Life at School
Advisors and Homeroom Teachers
The School is committed to helping each student do his or her best. Each student’s homeroom
teacher serves as the academic and personal advisor for that student and is the primary link
between the School and the student’s family.
The grade level coordinators are also sources of support for the students. Coordinators typically
keep in close contact with teachers and monitor students’ progress. They are available to meet
with students and parents as the need may arise. Notes sent with the student in the morning are a
very good way to initiate communication with a student’s teacher. In addition, the School’s
website – www.dextersouthfield.org – can be very helpful for finding calendar information and
other general information such as game schedules, special events, and medical information and
forms.
School Day Schedule
For students in Kindergarten through Class 5, the school day runs from 8:00 a.m. until 3:30 p.m.
For students in Pre-K, the day ends at 11:45 unless students are enrolled in the extended day
program, which carries an additional charge. From time to time, clubs and activities take place
after these regular hours.
Homeroom
Students are expected to arrive at their homerooms each day between 7:50 a.m. and 8:10 a.m.
School Closing and Delayed Openings
In the event that School is closed or delayed because of inclement weather or other unusual
circumstances, families will receive notification by way of the School’s ALERTNOW System,
which sends relevant information by way of telephone. Additionally, cancellation or delay
notices are communicated to WBZ, WCVB, WRKO, and FOX25 radio and television affiliates
for announcement.
Early and Late Arrival
Students who are dropped off at School should arrive after 7:45 a.m. Students arriving before
the first bus must wait in the main office. All students who arrive after 8:10 a.m. are considered
tardy and must sign in at the receptionist’s desk in the main office. All drop-offs should happen
at the main office.
Early Dismissal
A student who is dismissed early (e.g., for a medical appointment that cannot be scheduled
outside of the school day) must have a note from a parent or guardian specifying the time and the
33
person who will be picking up the student. The student should be picked up at the main office.
The student or parent must also sign out at the main office.
Drop-Off
Students who are driven to School should be dropped off and picked up at the main office.
After 3:30
Because classrooms are not supervised after 3:30 p.m., a student may not return to the classroom
to retrieve forgotten items after the class has departed. Similarly, students should not expect to
gain entrance to School buildings in the late afternoon or evening or on weekends. It is the
responsibility of the student to gather all of his or her belongings at the end of the school day.
Transportation
Parents are asked to help in communicating changes to students’ afternoon routines. By sending
a note with a student, parents help to build the student’s responsibility and organizational skills,
and the School will then have a record of the request. Parents are asked to make phone calls
and/or send email messages to the main office only in emergencies.
Each time a student is to be picked up at school, the student should bring a written note from a
parent that indicates the time of dismissal. Any change to the usual transportation plan, whether
a different bus or an alternate bus stop, warrants a parental note that indicates those details each
time. Notes should be provided to the School on the day of the transportation change. Phone
calls requesting a transportation change should be reserved for emergencies. E-mail must not be
used for this purpose, and because students’ cell phones are required to be turned off and stored
during the school day, parents must not try to contact students directly.
Assemblies
Student assemblies, Public Speaking programs, and meetings of whole grades are held
periodically. Also, there are special assemblies, appropriate to the class level, for guest speakers
and student performances.
Assemblies for Classes 1-5 are typically held at 8:15 on Wednesdays for girls and on Fridays for
boys.
School Vehicles
All School vehicles are an extension of the School community; therefore, students are expected
to use proper manners, behavior, and language at all times in and around the vehicles. Older
students should serve as good role models by speaking and acting appropriately. They should
also remain ready to help younger students, monitors, or drivers should there be any such need.
Bus transportation is available for all students to and from designated central stops in many
Greater Boston communities, except Pre-K students who leave at 11:45 a.m. dismissal. Parents
34
must arrange transportation for Pre-K students who leave School at 11:45 a.m. Bus routes and
stops are designed to be as safe and direct as possible. For this reason, drivers must follow the
itineraries set up by the School, and parents are asked to respect the School’s decisions as they
relate to these itineraries.
Traffic between communities can be unpredictable. Consequently, scheduled pick-up and dropoff times are approximate, and a parent is expected to be at the designated bus stop at least five
minutes before the scheduled morning and afternoon times.
Dexter Southfield transports several hundred students each day, and there can be hundreds of
changes on any given day.
If parents wish to request that the School transport two or more of their child’s friends by bus,
they must call ahead of time to make arrangements and to be certain there is room on the bus.
Families are reminded that riding the bus is a privilege. Students are also required to comply
with the following rules when riding buses or other School vehicles:

Students are expected to use proper manners, behavior, and language at all times.

Students are expected to observe the dress code and dress appropriately for the weather.

Students in Classes Pre-K-5 are expected to wear their School-issued hats to and from
school except on the days of their Public Speaking performances and the last day of
school in June.

Students should remain seated and facing the front at all times. Seat changes should be
made only with permission of the bus driver or monitor.

Students should keep their voices down.

Students should be silent when the overhead interior lights are on and should wait for the
driver’s instruction.

Students should have school bags or backpacks without sharp buckles.

Students should keep sports balls and other types of equipment, including skates, inside
their bags. Students’ backpacks should be removed from their backs while on the bus.

Students should keep writing utensils in school bags at all times. Reading is permitted
and encouraged, but writing is not allowed.

Cell phones, laptops, radios, electronic devices and headphones, are not to be used on the
bus.

No food, gum, or drinks of any kind are allowed on the bus.

Students should not carry medications on their persons with the exception of those, such
as EpiPens, that the School Nurse has approved for specific students. Students or their
parents should give medication to the bus driver or monitor, who will deliver it to the
Nurse’s office.

Students’ heads, hands, feet, and arms should be kept inside the open bus windows.
35
Yelling out of the bus windows is not permitted.

Students should not write on foggy windows.

Students should keep the bus aisle clear of legs and bags. Nothing should be in front of
or hanging from any evacuation door or window. Trash should be placed in the trash
basket in the front of the bus as students leave the bus.
Lockers
Students are assigned lockers or cubbies near the classrooms and in the locker room. These
storage areas and lockers are the property of the School and are subject to search and inspection.
A student should never open another student’s locker. Lockers should be kept clean and
organized.
Food in School
Lunch and a snack are provided daily by the food service in the dining hall. Food and drink
should be kept in designated areas and not taken into the academic buildings. Also, food should
not be brought from home or eaten on the buses. Students may keep water bottles in their
lockers or book bags. Special dietary concerns should be discussed with the School Nurse and
may be accommodated by the food service.
Afterschool Program
The afterschool option for students enrolled in Pre-K to Class 5 is After-School Care which is
available Monday through Friday when school is open.
Important details:

Open Monday through Friday, 3:30 to 5:30 p.m.

Based in the Hewitt Dining Room.

Sign up by the day or for the whole week.

Fee: $12.50 per hour and it will be charged to the student’s school account.

Staff to student ratio: One staff member for every 10-12 students.
Please note: There will be no bus transportation for afterschool attendees. All afterschool
students should be picked up at the Clay Center.
Daily schedule:

3:30 – 3:45 p.m. – Snack/Check-in.

3:45 – 4:30 p.m. – Homework/Reading/Group Activity.

4:30 – 5:15 p.m. – Games & Activities.

5:15 – 5:30 p.m. – Pick-up at the Clay Center.
36
For more information and to register, please email Mr. Moorhouse at
[email protected].
37
VII.
GENERAL SCHOOL INFORMATION
Accreditation and Associations
Dexter Southfield is accredited by the New England Association of Schools and Colleges
(NEASC) and is a member of The National Association of Independent Schools (NAIS), the
Association of Independent Schools in New England (AISNE), the Massachusetts Association of
Nonprofit Schools and Colleges (MANS&C), and the New England Preparatory School Athletic
Council (NEPSAC). The School also maintains memberships with the International Boys’
Schools Coalition and the National Coalition of Girls’ Schools.
Governance
Dexter Southfield School is governed by a self-perpetuating Board of Trustees. It is the
responsibility of this body to plan, develop, and establish policy and to assess the performance of
the School consistent with the School’s mission and philosophy. The Trustees oversee the
School’s financial health, physical grounds, and planning. The Trustees also establish tuition.
The Board of Trustees is responsible for the selection of the Head of School and works in close
collaboration with the Head, though the Head of School is responsible for the implementation of
policy and the day-to-day operations of the School.
Background Checks
With student safety as a priority at the School, the School conducts state and national criminal
history and sex offender registry checks on all current and prospective faculty and staff of the
School who may have “direct and unmonitored access to children,” including any individual who
regularly provides school-related transportation to students.
The School requires any volunteers who will work closely with students to undergo a state
criminal background check or “CORI” (Criminal Offender Record Information) and a state sex
offender registry check or “SORI” (Sexual Offender Registry Information). A background check
is typically not necessary for parent volunteers involved with larger School functions at which
many adults are typically present or in instances where there is only the potential for incidental
unsupervised contact with students in commonly used areas of the School grounds.
These background checks require the completion of a brief application form and verification of a
government-issued photographic identification, and are only conducted with the consent of an
individual employee or volunteer. A volunteer’s service, and an individual’s employment, is
contingent upon successful completion of the checks, which may take several days or weeks to
process.
Current Family Contact Information
Parents and guardians must keep the School informed of contact information changes at work or
at home because the School should be able to reach parents and guardians in case of emergency.
If a parent or guardian is going to be away from home for an extended length of time, he or she
38
should leave a forwarding address and telephone number, as well as information about who will
be responsible for the student and how that person may be reached in case of illness or other
emergency. For younger students, a note to the classroom teacher can be helpful so that the
teacher may help reduce the student’s anxiety during a parent’s absence.
Multiple Households
In order for the School to communicate most effectively with parents and support each student, it
is important for teachers and administrators to be aware of students who spend time in multiple
households. Parents and guardians are asked to communicate to the School about primary
caregivers in the event of an emergency, and whether special co-parenting arrangements exist. If
there are court-ordered guidelines regarding visitations, picking up a student from School, or
other such issues, the School asks to be notified as soon as possible. Sometimes these situations
can be stressful for parents and confusing for students, and parents’ help in minimizing the
School’s phone calls home for clarification is very important.
Lesbian, Gay, Bisexual and Transgender Students
The School strives to provide a safe and supportive environment that will help students succeed
academically and socially. To that end, the School promotes respect for all people, and will not
tolerate harassment or bullying based on sexual orientation or gender identity that impacts a
student’s experience at the School, whether the bullying or harassment takes place on or off
campus, including cyber-bullying through the use of electronic technology, on or off the
School’s campus, and on or off the School’s network
Student Media Information
The School makes a concerted effort to highlight the accomplishments of its students and
faculty, as well as to publicize the strength of the entire program offered by the School, in a
variety of media formats. Student Media Information--including student names, photographic
images (for example, portrait, picture, video, or other reproductions), audio recordings of
students’ voices, video recordings of students and/or reproductions of students’ work and
likenesses--may be used for educational and/or promotional purposes in print and electronic
media. Outlets for publication of Student Media Information may include, but not be limited to,
the School magazine, marketing materials, the School website, newsletters, and local
newspapers. The School adheres to the following general guidelines when using Student Media
Information:

Photographs or references to Student Media Information in traditional, print publications,
such as the yearbook and other School publications, may include the first and/or last
names of students and community members.

Photographs or references to Student Media Information on the public portion of the
School’s website may include first and/or last names.

The School will not post student names on social media websites.
Parents are asked to contact the Office of Communications if they would like to opt out of the
39
use of Student Media Information.
Visitors to Campus
In the interest of safety, all visitors to the School are required to check in. During the school day,
visitors check in at the main office, and during evening events in the Clay Center, visitors check
in at the lobby of that building.
Pets on Campus
Pets are not permitted on campus at any time.
Parking
Parking is permitted only in designated areas on the School’s campus.
Lost and Found
The School maintains a Lost and Found, which is located in the main office. To minimize the
number of lost items, parents are encouraged to affix their children’s name to all clothing and
other personal belongings. Items not claimed within a reasonable period of time will be disposed
of or donated to charity.
Gift-Giving Policy
Dexter Southfield employees are not permitted to accept from students or their families gifts
valued at more than $50. However, parents and students are welcome to give occasional,
inexpensive tokens of appreciation. Often, a note of thanks may be the most appropriate gift.
40
VIII. LEADERSHIP AND COMMUNITY SERVICE
The School offers several opportunities for students to develop leadership skills and become
involved in community service. Some of these opportunities are described below.
Public Speaking
Public speaking presentations are given by students in each K-5 homeroom class every year.
Interesting and informative topics are chosen to enrich the curriculum, entertain the audience,
and enhance the student’s learning experience.
Students attend public speaking presentations by members of their own class as well as a number
of other declamations by students in classes close to their own. Invitations to parents are
typically mailed three weeks in advance of the event. In Classes 1-5, siblings, parents, and
friends are invited. A younger (Pre-K or Kindergarten) student may attend a sibling’s
presentation with his or her parents. A reception for parents and friends follows the program.
Guests are asked to refrain from bringing food or beverages.
Community Service
Through community service, Dexter Southfield provides meaningful experiences for its students
to support those who are less fortunate. To promote the spirit of giving, Dexter Southfield
students participate in School-wide campaigns to support various organizations. All students are
encouraged to participate in these important community service projects.
Fundraising
Students often are interested in raising funds for good causes. Proposals should be submitted to
the Coordinator.
Annual Fund
The School conducts an Annual Fund drive in which alumni, parents, and friends of Dexter
Southfield are encouraged to participate. Gift support allows the School to attract and retain a
dedicated faculty and staff, provide financial aid, maintain strong curricular and extracurricular
programs, and maintain and enhance its physical facilities
41
IX.
SPECIAL EVENTS
From time to time, the School sponsors special events for students, including pep rallies, Arts
Night, Dexter Southfield Day, and community service activities. In all cases of Schoolsponsored events, the behavioral expectations described in this Handbook apply.
Birthdays
Birthdays for all Lower School students are recognized at lunch with a round of applause. In the
younger grades, students receive a commemorative item. Summer, weekend, holiday, and
vacation birthdays are also recognized. If a student is planning a birthday party or another type
of gathering outside of regular School hours, we encourage parents to be sensitive to the feelings
of classmates. Parties that include all the boys, all the girls, or the entire class are preferable to
parties in which one or two students have been excluded. As a general rule of thumb, we
respectfully but earnestly request that students invite either less than half or the entire group to
parties. We also ask that invitations, cards, presents, and the like not be distributed in School.
School-Sponsored Events
During the year, many assemblies and events are scheduled to which parents and friends are
invited. These include the New Boy and the New Girl Assemblies, the Thanksgiving Programs,
the Christmas Assemblies, public speaking programs, art and music programs, athletic contests,
and Prize Days. Many School programs begin promptly at 9:00 a.m. and are held in Fiske Hall.
The School’s website and community login are good resources for more detailed information.
Below is a description of the major events and activities that take place during the school year.
SEPTEMBER
NEW BOY/GIRL ASSEMBLIES
The New Boy/Girl Assemblies are the first assemblies of the academic year for students in
Classes Pre-K-8. It is the occasion during which new students in those classes are formally
welcomed to the School. A member of the Board of Trustees shakes hands with each new
student. A reception for parents and friends is held afterwards.
BACK-TO-SCHOOL SATURDAY
In an effort to acquaint parents with the teachers and their goals and expectations, all parents
have an opportunity to visit School on a designated Saturday. At that time, they meet their
child’s teacher, see the classroom, learn about their child’s day, and get together with other
parents and school personnel.
GRANDPARENTS’ DAY
Grandparents’ Day for Dexter Southfield is generally in the early fall. Grandparents or “special
friends” are invited to School to visit grandchildren in the classrooms and to have lunch with
other grandparents. After a brief welcome in the Clay Center, they move to the classrooms.
Parent volunteers assist School staff in escorting the grandparents from class to class so that
42
those with several grandchildren are able to visit them all. Following lunch, grandparents are
invited to tour the School, to visit the observatory, or to watch an athletic event.
SEPTEMBER - MAY
SPORTS VISITS: Classes 1 and 2
In the fall and winter, parents of students in Classes 1 and 2 are invited to attend a sports class to
see their child participate in games and activities. Field Day takes place in May.
ATHLETIC GAMES: Classes 3-5
All students in Classes 3-5 participate in athletic games during all three seasons of the year.
Schedules can be found on the School’s website, and parents and guests are invited to attend any
game.
SPEAKER SERIES
From time to time, the School invites authors and educational professionals to speak to parents,
faculty, and/or students on topics of interest.
CLAY CENTER EVENTS
The Clay Center offers frequent educational events for students, parents, and the general public.
The observatory is open on Tuesday evenings in the fall and spring, and the Center hosts
afternoon clubs, and special events.. In addition, an inflatable planetarium is housed at the Clay
Center along with a weather station, solar panels, a wind turbine, and ham radio and robotics
equipment. See the Clay Center section of the School’s website for listings and schedules.
OCTOBER – MAY
PUBLIC SPEAKING PROGRAMS
As described above, each K-5 homeroom class has a public speaking presentation scheduled
during the school year to which appropriate classes, Class 1-5 siblings, parents, and friends are
invited. A younger (Pre-K or Kindergarten) student may attend a sibling’s presentation with his
or her parents. Parents and friends are encouraged to attend both the public speaking and the
reception following the program. All guests are asked to refrain from bringing food or
beverages.
NOVEMBER – MARCH
FAMILY SKATING
Between late November and early March, families have the opportunity to join the Skating
Association. In general, the rink is available for open skating from 12:45 p.m. - 2:45 p.m. on
Saturdays and Sundays and during winter vacation weeks.
43
DECEMBER
CHRISTMAS ASSEMBLY
While Pre-K-5 students attend this assembly, students in Kindergarten - Class 3 recite poems and
sing songs together by class, and students in Classes 4 and 5 perform in the choir. Parents and
guests are welcome to attend. School closes at 3:30 for the vacation.
JANUARY
MUSICALES
Students in Classes 2-5 who are studying a musical instrument have an opportunity to perform at
a daytime musicale. In addition to the classes of the performers, parents and other guests are
welcome to attend. Siblings, however, do not attend. Notices are given to students to take home
in advance.
MARCH-MAY
KINDERGARTEN PUPPET SHOW
Students in the Kindergarten class create puppets and present a puppet show for students,
parents, and friends
MUSIC FESTIVAL
Students in K-5 perform a medley of music, showcasing some of what they have learned in
music classes during the school year. Pre-K students attend the event.
PRE-K ART SHOW
Pre-K students have an opportunity to share their artwork and complete an art project with their
parents.
BOOK FAIR
The spring Book Fair provides students with the opportunity to purchase books. In addition,
school spirit items may be available for purchase by parents.
FIELD DAY
Field day events are held during the day in late May when students compete in a series of age
appropriate activities or dashes and other track and field events. Parents are encouraged to attend
to support their children.
44
JUNE
PRIZE DAY
For students in Pre-K–Grade 8, the school year concludes in June with Prize Day. On this day
students should leave backpacks and hats at home. During this ceremony, prizes are awarded for
academic achievement, improvement, citizenship, and excellence in public speaking, and some
teachers are recognized for their years of service. Summer vacation begins at the conclusion of
the program at 10:30 a.m. Public speaking attire is expected.
School Trips
Dexter Southfield extends its programs outside of the classroom through field trips. The trips
offered by the School are an integral part of the Dexter Southfield experience. Parents/guardians
are notified in advance. Students participating in School trips must comply with all applicable
school rules and all applicable laws. Any medication must be given to chaperones to administer
under the direction of, and in consultation with, the School Nurse.
45
X.
ATHLETICS
Research has shown that students respond to daily exercise by being more alert and attentive in
class. Participation in sports also helps students learn life lessons about winning and losing and
the value of perseverance and teamwork.
The School expects that, unless absent for a medical reason or other valid excuse, students will
attend and actively participate in all athletic activities to the best of their ability. Appropriate
behavior in the locker room is expected at all times.
Programs
Pre-K students typically have both movement and sports once a week.
Kindergarten students typically have both sports and swim once a week.
In Classes 1 and 2, students typically have sports every day. Classes participate in swimming,
tennis, and field or gym activities. From January to mid-March, Class 1 skates once a week, and
Class 2 skates twice a week. Parents are invited to periodic sports visits to watch their children
in action.
In Classes 3-5, boys are assigned to Dexter intramural teams: the Massasoits and the Mohawks.
They compete in football, baseball, and soccer in the fall; hockey, basketball, and swimming in
the winter; and lacrosse, tennis, and track and field in the spring. Girls are assigned to Southfield
intramural teams: the Blues and the Whites. They compete in field hockey, softball, and soccer
in the fall; hockey, basketball, and swimming in the winter; and lacrosse, tennis, and track and
field in the spring. Game schedules and practices can be found on the School’s website. Parents
are invited and encouraged to attend all sports games.
Sports Clothes and Equipment
All sports clothes and equipment should be labeled with the student’s name.
Pre-K students need only non-marking gym sneakers (without cleats) to be kept at school.
Kindergarten students need only non-marking gym sneakers (without cleats), a bathing suit, and
swim goggles (optional) to be kept at school.
Classes 1 and 2 are expected to keep the following items at school in a separate bag:

Non-marking gym sneakers (without cleats);

Play clothes - pants, shorts, shirt, and sweatshirt;

Change of socks and underwear;

Bathing suit;

Swim goggles (optional);
46

Tennis racquet.
Classes 3–5 are expected to have the following items:

Non-marking gym sneakers (without cleats);

Team clothes - pants, shirt, sweatshirt, and shorts;

Change of socks and underwear;

Bathing suit;

Appropriate seasonal athletic clothing and equipment.
In Classes 3-5, shirts, shorts, and sweatshirts are provided by the School and billed to parents
accordingly.
Sports clothes should be taken home regularly to be washed.
Sports Equipment
In Classes 3-5, students are expected bring the following equipment:
Fall Season: Boys: monthly rotation of flag football, baseball, and soccer. Girls:
monthly rotation of field hockey, softball, and soccer.
Flag Football: Football flags.
Field hockey: Shin guards, goggles, mouth guards, and field hockey sticks.
Baseball/Softball: Helmets and gloves.
Soccer: Shin pads.
Winter Season: Boys and girls: daily rotation of basketball, hockey, and swim.
Basketball: No equipment needed.
Ice Hockey: Full equipment necessary for ice hockey: skates, helmet with facemask,
gloves, elbow pads, shorts with protective cup, hockey socks, shin guards, mouth guard,
hockey pants, hockey bag, stick, undershirt, neck guard, and shoulder pads.
Swimming: Bathing suits are required. Goggles optional.
Spring Season: Boys and girls: daily rotation of track, lacrosse, and tennis.
Lacrosse: Students can use their hockey equipment or use lacrosse equipment. Boys
will need a helmet, shoulder pads, elbow pads, gloves, mouth guard, and a stick. Girls
will need a stick, mouth guard, and goggles.
Tennis: Recommended to have a racquet. However, a limited number are available.
Track: No equipment needed.
47
Related Policies
The School expects that, unless absent for a medical or other valid reason, students will attend all
sports activities and actively participate to the best of their ability.
Sportsmanship
While Dexter Southfield recognizes the importance of competition in athletics, the School also
places great emphasis on good sportsmanship. Whether participating in or attending athletic
events, all students are expected to represent the School in a manner that is respectful of others,
both on and off the field of play.
Students’ sportsmanship goals should include the following:

Developing a sense of dignity under all circumstances;

Respecting the rules of the game, the officials who administer the rules, and officials’
decisions;

Respecting opponents as fellow students and acknowledging them for striving to do their
best while you seek to do your best at the same time;

Looking at athletic participation as a beneficial learning experience, whether you win or
lose;

Educating students and fans to understand the rules of the game and the value of
sportsmanship; and

Accepting the personal responsibility that comes with your actions in the athletic arena.
The School also encourages parents to act in a sportsman-like manner. As such, the School
hopes parents will do the following:

Realize that athletics are part of the educational experience, and the benefits of
involvement go beyond the final result of any game;

Encourage students to perform their best, just as with their class-work, regardless of
others’ performances;

Participate in positive cheers and encourage our athletes and discouraging any cheer that
would redirect that focus;

Learn, understand, and respect the rules of the game, the officials who administer the
rules, and the officials’ decisions;

Respect the task our coaches face as teachers, and support them as they strive to educate
our students;

Respect our opponents as students, and acknowledge them for striving to do their best.
48
Medical and Other Excuses
Just as students are expected to prepare and appear on time for all academic appointments, so are
they expected to be present for their commitments beyond the classroom. If a student must miss
an athletic event for medical or other reasons, the School must be notified well in advance so that
arrangements can be made. If a student is out for a medical reason, a return to sports requires a
physician’s clearance and/or approval by the School’s medical team.
Sports-related injuries may be assessed by the School’s Athletic Training staff.
Head Injury/Concussion Policy
A “concussion” is a complex disturbance in brain function, due to direct or indirect trauma to the
head, related to neurometabolic dysfunction, rather than structural injury. A concussion can
occur with or without a loss of consciousness, and proper management is essential to the safety
and long-term future of the injured individual. A “head injury” is a direct blow to the head or
indirect trauma to the head including a concussion or traumatic brain injury.
Most athletes who experience a concussion can recover completely as long as they do not return
to play prematurely. The effects of repeated concussions can be cumulative, and after a
concussion, there is a period in which the brain is particularly vulnerable to further injury. If an
athlete sustains a second concussion during this period, the risk of permanent brain injury
increases significantly.
As such, the guidelines outlined below should be followed to ensure that students are identified,
treated, and referred appropriately, receive appropriate follow-up care during the school day, and
are recovered prior to returning to full activity. For questions or concerns at any time, please
contact the Nurse’s Office.
Concussion Awareness
Concussions and other brain injuries can be serious and potentially life threatening. If
managed properly, most athletes can enjoy long careers in sports after a concussion.
Research indicates that these injuries can also have serious consequences later in life if
not managed properly. The School has developed procedures to help to ensure the safety
and well-being of student athletes.
A concussion occurs when there is a direct or indirect injury to the brain. As a result,
transient impairment of mental functions such as memory, balance/equilibrium, and
vision may occur. It is important to recognize that many sport-related concussions do not
result in loss of consciousness and, therefore, all suspected head injuries should be taken
seriously. Coaches, parents and fellow teammates can be helpful in identifying those
who may potentially have a concussion, because a concussed athlete may not be aware of
his or her condition or may be trying to hide the injury to stay in the game or practice.
The School strongly recommends that all student-athletes and their parents learn about
the dangers, signs, and symptoms of head injuries prior to participation in athletics
49
at the School. Information is available on the School’s website.
Signs and Symptoms
An athlete may report one or more of the following symptoms: headache or “pressure” in
head; double or fuzzy vision; dizziness; tinnitus (ringing in the ears); nausea; just doesn’t
“feel right;” sensitivity to light and/or noise; feeling sluggish, foggy, or groggy;
concentration/memory problems; and/or confusion.
One or more of the following symptoms may be observed in the athlete. If so, the athlete
should see a medical doctor for further evaluation, either the same day or the following
morning:









appears dazed or stunned;
moves clumsily;
unsure of score, opponent, date, etc.;
cannot recall events prior to incident;
cannot recall events after incident;
answers questions slowly;
confused about what to do—assignments, position, etc.;
forgets an instruction;
shows mood, behavior, or personality changes;
The School would initiate a call to EMS, or would recommend that a parent/guardian do
so, for immediate transport if any one of the following dangerous symptoms of a
concussion were observed:









loss of consciousness;
vomiting;
confusion;
convulsions or seizures;
one pupil is larger than the other;
difficulty recognizing people or places;
extreme drowsiness or cannot be awakened;
any weakness or numbness;
headache worsens or does not go away after 24 hours.
When a student-athlete shows any signs, symptoms, or behaviors consistent with a
concussion, the athlete is expected to be promptly removed from practice or competition
and evaluated by the athletic trainer and/or the student’s healthcare provider. It is
recommended the student be evaluated by a health care specialist with experience in the
evaluation and management of concussion.
 A student-athlete who is suspected to have a concussion is expected to be
withheld from the competition or practice and not return to activity for the
remainder of that day. A student diagnosed with a concussion would be out of
50
activities for longer than that day.
 Parents/Guardians should be notified at once.
 The student-athlete should be monitored for signs of deterioration.
 The student-athlete should be evaluated by a concussion specialist or if at school,
by the School athletic trainer.
 Return to play will typically follow a medically supervised stepwise process
which should be initiated by the concussion specialist in communication with the
athletic training staff. Having returned to school, the student-athlete should
complete daily check-ins with the nurses and/or athletic trainers.
Management Procedures
If an athlete sustains a sports-related head injury, including a suspected concussion, the
school nurse must be notified immediately so that concussion assessment can be
administered. If an athlete sustains a concussion, the school nurse is expected to notify
parents and appropriate school staff and follow the protocol established for concussion
management.
If any danger signs are exhibited as described above, the School will strive to contact a
parent/guardian and may send the student-athlete to an emergency Room by Emergency
Medical Service.
Post-Concussion – Return to Play
The athlete must meet all of the following criteria in order to progress to activity:
 Symptom-free at rest and with exertion (including mental exertion in school).
 Have written clearance from the appropriate health care provider.
 Once the above criteria are met, the athlete will be progressed back to full activity
following a stepwise process that includes:
 Light aerobic exercise;
 Sport-specific training;
 Game play.
Concussion Prevention Measures
 Make sure that helmets are fitted properly.
 Make sure that athletes are wearing properly fitted mouth guards during all
practices and games.
 Practice correct techniques.
51
 An athlete should not return to athletic activity if he/she has any symptoms at rest
and/or with exertion.
Second-Impact Syndrome
Second-Impact Syndrome (SIS) results from an acute brain swelling that occurs when a
second concussion is sustained before complete recovery from a previous concussion.
Athletes who have mild symptoms or symptoms that have cleared are still at risk for
developing brain swelling after a second impact to the head. It is important to note that
virtually all of the second-impact syndrome cases that have been reported have occurred
in adolescent athletes.
Communication
For scheduling changes to athletic events caused by inclement weather or other unexpected
events, students and parents should visit the School’s website.
Discipline
All students should understand that as students of Dexter Southfield, they represent the School
both on and off campus. Their conduct, including at events hosted by other schools and on
outside club teams, is a reflection on the rest of the Dexter Southfield community. Behavioral
infractions occurring in connection with activities off campus will be dealt with in the same way
as other inappropriate behavior, with disciplinary action taken when appropriate.
52
XI.
DISCIPLINE GUIDELINES
General
These guidelines are based on the School’s philosophy and principles regarding good character,
and reflect the School’s commitment to providing a safe and healthy environment for students.
The School strives to promote effective and caring communication among faculty, students and
parents that supports students in their personal growth and provides room for a young person to
make mistakes and learn from them. Students and families are expected to act with integrity in
acknowledging misconduct, accepting the consequences determined by the School, and moving
forward, having learned from the experience. The guidelines in this section apply to all conduct
by students, whether on or off campus, as long as they are enrolled at the School.
Consequences of misconduct (and/or attempting misconduct) applicable to all students are
detailed below. Students may be disciplined for any conduct, on or off School grounds, which is
illegal, contrary to School policies, or disruptive of the educational process, or which endangers
persons or property, as long as they are enrolled at the School. Students who choose to remain
present when other students are engaging in misconduct may be subject to disciplinary action.
The School may, in its sole discretion, contact parents/guardians to address both minor and more
serious instances of misconduct, at any stage of the discipline process.
Examples of student conduct that may invoke a disciplinary response include, but are not limited
to, the following:















Failure to abide by the School’s expectations of students, as outlined in this Handbook
and otherwise;
Chewing gum or unapproved candy;
Tardiness or being unprepared for academic or co-curricular activities;
Being out of dress code;
Theft, vandalism or destruction of property of others or the School;
Possession or use of any firearm, knife, explosive or dangerous object;
Possession, sale, use, or transfer of alcohol, tobacco, or any illegal drug or controlled
substance;
Assault on another person;
Improper sexual conduct;
Bullying, hazing, harassment, or other abusive behavior;
Cheating or academic dishonesty;
Acts of unkindness, rudeness or misconduct;
Classroom behavior that impedes other students’ learning;
Distribution or electronic transmission of material that contains obscene, profane, lewd,
vulgar, rude, disrespectful, threatening, discriminatory, prejudicial, false, defamatory or
otherwise inappropriate language or pictures, as determined by the School in its sole
discretion; and/or
Reprehensible conduct tending to reflect discredit to the School.
53
Disciplinary Action
Detention
A student may earn a weekday detention for academic or behavioral infractions such as
missing homework, being out of dress code, using electronic devices during the school
day or on a bus, or acting unkindly or disrespectfully to another person. Detentions are
held 3:30-4:30 p.m. on weekdays in the main office.
Suspension
Suspension from the School for a period of time is a sanction that may be imposed for
violation of a major rule. A student who receives a suspension for any period of time is
considered unexcused for the days missed. However, the student may be allowed to
make up some portion of the work missed, at the School’s sole discretion. The School
recommends that any student serving a suspension be given a particular task, possibly
community service-related, to be performed while out of school. A student may be
suspended for a designated period of time, during which the student may not participate
in any School activity.
Expulsion
An expulsion typically occurs when a student who has already been suspended is
involved in further misconduct. However, in serious cases, a student may be expelled
from the School following a first offense. A student’s parents/guardians are responsible
for the full tuition cost for the entire academic year, regardless of the expulsion. A
student may not apply for re-admission following expulsion.
Behavioral Expectations While away from School
Students should be aware that they represent the Dexter Southfield community at all times, both
on and away from campus. While it is not the School’s intention to monitor students in all of
their off-campus activities, Dexter Southfield reserves the right to take disciplinary action,
including suspension or expulsion, in response to inappropriate conduct occurring off-campus,
whether during the school day or at night, on weekends, vacations, over the summer or
otherwise.
Parent Involvement
Disciplinary matters and student issues are handled directly by teachers, administrators, and
appropriate staff. If a student is having an issue with another student, parents should not attempt
to deal with the other student directly about that matter. Doing so may put a student in an
intimidating situation and is best resolved, when appropriate, through a School administrator.
Parents are asked to speak to the Coordinator for guidance with any questions about contacting
another student or parent about a School-related problem.
The School’s commitment to excellence and respect for others includes an agreement by families
54
that parents/guardians accept and support any disciplinary action taken by the School. It is not
for any student or family to determine appropriate disciplinary action. Rather, the School
decides what constitutes student misconduct and what kind of response, up to and including
dismissal, such misconduct warrants.
55
XII.
STUDENT HEALTH SERVICES
School Nurse
At Dexter Southfield, we believe that physical and emotional wellness is an integral part of
academic, professional, and personal success and fulfillment. We encourage our entire School
community to aspire towards high levels of personal health, well-being, and satisfaction.
Nursing staff is available to assist students as they deal with illness, injuries, and other health,
wellness, matters while at school. Should the need arise, the School provides referrals to mental
health professionals. Please see Section XIII, Student Support Services, for more information.
The School Nurse is on duty Monday through Friday from 7:45 a.m. to 3:30 p.m. to assess and
treat ill and injured students, to administer medications and other physician-ordered treatments to
students, to assist students with chronic disease management, and to ensure that all health
interventions performed for the benefit of students are conducted in accordance with applicable
laws and regulations.
Students who are injured or become ill during school hours may need to be picked up by their
parents. Please see the Health and Wellness section of the School’s website for additional
information.
Parents are responsible for ensuring that they provide the School with current and accurate health
information. Students may not be permitted to attend school or participate in sports without
current and accurate health records on file.
Medications at School
In General
In most cases, medications, whether prescription or over-the-counter, require a physician’s order
and parental consent before they can be administered to a student during the school day. A
limited number of over-the-counter medications have been approved by the School’s Medical
Committee, so a physician’s order is not required for these. The approved medications include
Acetaminophen, Ibuprofen, Benadryl, Burn Gel (containing 2% lidocaine), Dimetapp elixir,
Hydrocortisone cream, Neosporin ointment, Robitussin plain cough syrup, Sudafed, and Tums.
However, parental consent must be provided in writing for a student to be given these
medications. All other prescription and over-the-counter medications require a signed
Medication Order and Parental Consent form before such medications will be administered to a
student.
Medication Storage
Medication shall be securely stored in a locked box monitored by Dexter Southfield faculty/staff
and kept in an appropriately labeled container provided by the pharmacist. The container and
label are not the responsibility of the School but of the parent/legal guardian, pharmacist, or
physician. The original manufacturer/pharmacy label on both prescription and over-the-counter
medications must include:
56

Student’s name.

Name of medication.

Dosage and times administered.

Physician’s name and phone number.
All medication must come to the School in the dose or amount to be given. All non-prescription
medications should follow the same guidelines as prescription medications. School personnel
may not break in half, quarter, or otherwise alter any student medication.
With the exception of asthma inhalers, and certain other pre-authorized items, the selfadministration of all prescription medicine must be supervised by designated school personnel.
Unauthorized possession of prescription medication by a student at will be considered a violation
of the School’s drug and alcohol policy. Unauthorized possession of over-the-counter
medication is likewise prohibited. The administration considers such possession a serious
offense and will act as the situation merits.
Daily Record
A daily log will be kept of all medications supervised by school personnel. The amount given
and the time dispensed will be recorded.
Written Changes in Medication Administration
A Medication Change Request Form can be obtained from the School.
New Forms Annually
New medical forms from the parent/legal guardian must be completed each year.
A student’s health information and doctor’s orders may be faxed directly to the School Nurse’s
private fax at 617-454-2734. To speak directly with the School Nurse, parents may call 617454-2790.
Medical Emergencies/Ambulance Policy
The School Nurse will attempt to contact parents regarding illness or injury, minor or serious,
but in circumstances that warrant immediate attention when the School is unable to reach the
parents/guardians, designated emergency contacts, or the student’s physician, the School
physician will be consulted to determine appropriate management. In the event of a serious
emergency, an ambulance will be called, the student will be taken to the nearest hospital
emergency room, and at least one parent will be notified immediately. In circumstances
necessitating immediate medical attention, an ambulance will be called to transport a student to
the nearest hospital emergency room. Parents will be notified as promptly as possible should this
occur. Parents are required to cover the costs of ambulance transportation and emergency
treatment. Therefore, parents may wish to consider securing insurance coverage for the costs of
such emergency transportation and treatment.
Emergency situations arising on campus will generally be referred to Children’s Hospital, which
is just a few miles from the School. The School neither diagnoses nor treats injuries that occur
57
on non-School time, but does offer temporary first aid for problems that arise during School. If a
student complains of a persistent ear ache, sore throat, rashes, or joint pain, such complaints
warrant a call to the student’s pediatrician.
Parents will be notified of an illness or injury that may require follow-up medical care. A
Medical Treatment and Emergency Consent form must be on file for every student, allowing the
School to obtain necessary medical assistance.
Food Allergies
To protect the health and safety of students with food allergies, the School does not permit
students to bring food or drinks from home to campus. In the event of late-afternoon or evening
activities, the School provides additional snacks. Special dietary concerns should be discussed
with the School Nurse and may be accommodated by the food service.
Health Management
Parents of students with chronic health issues such as, but not limited to, diabetes or asthma
should contact the School Nurse prior to the start of school to discuss a management plan.
Head Lice
It is the position of the American Academy of Pediatrics, the National Association of School
Nurses, and the Centers for Disease Control that the management of head lice should not disrupt
the educational process. Lice are a nuisance but they do not spread disease or cause permanent
health issues. While personal hygiene and cleanliness of the home are not contributing factors to
an infestation, the School recognizes the unpleasantness of the condition and the desirability of
limiting its spread across the School community. The School, therefore, has adopted a modified
no-nit policy.
Students who are found to have a new case of nits or visible live lice will be sent home. Parents
will be contacted by phone, and written and verbal information will be given as to the proper
procedures to be taken to eradicate the condition. A notice will be sent home with grade level
students, and assessments of close contacts and/or the whole class will be conducted when
appropriate, as deemed by the School Nurse. Discretion will be maintained at all times to protect
the identity of the affected student(s). The School expects that parents will make every effort to
comply with treatment and removal of all lice and nits (lice eggs) prior to a student’s return.
After treatment, a student must be re-checked by the nurse prior to return to class. If nits persist,
parents will be re-educated on the nit removal process, and the student will be checked daily by
the nurse until he or she is nit-free.
On occasion, exceptions from this guideline will occur, and the professional judgment of the
School Nurse will be followed. Parents are encouraged to take a pro-active approach and check
their child(ren)’s hair frequently for signs of a lice infestation. To further protect our School
community, parents should contact the School health office if a student is found to have head lice
outside of school and if treatment has occurred.
58
Health Records
The School maintains health records for students to facilitate the handling of emergency
situations. This information is shared on a need-to-know basis among faculty and staff of the
School and with outside medical service providers. The School takes all appropriate measures to
maintain the privacy of such health records, in accordance with School policy and applicable
law.
Contact Information
The School reiterates in this section that parents should be certain that the School has up-to-date
contact information for them, including current home, work and cell phone numbers, so that they
can be contacted immediately in the event of an emergency. This information can be updated
easily through the Parent Portal on the School’s website.
Emergency Response Procedure
The School has adopted a formal crisis plan detailing the manner in which an emergency
situation will be handled. For more information, parents may consult the Head of School or the
Business Manager.
59
XIII. STUDENT SUPPORT SERVICES
Accommodations
Dexter Southfield does not discriminate against qualified applicants or students on the basis of
learning disabilities that may be reasonably accommodated. The School will discuss with
families of applicants with known learning disabilities whether the School will be able to offer
their children the appropriate accommodations to help them be successful at the School.
Dexter Southfield is committed to ensuring that students with disabilities are provided with equal
access to the School’s programs and services, in accordance with applicable law. For students
who need additional support or curricular adjustments, the School requires documentation
indicating that the student’s disability substantially limits a major life activity. Students who
present the School with appropriate documentation of disability will be granted those requested
academic accommodations that are supported by the documentation and considered reasonable in
this educational setting.
For the sake of both the student and the School, Dexter Southfield strongly urges parents to share
with the Admissions Office or the Coordinator any known learning disabilities. For many
students, entering Dexter Southfield means that they will be faced with a significant increase in
the amount and rigor of academic work in comparison to what they have previously experienced.
This represents an adjustment for many students that may bring problems to the surface related
to previous academic preparation, study habits and self-discipline, motivation, or underlying
learning style differences or disabilities.
Even after supportive services and accommodations have been put in place, a student may still
not be able to fulfill his or her academic requirements satisfactorily. In such instances, the
student’s parents may be notified that the accommodations put into place may not suffice to
ensure the student’s success at Dexter Southfield. At that time the School, the student, and/or the
parents will discuss whether it makes sense for the student to continue at the School. If there is a
disagreement, the School will decide, in its sole discretion, whether to issue a re-enrollment
contract to the student.
Testing Accommodations
Students who present appropriate documentation of learning disabilities may qualify for
reasonable testing accommodations at Dexter Southfield and on standardized tests such as the
CTP4. In cases where a student seeks accommodations for outside assessment agencies,
responsibility for submitting appropriate documentation may fall primarily on the family. Dexter
Southfield will strive to help in this kind of process, but the ultimate decision for granting testing
accommodations often rests solely with those agencies.
Outside Testing/Evaluation
In some instances, a student’s academic difficulties may indicate that outside testing or
evaluation of the student is appropriate. In such instances, the School can help parents explore
potential resources and may make the necessary arrangements for such testing or evaluation.
60
When parents arrange for such outside testing or evaluation, the School strongly recommends
that this information be shared with the Head of School, the grade coordinator, and the student’s
teacher, in order to enhance the School’s ability to assist the student.
Academic Support
Academic support is available in several forms. In addition to the help that teachers give,
students are helped by the Learning Specialists in collaboration with subject teachers, with the
goal of guiding students toward becoming active, independent learners.
Tutoring/Instructional Specialists
With small class sizes and classroom teachers providing individual assistance, most students’
academic needs are met within the classroom. However, from time to time, it may be deemed
beneficial for a student to receive additional support beyond what the teacher can offer.
The School employs learning specialists who work with coordinators, teachers, parents, and
students. Once a student is referred through the Coordinator to a learning specialist, the
specialist observes the student, makes recommendations to the teacher, offers the student support
within the classroom, and/or provides out of class support to the student. The learning specialist
also becomes familiar with the professional recommendations made on a student’s outside
evaluation.
Some families employ tutors who work with their children after school or on weekends. We
encourage families to let the School know if a student is being tutored and to put the tutor in
touch with the classroom teacher. Open communication serves to benefit the student. Please
note that the School is unable to offer time or space for outside tutors during the school day.
Mental Health Counseling
In addition to supporting the physical well-being of students, the School provides contacts for
mental health counseling. Therapeutic services are provided to Dexter Southfield students
through the Brookline Community Mental Health Center. Further information may be obtained
from the School Nurse or the Coordinator.
Confidentiality
Members of the School community commit themselves to maintaining appropriate professional tact
and discretion with regard to information they receive. However, there can be no guarantee of
confidentiality with regard to disclosure of such information. Information may be disclosed to
School employees, outside professionals, law enforcement officers, parent/guardians or others when
there is a compelling reason for doing so, including, without limitation, in cases of health and safety
emergencies (when students or others are in imminent danger of harm); when there is concern about
an individual’s ability to function academically, emotionally, physically, and/or mentally within the
School environment; or when legal requirements demand that information be revealed.
61
XIV. FINANCIAL INFORMATION
Enrollment Agreements
Enrollment agreements for the following school year are sent to families during the winter.
Students may not enroll or attend classes unless a properly executed, timely enrollment
agreement for that school year has been submitted to the School. Enrollment agreements will be
sent to returning students only if all financial obligations are current and there are no concerns
about students’ academic performance or behavior.
Once an enrollment agreement has been signed and accepted by the School, parents are
responsible for the full tuition for the academic year, even if the student subsequently withdraws
or is expelled from the School. However, the School’s Tuition Refund Plan provides insurance
for parents in the event of withdrawal for certain medical or other specified reasons. A copy of
the Tuition Refund Plan may be obtained from the Business Office.
Tuition Assistance
The School seeks to enroll academically qualified students regardless of their financial
circumstances. Tuition assistance is offered to both current and new students on the basis of
need, and subject to the availability of School funds. Parents seeking financial aid must provide
the School with a confidential financial statement, as well as copies of their most recent federal
income tax Form 1040, with all accompanying schedules, and all W-2s and 1099s. Both parents
are expected to contribute toward their child(ren)’s educational expenses. Each family
requesting aid must file an updated financial statement each year for which aid is desired. All
financial information submitted by a family is held in the strictest confidence. For more
information or inquiries, parents should contact the Business Office.
Tuition Billing Schedule
Full-year tuition payments are due on August 1 for the upcoming school year. Alternatively,
parents may elect to participate in 10-month or 12-month payment plans. Details regarding these
payment plans are set forth in the annual enrollment agreement.
Billing
No student will be permitted to begin the school year unless the bill for the school year has been
paid in full or the family is up to date with an elected monthly payment plan. The School does
recognize that families may experience unexpected financial challenges. While the School
strives to work with families in these instances, all accommodating payment plans must be
approved by the Business Manager, and payments must be received on a regular basis.
If an account is more than 60 days’ overdue, it will be brought to the attention of the Head of
School and the Business Manager, who will review the case and make appropriate arrangements
regarding collection, and may decide that the student will not be permitted to return to School the
following semester or for the remainder of the year. No student will be permitted to re-enroll if
62
there is an outstanding account balance from the previous school year. Further, the School will
not release transcripts or teacher recommendations, to the extent permissible by law, for a
student who has an outstanding tuition balance. The School also may initiate legal action for
monies due.
Student Accident Insurance
The School provides parents with an opportunity to participate in an elective Student Accident
Plan. Information about the plan is included with the account statement sent in July by the
Business Office.
Tuition Refund Plan
The Tuition Refund Plan offers enrolled families an insurance policy for recovering tuition in the
event of certain absences, withdrawals, or dismissals. This plan is required, and information is
sent in July by the Business Office.
63
XV.
RE-ENROLLMENT
Re-Enrollment Policy
Re-enrollment at the School is not automatic. A student is promoted to the next grade when he
or she has satisfactorily met the expectations of his or her current grade, when the School feels it
can continue to meet the student’s needs, and when the behavior and comportment of the student
and family are consistent with the School’s policies.
Re-enrollment decisions are usually made each February. At that time, students who, in the
opinion of the School, are not living up to the standards of the School community, for academic,
behavioral, or other reasons, may have their enrollment contract for the following school year
withheld pending an end-of-year review.
In some cases, it may be determined that it is not in a student’s best interest to continue at the
School. This difficult conclusion is reached only after careful consideration. While parents are
directly involved in this process, the School will make the ultimate decision and will assist, if
possible, in the process of locating an appropriate alternative school.
Families should understand that the School may not offer a re-enrollment contract for a student if
the parents have been uncooperative or if their actions have in any way undermined the
effectiveness of its teachers.
Family Leave
Families who take a leave of absence from the School of a year or more are generally expected to
apply to the School for readmission. The student will be considered on a space-available basis,
as well as within the context and competition of the applicant pool for the student’s grade level.
Strength of the applicant’s file is important, including a strong finish to the student’s last year at
the School, as well as a strong record of academic performance and citizenship while the student
is away. Ultimately, the School cannot predict the number of openings or competitiveness of
applicant pools for specific grade levels, and given the School’s high enrollment, there is never a
guarantee of readmission for the following year. Applications for admission must be submitted
by the set date. Enrollment decisions, regardless of a family’s prior or current relationship to the
School, are always made in the School’s sole discretion.
Parental Comportment and Support for School Policies
At Dexter Southfield, we believe that a positive relationship between the School and a student’s
parents or guardians is essential to the fulfillment of the School’s mission. We recognize that
effective relationships are characterized by clearly defined responsibilities, a shared commitment
to collaboration, open lines of communication, mutual respect, and a common vision of the goals
to be achieved.
The School understands and appreciates that parents and guardians may employ different means
to meet the expectations and responsibilities expressed in this policy. Nevertheless, the School,
at all times, may dismiss a student whose parent, guardian, family member or other person
64
involved with the student, in the sole judgment of the School, fails to comply with this or any
other policy or procedure of the School, engages in conduct either on or off the School’s
property that could undermine the authority of the School’s administration, and/or otherwise
behaves in a manner that is unbecoming of a member of the School community. The School also
may refuse re-enrollment of a student if the School, in its sole discretion, believes the actions of
a parent or guardian on or off the School’s property make a positive, constructive relationship
impossible, or otherwise may interfere with the School's accomplishment of its mission and/or
educational goals.
To assist in creating the most effective relationship, the School expects that parents will observe
the following guidelines.
Share in the School’s vision.

Support the mission of the School.

Understand and support the School’s philosophy, policies, and procedures.

Support the School’s disciplinary process, and understand that the School’s authority in
such matters is final.

Be supportive of the School’s commitment to a diverse and inclusive community.

Acknowledge that the payment of tuition is an investment in the education of the student,
not an investment of ownership in the School.
Provide a home environment that supports the intellectual, physical, and emotional growth of the
student.

Create a schedule and structure that supports a student’s study and completion of
homework requirements.

Be aware of the student’s online activities and use of computers, television, and video
games.

Encourage integrity and civility in the student.

Be a role model, especially when it comes to behavior at School and at athletic events.

Encourage the student’s participation in events that promote high standards; actively
discourage participation in events that can lead to illegal or unwise behavior.
Help establish a relationship between home and the School which is built on communication,
collaboration, and mutual respect.

Provide a home environment that supports positive attitudes toward the School.

Treat each member of the School community with respect, assume good will, and
maintain a collaborative approach when conflicts and challenges arise.

Help build and maintain a positive School environment by avoiding and preventing
gossip.
65

Maintain tact and discretion with regard to confidential information. In cases when
students or others are in danger of harm, when there is a compelling reason for doing so,
or when legal requirements demand that confidential information must be revealed,
information may be disclosed to the Head of School, administrators, outside
professionals, or law enforcement officers.

Respect the School’s responsibility to do what is best for the entire School community,
while recognizing the needs of individual students.

Seek to resolve problems and secure information through appropriate channels (i.e.,
starting with the involved teacher or advisor, then contacting an administrator if needed).

Acknowledge the value of the educational experience at the School by making regular
and timely School attendance a priority, scheduling non-emergency appointments outside
the classroom day.

Support the School through attendance at School events.

Financially support the School to the best of one’s ability.

Share with the School any religious, cultural, medical, or personal information that the
School may need in order to best serve students and the School community.

Understand and support the School's technology policies (please see Appendix B for the
School’s Acceptable Use Agreement).
66
APPENDIX A: CURRICULA OVERVIEW PRE-K TO CLASS 5
DEXTER SOUTHFIELD PRE-K PROGRAM
The Pre-K program is a half-day program with an optional extended day until 3:30 p.m. The
program incorporates the development of basic readiness skills in specific theme-based activities.
Organized around central themes such as apples, hibernation, winter weather, signs of spring,
artists, or athletes, a variety of teacher-directed and independent activities integrate language and
math readiness skills with science and social studies. Holidays, special days, and current events
are also addressed. The music, movement, and art lessons generally relate to the topic being
studied and help children develop fine and gross motor skills and perception.
Social development includes problem solving, self-help, manners, sharing, friendship, kindness,
teamwork, independence, responsibility, and oral communication of needs and wants.
Language and Reading Readiness
Attention is directed toward the following areas through daily lessons and activities related to
special units of study:

verbal expression: articulating questions and responses

phonics: letter-sound relationships

fine motor skills: holding pencil with tripod grip; using scissors and glue, forming capital
letters correctly
Number Skills and Visual Perception

numbers: identifying and writing numerals from 0 to 10 or more.

learning one-to-one correspondence

simple addition activities

graphing activities and “guesstimating”

calendar activities

comparing objects with respect to length, width, height, quantity, and size

problem solving
Specials
Outside the classroom Pre-K students attend regularly scheduled activities such as movement,
computer, music, art, sports, and science.
67
DEXTER SOUTHFIELD KINDERGARTEN PROGRAM
The full-day Kindergarten program encourages critical thinking and self-expression and fosters
constructive social interactions as the students gain reading readiness skills and basic math
concepts. Working cooperatively with teachers and classmates in both small groups and class
activities, students develop a sense of responsibility, respect, and pride in self and school.
Attention is directed toward the following areas through daily lessons and activities related to
special units of study.
Language and Reading Readiness

verbal expression: forming questions and responses during daily activities; annual puppet
show and public speaking

letter-sound relationships; phonics; word families, sight words, and emergent reading

fine motor skills: mastering pencil grip, proper formation of capital and lowercase letters

written expression: invented spelling
Number Skills

comparing attributes such as quantity and size, recognition of patterns

forming two dimensional shapes, identifying three dimensional shapes

numbers: identifying, writing, and counting numbers from 0 to 30, one-to-one
correspondence

graphing and “guesstimating,” counting

time and measurement: exploring the concepts of “units of measure” to determine length,
width, and height, using analog and digital clocks to tell time

money: identifying penny, nickel, dime, and quarter by their appearance and respective
values

addition and subtraction
Themes
During the year, students are exposed to a variety of theme-based topics, some of which focus on
holidays, topics of seasonal interest, and animals.
Specials
Beyond the classroom, kindergarten students attend regularly scheduled activities such as sports,
swimming, computer, music, woodworking, art, and science.
68
DEXTER SOUTHFIELD CLASS ONE PROGRAM
Class One students experience a traditional self-contained classroom. The homeroom teacher
plans and presents all of the academic lessons and is the primary advisor for the student and his
or her parents. Outside of the homeroom, students participate in “specials” - music, art, wood
shop, computer, and science – which usually meet once a week. The students also have sports
every day. They participate in activities related to soccer, football, swimming, tennis, skating,
basketball, and overall gross motor development. In addition, first graders attend the weekly
chapel where a teacher gives a short talk about character development or a special holiday.
During the year, each homeroom class presents a teacher-directed public speaking performance
for parents and schoolmates.
The following is a brief outline of the academic courses.
Reading

emphasis on phonics, sight words, word families

comprehension: details, sequence

higher level comprehension: main idea, conclusions, predictions, inferences

oral and silent reading
English

punctuation: capital letters and end marks

parts of speech: nouns, verbs, subjects, and predicates

expression of ideas in journals, book reviews, and creative writing exercises

the writing process: editing of pieces for conventional spelling, inclusion of additional
details or information

penmanship: correct formation of printed capital and lower case letters

monthly memorization of poetry
Math

number sense, skip counting, and place value

addition and subtraction, including regrouping

memorization of math facts

time: tell time to half hour; elapsed time, digital and analog clocks

graphing; measurement; geometry

word problems, problem solving
69
Spelling

phonetic based word list each week

sight words

math related words

challenge word (holiday, special topics)
Social Studies

Pilgrims

map skills

holidays
Science

rainforest

simple machines

sun

sharks
70
DEXTER SOUTHFIELD CLASS TWO PROGRAM
Class Two students experience a traditional self-contained classroom. The homeroom teacher
plans and presents all of the academic lessons and is the primary advisor for the student and his
parents. Outside of the homeroom, students participate in “specials” - music, art, wood shop,
computer, and science – which usually meet once a week. The students also have sports every
day. They participate in activities related to soccer, football, swimming, tennis, skating,
basketball, and overall gross motor development. In addition, second graders attend the weekly
assembly where a teacher gives a short talk about character development or a special holiday.
During the year, each homeroom class presents a teacher-directed public speaking performance
for parents and schoolmates.
The following is a brief outline of the academic courses.
Reading

decoding and word analysis skills

comprehension: details, setting, sequence, and vocabulary

higher level comprehension: main idea, conclusions, predictions, and inferences

character development, tone, and writer’s purpose

oral and silent reading
English

punctuation: capital letters, commas, and end marks

parts of speech: subjects, predicates, nouns, verbs, adjectives, adverbs, pronouns

types of sentences

expression of ideas in journals, book reviews, and creative writing exercises

the writing process: editing for details, spelling, and punctuation

paragraph development

penmanship: correct formation of printed capital and lower case letters, introduction of
cursive

monthly memorization of poetry
Math

number sense, skip counting, and place value

addition and subtraction, including regrouping

multiplication and division
71

memorization of math facts

time: telling time, elapsed time, digital and analog clocks

graphing; measurement; geometry

word problems, problem solving
Spelling

phonetic based word list each week

sight words; math-related words
Social Studies

map skills

land forms, communities, Wampanoags, Boston
Science

night sky

animal tracks

microscopes

matter
72
DEXTER SOUTHFIELD CLASS THREE PROGRAM
The curriculum in Class Three is a homeroom-based program with a focus on building a firm
foundation of learning skills and study habits while at the same time addressing the individual
needs of each student. The classroom teacher uses a cross-curricular approach to implement and
reinforce lessons. Skills and strategies learned in the primary grades are reviewed, and as
students progress, the expectations and the workload increase. Technology is integrated into the
curriculum to support learning objectives. Throughout the year, students meet with specialty
teachers in subjects such as computers, science, woodworking, music, and art. Daily sports and a
weekly assembly service are important components of the school culture. Once a year, an
individual recitation by each student as part of a teacher-directed performance is presented at an
assembly to which schoolmates and parents are invited.
English: Grammar, Usage, Mechanics

Recognize and identify subjects, predicates, proper nouns, common nouns, pronouns,
verbs, adverbs, and adjectives.

Construct sentences using the rules for capitalization and punctuation.

Understand and acquire new vocabulary and use words correctly in reading and writing.

Complete at least two writing assignments per week.

Practice weekly spelling words while developing a general understanding of the rules of
spelling.
Reading

Review phonetic constructions and use that knowledge to analyze and pronounce
unfamiliar words.

Read daily, both silently and orally, for understanding and interpretation.

Summarize and organize ideas.

Write summaries and reports for independent reading assignments.

Develop a love of reading during time set aside to DEAR (Drop Everything And Read).

Establish good reading habits by reading for pleasure for 15 minutes each evening.

Progress in reading at an individualized rate by utilizing The SRA Program--a systematic
approach to reading in which students are provided multi-level material based on ability.
Mathematics

Develop an understanding of the four operations: addition, subtraction, multiplication,
and division and how they relate to whole numbers, decimals, and fractions.

Recall basic math facts with speed and accuracy.
73

Study place value, rounding, graphing, and measurement.

Learn the steps of long division.

Improve problem-solving skills and solve multi-step problems.
Science

Complete weekly science reading assignments.

Meet with the science teacher for 45 minutes each week in the science lab for
experiments and discussion.

Become familiar with the world in which they live through topics such as weather;
magnification; astronomy; adaptations of plants, animals, and humans; simple machines;
and the classification of rocks and minerals.
Social Studies

Students integrate reading, writing, and verbal skills while studying early American
history. Topics include explorers, colonial times, the Revolutionary War, the westward
movement, and the Civil War.
74
DEXTER SOUTHFIELD CLASS FOUR PROGRAM
The curriculum in Class Four is a homeroom-based program which, in keeping with the tradition
of the School, focuses on building a firm foundation of learning skills and study habits. The
classroom teacher uses a cross-curricular approach to implement and reinforce lessons. Skills
and strategies learned in the lower grades are reviewed, and as students progress, the
expectations and the workload increase. Technology is integrated into the curriculum to support
learning objectives. Throughout the year, students meet with specialty teachers in subjects such
as science, woodworking, music, and art. Daily sports and a weekly assembly service are
important components of the school culture. Once a year, an individual recitation by each
student as part of a teacher-directed public speaking performance is presented at an assembly to
which schoolmates and parents are invited.
English: Grammar, Usage, Mechanics

Write compositions utilizing the five-step writing process.

Produce compositions that show good organization, word choice, and topic development.

Define the eight parts of speech and identify word usage within a sentence.

Practice cursive penmanship daily.

Utilize newly acquired vocabulary in speaking, reading, and writing.

Review and apply the rules of spelling.
Reading

Incorporate effective reading strategies to ensure comprehension of the material.

Improve reading skills by reading aloud and by working on independent exercises.

Establish good reading habits by reading for pleasure and by exploring different genres.

Progress in reading at an individualized rate by utilizing the SRA Program--a systematic
approach to reading in which students are provided multi-level material based on ability.
Mathematics

Add, subtract, multiply, and divide whole numbers, decimals, and fractions.

Review basic math facts emphasizing speed and accuracy.

Study place value, rounding, graphing, geometry, ratio, percent, probability, and standard
and metric measurement.

Practice the application of problem-solving strategies.
Science
75

Attend a weekly discussion class and a weekly lab with the science teacher for hands-on
learning and conversations about science reading assignments.

Learn about atoms and elements, compounds, mixtures, and solutions.

Explore and understand density, stars, electricity and magnetism, heat and energy, sound
and light, and life science.

Study ecosystems, concluding with a research project in which each student demonstrates
a working knowledge of the topic.
Social Studies

Geography: explore different kinds of maps; identify oceans, continents, poles,
hemispheres, and equator; name states and their capitals; and define geographical terms.

Ancient Egypt: study the culture, geography, economics, beliefs, and architecture of
Egypt.
76
DEXTER SOUTHFIELD CLASS FIVE PROGRAM
Students in Class Five strive to develop the habits of good scholarship through a program of
traditional academics and an emphasis on study skills. Each academic course encourages the
improvement of study skills, time management, organization, and test-taking strategies as
integral elements of the curriculum. Throughout the year, students are guided in creating and
delivering oral presentations, and the students in each homeroom participate in a public speaking
performance presented to parents and schoolmates. Each student also takes part in the choir and
may elect to participate in the Lower School’s ensemble. Among the electives offered fifth
graders are woodworking, art, music, and sculpture. Daily intramural sports are part of the
program for each student in Class Five. The following is a brief outline of the academic courses.
English

increase vocabulary through weekly assignments

improve the mechanics of writing: capitalization; punctuation; and spelling

learn and practice the various stages of the writing process

write in different forms: narrative writing, expository writing, summaries, and the five
paragraph essay

study the building blocks of grammar-the parts of speech including their function

understand the structure of sentences and the function of important sentence elements

study the kinds of phrases and clauses and their functions; the rules of usage and
agreement
Reading

improve fluency

strive to identify and comprehend various literary elements

strive to grasp meaning of new vocabulary using context clues

strive to determine author’s purpose

strive to make inferences, draw valid conclusions, and devise strategies for sequencing
ideas
Mathematics

numbers and operation

measurement

order of operations

integers
77

number theory and fractions

ratio, proportion, and percent

geometry and spatial sense

data analysis, statistics, and probability
General Science

classification of living things, organization of cells and tissues

electricity, laws of motion

atoms and the Periodic Table

geology

astronomy
History

A survey course of ancient Greece, ancient Rome, and the Middle Ages
78
APPENDIX B: ACCEPTABLE USE AGREEMENT
I understand that, as a member of the Dexter Southfield School (the “School”) community, I
must ensure that my conduct conforms to the ideals of honesty, respect, and a sense of
responsibility. I will do no harm to others and will act knowing that my actions are held to the
highest standards of thought, word, and deed. In particular, regarding the acceptable use of
technology, while I am at School and when I am not at School, whether using the School’s
equipment or network or my own equipment or any other computer or electronic equipment or
network, whether during the school day or at night, on vacation or at any other time while I am
enrolled as a student at the School, I will adhere to this Acceptable Use Agreement (the
“Agreement”).
The Dexter Southfield Network is a valuable resource with many functions. As a student of the
School, I have the privilege to access and use many of these resources. At times, I may be the
only person supervising my Dexter Southfield Network activities. Thus, this privilege comes
with a serious responsibility to protect the network’s integrity and to safeguard the well-being of
other users. In all use, my words and actions are governed by Dexter Southfield’s Student &
Parent Handbook (the “Handbook”) and by the best interests of the School.
This Agreement outlines the privileges and responsibilities of a Dexter Southfield Network user.
My signature indicates my understanding and agreement to abide by the policy in the Handbook
and this Agreement. If at any point my words or actions are in conflict with any part of this
Agreement, I understand that the School may restrict or revoke my technology privileges, along
with possibly imposing disciplinary consequences, up to and including expulsion.
Privileges and Responsibilities





I understand that I may not portray myself, the School, or anyone associated with the
School in a manner that is in conflict with the School’s policies and practices with respect
to honesty, integrity, and general standards for community behavior.
For security reasons, I understand that I should exercise care in portraying the School in
any manner in any public forum.
I will adhere to the School’s Bullying Prevention and Intervention Plan as stated on the
School’s website and referenced in the Handbook. I understand that bullying,
harassment, hazing and discrimination of any kind are in conflict with the School’s
principles.
I will adhere to the School’s policy prohibiting sexting as stated in the Handbook, and
will not engage in sexting or initiate or exchange any lewd or offensive materials with
any other person through the use of any technology resources.
I will not give out or put online personal information that compromises my own wellbeing, the well-being of others, or the security of the School community.
The Dexter Southfield Network allows me to use Internet resources. The Internet is an
information repository, allows for communication, and serves as a place for learning. Among
other functions, I can conduct research for academic projects. While the School works to ensure
that Internet resources are developmentally appropriate for its students, as a Dexter Southfield
79
Network user, I share in this responsibility:




I understand that I may not access inappropriate websites, content, or materials using the
Dexter Southfield Network. I will notify my teacher of any information found online that
is inappropriate or makes me, or another person, feel nervous or uncomfortable (e.g.,
inappropriate or embarrassing photos, slander, or abusive comments).
I will not download or copy commercial software in violation of copyright laws.
I will not send or receive copyrighted material without the permission of the copyright
holder. I will check with a Technology Department staff member if I am uncertain about
the copyright status of online material.
I will not attempt to gain unauthorized access to network resources or disrupt the
network, including by unplugging or tampering with computers, printers, or other
hardware resources.
The School allows me to have a user account. My user account allows me to share files and
have access to many functions of the Dexter Southfield Network. I understand that I am solely
responsible for my account and that I must abide by the following rules:










I will not reveal my password to others, with the exception of my parents/guardians and
teachers.
I will check my e-mail account regularly and respond promptly.
I understand that I may not send spam, chain mail, or bulk mail from my e-mail account
or seek to sell or solicit.
I will log off when I complete my work or when I leave a computer.
I will not access or use the accounts or files of others.
I will not participate in illegal file-sharing programs.
I understand that no software (even public domain and shareware) may be installed or
used on a School computer without the permission of a Technology Department staff
member.
I may not use the Dexter Southfield Network for financial gain or any commercial
activity.
I understand that the School may review my account, including any e-mails or other files
I send or receive, at any time.
I understand that all files stored on the computers in the computer lab may be erased at
the end of each term.
I understand that as a Dexter Southfield student, I am allowed through the Dexter Southfield
Network to use e-mail at home and elsewhere. E-mail communication is a form of social
interaction. As such, I am responsible for what I have written, and I must abide by the
Handbook, including but not limited to this Agreement. My responsibility extends beyond
communications on the Dexter Southfield Network and during school hours, especially when my
words and actions impact my learning or the learning of others.
80
Personal Laptops and Other Technology Devices
If I bring a personal laptop or other network-accessing device (e.g., iPad, iPod, iPhone,
Blackberry, Droid, PDA) to School, I understand that the Handbook and this Agreement also
govern my use of such personal device.
I respectfully pledge that I will follow these rules for acceptable use of technological resources,
at School and outside of School. I understand that breaking these rules may be disruptive to the
educational process and may be considered a major disciplinary offense. Violations of this
policy may invoke consequences commensurate to the offense, up to and including suspension
and expulsion. This Agreement does not intend to create, nor does it create, a contract or part of
a contract in any way, including but not limited to, between the School and any parent, guardian
or student affiliated with or attending the School. The School reserves the right, in its sole
discretion and without notice, to interpret, add, revise and/or delete School policies and
procedures at any time, before, during and after the School year.
Print Full Name of Student:
________________________________________________________________________
I have read and agree, on behalf of my child and myself/ourselves, to all rules regarding acceptable
usage of technology enumerated above. I have discussed this with my child to make him/her
aware of the dangers of the internet and the harm that can come from misuse of the internet or
other technology resources. I understand and agree that the use of the School’s network,
technology resources and internet, as well as my child’s own personal computing devices
(computer, cell phone, etc.), can cause harm to the School community even when such use occurs
outside of School hours. In order to cooperate in the School’s efforts to educate students as to
appropriate behavior, I agree to monitor my child’s use of the internet and to prevent my child
from engaging in cyber-bullying or harassment.
Signature of Parent/Guardian #1: ________________________________________
Date: ___________________
Print Full Name of Parent/Guardian #1: ___________________________________
Signature of Parent/Guardian #2: ________________________________________
Date: ___________________
Print Full Name of Parent/Guardian #2: ___________________________________
81

LS Student-Parent Handbook 2016-2017

Transcription

Similar documents

Big Screen Sunday - Saints of Mercy!

High School Coaches!

ADCA Brochure - American Dexter Cattle Association

This issue - Southfield School

Southfield School for Girls

one sheet - Dexter Payne Music

Henley`s twentieth century forrmulas, recipes and processes

(CBS - 1968) True Detective (HBO - 2014) Other series

Highland Park Baptist Church www.highlandparkbaptist.com

Highland Park Baptist Church