2013-2014 - Tampa Preparatory School
Transcription
2013-2014 - Tampa Preparatory School
Tampa Preparatory School guide for academics and student life 2013-2014 Tampa Preparatory School for students in grades 6 – 12 a place to... think Where a rigorous grounding in skills and knowledge is just the beginning – where teachers and students share inquiry, reflection and analysis on the path to personal understanding. create Where people celebrate the imagination in geometric proofs and formal essays, on canvas, computer and stage, in poetry readings and morning assemblies. be yourself Where people respect differences and can find their place in a diverse community. aspire to excellence Where students develop winning attitudes in academics, athletics and arts. go beyond Where Florida Keys, North Carolina mountains, museums, concert halls and community service become classrooms that foster deeper understandings of one’s self, others and the world. MORE THAN JUST A COLLEGE PREPARATORY SCHOOL… A PREPARATION FOR LIFE WITH A HIGHER PURPOSE THAN SELF 2013-2014 guide for academics and student life Tampa Preparatory School 727 WEST CASS STREET TAMPA, FLORIDA 33606 www.tampaprep.org TEL 813.251.8481 • FAX 813.254.2106 CEEB SCHOOL CODE 101729 THE SCHOOL’S PHILOSOPHY Founded in 1974, Tampa Preparatory School is a coeducational college preparatory institution enrolling 640 students. It exists to provide young men and women in grades six through twelve with rigorous intellectual training, and to instill values of fairness, decency, honor, diligence, and academic curiosity within an orderly and humane environment. The School is first of all a diverse community of people. It possesses a special quality arising from its relative smallness, with all that this implies in developing close personal relationships. The faculty is composed of high caliber teachers who assist the students in achieving the greatest personal growth. In addition to fine scholarship and enthusiasm for their fields, they have an abiding interest in young people and their influence extends far beyond the classroom. The opportunity for students and teachers to know and to respect one another as individuals is one of the greatest strengths of independent education in general, and of Tampa Preparatory School in particular. Classes are taught as seminars, labs, and lectures in which students form and express ideas rather than merely receive and dispense information. Classes frequently are taught in the Socratic manner so that maximum participation is encouraged. The School stresses the development of self-confidence, a sense of worth, and the importance of a sense of humor—of having fun in the pursuit of one’s goals. This approach provides a fertile environment for the growth of academic excellence, and encourages students to develop life-long habits of industry and intellectual curiosity through the discovery of new interests. In an age that demands instant answers, liberal education cannot demonstrate immediate results, but can stress the values and standards that provide structure for living. The School’s goal is to develop the academic, intellectual, moral, emotional, and physical potential of each student, and to prepare each student as an individual to live a creative, productive, humane, and compassionate life. Tampa Preparatory School is accredited by the Southern Association of Colleges and Schools and the Florida Council of Independent Schools. Additionally, the School is a member of the National Association of Independent Schools, the National Association of Principals of Schools for Girls, the College Board, the Secondary School Admissions Test Board, the National Association of College Admissions Counseling, the Southern Association of College Admissions Counseling, and the Educational Records Bureau. honor code: a commitment to honor As a member of the Tampa Prep Community, I am responsible for upholding and promoting honesty, trust, respect and fairness in all venues of school life. I pledge to maintain personal and academic integrity and support it in others. I solemnly promise to uphold my commitment to honor this code. 2 | GUIDE FOR ACADEMICS AND STUDENT LIFE table of contents About our School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Honor Code . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Purpose of This Guide. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Non-Discrimination Policy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Where To Go For Help. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Faculty and Staff. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Academic Information and Policies. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 General. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Honors Attitude. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Academic Integrity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Tampa Prep Grading Overview. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Upper School Add/Drop Policy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Other Academic Policies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 Policy for English as a Second Language (ESL) Students. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 Academic Probation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 Academic Policy for Suspended Students. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 Academic Levels of Courses. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 AP Student Qualifications. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 AP Exam Policy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 Opportunities for Accelerated Study. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 Global Studies and STEM Concentrations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 Honor Societies. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 Registration for Classes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 Tampa Prep Graduation Requirements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 Disabilities Policy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 Services for Students with Disabilities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 Experiential Learning and Extended Trips . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 General Information. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 Field Trip Standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 Senior Internship and Service Program. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23 International Students. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 Semester Programs and School Year Abroad. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 Year-Long Program for Juniors and Seniors. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 Semester Programs for Juniors and Seniors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 Semester Program for Sophomores. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 Commonly Asked Questions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 Attendance Policies. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25 Attendance Guidelines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25 Tardiness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26 Leaving the School Campus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26 College Guidelines. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26 College Counseling. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26 College Admission . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26 College Visits. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26 GUIDE FOR ACADEMICS AND STUDENT LIFE | 3 table of contents Policy for Reporting Information to Colleges. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26 GPA, Test Scores and Course Minimums for Florida's State Schools. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27 Student Records and Transcripts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27 Florida’s Bright Futures Scholarship Program. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27 Athletics and Activities. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 Athletic and Activity Eligibility . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 Participation in Non-Academic Events. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29 Student Organizations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29 Fundraising. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29 Character Expectations and Development. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29 The Peer Counseling and Mentoring Program. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29 Four Pillars of Tampa Prep Character Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30 Tampa Prep Norms. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30 Community Service. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30 Student Government. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30 Guiding Students. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31 Advising. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31 Weekly Meetings. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31 My BackPack. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31 Limits of Advising and the Role of the School Counselor. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31 Counseling. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31 Course Selection Assistance. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31 Student Conduct and Discipline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31 General Disciplinary Guidelines. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31 Types of Infractions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32 Disciplinary Consequences. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32 Concern for Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33 Conduct Review Board. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34 Conduct Policies. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34 Animal Policy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34 Book Bags. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34 Cleanliness and Litter. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34 Criminal Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34 Dress Code. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34 Drugs, Alcohol, and Tobacco Policy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35 Eating in the Buildings. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35 Elevator Use. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35 Fights or Horseplay. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36 General Conduct . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36 Harassment/Bullying. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36 Hazing. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36 Identification Cards. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36 Illness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36 Laptop and Mobile Device Security . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37 Laser Pointers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37 4 | GUIDE FOR ACADEMICS AND STUDENT LIFE table of contents Lockers. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Off Campus Behaviors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Posting Signs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Public Displays of Affection. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Student-Adult Interactions and Communications . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Study Halls. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Weapons and Threats. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Technology Policies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Technology Mission Statement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Technology Acceptable Use Policy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Technology, Electronic Devices, and Computer Systems Usage Policy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Parking and Transportation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Automobiles and Parking. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Transportation To and From School-Sponsored Events . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Other Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Child Abuse Reporting. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Child Safety from Sexual Offenders and Predators. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Communications from School. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Evacuation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Faxing and Email. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Health Information Sharing. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Inspection Policy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Interpretation, Modification, Amendment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Investigations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Lunch Service . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Parent/Family Cooperation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Payment of Tuition and Fees . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Re-Enrollment Considerations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Student Records and Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Library Policies. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Peifer Library. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Challenged Book and Other Library Materials Policy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Course Descriptions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Appendix . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Middle School Three-Year Planning Sheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Upper School Four-Year Planning Sheet. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Add/Drop Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Registration for Non-Traditional Courses. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Absentee Permission Form. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Service Report Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . URL Shortcuts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Fundraising Event/Project Request Form. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37 37 37 37 37 38 38 38 38 38 38 41 41 42 42 42 42 42 42 42 42 43 43 43 43 43 43 43 43 44 44 44 45 64 64 65 66 67 68 69 70 72 GUIDE FOR ACADEMICS AND STUDENT LIFE | 5 PURPOSE OF THIS GUIDE The purpose of this Guide is two-fold. The first and most important is to provide guidelines for acceptable student conduct in a variety of specific situations in which students need to know what is expected of them. The second is to inform students of what very likely will happen if they violate rules or the concepts established under the School’s Honor Code. Some of the expectations in this Guide also govern expectations of parents and guardians within our community. Therefore, parents and students are resonsible for knowing its contents. Because it is impossible to consider every possible situation, especially in an ever-changing environment, we want to stress that none of the stated rules or procedures precludes the School from taking disciplinary action if students are involved in activities, on or off campus, that the School considers detrimental to other students or contrary to the general expectations of the School community. The Administration, in consultation with the Head of School, has the right to make final decisions in all matters involving student and parent rules. (Revised 7-13) The School reserves the right to interpret the content of this Guide, including the rules and regulations governing the academic and non-academic conduct of students. This Guide is not a contract, nor is it intended to be so construed. Our School reserves the right to modify and/or amend the content of this Guide at any time during the year. Please consult the most updated version of the Guide on the School website at www.tampaprep.org/guide. If you have any questions about the Guide or any of its policies please contact School officials. NON-DISCRIMINATION POLICY Admission and participation in our educational programs is open to all eligible students who meet our qualification requirements regardless of race, color, religion, ethnicity, national origin, gender, sexual orientation or disability. 6 | GUIDE FOR ACADEMICS AND STUDENT LIFE WHERE TO GO FOR HELP DESCRIPTION UPPER SCHOOL EXT.# MIDDLE SCHOOL EXT.# absences & tardiness TBA 4031 TBA 4031 Mr. Carlson 4043 *************** Mr. Fenlon 4047 4075 Mrs. Honegger Mr. DeTringo 4009 academic probation academic programs & curriculum admissions athletics college counseling disciplinary actions faculty questions financial aid illness and First aid ipad questions locker assignments middle school questions my backpack questions parking decals personal concerns social, educational concerns schedule adjustments senior internships student records/transcripts standardized testing summer programs technology textbooks upper school questions visitors to the school Mr. Carlson Mr. Facciolo Mr. Flynn Mrs. Wall Mrs. Jisha 4043 4011 4039 4051 4247 *************** Mr. Fenlon 4047 Mr. Morrison 4045 Mr. Morrison 4045 TBA 4031 TBA 4031 Mrs. Honegger Mrs. Lassacher Mrs. Steel 4009 4105 4053 *************** Mr. Couchman 4055 TBA 4031 Mrs. Honegger Mrs. Lassacher Mrs. Souza Mr. Fenlon Mr. Couchman 4009 4105 4049 4047 4055 4035 *************** Mrs. Cole 4035 Mrs. Jisha 4051 Mr. Fenlon 4047 Mrs. J. Rodriguez 4037 *************** Mrs. J. Rodriguez 4037 4009 Mr. Fenlon Mrs. Honegger 4047 4061 Mrs. Cole Advisors Mrs. Steel Mrs. Wall Mrs. Honegger 4053 4039 Advisors 4009 Mr. Lewis 4061 Mr. Lewis Mr. Carlson 4043 **************** Mr. Facciolo 4011 Mrs. Horbert Mr. Facciolo 4093 4011 Mrs. Horbert 4093 The Tampa Prep campus is defined as west of the Hillsborough River, east of North Boulevard, north of Cass Street and south of Cypress Street extension. The gates to the campus open at 6:30 a.m. The school buildings open at 8:35 a.m. (the Student Center will open at 7:30 a.m.) and all students are expected to be at the School by 8:45 a.m. to allow time to put away books and other personal belongings before class. Students must remain on campus from the time they are dropped off in the morning until they depart campus for the final time that day (exception: seniors may leave campus during the designated lunch period). Students should be picked up from school no later than 5:00 p.m. unless they are engaged in a school-related function. GUIDE FOR ACADEMICS AND STUDENT LIFE | 7 FAC U LT Y AN D STA FF leyla m. aponte, m.d. Science University of Puerto Rico, B.A. Ponce School of Medicine, Puerto Rico, M.D. carl c. carlson Director of the Upper School Wesleyan University, B.A. Harvard University Graduate School of Education, Ed.M. lynn d. ashworth Arts Savannah College of Art and Design, M.A. Virginia Commonwealth University, School of the Arts, B.F.A. santiago l. carreño Foreign and Classical Languages University of Morelos (Mexico), B.A. michelle t. bahtic English University of South Florida, B.A, M.A. m. john bamford English Harvard University, B.A. New School for Social Research, M.A. harold bono Custodian lindsay l. bowman Assistant Director of Development Dickinson College, B.A. robert w. bradshaw History and the Social Sciences Yale University, B.A. Temple University, J.D. kimberly b. cates Marketing and Publications Manager Emporia State University, B.A. virginia r. chapman Science Gettysburg College, B.A. University of Tampa, M.Ed. michael p. circle Facilities Manager ryan j. clements English State University of New York, College at Oswego, B.S. d. michele cole School Counselor Cornerstone University, B.A. Liberty University, M.A. andy v. bricker Physical Education Campbell University, B.S. david j. couchman Director of Database Management University of Florida, B.F.A. Tulane University, M.F.A. laura m. bridges-pereira Foreign and Classical Languages Virginia Commonwealth University, B.A. Pennsylvania State University, M.A. stacey l. cummins Mathematics, Yearbook, Arts University of Tampa, B.S. University of South Florida, M.A. ryan w. buchanan, ‘00 Arts Full Sail University, B.S. martha m. deambrose Arts Arts Department Chair Sigety Family Academic Chair University of Tampa, B.A. jessica l. calandra Arts University of Tampa, B.M. katherine l. calvin Science University of Tampa, B.S., M.A. stephanie a. cardillo English English Department Chair Florida State University, B.S. 8 | GUIDE FOR ACADEMICS AND STUDENT LIFE susan g. depatie Director of Development Albright College, B.A. john n. detringo, iii Mathematics, Middle School Athletic Director SUNY at Potsdam, B.S., B.A. FACU LTY AN D STA FF patricia g. embry Associate Director of the Middle School, Mathematics Mathematics Department Chair University of South Florida, B.A., M.A. i. enaye englenton History and the Social Sciences History and the Social Sciences Department Chair Golden Gate University, B.A. University of San Francisco, M.A. w. dennis facciolo Director of Admissions University of Delaware, B.A. Johns Hopkins University, M.L.A. joseph r. fenlon Director of the Middle School University of Wisconsin at LaCrosse, B.S. University of Tampa, M.Ed. michael r. flynn Athletic Director Athletic and Physical Education Department Chair Florida Southern College, B.S., M.Ed. donna h. fowler Mathematics Colby College, B.A. mike l. fowler History and the Social Sciences University of Arkansas, B.A. frank j. fren Facilities mery garcia Custodian manuela garcía luque Foreign and Classical Languages Rollins College, B.S. Universtiy of South Florida, M.A. stephen f. garrett Business Manager University of Massachusetts, B.S., C.P.A. dominick j. giombetti English University of Miami, B.S. kerri-ann grosso Science The College of William and Mary, B.S. Texas A&M University, M.S. benjamin t. hall Science Brigham Young University, B.S. University of Florida, Ph.D. lisa m. harman History and the Social Sciences Dickinson College, B.A. rosa b. harwell Mathematics University of South Florida, B.A. katrina m. hehn Communications Coordinator Stetson University, B.B.A. adrian j. hendrix Mathematics Indiana University, B.S. andrew c. hill History and the Social Sciences, Journalism University of Montana, B.A. mary beth hill Foreign and Classical Languages University of Richmond, B.A. kimberly j. hitzel History and the Social Sciences University of South Florida, B.S. carole s. holway Media Specialist University of Tampa, B.A. University of South Florida, M.A. tamra d. honegger Associate Director of Admissions, Director of Financial Aid, Director of Summer Programs Eastern Illinois University, B.S. nancy m. horbert Assistant Business Manager, Human Resource Manager University of South Carolina, A.A. andrew d. hoy Arts University of South Florida, B.M., M.A. chris s. hughes Facilities kim m. jago, ‘81 History and the Social Sciences University of the South, B.A. University of South Florida, M.A. GUIDE FOR ACADEMICS AND STUDENT LIFE | 9 FAC U LT Y AN D STA FF eugene r. jalbert Mathematics Sigety Family Academic Chair Boston College, B.A., M.A. christine d. jisha Dean of Students Skidmore College, B.A. University of Virginia, M.Ed. bradley p. kaczmarski Physical Education, Weight Room Supervisor Southern Illinois University, B.S. andrew j. liss-noda English, History and the Social Sciences Manhattanville College, B.A. Monmouth University, M.A. University of Pennsylvania, M.Ed. sarah r. lonetto English Sigety Family Academic Chair Florida State University, B.A, M.S. carmen lorente Custodian jennifer l. keller Mathematics University of South Florida, B.A. christopher a. maraghy Science Eckerd College, B.S. john e. kelly, iv Pool Technician Indiana University of Pennsylvania, B.S. marjorie s. mcduffie English University of South Florida, B.A. robin p. kennedy Director of Communication and Alumni Relations University of Tampa, B.A. linda h. kranc Science Kalamazoo College, B.A. Florida State University, Ph.D. susana f. ladd Receptionist University of South Florida, B.A. nöel h. monea English Calvin College, B.A. suzanne l. morrow Science University of South Florida, B.S., M.A. donald d. morrison, ‘86 Dean of Faculty, History and the Social Sciences Haverford College, B.A. University of Victoria (Canada), M.A. Columbia University, Teachers College, M.Ed. sean e. lake Foreign and Classical Languages Boston University, B.A. Fordham University, Ph.D. tara b. nelan Assistant Director of College Counseling University of South Florida, B.A. Florida Atlantic University, M.Ed. suzanne lassacher '85 Student Technology Support Coordinator Universita di Firenze, B.A. Montana State University, M.S. latonigi c. nembhard Security david lemuel Custodian chad m. lewis Director of Technology Ohio State University, B.A. Western Governors University, M.B.A. victoria g. lewis Technology Integration Specialist Karelian State Pedagogical University (Russia) B.A., M.Ed Western Governors University, M.Ed. 10 | GUIDE FOR ACADEMICS AND STUDENT LIFE celia nuFLO Custodian barry r. parks History and the Social Sciences, Mathematics University of South Florida, B.A., B.S., M.A alfredo a. p. pereira Foreign and Classical Languages Universidade Novade Lisboa, B.S. Universidade de Granada, M.A. felix e. perez Custodian FACU LTY AN D STA FF stacia a. perry-eaton Science Science Department Chair University of Miami, B.S. andrea r. seymore Assistant to the Director of Facilities University of Tampa, B.A. john h. phelps, jr. Director of Security Leary Institute, A.A. holly a. smiekel ‘93 Foreign and Classical Languages Foreign and Classical Languages Department Chair University of Georgia, B.S. kevin m. plummer Head of School Colby College, B.A. Columbia University, Teachers College, M.A. douglas a. smith History and the Social Sciences University of Maryland, B.A. Cleveland-Marshall College of Law, J.D. k. k. quah Science University of Wisconsin, B.S. American Graduate School of International Management, M.B.A. eric d. snow Assistant Athletic Director University of Tampa, B.S. bruno a. quattrone Physical Education Ithaca College, B.S. sherri l. queen Foreign and Classical Languages, History and the Social Sciences University of Nebraska-Omaha, B.A. Florida State University, M.A. linda y. quinn Assistant to the Director of Admissions University of South Florida, B.S. james d. riley Mathematics The Richard Stockton College of New Jersey, B.A. University of Tampa, M.S. meredith t. roberts English University of Tampa, B.A. University of South Florida, M.A.T. jody b. rodriguez Registrar, Assistant to the Director of College Counseling Emory University, B.A. University of Tennessee, M.A. melanie l. rodriguez Assistant to the Business Manager, Assistant to the Human Resource Manager University of South Florida, B.A. julia l. roper Foreign and Classical Languages, History and the Social Sciences Wellesley College, B.A. ivan sosa Custodian kimberly a. souza Assistant to the Director of the Middle School University of Florida, B.S. jillian m. stanton Assistant to the Head of School, Global Studies Coordinator, International Student Support College of New Jersey, B.A., B.S. kristy j. steel Assistant to the Director of the Upper School University of Florida, B.S. andrew r. sufficool Physical Education, Science, Athletic Trainer Catawba College, B.S. University of South Florida, M.A. jean r. wall Director of College Counseling California State Polytechnic University, B.A. California State University, M.S. bonnie s. warfel Assistant to the Director of Development w. scott warfel Arts Eckerd College, B.A. c. brian williams Mathematics, Science University of Southampton (England), B.S., Ph.D. GUIDE FOR ACADEMICS AND STUDENT LIFE | 11 ACAD E M IC I N FO R M ATI O N A N D POLI C I E S Tampa Prep has always offered a demanding college preparatory curriculum that has encouraged its students to perform well in the most competitive of college environments. The School realizes, however, that education goes well beyond a simple preparation for college and incorporates the education of the whole child—encouraging each to discover, develop and maximize his or her inner strengths and capacities. Tampa Prep’s curriculum allows opportunity for individual growth, independent research and some subject specialization. To ensure that it does this most effectively, the School’s curriculum, using as its minimum standards the guidelines published by the Florida Council of Independent Schools, is reviewed annually by the Curriculum Committee and Head of School and is updated according to current needs. Changes in the curriculum will be reflected in the Course Description section of this handbook. Tampa Prep strongly believes in the sanctity and standards of its most important community values and norms. Among these values and norms are: Academic Honesty and Integrity, Artistic Integrity, Athletic Integrity, an appreciation for diversity and acceptance, a community free from harassment, a drug and alcohol-free campus and adherence to the policies and procedures of Tampa Preparatory School. In 2009, the following Honor Code was developed and adopted: the honor code: a commitment to honor As a member of the Tampa Prep Community, I am responsible for upholding and promoting honesty, trust, respect and fairness in all venues of school life. I pledge to maintain personal and academic integrity and support it in others. I solemnly promise to uphold my commitment to honor this code. HONORS ATTITUDE Tampa Prep encourages each student to develop an “honors attitude,” which is reflected in all areas—academic, social, physical, and moral. The School strongly believes that an honors attitude is important for all students, regardless of their level of aptitude. Students who aspire to an “honors attitude” may look to the following as a model: Seriousness of purpose. A student with an honors attitude tries to produce the best work that he or she can. When confused about an academic matter, or when missing a class, a student with an honors attitude takes responsibility for successfully learning or producing the required material. Class contributions. A student with an honors attitude contributes to a positive learning environment through class discussion, attentive listening, well-planned oral reports, cooperative group work, and thorough preparation for class. Effective management of course requirements. A student with an honors attitude manages time wisely to keep track of and meet deadlines and produces his or her best work by devoting sufficient time to homework and study. Emotional maturity. As appropriate to the grade level, a student with an honors attitude discusses controversial or challenging ideas with emotional maturity. Such a student also strives for excellence in all assignments, even those which may be of less personal interest. Academic integrity. A student with an honors attitude takes responsibility for his or her learning, completes in-class and out-of-class assignments according to the 12 | GUIDE FOR ACADEMICS AND STUDENT LIFE Honor Code, and works cooperatively and respectfully with teachers and other students. ACADEMIC INTEGRITY Education presupposes a context in which honesty is a cardinal virtue. Truthfulness, respect of work and integrity are fundamental expectations for academic integrity and to the Honor Code. Departure from this standard constitutes a violation of the School Honor Code and causes the student to be liable for major disciplinary action. All homework, tests, quizzes, examinations and papers are written under the Honor Code. EXAMPLES OF ACADEMIC DISHONESTY Actions that fall below the expectations of trust, honesty, respect and fairness, as established by the Honor Code, will also constitute a violation of the Honor Code and result in disciplinary action. Examples include, but are not limited to: • Lying. • Using notes, calculator memory, or other unauthorized aids in a quiz, test, examination or paper, or copying from or being influenced by another student’s work. • Giving unauthorized aid to another student: allowing another student to copy or use one’s test paper, homework, or notebook, or giving answers to tests or quizzes. • Using a cell phone or any unauthorized electronic device during a quiz or examination. • Obtaining help on homework or on take-home tests that is beyond the limit specified by the teacher. • Plagiarizing: presenting work as one’s own, in part or full from some other source (be it published work, a parent, another student’s work, an Internet site, Spark Notes, or any similar aid). ACADE MI C I N FORMATI ON AN D POL IC I ES AVOIDING PLAGIARISM In most written work, one can avoid the charge of plagiarism or unauthorized aid by acknowledging sources in the following ways: • Formal footnoting – many guides are available; consult your M.L.A. handbook section 1.6; • Formal or informal bibliography – listing at the end of the paper any sources you have consulted while writing; • Internal citation – giving credit in your text to the original source for a direct quotation or paraphrase (restating the text in another form or in other words); • Checking with your class teacher when in doubt. DISCIPLINARY ACTION FOR ACADEMIC DISHONESTY Academic honesty violations will be addressed by the Dean of Students and/or administration directly. Major violations, as determined by the administration, will be referred to the Conduct Review Board for assessment and recommendation. In all cases (minor and major violations), disciplinary action will be determined by the severity of the infraction, the student’s prior record of similar violations, and the student’s cooperation and honesty in the investigatory process. Penalties for Honor Code violations may include one or more of the following: • An “F” on the test, quiz, examination or paper in which the violation occurred. • Lowering of the student’s final grade. • Failure in the course involved. • Suspension from School. • Expulsion from School. Students who are suspended for Honor Code violations will be required to make up all academic work missed while on suspension. The student will have a one letter level reduction (i.e., B to B-) of their semester pre-exam average in all classes. TAMPA PREP GRADING OVERVIEW Grades and comments will be issued to parents four times a year, at the middle and end of each semester. Parents are encouraged to discuss their student’s progress with the student’s advisor. Should further concern arise, appointments should be made with Mr. Fenlon (for Grades 6, 7, 8) or Mrs. Jisha (Grade 9), Ms. Nelan (Grade 10), Mr. Morrison (Grade 11), or Mrs. Wall (Grade 12). In addition, teachers and advisors are encouraged to communicate with parents regarding overall school performance. TAMPA PREP UNWEIGHTED GRADE SCALE LETTER POINTS GPA LETTER POINTSGPA A+ 97-100 4.33 C+ 77-79 2.33 A 93-96 4.00 C 73-76 2.00 A- 90-92 3.67 C- 70-72 1.67 B+ 87-89 3.33 D+ 67-69 1.33 B 83-86 3.00 D 63-66 1.00 B- 80-82 2.67 D- 60-62 0.67 F <60 0.00 CLASS RANK Because of the highly academic nature of the School, Tampa Prep does not rank students numerically. Instead, the School reports individual grade point averages to colleges. HEAD’S LIST Those students who have an unweighted average of A- (3.67) or higher (no rounding) each semester attain the Head’s List. In the Middle School, PE class are not included in calculations for Head’s List candidacy. HONORS LIST Those students who have an unweighted average of B (3.0) or higher (no rounding) each semester attain the Honors List. In the Middle School, PE class are not included in calculations for Honors List candidacy. CREDITS A passing average at the end of each semester earns a student one-half credit for each semester of a year-long course and one-half credit for a one semester course. No fractional credit is awarded for partial completion of courses. GRADE POINT AVERAGE (GPA) The unweighted and weighted cumulative Grade Point Average (GPA) is calculated using semester grades beginning with the freshman year and includes only courses taken in grades 9 through 12. In order to determine a weighted GPA, the following points are added to the unweighted GPA of these classes: • Honors (H) courses: 0.5 points • Advanced Honors (ADV) courses: 0.75 points • Advanced Placement (AP) courses: 1.0 points • College Placement (CP) courses are not weighted UPPER SCHOOL ADD/DROP POLICY FIRST FIVE DAYS OF COURSE WORK During the first five days of a new course’s work, changing sections requires the student’s and relevant teachers’ signatures. All other changes require these signatures plus the advisor’s signature. Seniors are the exception: they must always also obtain the signatures of the Director of the Upper School and the Director of College Counseling. AFTER THE FIRST FIVE SCHOOL DAYS After the first five days of a new course’s work: a. The student’s, teacher’s, advisor’s, and parent’s/ legal guardian’s signatures are always required. Seniors must also obtain the Upper School Director’s and the College Counselor’s signature. b. Changing teachers of the same course also requires the Dean of Faculty’s signature. c. Switching from one level of a discipline to another level of the same discipline (for example, Spanish 2 to Spanish 1) also requires the signatures of the Division Director. GUIDE FOR ACADEMICS AND STUDENT LIFE | 13 ACAD E M IC I N FO R M ATI O N A N D POLI C I E S DEADLINES FOR DROPPING CLASSES Classes may be dropped without penalty within five school days after the School posts mid-semester grade updates. Transcripts of classes dropped after these dates and through either November 15 or April 15 will indicate that the student has “withdrawn passing” or “withdrawn failing.” Classes may not be dropped after either November 15 in the first semester or April 15th in the second semester. (Revised 7-13) Seniors who drop classes are responsible for notifying the colleges to which they have applied if those colleges already possess the seniors’ transcripts. DEADLINE FOR ADDING CLASSES No class, other than a class comparable to one in a student’s current schedule, may be added after its 12th meeting. TRANSFER DEADLINES AND GRADE TRANSFER POLICIES BETWEEN COMPARABLE CLASSES If students transfer from one level of a comparable course to another (i.e. classes with decidedly similar content but taught at different academic levels, such as AP US History and US History Honors, or Algebra 2 Advanced Honors and Algebra 2 Honors) as late as two weeks after mid-semester reports are sent home, then the only grades transferred from one class to another are those assessments for material shared in common by the two courses. These grades are agreed upon through conversations with the two corresponding teachers. After two weeks beyond the date when mid-semester reports are mailed, all grades are transferred from one comparable course to another. Students may not transfer from one comparable class to another after November 15 or April 15 of each semester. Should questions arise, the corresponding Division Director will determine whether one course is comparable to another. MAKE-UP WORK Any student switching into a class already in progress may be asked to make up all significant work (i.e., required reading, tests, papers, projects, labs, reports, etc.) assigned before his or her transfer. This work should be completed according to a calendar agreed upon by the student and teacher. In certain situations, the Division Director may mitigate the amount of work to be made up. OTHER ACADEMIC POLICIES POLICY FOR MAJOR ASSIGNMENTS 1. Schedule with Division Directors. To distribute student work loads and school resources as effectively as possible, the Middle School Director coordinates and approves all Middle School major assignment due dates and the Upper School Director coordinates and approves all Upper School major assignment due dates. 2. Identify as “major.” “Major assignments” are those that require substantial extra and extended time and independent work. Examples: Grade 11 Synthesis 14 | GUIDE FOR ACADEMICS AND STUDENT LIFE Project, Middle School Portfolio Presentation, research papers, etc. Teachers designate relevant assignments as “major” and make certain that all students understand their designation at the time the assignments are made. 3. Collect at 8:50 a.m. To discourage students from missing school to complete homework, all major assignments are due at 8:50 a.m. Teachers make their major assignments due on Mondays. 4. Grade Reduction if late. If a student is absent on the due date of a major paper, project, or report, he or she must send the assignment to school with someone else. Major assignments not received by 8:50 a.m. on the due date are automatically turned in to the Division Director who will determine a grade penalty. NUMBER AND VARIETY OF TESTS To help students perform well academically, teachers should do their best to schedule tests so that students have no more than two tests in one day. Students who are unable to rearrange to no more than two tests should see the Director of the Middle School (MS) or the Director of the Upper School (US). To help students maintain academic integrity, teachers of multiple sections of the same course are encouraged to vary their tests and quizzes when all sections do not take the test on the same day. TESTS AND MAJOR ASSIGNMENTS BEFORE EXAMS To ensure quality evaluation and optimum benefit for exam preparation, all major assignments must be due no later than two weeks before the start of exams. Unless pre-approved by the Division Directors, feedback and grades for all but the smallest quizzes and homework assignments must be collected from and returned to students at least five school days before exams begin. EXAMS With rare exceptions, Tampa Prep classes include exams. These are weighted 25% of the semester’s total grade. Two hour exams are administered over a three-hour period at the end of each semester. Arts performances are considered exams. Seniors who have more than eight unexcused absences from any class during the second semester will be required to take the second semester final examination and be required to attend all meetings for that class prior to the final exam. EXEMPTION FROM EXAMS With few exceptions, courses must conclude with a two-hour final examination during finals week. In the following situations, however, students may be excused from taking certain exams: 1. Second semester juniors and first semester seniors are exempt from their semester final exams if their pre-exam average is an A+. This policy does not apply ACADE MI C I N FORMATI ON AN D POL IC I ES to Arts courses. 2. AP students who maintain at least a B- average in the AP course, who miss no more than eight of the AP course’s second-semester classes, and who take the course’s AP exam. 3. First semester seniors with a pre-exam average of an A or above in an AP class, who do not have more than six absences in the semester. The absence caveat can be waived by appealing to the instructor and the Upper School Director. 4. Seniors who participate in the Internship Program are exempt from all second semester final exams. They must, however, take an exam in any semester class they are failing. (Revised 7-13) ARTS EXAMS Arts major performances are considered exams. All Arts faculty will notify their students of these dates during the first week of classes. INCLUDING OTHER ASSESSMENTS AS PART OF AN EXAM Other culminating requirements such as class presentations, term papers, oral examinations and projects may be considered a portion of a course’s examination grade. Whether simply a two-hour final or a multi-faceted assessment which incorporates a final with other culminating assignments, the total exam grade equals one-quarter of the student’s semester grade. OPEN BOOK EXAMS Open book exams may be given if 1) logistically their administration site can be isolated from other exam sites and 2) the Division Director approves the teacher’s request to give such an exam. REPEATED COURSES Students may repeat a class in Tampa Prep’s Summer School or during the next school year. Upon completion of the repeated course, the grade of the first class is deleted from the student’s official school transcript and replaced with the new grade if higher. If not higher, then the original grade will remain. Please note: Tampa Prep grades will not be replaced with grades earned at any other academic institution. The following Repeated Courses policy applies to grades received during and after the 2012 - 2013 academic year: Students may only repeat a class at Tampa Prep during the following periods: 1) During the summer after the class was first completed; 2) During the subsequent school year; 3) During the second summer after the course was first completed. Upon completion of the repeated course, the grade of the first class is deleted from the student’s official school transcript and replaced with the new grade if higher. If not higher, then the original grade will remain. Courses with grades of B- or higher may not be replaced. Please note: Tampa Prep grades will not be replaced with grades earned at any other academic institution. EXTRA HELP With minor exceptions, faculty members are available in their classroom for extra help from 3:30-4:15 p.m. each day and at other times during the day as designated by the teacher. Students may be required by faculty to attend these sessions. In addition, faculty may make some time available each week in the classroom for review and for working individually with students. Students who have teachers who coach need to make special arrangements for extra help sessions. Coaches will ensure that they are available at least one afternoon per week and other mutually agreed upon times. National Honor Society members volunteer as tutors for other students during the school day. Appointments with these students should be made through the National Honor Society Advisor. Students should seek help from their teachers before seeking student tutors. The Writing Center, staffed by selected juniors and seniors, is located in room 3004 and is staffed daily from 3:30-4:15 p.m. Students may sign up for appointments on the third floor bulletin board. TESTS AND WORK MISSED DUE TO ABSENCE All missed or due quizzes, tests, labs, and assignments must be completed and turned in on the day the student returns to school, even if that student’s class does not meet that day or if that student arrives at school after that class has met. Teachers may penalize assignments received beyond their due dates according to individual teachers’ policies. Under extenuating circumstances such as prolonged absences or religious holidays (see below), students must complete and turn in assignments within five school days of returning to school. No work should be accepted for credit beyond that time unless approved by the appropriate Division Director. Refer to “Policy for Major Assignments” as well. TUTORING Tutoring may be appropriate when students need special, continuing individualized assistance, but it should be considered only after the teacher has provided extensive extra help. Teachers should consult with the Division Director before pursuing tutoring options or recommendations. Tampa Prep faculty may not tutor or give private athletic coaching to Tampa Prep students for pay. INCOMPLETE GRADES If a student has not completed all work for a grading period, his or her comment form may include an expected date of completion. If more make-up time is needed, the teacher should arrange a make-up schedule with the advisor and Division Director. RELIGIOUS HOLIDAYS Religious holidays are not formally recognized on the Tampa Prep calendar. In setting the academic calendar for each year, conflicts with holidays that involve many Tampa Prep GUIDE FOR ACADEMICS AND STUDENT LIFE | 15 ACAD E M IC I N FO R M ATI O N A N D POLI C I E S students, faculty, and staff are avoided. In consideration of their significance for many students, no examinations may be given either on the day of or the calendar day after the religious holidays listed below. The following are dates of religious holidays for the 2013-14 school year: Eid-al-Fitr – August 8, 2013 Rosh Hashanah – September 5, 6, 2013 Yom Kippur – September 14, 2013 Eid-al-Adha – October 15, 2013 First Day of Passover – April 15, 2014 Good Friday – April 18, 2014 Easter – April 20, 2014 Tampa Prep recognizes that there are other religious holidays that are of importance to the school community. These include but are not limited to Hannukah, Sukkot, Ash Wednesday, Passover, Shavout, Simchat Torah, Shemini-Atzerat and Ra’s al-sana. Students who miss these days will be allowed to make up all work and examinations in a timely fashion as agreed to by teacher and student. HOMEWORK OVER THANKSGIVING/SPRING BREAK No homework is to be assigned over Spring Break. No assignments can be due on the day of return from Spring Break. No major projects can be due during the first week back from Spring Break. The above policy is also strongly recommended for the Thanksgiving Break, but is left to the discretion of the teacher. UPPER SCHOOL FIELD TRIPS AFTER SPRING BREAK With the exception of set days on the School Calendar, there will be no Upper School field trips after Spring Break save for “unique opportunities” that must be approved by the Curriculum Committee. This policy only applies to those field trips that require students to miss a class other than the one involving the field trip. CALCULATOR POLICY Scientific calculators may be used throughout the Science and Mathematics curriculum at the discretion of the instructor. A calculator application on the iPad may often be appropriate. However, in testing situations students will be required to bring their own TI-35 scientific calculator. In advanced classes, a TI-84 graphing calculator may be required. Use of more advanced calculators such as the TI-89 and TI-92 are prohibited. (Revised 7-13) POLICY FOR ENGLISH AS A SECOND LANGUAGE (ESL) STUDENTS 1. As individual teachers deem appropriate, they may be flexible with the assessment of assignments for ESL students as a way to facilitate these students’ efforts to master material. 2. Ultimately, however, Tampa Prep’s ESL students 16 | GUIDE FOR ACADEMICS AND STUDENT LIFE 3. are to be held to the same academic standard on their transcripts as all other Tampa Prep students. For instance, on the transcript a teacher’s “B” should represent the same level of academic accomplishment for ESL and native-English speaking students alike. Tampa Prep’s teachers are not required to provide any more out-of-class help to ESL students than they would to native-English speaking students. ACADEMIC PROBATION Any student who earns two D’s or one F, or worse, in any semester will be placed on Academic Probation for the next semester. Each student on Academic Probation may meet within two weeks of the release of grades with his or her Academic Probation Advisory Committee (APAC) to discuss definite actions to help the student improve his or her academic performance (unless a parent/teacher conference was previously held). These actions may include, but are not restricted to, extra help, tutoring, diagnostic testing, counseling, removing school privileges, and suspending school activities (clubs, arts, sports). A letter will be sent home informing each student and parent(s) of the student’s probationary status. Each student’s progress will be monitored closely by the Division Director and the Advisor. At other intervals during the semester, the student will meet with the Division Director, Dean of Faculty, Dean of Students, or the Advisor, and as needed, specific teachers. The results of these meetings will be communicated to parents. The number of follow-up meetings will be determined by the Division Director and Advisor. Students on Academic Probation who earn improved grades (no more than one D) for the next semester will be removed from Academic Probation. Any student remaining on probation for the next semester may be subject to separation from the school. The Head of School or Division Director will inform the parent(s) and the student of the School’s final decision. NOTE: 1. The determination of Academic Probation status relies only on semester grades, not cumulative grades. 2. Tampa Prep Summer School grades may be used to replace grades. The new grade (following Summer School) may remove the student from Academic Probation. APAC COMPOSITION The Academic Probation Advisory Committee is comprised of the student’s: 1. Grade level administrator 2. Advisor ACADE MI C I N FORMATI ON AN D POL IC I ES 3. School Counselor (as needed) and 4. Teachers ACADEMIC POLICY FOR SUSPENDED STUDENTS 1. Suspended students must make up all academic work missed while serving the suspension; 2. Teachers must give that work full academic credit; 3. Students suspended for academic honor violations will receive a one grade level drop in all classes for their pre-exam average (i.e B to B-). ACADEMIC LEVELS OF COURSES COLLEGE PREP COURSES Selected courses at Tampa Prep are taught at the College Prep level. These classes prepare students for college coursework while reducing the pace and rigor of the topics covered. HONORS COURSES Most classes at Tampa Prep are taught at an honors level appropriate to the grade or level of the course. ADVANCED HONORS COURSES Advanced Algebra 2, Advanced Precalculus, Calculus, Chemistry 2, Physics 2, Advanced Spanish 3, Spanish 4 and French 4 are designated as “Advanced Honors” classes and require academic dedication beyond those necessary for success at the Honors level. (Revised 7-13) ADVANCED PLACEMENT COURSES Tampa Prep offers a wide selection of Advanced Placement courses for students who wish to engage in college-level study while still in high school. These courses demand time, study, and specialized abilities above the normal rigors of the School’s other classes. Therefore, students wishing to enroll in more than three AP courses for any one year must obtain permission from the Upper School Director. Admission to AP classes requires the permission of the courses’ instructors, who base their decisions on teacher recommendations and past academic performances in the relevant discipline. The Upper School Director has the final say in all AP placements. AP STUDENT QUALIFICATIONS Strong candidates for AP courses typically possess the following qualities: Intellectual interest. Strong AP candidates display an intellectual curiosity and motivation for the subject matter of the course beyond merely meeting grade requirements. Strong skills. Strong AP candidates should not require basic level work in reading, writing, vocabulary, or computation. AP courses focus on subject matter and higher level skills. Developed capacity for abstract thinking. Strong AP candidates should be able to move beyond the literal or concrete level of thinking and reading to cope with abstraction, implication, discovery, metaphor, irony, and similar secondary levels of meaning. Strong AP candidates should be able to analyze coherently and to draw supportable conclusions from facts and data. AP teachers require prospective students to indicate written interest in taking future AP courses. While teachers may use slightly different methods for determining an AP class roster, using the parameters listed above, these teachers generally consult with colleagues, refer to student transcripts and may even speak with students before making decisions on course suitability. AP EXAM POLICY Faculty have the prerogative to admit students selectively into AP classes based on prior academic performance and “honors attitude.” Therefore, each teacher establishes his/ her own policy as to whether students must take the College Board’s Advanced Placement exam. All AP students who maintain at least a B- average in the AP course, who miss no more than eight of the AP course’s second semester classes, and who take the College Board AP exam, are exempt from the course’s final exam. If a student does not take an AP exam for a course that mandates the taking of the exam, then the student will be required to take an alternative assessment as deemed by the instructor. While it is suggested that the alternative assessment be a final exam, if it is not, then the assessment must be comparable in nature to a final exam. If a student is taking an AP exam, he/she may be excused from classes (or internship) on the half-day prior to the exam. Arrangements to make up missed work must be made in advance with the teachers whose classes are missed. Students who take an exam in the morning are expected to attend afternoon classes (or internship). Students who are taking an AP exam but are not enrolled in that exam’s AP class must take the final exam for their non-AP course, unless they are second semester juniors with a grade of A+. (see Exemption from Exams Policy) OPPORTUNITIES FOR ACCELERATED STUDY CRITERIA TO ADVANCE TO PRE-ALGEBRA IN THE SIXTH GRADE A student who would like to be considered for advancement must: achieve an ERB Percentile of 90% in Quantitative Reasoning and Mathematics 1 & 2 using the Independent Norms; maintain a mathematics average of A+ during the current year; receive the recommendation of all current teachers; maintain exemplary grades in all classes; complete the Pre-Algebra Placement Test with a score no lower than a B+; meet with a Middle School member of the Mathematics Department to discuss long range goals in mathematics; and gain approval of Middle School Director and Mathematics Department Chair. GUIDE FOR ACADEMICS AND STUDENT LIFE | 17 ACAD E M IC I N FO R M ATI O N A N D POLI C I E S CRITERIA TO ADVANCE TO ALGEBRA I IN THE SEVENTH GRADE A student who would like to be considered for advancement must: achieve an ERB Percentile of 90% in Quantitative Reasoning and Mathematics 1 & 2 using the Independent Norms; maintain a mathematics average of A+ during the current year; receive the recommendation of all current teachers; maintain exemplary grades in all classes; complete the Algebra Placement Test with a score no lower than a B+; meet with a Middle School member of the Mathematics Department to discuss long range goals in mathematics; and gain approval of Middle School Director and Mathematics Department Chair. DOUBLED MATHEMATICS COURSES Students with an A- average in Algebra 1 may enroll in Geometry and Advanced Precalculus concurrently if they receive the approval of the Algebra 1 instructor and the Mathematics Department Chair. If either course’s average drops below a B by the end of the semester, the student must withdraw from the class with the lower grade. Upon completion of Geometry, other mathematics courses may be taken concurrently (for instance, Calculus and AP Statistics). Approval by the instructor and Mathematics Department Chair is required. ADDITIONAL MATHEMATICS REQUIREMENTS All Middle School students should have a B average for the second semester in Algebra 1 in order to advance to Geometry. In addition, any Algebra 1 student who intends to accelerate his/her math during the summer must have a B average for the second semester. ADDITIONAL FOREIGN LANGUAGE REQUIREMENTS All Middle School students must have a B- average or higher for the second semester of their level 1B language course in order to advance to level 2. In addition, a level 1B student who wishes to accelerate over the summer by taking a level 2 course for the first time must have an A- or higher in their level 1B course for the second semester. TAMPA PREP SUMMER SCHOOL Upper School students wishing to accelerate their studies may choose from an assortment of academic courses in Tampa Prep’s credit-granting Summer School. (Consult the Summer Programs brochure or the Director of Summer Programs for more details.) Such courses appear on the Tampa Prep transcript and count toward the student’s GPA and graduation requirements. INDEPENDENT STUDY On a limited basis, students may design an independent study program with a faculty sponsor. All requests for independent study must be approved by the Curriculum Committee in a timely manner. Petitions should be given to the Dean of Faculty and should include 1) specific objectives; 2) methods and criteria for 18 | GUIDE FOR ACADEMICS AND STUDENT LIFE assessment of learning; 3) meeting times; 4) a week-by-week syllabus; and 5) as appropriate, a reading list. CLASSES TAKEN ELSEWHERE With prior permission, students who take classes outside Tampa Prep may count these classes towards Tampa Prep graduation requirements. Such courses’ grades will appear on the students’ Tampa Prep transcripts and will be included in GPA calculations. These grades, however, will not replace Tampa Prep grades for the same course. For a non-Tampa Prep course to be counted towards a graduation requirement, students must meet all three of the following criteria: 1. The Upper School Director must be petitioned by submitting a “Registration For Non-Traditional Classes” form (see Appendix) and his permission received before the proposed study commences. 2. The course’s credit must be granted by the institution at which the student received the academic instruction. 3. The course must be taken at, and the credit granted by, either a fully accredited four-year college or university or an independent school approved by the Upper School Director. GLOBAL STUDIES CONCENTRATION AND STEM CONCENTRATION Tampa Prep offers two interdisciplinary programs for rising tenth grade students: a Global Studies Concentration for those who are passionate about international issues and a STEM Concentration for those who relish the study of science, technology, engineering and mathematics. Each of these programs requires students to select classes from a body of relevant coursework that lie at the heart of each interdisciplinary focus. In addition, students must participate in one of several extracurricular activities that complement each program. Participants must also attend a manageable selection of related events. The underlying goal of each Concentration is to equip graduating students with a range of experiences that prepare them for further opportunities in these interdisciplinary fields, while also completing Tampa Prep’s graduation requirements. Students who successfully complete all requirements for a Concentration will be recognized at graduation. Below, please find the details of each Concentration: GLOBAL STUDIES CONCENTRATION Summary of requirements 1. Application and acceptance into the Concentration 2. Completion of the core curriculum 3. Completion of two additional Global Studies credits 4. Regular participation in an approved activity 5. Attendance of at least one Model United Nations conference before graduation 6. Attendance of all planned on campus Global Studies events and one off campus Global Studies event per ACADE MI C I N FORMATI ON AN D POL IC I ES semester 7. Hosting of an international student 8. Participation in at least one approved study/travel abroad program 9. Completion of an approved culminating research project 10. A ll exceptions to these requirements must be approved by the Global Studies Committee 1. Application •• Rising tenth grade students must submit an application by a pre-determined deadline to the Global Studies Committee, stating their desire to participate in the Concentration and agreeing to the terms of the program 2. Participating students must complete the following core curriculum by graduation •• History ▫▫ World History 1 ▫▫ World History 2 or AP World History ▫▫ US History or AP US History •• English ▫▫ English 9 ▫▫ English 10 ▫▫ English 11 ▫▫ English 12 •• Languages ▫▫ Four-year minimum ▫▫ Can be three years in one language and one in a second language, or four in the same language 3. Participating students must complete at least two credits of these courses by the end of twelfth grade: •• AP Art History (1.0) •• Economics (1.0) •• AP Economics (1.0) •• AP European History (1.0) •• Estudios Latinoamericanos (0.5) •• Latin American Studies (0.5) •• Francophone Studies (0.5) •• Advanced French Conversation Through Film (0.5) •• World Religions (0.5) •• Contemporary Issues (0.5) •• Cultural Anthropology (0.5) •• Other courses approved by the Global Studies Committee 4. Students must be a regular, yearly participant in one of the following activities: •• International Club •• Environment Club •• STAND •• Model United Nations (M.U.N.) •• A Tampa Prep foreign language club •• Any additional club approved by the Global Studies Committee 5. Students must attend at least one Model United Nations conference before graduation 6. Students must attend all planned on campus Global Studies events and one off campus Global Studies event per semester •• There will be a variety of offerings each semester •• After each event students must submit an artifact from the event (if off-campus) and a written reflection of the event to the Global Studies Committee within five days of attending the event 7. Students must host an international student at least once during their Global Studies Concentration (by the end of twelfth grade) •• May be housing a Tampa Prep international student for a semester or a year •• May be a shorter-term hosting arrangement of a Tampa Prep program 8. Students must participate in at least one approved study/travel abroad program during their Global Studies Concentration (by the end of twelfth grade) •• Program must be a minimum ten days in length and cultural in focus ▫▫ Any exceptions must be approved by the Global Studies Committee 9. Students must complete a culminating Global Research Project that is approved by the Global Studies Committee •• Students must present their research in a public forum 10. Students are encouraged to pursue a global studies oriented Senior Internship (Revised 7-13) STEM CONCENTRATION Summary of requirements 1. Application and acceptance into the STEM Concentration 2. Completion of the core curriculum 3. Regular participation in an approved activity 4. Attendance of all planned on campus STEM events each semester and one off campus STEM event per semester 5. Completion and presentation of an approved culminating research project 6. Undertake a STEM-oriented Senior Internship 7. Maintain a minimum overall unweighted 3.0 GPA in STEM courses 8. All exceptions to these requirements must be approved by the STEM Committee (Revised 7-13) 1. Application •• Rising tenth grade students must submit an application to the STEM Committee, stating their desire to participate in the Concentration and agreeing to the terms of the program •• Applicants must at least be entering into Algebra 2 in tenth grade •• Applicants must have demonstrated a high level of success and responsibility in prior math and science classes 2. Participating students must complete the following core curriculum by graduation •• Math ▫▫ Algebra 1 ▫▫ Geometry ▫▫ Advanced Algebra 2 ▫▫ Advanced Precalculus ▫▫ Calculus or AP Calculus AB GUIDE FOR ACADEMICS AND STUDENT LIFE | 19 ACA D E M IC I N FO R M ATI O N A N D POLI C I E S •• Science ▫▫ Biology ▫▫ Chemistry or Chemistry 2 ▫▫ Physics or Physics 2 ▫▫ At least one AP science course •• Engineering and Technology ▫▫ Introduction to Engineering Design ▫▫ Principles of Engineering ▫▫ Engineering Design and Development •• Art ▫▫ At least one half-credit Visual Arts course 3. Students must be a regular, yearly participant in one of the following activities •• Robotics Club •• Science Fair •• Math League •• Terrapin Programmers •• Any additional activity approved by the STEM Committee 4. Students must attend all planned on campus STEM events each semester and one off campus STEM event per semester •• There will be a variety of offerings each semester •• After each event students must submit an artifact from the event (if off-campus) and a written reflection of the event to the STEM Committee 5. Students must complete a culminating STEM Research Project as part of the Engineering Design and Development course •• Students must present their research in a public forum 6. Students must pursue a STEM-oriented Senior Internship (Revised 7-13) Applications and deadlines for both of these programs are available on Tampa Prep’s website. Any questions about these Concentrations should be directed to Mr. Morrison or Ms. Stanton. HONOR SOCIETIES CUM LAUDE The Cum Laude Society was founded in 1906. Its purpose is to promote learning and scholarship in secondary schools. The presence of a Cum Laude chapter at Tampa Prep is an indication that superior scholastic achievement is valued by the School. Students are inducted to the Society through the following parameters. According to the Society’s guidelines, junior membership cannot constitute more than 10% of the eleventh grade class. Inductees are chosen based on a student’s cumulative weighted GPA. If several students with identical cumulative weighted GPAs drive this group to exceed 10% of the Junior class, then the final selections from the identical cumulative weighted GPA group are determined by a student’s junior year weighted GPA. Juniors must have attended Tampa Prep for at least the entire tenth and eleventh grade. According to the Society’s guidelines, senior induction may not constitute more than 20% of the twelfth grade class, including those students inducted as 20 | GUIDE FOR ACADEMICS AND STUDENT LIFE juniors. Qualified seniors are awarded membership upon consideration of a student’s cumulative weighted GPA. If several students with identical cumulative weighted GPA’s drive this group to exceed 20% of the Senior class, then the final selections from the identical cumulative weighted GPA group are determined by a student’s Senior year weighted GPA. Seniors must have attended Tampa Prep for at least the entire eleventh and twelfth grade. NATIONAL HONOR SOCIETY The National Honor Society was founded in 1921 as an organization for secondary schools, which recognizes and encourages academic achievement, and develops other characteristics essential to citizens in a democracy. These ideals are scholarship, character, service, and leadership. Students are inducted to the Society through the following parameters. Sophomores, juniors and seniors with a cumulative unweighted GPA of 3.0 are invited to submit an activities sheet to the Faculty Council. The student lists those things which he/she has done while in high school that show leadership and service and that contribute to school and community life. There is an induction ceremony in April for successful candidates from all three classes, and for seniors in December. NATIONAL JUNIOR HONOR SOCIETY The National Junior Honor Society recognizes students who reflect outstanding accomplishments in the areas of scholarship, character, leadership, citizenship, and service. Eligible candidates are seventh or eighth grade students, who have attended Tampa Prep for at least two semesters and attained a cumulative grade point average of 3.0. Interested candidates may submit an activities form to the Faculty Council. The form lists their activities and accomplishments during Middle School. The Faculty Council reviews the forms along with teacher recommendations and invites qualifying students to join the National Junior Honor Society. The Induction Ceremony takes place in May. REGISTRATION FOR CLASSES MIDDLE SCHOOL 1. Review Middle School course requirements and options. 2. Complete your course registration form and return it to the Middle School Director. UPPER SCHOOL 1. 2. 3. 4. Review graduation requirements for Tampa Prep. Review Florida Scholars Program requirements. Review Florida state college admissions requirements. With your Faculty Advisor, complete and/or revise your Four-Year Plan. Include courses you have completed, refresh your memory regarding courses you intend to take, and monitor your progress toward graduation and scholar requirements. Important advice for ALL grades: Keep in mind that selective DI SAB I LITI ES POL ICY colleges and universities expect you to challenge yourself with a demanding academic schedule in secondary school. Tampa Prep advises you to plan a high school career which challenges you according to your own abilities. 5. Select your courses according to your Four-Year Plan. The School reserves the right to add or delete courses without notice due to such matters as class enrollments. 6. Ask your parents to review your choices and to sign your registration form. Then, return your registration form to the designated administrator. 7. The Upper School Director and the Dean of Students register all students new to the Upper School. TAMPA PREP GRADUATION REQUIREMENTS Entering freshmen must satisfactorily complete 22.5 credits to graduate. Entering sophomores must earn a minimum of 15 credits to graduate, entering juniors 10 credits, and entering seniors 5 credits. department specific course requirements credits English English 9, English 10, English 11 4 and English 12 or AP English Mathematics Through Precalculus, Advanced Precalculus or Prob/Stats 4 Science Biology, year-long Chemistry 3 or Physics, one other science credit other than an Engineering-sequence course History World History 1, WH 2 or AP WH, and U.S. or AP U.S. History 3 Arts Choose from Dance, Digital Arts, 2 Music, Studio Arts and Theatre Arts Other Student’s Choice Foreign Lang. Through the 3rd level of French, Spanish, or Latin 3 Physical Ed. 1.5 Physical Education, Health, one other semester course TOTAL 2 22.5 (Revised 7-13) DISABILITIES POLICY PHILOSOPHY Tampa Prep recognizes that students learn in different ways and that sound teaching includes awareness of those differences when designing lessons and assessments. Tampa Prep also recognizes that students with mildly disabling learning conditions may do well academically at our school. When deemed appropriate, the School will offer such students certain accommodations. Our goal is to help these students to adjust to and to thrive in our demanding college preparatory environment and, ideally, to overcome the need for any accommodation. Tampa Prep may be unable to offer accommodations in some circumstances. SERVICES FOR STUDENTS WITH DISABILITIES We understand that there may be circumstances when a parent may request that the School provide an adjustment or accommodation for a student’s medical needs or physical, mental, or learning differences. As the range of requests have grown over the years, the School believes that it is appropriate at this time to outline the School’s policy and general guidelines for addressing such requests. GENERAL POLICY In general, it is our School’s policy to provide accommodations or adjustments for a student’s minor needs in circumstances in which the administration determines, in its sole discretion, that doing so is within the reasonable ability of the School and/or its staff and will not result in an unacceptable impairment to the rights of other students (or employees) or a fundamental change to our educational environment or mission. We also ask parents to realize that, given the size of our school and our available resources, we may not be able to provide all requested accommodations. To the extent we agree to provide accommodations, we may require a sharing of responsibility for the accommodation. PROCESS FOR REQUEST AND DOCUMENTATION For any type of accommodation (including administration of medication at school), the parent must alert the School’s Division Directors of the need. Tampa Prep reviews each request for accommodation individually and follows an established process to ensure consistent and fair treatment of each student. The Division Directors will then advise the parent of the type of medical documentation needed, which generally will state the student’s diagnosis, how the condition limits the student, the recommended accommodations, and the length of time that the accommodation(s) will be needed. In some situations, the documentation may include a psycho-educational evaluation. The Division Directors will communicate any appropriate accommodations to the teachers and parents, and the list of accommodations will be filed in the student’s permanent Tampa Prep record. Requests for changes in the accommodations may come from the student’s teachers or parents or from the School’s Counselor or the consulting psychologist and should be presented to the Division Directors. Teachers who suspect that a student has an undiagnosed learning disability may ask the Division Directors to grant temporary accommodations in order to gain additional information about how that student learns or performs on assessments. GUIDE FOR ACADEMICS AND STUDENT LIFE | 21 D I SA B I L ITI E S PO LI CY RELEASE FOR COMMUNICATIONS WITH PHYSICIAN Sometimes, the documentation received from the physician may raise questions or be unclear as to the recommendations. For that reason, the parent(s) must sign a Release of Information form, permitting the School to contact the medical professional, when necessary. In addition, if there is any cost associated with the physician’s cooperation (i.e., to answer a set of questions submitted, etc.), the parent must agree to bear the cost of such process. ASSESSMENT OF REQUEST Once the parent’s request and medical documentation has been received by the School, appropriate persons within the administration will meet with the parents to clarify information and to discuss whether the School will be able to implement the accommodation requested. In some cases, the parent may be asked to provide (at the parent’s cost) any special equipment needed, training for the school’s staff, or other associated matters. In addition, the School may advise the parent that the School will allow a particular accommodation, but the full responsibility for doing so will rest with the parent. For example, if the student needs to be tested or have certain types of medicines administered during the day that the School, Division Director, or Health Coordinator believe are beyond the scope of the School’s responsibility, the School may allow the parent to make arrangements to visit the campus for the purpose of testing and administering. LIMITATIONS ON REQUESTS Please understand that the School is not a medical facility and does not have the personnel, training, or equipment to handle certain types of medical procedures best left to the student, parent, or physician. Examples of accommodations made for students include appropriate classroom locations, extended time on tests, use of computers, and/or dispensing with medication through the Health Coordinator. COMMONLY ASKED QUESTIONS How does my child apply for accommodations at Tampa Prep? Any student with mildly disabling learning conditions at Tampa Prep is eligible to receive certain academic accommodations, provided the School has a current, complete psychological evaluation of the student on file that indicates a need for the accommodations or has received approval for disabilities accommodations from The College Board Services for Student Disabilities (SSD). Approval for disabilities accommodations from The College Board also permits disabilities accommodations on the PSAT/NMSQT, the SAT, and the AP exams. If my child has accommodations at Tampa Prep, does that mean they automatically have accommodations for the PSAT, SAT, and AP Tests? No. The College Board recommends that SSD Student Eligibility 22 | GUIDE FOR ACADEMICS AND STUDENT LIFE Forms be submitted at the conclusion of the students’ first year in high school. An information and application packet with an SSD Student Eligibility Form is available from the College Counseling Office, the School’s counselor or the Upper School Directors. Tampa Prep expects students who request academic accommodations to apply for accommodations with The College Board for PSAT, SAT, and AP testing. Does Tampa Prep accept a student’s IEP or 504 Plan for receiving accommodations? School plans such as Individualized Education Program (IEP) and 504 Plans are by themselves insufficient documents for accommodation at Tampa Prep. The student’s documentation for learning disability accommodation must: 1. State the specific disability as diagnosed. 2. Be no more than three years old for initial qualification. Thereafter, a new or updated assessment may be necessary to determine the current need for accommodation if the existing documentation is deemed outdated or if the student’s observed performance indicates that significant changes may have occurred since the last assessment was conducted. 3. Describe the presenting problem(s), a diagnostic interview, and relevant educational, developmental, and medical history. 4. Include comprehensive testing, the tests’ date(s), and the actual test results with subtest scores from measures of intelligence, cognitive ability, current academic achievement, and information processing. 5. Include an interpretive summary which integrates assessment data, background information, observations of the student during the testing situation, teacher observations and ratings, evidence that the evaluator has ruled out alternative explanations for academic problems, and the current context. The summary also should indicate how patterns in the student’s cognitive ability, achievement, and information processing reflect the presence of a learning disability and describe the student’s functional limitations resulting from the disability, as supported by the test results. 6. Describe the specific recommended accommodations and provide a rationale explaining how the accommodations address the student’s functional learning limitations. 7. Be conducted by a qualified professional and include information about this person’s license or certification and area of specialization. Who is responsible for helping teachers implement student accommodations? The general responsibility for helping teachers implement the accommodations resides with the Division Directors and the School Counselor. Teachers of students with learning accommodations are informed about those students by the EXPE R I E NTI AL LEAR N I NG AN D EXTE N DED TR I PS Division Directors. What are the responsibilities of students with accommodations? Learning accommodations often require the student to assume extra responsibilities, such as: 1. Personally arranging in advance with the teacher for test or quiz accommodations. When tardiness or absence from another academic or extra-curricular commitment is possible due to an accommodation, the student must discuss this possibility in advance with the faculty who may be affected. 2. Dependable fulfillment of all arrangements for accommodation, including punctuality to specially arranged accommodations and to any school commitments which may follow these accommodations. 3. Impeccable integrity when taking a quiz or test before or after other students have done so, or when an accommodation otherwise makes unsanctioned assistance possible. 4. Complete adherence to school policies before, during, and after the accommodation. What are some of the standard accommodations granted at Tampa Prep? Tampa Prep regards the following accommodations as reasonable given its academic mission and may be granted to students who have satisfied the School’s established approval process. • Extended time on specified subjects’ quizzes, tests, and exams • Word-processing on computer because of dysgraphia • Photocopying another student’s notes • Recording class lectures and discussions • Supervised study after school • Opportunity to clarify information and instructions with teacher • Preferential seating • Preferential scheduling • Laptop computer in class • Low-stimulus test environment • Alternative to scan-type answer sheets EXPERIENTIAL LEARNING AND EXTENDED TRIPS All grades at Tampa Prep extend education beyond the traditional classroom. The goal is to deepen the student’s appreciation for, and understanding of, academic studies and to foster a deeper understanding of the self, the world, and other people. Individual classes may use guest speakers, take local field trips, role-play mock trials, or otherwise incorporate non-traditional ways of learning. The following programs, regardless of the student’s particular classes, occur school-wide each year. FIELD TRIP STANDARDS Day and overnight field trips are part of the educational process. It must be stressed, however, that only those students who, in the administration’s sole discretion, have demonstrated good conduct at school and school-sponsored events will be permitted to attend. Proper behavior during the trip continues to be of utmost importance. Parents of any student who fail to follow the given guidelines will be notified. In severe cases, the parent will be requested to come and/or provide transportation home for the student. A condition of a student’s or parent’s participation in any field trip is the execution of the School’s standard Participation Release. For any students whose parents have not executed the release, the student will not be allowed to participate in the field trip. Other arrangements will be made. Parents who are interested in volunteering to assist on field trips must have been cleared through the School’s criminal background process. This process is for the protection of all students and is not intended to hinder volunteerism or embarrass any family. We sincerely hope that you understand our concern for student safety and will willingly cooperate in this process. MIDDLE SCHOOL Sixth graders spend five days at Camp High Rocks in the North Carolina mountains. Seventh graders culminate their study of marine science in the Florida Keys. Eighth graders visit Boston, Massachusetts to further enhance their study of American History and American Literature. UPPER SCHOOL During the Orientation Period, freshmen, sophomore, and senior classes engage in a variety of school-related activities. These on and off-campus activities are designed to re-engage students in school activities and experiential learning. Prior to the beginning of Upper School classes, juniors spend four days and three nights camping and hiking in Pisgah National Forest in western North Carolina. The Junior Pisgah Trip is a Tampa Prep graduation requirement. Please note the Junior Pisgah Trip to Pisgah National Forest is required of all juniors. Juniors choosing not to attend must write a research paper (details upon request) to be submitted before students will be allowed to begin classes for their senior year. SENIOR INTERNSHIP AND SERVICE PROGRAM Most students spend the last three weeks of their senior year participating in this Program. Seniors who do not elect to participate in the Program remain in their classes and take their courses’ exams with the rest of the School during exam week. All seniors receive a comprehensive packet of information, which includes the following rules: • • Full Program participation is a minimum of seventy (70) hours, Monday, May 5 to Thursday, May 22. Partial participation, to be approved on a case by-case basis, includes time spent in class. Participants may conclude the following classes prior GUIDE FOR ACADEMICS AND STUDENT LIFE | 23 EXPE R I E NTIA L LEA R N I N G A N D EXTE N DE D TR I PS • to beginning their internship: 1) non-AP courses and 2) AP courses for which an AP exam is not required. All coursework for these classes must be completed before the internship begins. Participants can expect these courses to conclude with some kind of final assessment to be decided by the course’s teacher. Possible examples include: a unit test, a small project or report, a short paper, a lesson taught to a class, etc. Participants must continue to fulfill any remaining school obligations and to schedule their internships around these obligations, which include the following: 1) AP classes with AP exams. Participants must attend such classes until they take these AP exams. 2) Any class in the second semester that a participant is failing or has missed eight or more times due to illness or any other reason unrelated to a school-sponsored event. Participants must attend such classes for the remainder of the course and take their exams with the rest of the Upper School students. INTERNATIONAL STUDENTS With its rich mosaic of students, Tampa Preparatory School celebrates diversity of all forms and strives to be a place of compassion, understanding, empathy and learning. We celebrate the individual differences of our students, faculty and staff and honor the human dignity and worth of each member of our community. Like many of our peer Independent Schools of NAIS, Tampa Preparatory School provides international students and families with a number of unique opportunities: attendance at a first-rate college preparatory school; participation in championship interscholastic athletics, exploring a stellar fine arts program and an array of social events; education in self-discipline, personal organization and self-reliance; and lastly, the opportunity to build enduring friendships with American students and teachers, as well as with students from around the world. A unique emphasis is put on providing a supportive atmosphere that allows international students to confidently gain the skills, abilities and habits necessary to be successful in an American college preparatory school. A tailored academic schedule, weekly advisor meetings, and academic counseling help prepare these young men and women to better benefit from, as well as contribute to, the total life of the school community. Specific staff members are assigned to the supervision of these students. Tampa Preparatory School is proud that so many international families and exchange students are attracted to our fine educational institution. Our student body includes students from around the globe. We feel that one of the greatest benefits for all students attending Tampa Preparatory is the opportunity to experience the rich culture of students from other countries. As educators, it has become apparent that learning to adapt to and work with people from other parts of the world is essential in the workplace. Because of the 24 | GUIDE FOR ACADEMICS AND STUDENT LIFE international experience, we feel that Tampa Prep students have a distinct advantage over other children without this opportunity. In order to assist in the special needs of the international students, each student will be assigned to an advisor who will assist the international student in course selection, scheduling, and other academic concerns. A tailored academic schedule, weekly advisor meetings, and academic counseling help prepare these young men and women to better benefit from, as well as contribute to, the total life of the school community program. International students needing assistance with any issues should see the Assistant to the Head of School. SEMESTER PROGRAMS AND SCHOOL YEAR ABROAD Many high schools around the country, both independent and public, enthusiastically cooperate with the following programs. Upper School students are able to participate in year-long and semester-long programs such as: YEAR-LONG PROGRAM FOR JUNIORS AND SENIORS School Year Abroad. First organized through Phillips Academy (Andover) and in existence since 1965. Choose between year-long study in France, Spain, Italy, or China, with some courses taught in the native language and some in English (in Italy, all courses are taught in English but Latin language and culture is the emphasis; in China, all but the Chinese course are taught in English). Ph: 978/725-6828 Email: [email protected] Web: www.sya.org. SEMESTER PROGRAMS FOR JUNIORS AND SENIORS • Maine Coast Semester. Near Wiscasset on the coast of Maine. Exclusively for juniors. Ph: 207/882-7323 Web: www.chewonki.org • • • The Mountain School. In the Vermont mountains southeast of Montpelier; initiated and still sponsored by Milton Academy. Mainly for juniors, but some seniors admitted for the fall semester. Ph: 802/685-4520 Web: www.mountainschool.org City Term. Located just outside New York City and associated with The Masters School. For juniors and seniors. Ph: 914/693-1400 Web: www.cityterm.org Rocky Mountain Semester. Outside of Leadville, Colorado. Designed for juniors but can accept a few seniors. Ph: 719/486-8200 x104 Email: [email protected] Web: www.hminet.org SEMESTER PROGRAM FOR SOPHOMORES • The Outdoor Academy of the Southern Appalachians Near Brevard, N.C. in Pisgah Forest. Ph: 828/877-4349 Web: www.enf.org (Eagle’s Nest Foundation) COMMONLY ASKED QUESTIONS: What about academics? All of the programs feature innovative, highly experiential curricula that usually enable ATTE N DANC E POL IC I ES students to return to their “home” schools on pace with, and sometimes even ahead of, their peers. All of the programs are for students of proven academic ability and personal maturity; they are not for “problem” students. The student who truly wants four uninterrupted years of traditional lab science should probably not enroll in a semester program, although studying abroad through School Year Abroad might suffice. The student who desires a heavy load of AP courses might decide, depending on the specific courses and the program, not to participate in a semester program as a junior or senior. Do their courses match Tampa Prep’s? The semester programs typically tailor their science, history, English, art, and PE curricula to fit with their particular environments. Participants might return to Prep having studied different novels or aspects of history than the classmates they left behind, but the School recognizes that their scholarship, skills, and minds will be well prepared to continue their more traditional studies once they return to Tampa. The semester programs tend to teach mathematics and foreign language in a less integrated, more traditional manner. In all cases, Tampa Prep will count the grades earned during the time away from school towards Tampa Prep’s graduation requirements and they will be included in the student’s GPA. What about college? Colleges like to see applicants who have taken risks, done something different, or somehow distinguished themselves from other applicants with the same SAT scores and GPA. These programs can bolster a college application. This should not be the reason to opt for off-campus study; however, choosing not to participate in these programs will not keep high-achieving students from getting into a good college or university. What about money? Students do not pay tuition to Tampa Prep for the time they are enrolled in one of these off-campus programs. Some financial aid is available through the individual programs. If a student wishes to enroll in an off-campus program for his/her senior year and still receive a diploma for graduating from Tampa Prep, then a small fee will be applied by the Head of School. How do I apply? Admission to these programs is competitive, and the application deadlines range from mid-February to mid-March. All applications must be mailed through the Upper School Director’s office. ATTENDANCE POLICIES On the day a student is absent, parents are asked to notify the School before 9:00 a.m. An Absentee Permission Form is required for planned absences. For an extensive illness involving several days of absence, the School may require a statement from a physician. (Revised 7-13) Students are required to make up all work they miss during an absence. The amount of time allowed for make-up work will be decided by each instructor, but may not exceed 5 days. Work not made up within the time specified will receive a zero. It is the student’s responsibility to see each teacher following an absence. For pre-arranged absences, i.e. athletic events, it is the responsibility of the student to see each teacher for information on assignments prior to the day of the absence. NOTE: If a student is absent for a portion of the school day, he/she may be required to make up any tests missed and turn in any work that is due by 4:15 p.m. that same day. Any major research project must be given to the assigning teacher by 8:50 a.m. on the day it is due, whether or not the student is present or the class is held. If a student is absent during the academic day, he/she may not participate in any after school activities, including athletic and social activities. The family of any student who accumulates four (4) first period absences or four (4) seventh period absences for non-School-related reasons may be contacted by the Dean of Students, and possible disciplinary sanctions may be imposed. The following are examples of acceptable reasons for a student’s absence from school: illness of the student; major illness in the immediate family; death in the immediate family; and any absence determined by the appropriate Division Director to be in the interest of the student. Because of the importance of consistent class attendance, the School does not endorse absences requested for the purpose of family convenience, outside social activities or extended vacation time. If unavoidable circumstances necessitate such an absence, parents must submit a written request to the appropriate Division Director two weeks prior to the date in question. An Absentee Permission Form must be picked up from the Assistant to the Dean of Students before the day the student is to be excused. This form must be signed by each instructor whose class will be missed and returned to the appropriate Division Director for his/her signature. The administration reviews planned absence requests on an individual basis. If the request is not approved, the School considers the absence unexcused. All unexcused absences will result in a zero for the day’s work. After eight absences, a concerned teacher may approach a Division Director to request a meeting with the student and his/her parents. If a meeting is held, it may include any of the following: teacher, Department Chair, advisor, Division Director, Dean of Students and Head of School. For the purpose of taking attendance, students are required to sit with advisors during assembly. GUIDE FOR ACADEMICS AND STUDENT LIFE | 25 COLLE G E G U I D E LI N E S TARDINESS Students are expected to be on time to their classes and to all their appointments. Only four tardies to each class per semester will be allowed. After the fourth tardy, 1/4 of a point will be deducted for each additional tardy from the student’s semester grade. Students who are late to school must check in with the Assistant to the Dean of Students to get a tardy slip. (Revised 7-13) Parents must notify the school of a student’s expected late arrival by 9:00 a.m. If a student is detained by a faculty member, he or she must secure a note from that faculty member, or from the Dean of Students or the appropriate Division Director stating that “(student) was detained.” The Assistant to the Dean of Students will keep a record of all tardies and the Dean of Students or the Director of Middle School will determine the appropriate discipline. All students who arrive late to school must check with the teachers of the classes that they missed that day in order to make arrangements for any missed work. (See “Tests and Work Missed Due to Absence” in Academic Information and Policies section.) Chronic absences and tardiness will result in parent conferences and may ultimately result in suspension or dismissal from the School. LEAVING THE SCHOOL CAMPUS All Upper and Middle School students leaving early must use the sign-out sheet located at the Assistant to the Dean of Student’s desk. Upon signing out students will be given a pass to submit to security allowing them to leave campus. Students are only permitted to sign out with parental permission in the form of a note, email or phone call. Middle School students must be met at the front circle by the parent for pick-up. Ongoing absences must be approved by the Division Director. (Revised 7-13) Students are expected to try to make medical appointments that do not interfere with school activities or classes. Due to the limited time for lunch and the traffic congestion at that time of day, students may not leave campus unless given permission by the appropriate Division Director. If a student has engaged in misconduct off campus, engages in behavior that raises a concern of drug or alcohol use, or leaves campus without permission, he/she is subject to being sent for testing under the School’s Drug and Alcohol Policy. During the senior internship period (last three weeks of the second semester) juniors may, with written parent permission be permitted to leave campus during the lunch period. COLLEGE GUIDELINES COLLEGE COUNSELING The initial college counseling activities begin as early as grade 9, becoming more directed as students progress through their senior year. All advisors encourage their 26 | GUIDE FOR ACADEMICS AND STUDENT LIFE advisees to strive for good academic, extra-curricular, and community service credentials. Students are also encouraged to pursue leadership opportunities and quality involvement in a manageable number of extra-curricular activities while maintaining a strong academic record. COLLEGE ADMISSION College Counseling at Tampa Prep is an individualized and student-centered program. Our students have been admitted to many different types of colleges and universities from all parts of the country as well as internationally. For a list of colleges where students have been admitted, please refer to the College Counseling homepage where the list may be found in PDF format: www.tampaprep.org/college. The School believes the college process should be a positive experience where students are encouraged to be independent and self-reliant in their college search. The college counselors work one-on-one with students during their junior year to select colleges and/or universities that are best suited for their individual needs and desires. Students are mentored throughout their four years at Tampa Prep by faculty, their advisors, coaches and grade advisors. Each student is advised throughout the Upper School to pursue a course of study that emphasizes his/her particular talents and strengths. Furthermore, they are encouraged to become involved in the life of our community in areas that reflect their unique set of skills and talents. For more information about the college counseling process, please refer to the College Counseling Guide on the School's website: www.tampaprep.org/college-guide. COLLEGE VISITS College visits are considered to be an important part of the college admissions process and are given high priority. It is necessary, however, to balance these visits against the academic responsibilities of each senior. Therefore, our policy is: 1. Seniors should keep their college visit time to a minimum. Whenever possible, travel should be done on weekends, in conjuction with school holidays and during the summer. 2. A maximum absence of three (3) school days without special permission will be allowed. 3. In extenuating circumstances and with clearance from the Director of the Upper School, extensions beyond the three (3) days may be granted. 4. All class assignments should be picked up by the student prior to leaving. The instructor will give the student instructions as to when these assignments are due. POLICY FOR REPORTING INFORMATION TO COLLEGES Tampa Preparatory School is a member of the National Association of College Admission Counseling (NACAC) and COLLE G E G U I DEL I N ES as such supports NACAC’s “Statement of Principles of Good Practice.” Accordingly, the School will provide colleges to which a student has applied with whatever information the College Counseling Office believes is appropriate and/ or is requested concerning the student. This also applies to any change in status between the time of application and graduation. It includes, but is not restricted to, a major drop in grades, honor violations, hurting themselves or others, and alcohol and/or drug use all of which may result in probation, suspension and dismissal. If requested on the original application, students and parents are responsible for immediately reporting to colleges and other schools to which the student may be transferring 1) disciplinary matters for which a consequence has been given; and 2) circumstances under which a student was withdrawn from Tampa Prep to avoid the possibility of a disciplinary infraction. The student and/or parent must also provide Tampa Prep with a copy of the letter or other information disclosed. It is important for the student and parent to realize that Tampa Prep and/or the student's college counselor will also inform the school/college of such an incident. In the case where a disciplinary action (or withdrawal) has occurred after the college or school transfer application has been sent, the same process must be followed. In other words, if the original application asked for information on disciplinary infractions, the student should update the information if it later changes and provide Tampa Prep with a copy of the update letter. Similarly, Tampa Prep will update the information to the college or school. This reporting must take place in letter form to the college or school within seven days after the consequence has been imposed or the withdrawal has occurred. (Revised 7-13) SAT II SUBJECT TESTS Several selective colleges require applicants to take two (a few require three) SAT II subject tests (mathematics and one other). Each year Prep advises its juniors and some science and foreign language students (see below) to take spring SAT II’s. Science: Accomplished AP students in Biology, Chemistry, and Physics should consider taking the relevant SAT II subject tests. Foreign Language: Accomplished level 4 or higher students should consider taking the SAT II foreign language subject test. GPA, TEST SCORES, AND COURSE MINIMUMS FOR FLORIDA’S STATE SCHOOLS Meeting the following guidelines does not guarantee admission to Florida’s public universities. However, applicants must meet these minimum requirements to apply. All Florida public universities add GPA points for Honors and AP courses. Please contact the individual universities for their policies. To be considered for admission to a state university, you must earn 18 credits in the subject areas shown below and graduate from high school. Admission offices also consider: • GPA earned in the “college prep” courses, • Difficulty of the “college prep” courses (they like to see high-level courses such as AP), and • College entrance exam scores (SAT or ACT). subject credits English 4 Mathematics 4 Science 3 Social Studies 3 Foreign Language 2 Electives 2 total 18 The chart below shows the admission profiles for recent admits (all students who were accepted to state schools in Fall 2010). admission profile of students accepted in fall 2010 weighted college sat score act score prep score range range famu 3.01-3.49 1200-1500 17-20 fau 3.2-3.8 1530-1730 22-26 fgcu 3.06-3.75 1460-1670 20-24 fiu 3.4-4.1 1100-1230 23-27 fsu 3.7-4.2 1730-1960 26-30 ncf 3.76-4.29 1250-1410 28-31 ucf 3.5-4.2 1150-1290 25-29 uf 4.1-4.4 1970-2090 28-32 unf 3.4-4.1 1140-1260 23-27 usf 3.6-4.2 1120-1280 25-29 uwf 3.0-3.8 1010-1140 20-25 NOTE: Other minimum standards are required. Please see information from individual Florida public universities. STUDENT RECORDS AND TRANSCRIPTS Requests for student records and transcripts should be made through the College Counseling Office. Tampa Prep reserves the right to withhold student transcripts and records for non-payment of tuition or fees. (Revised 7-13) FLORIDA’S BRIGHT FUTURES SCHOLARSHIP PROGRAM The Florida Bright Futures Scholarship information provided is accurate as of the date of dissemination. All students should independently research the requirements for these scholarships on their own, as they are subject to change. (Revised 7-13) FLORIDA ACADEMIC SCHOLARS AWARD (FAS) Award Level Public and Private Institutions: Fixed cost per semester hour. Grade Point Average 3.5 weighted GPA (based on the Statewide Scholarship GUIDE FOR ACADEMICS AND STUDENT LIFE | 27 ATH L E TIC S AN D ACTI V ITI ES Weighting System) using the 16 credits and community service hours listed below: Required Credits 4 English (3 with substantial writing) 4 Mathematics (Algebra 1 and above) 3 Natural Science (2 with substantial lab) 3 Social Science (any) 2 Foreign Language (in the same language) 16 Credits Total Community Service 100 Hours Test Scores for the Class of 2014 1290 SAT (based on combined critical reading and math sections only) 29 ACT (excluding the writing section) Other Ways to Qualify National Merit, Achievement Scholars and Finalists and National Hispanic Scholars Your Responsibilities • Stay informed. • Fill out an online application at FloridaStudentFinancialAid.org available online December 1 for all seniors applying for the Florida Bright Futures Scholarships. • Earn the necessary GPA in the required classes (not all classes qualify). If unsure, ask the College Counselor or consult the Bright Futures web site at www.firn.edu/ doe/brfuture or call 1-888-827-2004. • Earn the required test score on the SAT or ACT and graduate from high school. • To receive scholarship funds, you must: a. Be a Florida resident as determined by your college b. Attend an eligible Florida college and pursue an undergraduate degree c. Begin using the award within three years of your high school graduation d. Earn at least 24 semester hours per year. e. Complete the FAFSA (Free Application for Federal Student Aid) during the spring of senior year Notification Of Eligibility The Department of Education (DOE) will evaluate your eligibility during your last term in high school and officially notify you, via email, of your award status prior to graduation. FLORIDA MEDALLION SCHOLARS AWARD (FMS) Award Level Public and Private Institutions: Fixed cost per semester hour. Grade Point Average 3.0 weighted GPA (based on the Statewide Scholarship Weighting System) using the 16 credits listed below: Required Credits Same required credits as Florida Academic Scholars 28 | GUIDE FOR ACADEMICS AND STUDENT LIFE Award Community Service 75 Hours Test Scores for the Class of 2014 1050 SAT (based on combined critical reading and math sections only) 23 ACT (excluding the writing section) Other Ways to Qualify National Merit, or Achievement Scholars and Finalists National Hispanic Scholars, who have not completed 75 community service hours. Your Responsibilities • Stay informed. • Fill out an online application at FloridaStudentFinancialAid.org available online December 1 for all seniors applying for the Florida Bright Futures Scholarships. • Earn the necessary GPA in the required classes (not all classes qualify). If unsure, ask the College Counselor or consult the Bright Futures web site at www.firn.edu/ doe/brfuture or call 1-888-827-2004. • Earn the required test score on the SAT or ACT and graduate from high school. • To receive scholarship funds, you must: a. Be a Florida resident as determined by your college b. Attend an eligible Florida college and pursue an undergraduate degree c. Begin using the award within three years of your high school graduation d. Earn at least 24 semester hours per year. e. Complete the FAFSA (Free Application for Federal Student Aid) Notification Of Eligibility The Department of Education (DOE) will evaluate your eligibility during your last term in high school and officially notify you of your award status prior to graduation. If your award status can be improved by including additional information from the final term, DOE will review your eligibility and notify you after graduation. ATHLETICS AND ACTIVITIES ATHLETIC AND ACTIVITY ELIGIBILITY Students are expected to meet all athletic and activity responsibilities unless excused by a doctor. Tardiness or absence from an athletic or activity responsibility will be treated in the same manner as that for classes. In order to be eligible for athletics, students must maintain a 2.00 cumulative unweighted GPA on a 4.00 scale. Freshman and sophomore students may be eligible on a semester basis C H ARACTE R EXP E CTATI ONS AN D DEVE LOPMENT without a 2.00 cumulative unweighted GPA. Additionally, students have to arrive at school by 8:50 a.m. in order to participate in any school activities. See the Director of the Upper School or the Athletic Director for details. ATHLETICS Fall Bowling (B,G) V, MS Diving (B,G) V, MS Rowing (Club) Swimming (B,G) V, MS Cross-Country (B,G) V, MS Golf (B,G) V Soccer (B) MS Volleyball (G) V, JV, MS Winter Basketball (B,G) V, JV, MS Soccer (B,G) V, JV (G) MS Wrestling (B) V, MS Spring Baseball (B) V, JV, MS Rowing (B,G) V, JV, Novice Tennis (B,G) V, MS Lacrosse (B) V, MS Sof t ba l l (G) V, MS Track & Field (B,G) V, MS PARTICIPATION IN NON-ACADEMIC EVENTS Students must meet all academic and school requirements on the day of an athletic event or activity in order to participate in that event or activity. In order to participate in a game or activity on a given day, a participant must arrive at school by 8:50 a.m. and meet all appointments on the day of the game, unless specifically excused in advance or excused by a non-parent doctor’s note. The same policy will apply to any person participating or performing in any special events, such as a play or concert. Any special circumstances will be handled by the Dean of Students in advance of the absence. Students participating in athletics or non-academic events are expected to turn in all assignments on time. STUDENT ORGANIZATIONS A number of student organizations are active at Tampa Prep. These activities open new areas of interest, permit a different kind of valuable association with classmates and faculty, provide opportunities for students to develop leadership and help give a total sense of school community. These activities include: Student Council, National Honor Society, Mu Alpha Theta, Cum Laude, Tri-M Music Society, Quill & Scroll, Ambassadors of Goodwill, STAND, Teen Court, Peer Counseling, Art Club, Debate, Prom Committee, Key Club, various language clubs, newspaper and yearbook, in addition to other athletic, art, music and speech groups. Several groups perform community service and all students are encouraged to volunteer both at school and in the community. Middle School clubs include Chess, Latin, French, SAC (Student Action Committee), Art, Terrapin Times, Robotics, Sunshine Readers, and Eighth Grade Leadership. Students are prohibited from holding any two or more of the following positions simultaneously: Student Council President, Editor of the Yearbook, Editor of the Newspaper, Key Club President, or any other leadership combinations that might represent a conflict of interest or overburden a student as determined by the Head of School. All clubs must be sanctioned by the Director of the Upper School (or designee) and/or the Director of Middle School who will help select appropriate faculty advisors. Any special activity or program which will use school facilities must also be scheduled with the Assistant to the Dean of Students. FUNDRAISING From time to time, students may wish to engage in fundraising activities, either to benefit Tampa Prep and its students or for the benefit of a cause outside the School community. Proposed student projects will be evaluated for learning potential and projects that encourage students to take responsibility, work with a group, promote school spirit, learn valuable business lessons and further the School’s mission are preferred. Students are encouraged to seek out opportunities for service, using their time and energy, rather than raising money or conducting drives to bring in items that cost money. Fundraising projects should be a level appropriate for students and their limited financial resources. Prior to initiating any fundraising activity, the guidelines below are to be followed: 1. All projects must follow the Fundraising Policy as approved by the Board of Trustees. 2. In order to provide appropriate guidance, each student project must be adopted by a recognized entity within the School and must have a faculty sponsor. 3. All proposed fundraising projects (with the exception of bake sales) must be submitted to the Development Office on the Fundraising Request Form for approval before initiating the project (see appendix for form). This applies to projects that aim to raise money as well as drives to collect in-kind items. 4. All printed materials, including merchandise designs, must be approved by the appropriate Division Head before being submitted for approval to the Development Office. 5. Proposals for fundraisers involving privileges not customarily granted, such as T-shirt days, must be approved by the appropriate Division Head before being submitted for approval to the Development Office. CHARACTER EXPECTATIONS AND DEVELOPMENT THE PEER COUNSELING AND MENTORING PROGRAM A select group of juniors and seniors are chosen to serve as role models and peer counselors for the Middle School. In addition, a select group of seniors are chosen as senior mentors to serve as role models and peer leaders for ninth grade students. These peer counselors meet with a group of younger students GUIDE FOR ACADEMICS AND STUDENT LIFE | 29 C HARACTE R EXP ECTATI O N S A N D DEVE LOPME NT on a monthly basis during the Advising period. This provides a unique opportunity for our older students to practice leadership and experience the role of mentoring. Our younger students benefit from a non-threatening forum to discuss social issues, academic concerns, and peer relations with a responsible and respected older student. This program promotes a sense of community between the Upper School and Middle School, as well as a sense of accountability and responsibility toward one another. FOUR PILLARS OF TAMPA PREP CHARACTER EDUCATION In support of the Tampa Prep norms, our character education program has elected to highlight the following character attributes. Honesty. Members of the Tampa Prep community tell the truth and act with integrity and honor. We do not mislead, cheat or steal. Responsibility. Members of the Tampa Prep community are reliable and hold themselves and others accountable for their actions. We do not make excuses, blame others, or take unwarranted credit. Respect. Members of the Tampa Prep community affirm the intrinsic dignity of all people. We act with tolerance, courtesy, and thoughtful regard for all persons, for property, for the environment, and for ourselves. Kindness. Members of the Tampa Prep community exhibit caring and compassionate behavior in all aspects of daily life. We are not mean; we do not harass, nor act in a cruel manner. By our positive example, we discourage unkind behavior in others. TAMPA PREP SCHOOL NORMS At Tampa Preparatory School, we believe in a preparation for life with a higher purpose than self. We encourage the following values to be manifested in our attitudes and behavior towards ourselves, others and the community in which we live. Respect. Respecting ourselves, we will be able to respect others. • Set moral and ethical standards to be discussed regularly. • Encourage parents, teachers and students to verbalize when they feel put down by teasing or sarcasm and expect the offender to stop. • Recognize that spreading rumors, gossiping and telling secrets to others are unkind acts. Do not allow “alliance building” to get other students to side with one person, at the expense of another person’s feelings. Empathy. Showing support and understanding of another’s situation can be expressed by verbal acknowledgement of the other’s feelings. Accountability. Being held responsible for one’s own actions and comments. 30 | GUIDE FOR ACADEMICS AND STUDENT LIFE • • • Encourage parents, teachers and students to communicate and try to work through conflict situations before taking an issue to the school administration. Educate children in effective ways to intervene, and encourage children to intervene to help the victim of aggression. Encourage students to work out conflicts in a non-aggressive manner, with students, mentors and friends acting as mediators. Kindness. Treating others as one wishes to be treated, regardless of the situation. • Encourage praise and compliments rather than putdowns, sarcasm or making fun of others in academic and social contexts. Integrity. Being honest and adhering to a code of values in every aspect of one’s life • Teach and encourage good sportsmanship; respectful treatment of both teammates and opponents. • Have parents, teachers and mentors provide meaningful leadership opportunities for each student. Acceptance. Respecting differences and allowing everyone to find his or her own place within the community. • Appreciate and utilize every child’s unique gifts and skills without comparing. • Promote friendship groups, which are inclusive, rather than cliques, which are exclusive: at the lunch table, library table, or work area. • Teach children to be inclusive whenever possible with regard to outside activities, events and parties. If all students are not included, then students are taught not to discuss the event at school. COMMUNITY SERVICE While Tampa Prep does not maintain a community service requirement, the School deeply values the genuine and continual practice of “A Higher Purpose Than Self.” Several organizations within the School perform community service. Through either these or other groups, students are encouraged to volunteer both on campus and in the community. A Service Report form (found in the Appendix) must be completed and filed with the School Registrar's office in order for the hours to be calculated towards Florida Bright Future's Scholarship Program. Students should also keep track of their own community service hours. (Revised 7-13) STUDENT GOVERNMENT In the spring, elections are held for class representatives to the Student Council. The President of the Student Council is a rising senior elected by the student body at large. The ninth grade class will elect its four representatives in the fall. In order to be eligible to run for or hold office, a student must have a cumulative grade point average of C- or better and must have never been subject to major school discipline. G U I D I N G STU D E NTS / STU DE NT CON DUCT AN D DI SC I PL I N E The Student Council organizes student events, promotes school spirit, works with the Tampa Prep Parents Alliance, and acts as student advisors to the administration. GUIDING STUDENTS ADVISING One of the most important facets of Tampa Prep is its intensive advising program. Many parents cite it as influential in their enrollment decisions and come to depend on it to keep them informed of both existing and possible or anticipated problems. The goal of Advising is to create a safe space for community. The advisor’s job is a complex one which requires considerable commitment and conscientiousness. He or she provides a reliable, communicative link between the advisee and his or her parents/guardians and teachers, particularly for students with a grade of C or below in a course. In addition, the advisor functions as the advisee’s advocate, and monitors and promotes the advisee’s academic and personal growth. Ninth grade teachers and advisors are particularly sensitive to the academic and social adjustments involved in being an Upper School student and communicate early and frequently when concerns arise about these matters. An open, communicative relationship between parents/ guardians and advisors is important. WEEKLY MEETINGS Once each week, advisors meet with their advisees in assigned locations to address a wide variety of student-related concerns or issues. While the tenor of these gatherings may vary according to grade level, advisors use this time for positive interactions with their students. These meetings are viewed as opportunities for interactions outside the traditional classroom where advisors help students uncover solutions to their concerns, or discuss matters of importance to the community. MY BACKPACK My BackPack is a secure online web portal through which families and advisors can view student grade reports, attendance, class schedules, homework assignments, as well as access an online parent directory. One of the great benefits of My BackPack is the communication it fosters between parents and children. Parents who have questions about particular assignments or grades are encouraged to speak with their child before contacting the School. If a grade appears on a My BackPack report, chances are the student already has the graded quiz, test, essay, project, etc. in his/her possession. Conversing with the student should encourage him/her to strategize and to move forward. If further information is still desired, parents should communicate with either the advisor or the teacher. Please note that the final grade calculation on the My BackPack report may not seem logical for some classes. In all likelihood this is because grades are being weighted in a class. Weighting occurs when teachers allot a certain percentage of the overall grade to specific facets of the class such as quizzes, tests, homework, projects, etc. One should refer to the course syllabus for more information on weighting percentages for a particular class. LIMITS OF ADVISING AND THE ROLE OF THE SCHOOL COUNSELOR Advisors are aware of their limits and recognize when an advisee’s issues require additional professional assistance. Teachers and advisors are not trained psychologists and are not expected to offer counsel or advice on family or other personal matters. Some “light” advising in this area is appropriate to the degree to which the advisor feels comfortable. However, more in-depth matters are referred either to the Division Director or the School’s Counselor. COUNSELING The School Counselor is on campus full time. In addition to meeting with individual students about specific problems, she also is considered a resource for the School community and creates special programs for students, teachers and parents. Students and parents should be aware that conversations with the School Counselor may be priviliged and confidential, unless the nature of the communication reveals the immediate risk of harm to the student or others or a violation of the child abuse laws. COURSE SELECTION ASSISTANCE Grade level administrators help students select their classes for the following year. In doing this, they ensure that course selections 1) are appropriate to the student's abilities and 2) will continue the student's smooth progress toward fulfillment of Tampa Prep’s graduation requirements. Students, parents, and grade level administrators must sign students’ registration forms before these are submitted to the Dean of Students. Students or parents may not request specific teachers. The following individuals are responsible for course selection in each grade: Mr. Fenlon (6, 7, 8), Mrs. Jisha (9,10), Mr. Morrison (11) and Mrs. Wall (12). STUDENT CONDUCT AND DISCIPLINE GENERAL DISCIPLINARY GUIDELINES When a student deviates from the norms of acceptable behaviors, as outlined in the Four Pillars of Character Education and in our conduct policies and guidelines, the student should expect some type of disciplinary consequence. The administration will determine the appropriate disciplinary consequences for each particular situation. For many types of major disciplinary matters in GUIDE FOR ACADEMICS AND STUDENT LIFE | 31 STU D E NT CO N D U CT A N D D I S C I P LI N E the Upper School, the Conduct Review Board provides advice to the Administration. The level of disciplinary response for any violation of School rules will depend on a variety of circumstances, including but not limited to: • Whether any person was harmed; • Whether there was property damage or other loss of property; • The level of any class or School disruption caused by the student’s behavior; • The number, if any, of prior infractions of School rules and regulations; • Whether the student has been previously disciplined; • Whether there were illegal substances (for example, drugs, alcohol, cigarettes, etc.); • Whether the student had been earlier warned about the same or similar conduct; • Whether there was a weapon or other dangerous item involved; • Whether the conduct is of the kind also prohibited by criminal law; and/or • Whether the student was honest and cooperative in connection with the investigation of the behavior. TYPES OF INFRACTIONS Minor Infractions. Eating/drinking in the building, littering, minor profanity, general incivility, missed commitments, and other similar behaviors will result in the imposition of one or more Disciplinary Holdovers, as determined at the discretion of the administration. Major Infractions. Tampa Prep has several major school rules that are essential to maintaining a healthy academic and social environment. The following are examples of behaviors that are forbidden at school, at any school-sponsored event, or on the Tampa Prep campus, and are grounds for disciplinary action, which may include expulsion. In addition, some behaviors may have occurred away from school but may impact the individual’s ability to continue at school or may impact other students’ or employees’ ability to be comfortable at school. This list does not include a listing of all actions that may result in serious disciplinary action and/or expulsion. The administration always retains the right to assess any individual circumstance and determine the appropriate disciplinary action. The following are always prohibited on campus: • Smoking or possession of any tobacco product • Infliction of bodily harm • Consensual or non-consensual sexual activity • Harassment, bullying, hazing, threats, intimidation, disrespect, defiance, incivility • Possession of any type of weapon or fireworks • Damaging the school property or property of others • Irresponsible use of an automobile or riding on/in a vehicle in an unsafe way • Theft • Violation of the School’s Drug and Alcohol policy • Violation of the School’s Technology and Computer policy 32 | GUIDE FOR ACADEMICS AND STUDENT LIFE • • Unexcused absences from school or leaving school property/event without permission Repeated minor infractions DISCIPLINARY CONSEQUENCES The range of possible disciplinary consequences include one or more of the following: DISCIPLINARY HOLDOVER (DH) Disciplinary Holdover is for students who have violated the School’s rules. DH is a required detention period during which students will remain quietly seated. This time is intended to afford the student a chance to reflect upon the consequences of his or her action and serve as full punishment for minor infractions. Conversation, homework, games and sleep will not be permitted. A list of students who have been assigned a DH will be available each day. While it is the responsibility of the student to check the list, the Dean’s office will make every effort to contact the assigned students. In addition, the Dean of Students holds a Friday afternoon Dean’s DH each week from 3:40-5:10 p.m. Students are assigned to this DH by the Dean when deemed an appropriate consequence to a rule infraction. Also, students who fail to serve a DH in a week will be assigned a Friday afternoon Dean’s DH the following Friday. This DH must be served on the date assigned and takes precedence over all other school commitments. • Middle School DHs are held in the computer hub on the first floor from 3:40-4:10 p.m. • In the Upper School, DH is held during lunch Monday through Friday and after school from 3:40-4:10 p.m. Monday through Thursday. If a Friday afternoon Dean’s DH is assigned, it is held from 3:40-4:10 p.m. on Fridays. • Lunchtime DH is held in the library. After school DH is held in Room 3015. • A student must complete the DH within one week of its assignment. Failure to complete the DH in the required time will result in a Friday afternoon Dean’s DH from 3:40-5:10 p.m. A Friday afternoon Dean’s DH takes precedence over all other commitments (sports, rehearsals, club meetings, etc.) and a student will not be allowed to participate in after school activities during that time. Accumulated Upper School DHs will be treated according to the following schedule (per semester): #dhs consequence 2 Communication home via student’s advisor 4 Letter to parents with DH policy 6 Letter to parents, assignment of a Saturday morning DH, and a phone call home to parents from the Dean of Students 8 Letter to parents and parent/student conference with the Dean of Students STU DE NT CON DUCT AN D DI SC I PL I N E 10 Letter to parents and a student will appear in front of the Conduct Review Board and will be issued additional sanctions. DISCIPLINARY WARNING STATUS Students who have serious or repeat infractions will be placed on disciplinary warning status, which means that further infractions may result in probation, suspension, or expulsion. The administration will determine the term of the Disciplinary Warning Status. A student on Disciplinary Warning Status may not be eligible to participate in School-sponsored activities. PROBATION A student on probation is in jeopardy of being expelled if found guilty of a major offense. Students on probation may lose privileges (such as participating in extracurricular activities, holding office, participating in student council, off-campus lunch, etc.). IN SCHOOL SUSPENSION Students on In School Suspension are required to be on campus at a designated area but are not allowed to attend class or events. Students still have the responsibility to complete and timely submit all class work and to arrange to make up examinations. Suspension becomes a permanent part of a student’s record. OUT OF SCHOOL SUSPENSION Students are banned from all School activities, including classes, and are to remain at home. Students still have the responsibility to complete and timely submit all class work and to arrange to make up examinations. Suspension becomes a permanent part of a student’s record. REVERSE SUSPENSION Students on reverse suspension are required to be on campus on a day or at a time when classes are not on campus. They will be given work assignments during this time. Suspension becomes a permanent part of a student’s record. EXPULSION Students may be expelled for serious first offenses; repeat infractions (even if not related); conduct resulting in harm, damage, or disruption to self, others, or the educational environment; parent or family member causing disruption to the School or the School’s educational mission; non-payment of tuition or fees; not meeting academic requirements; or not meeting attendance requirements. If a student is expelled, he/she will have the option to petition the Head of School and the Board of Trustees for re-entry the next school year. The student must remain out of school for one year. Students are prohibited from campus until the end of the year or for six months, whichever is longer. Students returning from expulsion will remain on probation for the duration of their enrollment at Tampa Prep. In order to maintain common trust and to provide an environment of mutual respect, tolerance, and sensitivity, it is important that every member of the community recognizes guidelines for appropriate behavior. Honest communication, courteous and respectful interactions with all members of the community, and responsible actions are behaviors valued at Tampa Preparatory School. Inappropriate behavior, either verbal or physical, that disregards the self-esteem of others is unacceptable, including unwelcome physical advances, unwarranted verbal remarks, profanity, and derogatory or discriminatory comments. Providing a safe and secure environment for all our students and our staff is a primary goal of the School. No set of policies and procedures, however, can or should replace trust, goodwill, and the judgments of reasonable people. It is expected that parents will notify the School if they have reasonable cause to believe that a student has been the victim of discrimination or sexual harassment. Upper School students who are suspected of breaking a major school rule will be called before the Dean of Students who will gather all relevant information, including a statement from the student, if he/she so desires. If it is determined that there has been a violation, the student will usually appear before the Conduct Review Board; however, the school reserves the right to resolve disciplinary matters in whatever manner it deems appropriate. The Conduct Review Board may then recommend to the Head of School and to the appropriate Division Director the appropriate disciplinary action to be taken. The parents of the student will be notified. Since violation of the Honor Code or the breaking of a major school rule is a very serious offense, there is no warning for the first offense. Each case is treated individually and the penalty is assessed according to the circumstances of the individual case. Out of respect for the privacy and the sensitivity of some of the issues that accompany student conduct and discipline, the school may not publicly discuss or share the discipline decisions of the school. There may be times when a matter needs to be discussed. At those times, the information may be presented in conceptual terms to preserve the privacy of the student(s) involved. CONCERN FOR STUDENTS The School continues to be concerned about the development of the whole child, and offers educational programs, discussion opportunities, and access to counseling in order to encourage wise behavior choices, provide a basis for decision-making and serve as a forum for the possible consequences of irresponsible behavior. In cooperation with the Parents Alliance, the School annually mails a packet of information to parents concerning the legal consequences of underage drinking and parents’ liability and responsibilities. While the School holds all students accountable for any and all actions that occur during the school day or during GUIDE FOR ACADEMICS AND STUDENT LIFE | 33 STU D E NT CO N D U CT A N D D I S C I P LI N E a school-sponsored activity or event, the School cannot be responsible for students 24 hours a day and relies on parents to set appropriate guidelines and codes of behavior for their children. The School does reserve the right to discipline the students for off campus activities. Parents are expected to monitor parties and the other activities in which they allow their children to participate. A positive and constructive working relationship between the School, the student and/or the student’s parents/ guardian is essential to the accomplishment of the School’s mission. The School accordingly reserves the right to terminate or not renew a student’s enrollment contract if the School reasonably concludes that the actions of a student or a parent or guardian make such a positive and constructive relationship impossible, or otherwise seriously interfere with the School’s accomplishment of its purposes. There will be no response from Tampa Preparatory School to unsigned letters or anonymous phone calls. CONDUCT REVIEW BOARD The Conduct Review Board, comprised of students, faculty, and administrators, advises the administration regarding Upper School disciplinary matters. The Board meets as necessary to respond to student infractions of major disciplinary violations. In the administration’s discretion, certain matters may not be referred to the Conduct Review Board. Family members or other outside parties are not permitted to attend meetings of the CRB. CONDUCT POLICIES ANIMAL POLICY Due to concerns about the health, safety, and welfare of people in the School community, no animals are allowed on School property or at School-related events without the express, written permission of the Head of School. This means that animals may not be brought onto School property for any reason (even if the animal remains in a vehicle or on a leash), including drop off, pick up, parties, games, and activities, and may not be brought to School-related events on or off campus. BOOK BAGS Fire Department regulations require that book bags may not be left in the hallways, but must be carried to class or placed in lockers or book cubbies. Book bags left in the hall may be picked up. To prevent theft we strongly advise all students to either place their valuables in their locked locker or simply leave them at home. CLEANLINESS AND LITTER All students are expected to eat in the Student Center or in the courtyard. Receptacles are provided in hallways, classrooms and the patio areas for disposal of litter and trash. Please help keep your campus clean by using the marked receptacles and cleaning your place at the lunch tables. Students may not eat inside any buildings unless accompanied by a faculty or staff member. 34 | GUIDE FOR ACADEMICS AND STUDENT LIFE CRIMINAL ACTIVITY A student engaging in conduct that is defined under law as a serious misdemeanor or felony (whether charged by law enforcement or not) is grounds for expulsion. Violations of law that occur off-campus during the school day will be subject to review under school rules. Violations of law that occur after the school day may also be subject to review under school rules. In the case of offenses that occur at the end of the school year, the school may require punishments to be served during the summer. Transcripts and other reports pertaining to the student’s academic standing will be withheld until the completion of the assigned punishment. All decisions involving suspension or expulsion are subject to the final approval of the Head of School and the Division Director. DRESS CODE The dress code exists to encourage students to dress simply and attractively. Tampa Prep’s dress requirements stress modesty, decency, common sense, neatness and good taste. Not all of society’s fashions are appropriate for school. All clothing should be clean, in good repair (no holes, tears, patches, frays or cutoffs), and sensible for the season. All students are expected to arrive at school dressed appropriately and to remain so throughout the day. Parents are expected to make sure that their students are properly dressed for school. Students not adhering to dress code will be seen by the Dean of Students in the Upper School and by the Division Director in the Middle School. The Division Offices have clothing available for students to change into. The Dean also has disposable razors and shaving cream available for boys who need to shave. Repeated offenses will result in communication with the parent/guardian and the chance of further consequences issued by the Division Offices. (Revised 7-13) BOYS DRESS CODE Dress code-appropriate tops for boys include a collared shirt, and a Henley shirt. Shirts with buttons must be buttoned within the first 2 buttons. No other shirts are acceptable unless there is a designated t-shirt day at school. Dress code appropriate bottoms for boys include Bermuda-length shorts, jeans, khakis and dress pants. All clothes must be neat and in good repair (no rips or frays). Sweatpants, warm-up suits, swimwear and athletic shorts are not permitted. Undergarments should not be visible. Appropriate shoes for school include loafers, deck shoes, athletic shoes, sandals, or dress shoes. Shoes must be worn at all times. For safety purposes, feet must be completely covered in the science labs. Hair must be clean and neat. Boys with hair longer than their shoulders must wear it pulled back. No extreme hair styles and colors are allowed. Facial hair (beards, mustaches and goatees) and unusually long sideburns are not permitted. Boys may wear earrings or a small stud in the nose. No other piercings are permitted. Boys are not allowed to have a visible tattoo. No hats are allowed during the School day. NOTE: All Middle School students must wear shirts with collars. STU DE NT CON DUCT AN D DI SC I PL I N E GIRLS DRESS CODE Dress code-appropriate tops for girls include a blouse, collared shirt and an appropriate tailored shirt with sleeves. Shirts with buttons must be buttoned within the first 2 buttons. No other shirts are acceptable unless there is a designated t-shirt day at school. All shirts and blouses must have sleeves. Shirts must be long enough to cover the midriff area at all times and offer appropriate coverage in the mid-chest area. Undergarments must not be visible, and see-through or mesh fabrics may not be worn unless a student has an appropriate shirt or slip underneath. Dress code appropriate bottoms for girls include skirts, Bermuda-length shorts, jeans, khakis and dress pants. Dresses may be worn as well, as long as they have sleeves and if a shirt is worn under a sundress. Skirts, dresses, and shorts must come within 5” of the top of the knee. Leggings may not be worn unless they are underneath an appropriate length skirt, dress, or pair of shorts. All clothes must be neat and in good repair (no rips or frays). Sweatpants, warm-up suits, swimwear and athletic shorts are not permitted. Appropriate shoes for school include loafers, deck shoes, athletic shoes, sandals, and dress shoes. Shoes must be worn at all times. For safety purposes, feet must be completely covered in the science labs. Hair must be clean and neat. No extreme hair styles and colors are allowed. Girls may wear earrings and a small stud in the nose. No other piercings are permitted. Girls are not allowed to have a visible tattoo. No hats are allowed during the school day. NOTE: All Middle School students must wear shirts with collars. DRUGS, ALCOHOL AND TOBACCO POLICY GENERAL Our students are prohibited from possessing, using, selling or purchasing any alcoholic beverages or other mind-altering substances on or near School property or at School-related activities. Off-premises possession, use, sale or purchase of mind-altering substances and off-premise alcohol abuse is also prohibited. Possession and or use of tobacco products is also expressly prohibited on campus or at any School-sponsored event. Possession of drug paraphenelia is also prohibited. TESTING Students may be required to submit to urinalysis drug screens, blood alcohol tests, breathalyzer tests and medical examinations under the following circumstances: (a) when a student is suspected of attending School or School-related activities with intoxicants or mind-altering substances in his or her system; (b) when a student suffers an injury or is involved in an accident while at School; (c) on a periodic or random basis, including but not limited to, in connection with the student’s participation in extracurricular activities; or (d) when a student is placed under disciplinary contract and such screenings or examinations are terms of the contract. The presence of 0.02% alcohol or the presence of any other intoxicants or mind-altering substances in the body is a violation of this policy. Refusal of a student (by the student or the student’s parent) to undergo testing or to cooperate fully with any of these tests (including signing consent forms or providing testing results promptly to the school) is also a violation of our policy and will result in expulsion. This policy does not prohibit the proper use of medication under the direction of a physician. However, the misuse or abuse of such drugs is prohibited. Students who are taking prescription or nonprescription drugs, which could affect their ability to function in a safe and efficient manner must notify an administrator in the School Office of this fact when they report to School. CONSEQUENCES In addition to determining the appropriate disciplinary action pursuant to the School’s Disciplinary Rules, the School reserves the right to impose the following additional or different requirements as appropriate for the circumstances: determination of possible legal action; required professional counseling approved by the administration; removal from all elected or appointed positions of leadership in the School; required random and/or regularly scheduled drug and/or alcohol testing at a School-approved local clinic or doctor’s office for a time period and at intervals to be determined by the School’s administration. Refusal of a student (directly or through a parent/guardian) to undergo testing or to cooperate fully with any of these tests will be considered a positive result and will result in automatic expulsion (and will not be referred to the Conduct Review Board). SELF-REPORTING AND SEEKING ASSISTANCE If a student and/or the student’s family recognizes an ongoing problem with alcohol, tobacco, or drugs and (1) initiates a meeting with a school counselor prior to an observable infraction, (2) volunteers to undergo professional evaluation chosen by an agency approved by the School, and (3) agrees to undergo treatment, if recommended, the School will do all that is reasonable and appropriate to help such a student and his/her family. EATING IN THE BUILDINGS With few exceptions, the Student Center is the only place inside the school buildings where students are allowed to eat food or drink beverages. Occasionally, for instance, for student meetings over a lunch hour, faculty may allow students to eat elsewhere in the buildings if they supervise the students’ eating, drinking, and cleanup. On all other occasions, faculty should not permit students to eat or drink in the buildings. Students are permitted to drink water at all times in the buildings, however. ELEVATOR USE Students are prohibited from using the school elevators at all times. Ill or injured students may receive special permission from the Health Coordinator to use the elevators for a designated period of time. GUIDE FOR ACADEMICS AND STUDENT LIFE | 35 STU D E NT CO N D U CT A N D D I S C I P LI N E FIGHTS OR HORSEPLAY Fights and physical horseplay of any kind are prohibited and may lead to disciplinary consequences for all of the individuals. GENERAL CONDUCT Students and parents should be considerate and show respect toward other students, faculty, all guests and visitors. Students should respect School property and the personal property of other people. Students and parents, whether as participants or spectators, are required to show good sportsmanship and courtesy at all School-sponsored events (on and off campus). Any person showing unsportsmanlike conduct may be asked to leave the event and may not be allowed to attend future events. HARASSMENT/BULLYING The School is dedicated to fostering an environment that promotes kindness, acceptance, and embraces differences among individuals. Therefore, the School will not tolerate any type of harassment or bullying. Harassment includes, but is not limited to, slurs, jokes, and other verbal, graphic, or offensive conduct relating to race, religion, color, sex, sexual orientation, national origin, citizenship, or disability. Harassment also includes unwanted, offensive sexual conduct. Bullying includes, but is not limited to, physical or verbal aggression (hitting, kicking, taunting, teasing, threatening, ridiculing, etc.), relational aggression (harming or threatening to harm relationships or acceptance, friendship, or group inclusion), emotional aggression (teasing, threatening, intimidating others). The School also prohibits cyber-bullying (creating websites, instant messaging, email, using camera phones, or other forms of technology to engage in harassment or bullying). Any of these types of offensive conduct, whether on or off campus, on a school bus, or at a School-related event, can create an uncomfortable School environment. All concerns relating to harassment or bullying should be reported immediately to School officials. We also expect that anyone, whether student, faculty, staff or family member who witness, or has knowledge of an incident of bullying or harassment, will report the incident to administration immediately. When the School administration becomes aware of harassment or bullying, the situation will be promptly investigated. Any student found to have violated this policy will be subject to disciplinary action, including dismissal from school for serious violations. No adverse action will be taken against any person who makes a good faith report of harassment or bullying. Retaliation in any form against anyone for making a good faith complaint under this policy or for participating in an investigation is strictly prohibited. Any retaliation should also be reported pursuant to this policy and is itself a cause for disciplinary action. HAZING Although we encourage students to participate in School-related athletics, clubs, associations, organizations and other groups, the School prohibits all forms of hazing. 36 | GUIDE FOR ACADEMICS AND STUDENT LIFE Hazing refers to any activity expected of a student to join or to continue membership or participation in any group where the activity produces or could be expected to produce mental, emotional or physical discomfort, humiliation, embarrassment, harassment, or ridicule to the student, regardless of the student’s willingness to participate. Hazing activities include, but are not limited to, acts of personal servitude (i.e., forced labor or service), sleep deprivation, restrictions on personal hygiene, yelling, swearing, insulting or demeaning verbal abuse, being forced to wear embarrassing or humiliating attire, consumption of vile or other non-food substances, consumption of alcohol, smearing of skin with vile substances, brandings, writing or marking on one’s skin or clothes, physical beatings, paddling or other physical abuse, performing sexual simulation or sexual acts, stunts or dares that could result in physical injury or harm to a person’s mental, emotional or social well-being, any act in violation of the law or School policy, and any other activity that could fall within the definition of hazing. If you are not sure if an activity is hazing, then you need to contact School officials and ask. A student violates this policy whenever he or she engages, assists, or attempts to engage or assist in the planning or committing of any hazing activity, whether on or off School property. Each student is also responsible for immediately reporting any hazing activity or plans for any hazing activity to School officials. The failure to make such a report is also a violation of this policy. When the School administration becomes aware of any actual or planned hazing activity, the situation will be promptly investigated. Any student found to have violated this policy will be subject to disciplinary action, including dismissal from the School for serious violations. No adverse action will be taken against any person who makes a good faith report of hazing activity. IDENTIFICATION CARDS In order to protect the safety of all who attend the School, identification cards have become a fact of life. It is expected that all students will carry their Tampa Prep ID card whenever they are on campus. Students may be asked to produce their card by School personnel for a variety of reasons, such as but not limited to: campus security checks, athletic and other school-sponsored events, and book checkout. ILLNESS Prior to the beginning of School, a physical examination must be completed or transferred for each student entering the School. Immunization or a certificate of waiver is required for all students. Immunizations must be kept current, and a Certificate of Immunization, signed by a physician, or an immunization waiver must be kept on file in the School office. Students may not attend School without an appropriate immunization record. STU DE NT CON DUCT AN D DI SC I PL I N E The Health Coordinator is available to students daily. If a student is not feeling well, he/she should inform the classroom teacher and ask to be excused to go to the Health Coordinator's office. Students will be released for medical reasons only with permission from the parent/guardian or from the person designated on the student's emergency card. If a parent cannot pick up a sick child, the child will be sent home by taxi at the parent’s expense. Many students must have medication available at School for certain illnesses and conditions. School personnel cannot administer medication, including pain relievers, without explicit written parental/guardian permission. A permission form completed by the parent/guardian is required in the event a student must receive medicine at School. The medicine, in its original container, labeled with the student's name, name of medicine, dose and time to be given, doctor's name (if prescribed) and possible side effects, must be given to the Health Coordinator together with the signed permission form. Parents are not to give medication to students to administer to themselves. Students who are absent from School for the following reasons require a physician's statement confirming the student's ability to return to School and any necessary limitations or restriction: •• Measles, mumps, chicken pox, ringworm, scarlet fever •• Strep infection, mononucleosis, hepatitis, pink eye •• Students who may not participate in sports or gym classes following an extended illness, surgery or concussion (Revised 7-13) LAPTOP AND MOBILE DEVICE SECURITY Students have been assigned lockers capable of holding their iPads as well as books. iPads should not be left anywhere on campus unattended; the provided lockers should be used. The School does not assume or accept any responsibility for loss or damage to iPads. LASER POINTERS Laser pointers are prohibited on School grounds at all times. LOCKERS Students will be assigned a locker and are expected to use either a lock provided by the School or to provide their own lock to secure their possessions. When not in use, lockers should be kept locked. Students may not move to any other locker other than the one that has been assigned to them. Students may not write on lockers or affix any stickers to lockers. Lockers are School property and are loaned to students. The School reserves the right to enter and search lockers. The School assumes no financial responsibility for items taken from lockers. (Revised 7-13) OFF CAMPUS BEHAVIORS As stated elsewhere in this Guide, the School does not wish to unnecessarily involve itself in a student’s off campus behaviors. However, the School reserves the right to take action to the extent that off campus behaviors impact the individual’s ability to continue at school or impact other students’ or employees’ ability to be comfortable at school. We expect students to avoid all types of behaviors, including behaviors that may be harmful to one’s body, self-esteem, or health. As examples, off campus Internet activity, criminal activity, sexual activity, use of drugs, alcohol, or tobacco, may result in a student receiving disciplinary action, up to and including dismissal from school. POSTING SIGNS Signs posted by students around campus may be attached only using blue masking tape (available at the reception desk). Students must remove all signs immediately after the announced event is completed. Any damage to School property will be repaired and billed to a student’s account. All postings should maintain decency, common sense, and good taste or they will be removed. PUBLIC DISPLAYS OF AFFECTION In keeping with the School’s emphasis on modesty and decency, public displays of affection (i.e. kissing, extended embraces, etc.) between students are not permitted on campus. In addition, any type of sexual conduct anywhere on campus, on School buses, or at a School-sponsored event is prohibited. Any unwanted or offensive sexual conduct occurring on School property or at a School event must be immediately reported in accordance with the Harassment and Bullying Policy. STUDENT/ADULT INTERACTIONS AND COMMUNICATION Our students and adults (teachers, administrators, staff members, parents, and visitors) are expected to interact with each other in a professional and respectful manner. Although our adults can and should be friendly with the students, becoming too friendly with each other sometimes results in confusion and anxiety. If a student or the student’s parents become aware of any adult’s communications or actions toward one or more students that seems unusual, overly friendly, or otherwise inappropriate, such information should immediately be reported to the School counselor or the appropriate Division Director. Some examples of behaviors that should not occur and which should be reported include school employees: • Calling students at home for a non-school matter • Touching students or their clothing in non-professional ways or inappropriate places, or touching a student with aggression or in frustration • Making comments that are too personal (about a student’s clothing, hair, personal habits, etc.) • Sending emails, texts, or writing notes to students of a personal nature GUIDE FOR ACADEMICS AND STUDENT LIFE | 37 TEC H N O LO GY PO L I C I E S • • • • • • • • Flirting or asking a student on a date Visiting students to “hang out” in their hotel rooms when on field trips or sporting events or when the student’s parents are not at home Asking or permitting students to sit on a teacher’s lap Telling secrets or telling the student not to tell something that’s a secret Swearing, making inappropriate sexual, racial/or ethnic comments Inviting students to visit the adult’s social networking profile or become a “friend” on a social network Telling off-color jokes Dating or engaging in consensual relationships with students Similarly, we expect that our parents will not take it upon themselves to address a situation with a student relating to a disagreement with the student or the student’s parents. Loud, angry, or aggressive language or actions will not be tolerated. Any such interaction should be reported under this policy. STUDY HALLS Unless otherwise designated, all Study Halls meet in the Peifer Library. Study Hall should start on time and should remain quiet for the entire period. The Study Hall monitor will take attendance, maintain a productive study environment, and never leave the Study Hall unattended. In addition, Study Hall monitors will enforce the following rules: 1. Students should come to the Study Hall prepared with sufficient work to occupy them for the entire period and should not be excused from the room to retrieve additional materials. 2. Students are allowed to use personal listening devices as long as other students are not distracted. Seniors who did not receive either a D or F in their prior quarterly grades and who have been responsible Tampa Prep citizens may be excused from Study Hall, but must remain on campus in designated locations. Juniors who are on the Head’s List during the first semester are exempt from Study Hall the second semester. Seniors who have been suspended may not be excused from Study Hall. WEAPONS AND THREATS The School takes a zero tolerance position on threats and weapons, even when students make comments in jest, on email, or away from School toward or about another student, employee, or the School. Students are prohibited from bringing any type of weapon to School or School-sponsored events, including knives, guns, fireworks, etc. Any such item may be confiscated and, if appropriate, turned over to law enforcement. Any pictorial depictions of weapons or verbal or written comments that the administration determines in its discretion appear to be threatening in nature will result in disciplinary consequences. 38 | GUIDE FOR ACADEMICS AND STUDENT LIFE TECHNOLOGY POLICIES TECHNOLOGY MISSION STATEMENT Tampa Preparatory School provides access to technology and training for students and faculty alike in order to provide the most appropriate tools available to support higher level learning and instruction. Technology is viewed as an important enhancement to the rigorous academic curriculum taught at the school. We believe that technological skills are valuable as they pertain to sound pedagogy, not as an end in themselves. To this end, the school is committed to making available proven technologies and training to the students, faculty, staff and administration and to provide opportunities for growth on a continuing basis. TECHNOLOGY ACCEPTABLE USE POLICY Tampa Preparatory School has ample technological resources including computer labs, desktop computers, laptops, SmartBoard and digital research tools. It is assumed that everyone at Tampa Preparatory School (that is students, faculty, staff, administrators and parents) will use computers in an ethical, responsible manner. All computers are to be used for academic purposes first and foremost. There may be times when students are allowed to use technology for recreational use, but students should not visit sites that have objectionable content or use technology to view objectionable material. Students should not attempt to bypass the technological blocks that have been placed on computers to filter content that the school has classified as objectionable. All computers and technological resources are to be handled with care and consideration and be used for academic purposes. While the School does not actively pursue or routinely view personal social networking sites, when objectionable or disrespectful material is brought to the attention of the School or School personnel or experiences are placed on a site, the school reserves the right to examine the content and address the conduct if it creates a hostile or disrespectful environment and the right to address the student who placed the content on the site. The School does encourage parents to routinely view their child’s site to ensure that information and content shared does not place a student at risk. TECHNOLOGY, ELECTRONIC DEVICES, AND COMPUTER SYSTEMS USAGE POLICY All persons using the School’s computers, the School’s network, or personal computers on School property or over the School’s systems are required to abide by the following rules. This policy also applies to the use of any personal electronic devices (computers, laptops, iPads, cameras, video cameras, phones, iPhones, iPods, Blackberries, PDAs, etc.) on School property or at a School-related event. Failure to abide by these rules will result in appropriate disciplinary action determined by the School administration. All computers should be used in a responsible, ethical and legal manner and TE C H NOLO GY POL IC I ES in compliance with the Honor Code. Violations of the following guidelines may result in the revocation of access privileges and possible disciplinary responses, including expulsion for serious offenses. Internet Access: Tampa Preparatory School provides both wired and wireless connectivity for both faculty and students. Students are allowed to use personal digital communication devices between classes and in the classroom at the classroom instructor’s discretion. While the School provides best effort Internet content filtering on both the wired and wireless connections, in order to allow access to certain educational resources, students may be able to bypass these filters. Users of the Tampa Preparatory School network are expected to act as responsible digital citizens and conduct themselves in compliance with the School Honor Code. Furthermore, accessing or passing on any material that is pornographic, violent in nature, or otherwise harassing is totally unacceptable and will be dealt with immediately by the appropriate administrator. Students are expected to abide by the same policy whether using personal or School-provided devices and whether on a cellular or School-provided network. In addition, the creation or utilization of personal Wi-Fi Hotspots while on campus is strictly forbidden. (Revised 7-13) Internet Safety: Students should never give out personal information (address, telephone number, name of School, address of School, date of birth, Social Security Number, credit card number, etc.) over the Internet. Students also should not meet with someone that they have contacted on-line without prior parental approval. Safety is the responsibility of the parent and student. The School is not liable in any way for irresponsible acts on the part of the student. Pirated Software: The term “pirated software” refers to the use and transfer of stolen software. Commercial software is copyrighted, and each purchaser must abide by the licensing agreement published with the software. There is no justification for the use of illegally obtained software. The School will not, in any way, be held responsible for a student’s own software brought to School for personal use. In addition, usage of peer-to-peer file sharing software or bit torrent trackers while on campus is prohibited. Network Access/Passwords: Accessing the accounts and files of others is prohibited. Attempting to impair the network or to bypass restrictions set by the network administrator is prohibited. Obtaining another’s password or rights to another’s directory or email on the network is a violation of School rules as well as a form of theft. Taking advantage of a student who inadvertently leaves a computer without logging out is not appropriate. Using someone else’s password or posting a message using another’s log-in name is a form of dishonesty, just as is plagiarism or lying, and will be treated as an Honor Code violation. Guard your password, you will be responsible for any activity done on the School’s system under your password. School’s Right To Inspect: The School reserves the right to inspect user directories for inappropriate files and to remove them if found and to take other appropriate action if deemed necessary, including notification of parents. The School also reserves the right to inspect any personal electronic devices brought onto campus. Do not assume that any messages or materials on your computer or the School’s systems are private. Email, Chat Rooms, Instant Messaging, and Social Networking Sites: Email cannot be used to harass or threaten others. The School reserves the right to randomly check email or text messages. Email messages must not include personal attacks and should follow the normal rules of appropriate public language. They should not contain any language or content, which the author would not be willing to share from the podium at a School meeting. While the School does not actively pursue or routinely view personal social networking sites, when objectionable or disrespectful material is brought to the attention of the school or school personnel or experiences are placed on a site, the School reserves the right to examine the content and address the conduct if it creates a hostile or disrespectful environment. Any person who believes that they have been harassed or threatened by any of these methods of communications should immediately report the concern in accordance with the School’s No Harassment/No Bullying policy. Students should not be “friends” with any faculty member on any of these social networking sites. Any violation of this prohibition must be reported to the Administration immediately. Postings on social networking or other Internet sites of students engaging in inappropriate behavior (such as drinking, smoking, sexual actions, etc.) is prohibited. Students are expected to cooperate in investigations by providing access to such sites. Viruses: Every effort is made by the School to keep our system virus-free. Even with the best techniques, however, computer viruses can be transmitted to and from any computer, including those in the computer center. The School is not responsible for the transmission of any virus or for damage suffered from a virus. Computer Care: Members of the School community will not abuse, tamper with, or willfully damage any computer equipment, use the computer for other than appropriate work, or bring food or drink into any computer area. Any intentional acts of vandalism will result in discipline and students will be held responsible for replacement or repairs. Reporting Requirements/Discipline: Any student who accesses inappropriate material on the Internet, receives harassing, threatening, or inappropriate materials via email, cell phone or on the Internet, must immediately report the concern to the teacher who is supervising the activity or to GUIDE FOR ACADEMICS AND STUDENT LIFE | 39 TEC H N O LO GY PO L I C I E S School officials so that the situation can be investigated and addressed appropriately. Students who violate any aspect of this Computer and Systems Usage Policy will be subject to appropriate discipline. PERSONAL ELECTRONIC DEVICES The use of any and all electronic devices while on School grounds or in attendance at School-sponsored events is bound by the School’s rules for Honor Code and Student Conduct and Discipline, including The Technology, Electronic Devices, and Computer Systems Usage Policy. Accessing inappropriate content on the Internet or on any device is strictly prohibited. The use of personal or School-provided electronic communication devices, including cellular phones is permitted before and after school, during lunch and between classes. The use of any electronic device within the classroom is permitted at the discretion of the classroom teacher, Study Hall proctor, or Dean of Students. Any usage of electronic devices that causes a disturbance to the educational process is forbidden and may cause the student to face disciplinary action from either the appropriate Division Director or the Dean of Students. (Revised 7-13) As stated in our Inspection Policy, the School reserves the right to inspect any item or place on School campus or School-sponsored events, which includes the right to inspect a student’s electronic device and to take disciplinary action for any information or materials found on such devices. Parents who need to contact a child in an emergency should call the school, not the student. Urgent messages will be relayed appropriately, while normal telephone messages for students will be announced via the intercom at lunch and after school. A student phone is available at the Health Coordinator's desk. It is available for use during breaks and lunch, as well as before and after school hours. This telephone is to be used for school business only and is limited to placing calls within the Tampa Bay calling area. Use of imaging devices, such as camera phones, iPads, video camera’s, etc, is prohibited in gym locker rooms and School restrooms. In addition, students may not use such devices in classes without the express permission of the teacher. Any videotapes or photos permitted to be taken during class may not be placed on the Internet. CARE OF THE IPAD Students are responsible for the care and safekeeping of their iPads. Student iPads will be the property and responsibility of the student and his or her family. Insurance against damage, theft or other loss is highly recommended. The School will not be responsible for repairing or replacing broken or stolen iPads. Families are responsible for furnishing the student with a protective case for the iPad and students must keep 40 | GUIDE FOR ACADEMICS AND STUDENT LIFE the iPad in this protective case at all times. Not having an iPad or not having a working iPad will not excuse the student from participating in class or completing assignments. If students leave their iPad at home they are still responsible for getting coursework completed on time. Coursework not completed due to not having an iPad will be subject to the same consequences as other incomplete work. A loaner iPad will be made available for students while their iPad is being repaired or replaced. The iPad will only be loaned out for one week and the student is responsible for any damage/theft/loss incurred. Students will be able to access documents stored in Google Drive, iCloud or other "cloud" based applications as well as having access to their apps. Other than iBooks, student ebooks may not be accessible to the student, depending on the type of electronic resource. Screens should be kept clean with a soft cloth such as those used for cleaning eyeglasses. Do not set iPads near food, liquid or sources of heat. Keep iPads away from extreme heat. iPads should not be left at school overnight and should be secured in the student's locker at all times when not in use. If carrying an iPad in a backpack, take care that it is placed flat against other items and that the cover of the iPad case is closed over the screen with no pencils or pens pressed against the screen. iPad Security and Identification: iPads must be secured in the student’s locker when not in the student's possession and should be taken home at night and fully charged. iPads should not be stored in vehicles and should never be left in view inside a vehicle. Students should set up the automatic passcode lock on their iPads. Student should share the passcode with their parents and no one else, unless required to do so by School personnel. The iPad is the sole responsibility of the student and under no circumstances should the iPad be left unsupervised. Students should never loan their iPad to another student for any reason. Any iPad left unattended is at risk of being stolen or damaged. If an iPad is found it will be taken to the Student Technology Support Coordinator. iPad Content Management: Apps and iPad updates should be downloaded while off campus or before/after school hours. Students are prohibited from downloading movies, music or other bandwidth intensive resources while on campus unless explicitly directed by a faculty member. Inappropriate media may not be stored on the iPad at any time. Inappropriate media includes but is not limited to: pornographic materials, inappropriate language and references to tobacco, alcohol, drugs or firearms. Students will not be permitted to print from the iPads. Assignments will be distributed and collected via the iPad using Google Drive and the Haiku Learning Management System. If printing is necessary, students may use the PAR K I NG AN D TRANS PORTATION computer labs to print from the desktop computers. iPad Device Backup: Students should conduct regular backups of their iPads using iCloud or via iTunes while connected to a home computer. The Find My iPhone app is highly recommended for students to download onto their iPads. Students are required to bring the iPad to school every day. Students should save all work to their Google Drive and iCloud for backup. The School does not take responsibility for any loss of student data. Students should assume that none of their data is private or confidential. Any communication or data may be reviewed by School administration. iPad Appropriate Use: Activities not directly related to the teacher directed classroom activities are considered inappropriate use. These activities include but are not limited to: texting, social networking, FaceTime etc., and are not permitted during class time. Students must bring the iPad to all classes unless specifically instructed not to do so. iPads must be fully charged by students at home each evening. iPads that have been "jailbroken" are not permitted on the School network. Changing another person's passcode or any unauthorized access to another's iTunes account will be treated as hacking and handled in accordance with the School Honor Code. Students may record audio or use the camera to record in a classroom or school outing only with prior consent of the teacher, coach or other faculty member. Students are at all times responsible for ensuring that all individuals or groups are aware and agree to the recording or photo. Students must not share any audio, video or photographic likeness without the express consent from all parties involved. Bathrooms and locker rooms are considered private areas. Recording equipment is not to be used in these areas at any time. Use of the iPad falls within the guidelines of the Tampa Preparatory School Honor Code. The iPad is a learning tool intended for academic use during the School day and is subject to inspection at any time. Students are limited to using their iPad while on the School Wi-Fi network. iPhones, personal laptops, etc. are not permitted. Students may choose to bring styluses, Bluetooth keyboards, headphones and other accessories if they wish. Apps and e-books: At the beginning of the school year, core cross-curricular apps will be distributed to students via their School-provided Gmail accounts. These apps are only to be installed on the students' personal iPads. Students will be given instructions for accessing e-books in teacher syllabi at the beginning of the School year when they go to class. Student iPad support will be available on the third floor. Students should contact the Student Technology Support Coordinator for help. Monitoring: Students should expect that any information created, transmitted, downloaded, received, reviewed, viewed, typed, forwarded, or stored in iPad devices may be accessed by Tampa Prep at any time without prior notice. Students should have no expectation of privacy or confidentiality in such data, messages, or information (whether or not password-protected), or that deleted messages are necessarily removed from the system. Tampa Prep's monitoring policy may include, but is not limited to, physical inspection of iPad devices; review of content passing through the School's network, data lines, and other systems, review of personal email (including personal web-based password-protected email) and text messages accessed using iPad devices and/or School data connections; key loggers and other input monitoring mechanisms; and use of screen monitoring software, hardware, and video drives. (Revised 7-13) PARKING AND TRANSPORTATION AUTOMOBILES AND PARKING The School does not encourage the use of automobiles. Students are reminded that driving to and parking at school is a privilege. Students who do drive to school must obtain parking permits and park in the Cass Street and Cypress Street parking lots. All non-seniors will park on Cypress Street. The School will not be responsible for parking tickets, towing fees, or damage to vehicles. The student parking spaces closest to the school are designated for senior parking on a first-come, first-served basis. Visitors’ parking is available by the Baseball Field. Numbered parking decals for 2013-14 will be available at a cost of $25.00. All students driving vehicles to school must display a current parking decal in the lower left corner (driver’s side) of the rear window. If an occasion should arise where a student is using a vehicle other than the one normally driven to school that displays the student’s decal, a temporary parking permit may be issued for the day only. Students will not be permitted to leave the school campus before they leave for the final time that day unless the student properly signs out and obtains a note from the Assistant to the Dean of Students. The only exception to this policy is seniors leaving for lunch. Parking violations are given to students for the following reasons: 1. Non-seniors parking in a senior space 2. Parking in spaces marked “Handicapped,” “Visitor,” “Faculty,” or “Buses” 3. Parking in Fire Lanes 4. Parking on the grass or sprinkler system 5. Failure to obtain a parking permit for the current school year 6. Any observance of reckless or discourteous driving GUIDE FOR ACADEMICS AND STUDENT LIFE | 41 OTH E R I N FO R M ATI O N (this may also result in the suspension of parking privileges) The parking areas are patrolled by Tampa Prep Security who will issue parking citations ($25 fine for each violation). TRANSPORTATION TO AND FROM SCHOOL-SPONSORED EVENTS The School will provide transportation for all students participating in normally scheduled extracurricular events, such as athletic contests and drama and music competitions. This transportation will originate and terminate at the School. Students are strongly encouraged to use school transportation for school-sponsored events. Exceptions to this will be discussed with program directors. OTHER INFORMATION CHILD ABUSE REPORTING School teachers and other personnel are mandatory reporters under the Florida child abuse reporting laws. Please understand that we must take our obligations seriously and if we assess that a situation requires it, we will make a report to child abuse authorities of situations that we reasonably suspect constitute abuse, neglect, or abandonment. Depending on the circumstances, we may not be able to communicate with parents about the report until authorized by child abuse authorities to do so. We ask for your understanding and do our best to protect the children under our care. CHILD SAFETY FROM SEXUAL OFFENDERS AND PREDATORS According to the National Center for Missing and Exploited Children (NCMEC), sexual perpetrators are commonly people the parents/guardians or children know, and these people may be in a position of trust or responsibility to a child and family. Because of our concern for student safety, all employees, and those parents who volunteer for overnight field trips, are screened through the School’s criminal background process. To keep their children safe, parents should talk openly to their children about safety issues. Parents should know their children’s friends and be clear with their children about the places and homes that their children visit. Children should be taught that they have the right to say no to any unwelcome, uncomfortable, or confusing touching or actions by others and to get out of those situations as quickly as possible. Parents should regularly visit the public registry to check out individuals for prior criminal records and sex offenses. Information concerning registered sex offenders and predators in Florida may be obtained by visiting http:// www.fdle.state.fl.us, the Florida Department of Law Enforcement Sexual Offenders database. Information may also be obtained by contacting the FDLE’s toll-free telephone 42 | GUIDE FOR ACADEMICS AND STUDENT LIFE number: 1-888-FL-PREDATOR (1-888-357-7332). To view a map of registered sex offenders living within a five-mile radius of any given address, parents should visit http://www.familywatchdog. us. To learn about additional child safety tips and links to child and internet safety sites and searches, parents should visit the Florida Attorney General website at http://myfloridalegal.com. COMMUNICATIONS FROM SCHOOL Tampa Prep sends important information about events, activities and policies via email. If we do not have your current email address on file in the Development Office, please send an update to Bonnie Warfel at [email protected]. Many email providers filter bulk messages as spam or junk, so verify that your settings allow all mail from tampaprep.org. The School provides various methods for obtaining information. You can sign up for Alerts through our website to receive email or text notification about School News, Athletic News and Athletic results by team. With iCal feeds, you can sync the School Calendar(s) to your iPhone, iPad or Google Calendar. For instructions on how to set up these features, view the “Staying Connected” tab at www.tampaprep.org/parents. (Revised 7-13) EVACUATION A map can be found in each room showing the quickest and safest route for leaving the building. Please familiarize yourself with these maps. Students will be appointed to turn off lights and air conditioners and to close the windows and doors during fire drills or an evacuation. Students should move quickly and quietly to designated area. Movement and noise during fire drills should be kept to a minimum. Talking is prohibited. FAXING AND EMAIL Parents and students are discouraged from faxing or emailing schoolwork to Tampa Prep unless specifically instructed by a teacher. We are unable to guarantee the timeliness of receipt of such faxes by the teachers. Any assignments that are faxed or emailed are considered submitted when they are received by the teacher making the assignment. Student use of School email is tied to the Honor Code and all students are expected to conduct themselves in compliance with the Honor Code guidelines. Students in grades 6-8 are restricted from sending or receiving emails from outside of the School community, while students in grades 9-12 have full email functionality. If a student’s instructor gives permission, the student may choose to submit assignments digitally via Google Drive or Gmail. HEALTH INFORMATION SHARING Parents and student agree, as a condition of continued enrollment, to consent to the release of any of the student’s health related information, including information relating to drug treatment, testing, medical and mental health records, to employees or OTH E R I N FOR MATION agents of the School, as determined by the Head of School or his or her designee, to meet the medical or safety needs of the student and the community or the legal responsibilities of the School. The School will maintain appropriate administrative, technical, and physical safeguards to protect the security of all health-related information within its care or custody. While it is the obligation of the School to safeguard student medical information, we must also balance matters of privacy and confidentiality with safeguarding the interests and well being of our students and our community. Thus, parents/ guardians and students consent to allow employees and agents of the School, who have a need to know, to receive and/ or share medical and/or psychological information necessary to serve the best interests of the student and/or community. In the event of a disclosure required by law, every effort will be made to notify the student and/or parents/guardians in advance. (Revised 7-13) INSPECTION POLICY The School reserves the right to inspect and conduct a search of any place or item on School campus or at a School-related event including, but not limited to, a student’s locker, book bag, backpack, vehicle, computer, or personal electronic devices. Inspections and searches may be conducted on a routine or random basis or as deemed necessary. Further, the School has the right to seize and permanently retain property disclosed by an inspection or search which is considered potentially harmful, dangerous, illegal, or inappropriate, the possession of which is a violation of the School’s rules, community standards, and/or local and state law. INTERPRETATION, MODIFICATION, AMENDMENT The School reserves the right to interpret the contents of this Guide, including the rules and regulations governing academic and non-academic conduct of students. The School reserves the right to modify and/or amend the contents of this Guide at any time during the year. Parents and students should check the School’s intranet periodically to ensure that they are aware of the most recent version of the Guide policies. INVESTIGATIONS Students are expected to cooperate in investigations. Students are expected to be honest, but honesty is not necessarily a mitigating factor and students’ own statements may be used against them. Failure to cooperate with an investigation may be cause for disciplinary action. If a student refuses to participate or cooperate at any stage of an investigation, or is unable to do so for whatever reason, including without limitation, pending criminal charges, the School reserves the right to take action, including proceeding without a statement from the student, or to require the student to withdraw from School. (Revised 7-13) LUNCH SERVICE Details for the daily Tampa Prep lunch service can be found at www.tampaprep.org/lunch. (Revised 7-13) PARENT/FAMILY COOPERATION The School believes that a positive and constructive working relationship between the School and parent is essential to the fulfillment of the School’s educational purpose and responsibilities to its students. If the parent’s or other family member’s behavior, communications, or interactions on or off campus (including during school-sponsored events) is disruptive, intimidating, or overly aggressive, or reflects a loss of confidence or serious disagreement with the School’s policies, methods of instruction, or discipline, or otherwise seriously interferes with the School’s safety procedures, responsibilities, or accomplishment of its educational purpose or program, the School reserves the right to dismiss the family from the community. In addition, the School reserves the right to place restrictions on parents’ or other family members’ involvement or activity at school, on school property, or at school-related events if the parent or other family member engages in behavior or has a status (such as a criminal conviction) that would reasonably suggest that such restrictions may be appropriate for the community. PAYMENT OF TUITION AND FEES The School strives to provide the highest quality education while maintaining affordable fees. We depend on the timely payment of tuition and registration fees to cover our obligations. Enrolling your child requires a financial commitment much like any other major purchase. Please make School tuition a budget priority. Failure to make tuition/fee payments by the contractual dates may result in a child being removed from School or not being allowed to take examinations. Transcripts and student records cannot be forwarded to another School if there is an outstanding balance in his/her account, or if there are other outstanding debts. RE-ENROLLMENT CONSIDERATIONS Students are expected to maintain satisfactory academic and conduct grades on semester report cards. Students with less than satisfactory grades, a pattern of behavioral difficulties, excessive absenteeism or tardiness, delinquent accounts, or whose family members have been uncooperative may not be invited back for another academic year. STUDENT RECORDS AND INFORMATION Requests for student records and transcripts must be directed to the Registrar’s Office. The School reserves the right to withhold student transcripts and records for non-payment of tuition or fees. The School makes reasonable efforts to ensure that both natural parents (or legal guardians) receive substantially the same information (transcripts, records, appointments, etc.). The School must rely upon the correctness and completeness GUIDE FOR ACADEMICS AND STUDENT LIFE | 43 LI B RA RY PO L I C I ES of parental information when the student is enrolled. In situations of divorced or separated parents, if one parent believes that the other parent is not entitled to receive certain information, the parent wishing to restrict information provided by the School must provide the School with a court order that is still in effect that specifically restricts the other parent from receiving such information. LIBRARY POLICIES PEIFER LIBRARY The Peifer Library, located on the third floor, under the dome, contains books, videos and student-accessible computers equipped with various software applications, and access to the Internet. Students wishing to use the facility must obtain written permission from their classroom or Study Hall teacher, and the faculty-signed note must include the length of time the teacher is allowing them to remain. Tampa Prep students will receive orientation to the Library from the Library Media Specialist. The Library is open from 8:30 a.m. to 4:30 p.m. on most school days. Faculty and staff, as well as students with proper I.D., may check out books from the Library. Laptops may also be checked out by Upper School students and returned the same day by 3:30 p.m. If laptops are not returned by 3:30 p.m. on the day of checkout, students will lose laptop checkout privileges for the rest of the school year. (Revised 7-13) Students may use the library for reading, research, and may check out two volumes at a time for a period of three weeks. Abuse of Library books and Library materials or other misconduct will result in the loss of Library privileges. All overdue or lost book charges must be paid to the library by the end of the school year. Each student will receive a picture I.D. issued by Tampa Prep at the beginning of the school year. In order to check out a Library book or use the athletic facilities, a student must present his or her I.D. card. Students are responsible for good behavior on School computer networks just as they are in a classroom or School hallway. Communications on the network are often public in nature. General school rules for behavior and communications apply. Students are responsible for knowing school computer use guidelines. CHALLENGED BOOK AND OTHER LIBRARY MATERIAL POLICY Any Library book or other library material that is challenged as to its appropriateness for Tampa Prep will be handled in the following manner: 1. A written statement from the challenger must be submitted to the Head of School as to why the book or library material is being challenged with specific information as to why the challenger feels the book or other library material is inappropriate for Tampa Prep 44 | GUIDE FOR ACADEMICS AND STUDENT LIFE students. 2. This statement will be sent to the Challenged Book and Other Library Material Committee. This Committee is composed of the Head of School, the Library Media Specialist, the English Department Chair, selected Middle School and Upper School English and History Department faculty members, another Senior Administrator, and the Student Council President. 3. Each Committee member will receive a copy of the written statement about the challenged book or other library material. The Committee will meet and make its decision on the appropriateness of the book or other library material for Tampa Prep. 4. A letter will be sent to the challenger informing him/ her of the decision made by the Challenged Book and Other Library Material Committee. COU RS E DE S C R I PTI ONS - A RTS While the School will attempt to provide students every year with a wide variety of course selections, we prioritize the offering of graduation-required courses. Therefore, please note that not all of the semester electives listed in the Guide are available for students on a yearly basis. ARTS Creative Video (9-12) This yearlong class allows students to make videos from their own creative ideas and stories. Participants will also assist with the production of school marketing videos. The videos that this class produces will be shown during regular TPTV episodes. Students will also be encouraged to enter their creations in public contests. Prerequisite: Introduction to Video or the instructor’s approval. Unless otherwise indicated, all courses listed below are one semester in length. Students enrolled in performance courses Broadcast Journalism (9-12) are expected to participate in all class events. Performances are This yearlong, news-based video course will produce content considered final exams. for regular TPTV episodes. Students will report on and create video segments that highlight school activities in the arts, DANCE athletics, clubs, etc. The course runs through organizational hierarchy that puts more responsibility and control in the Dance Style 1 (6-8) A full year elective dance course in which students learn the hands of the students. Prerequisite: Completed application fundamentals of ballet, jazz and modern dance. Students take and the instructor’s approval. ballet two days per week and take jazz and modern dance on the alternate days. They learn terminology, an overview of dance history and stretch/conditioning in addition to working on dance steps in the studio. Emphasis is placed on technique, correct body placement, coordination, flexibility and endurance. The course culminates in a showcase at the end of the school year. DIGITAL ARTS Digital Photography (9-12) Digital Photography is a year-long, one credit art course in which students will explore not only how to take a good photo, but what the digital SLR camera can do. Students will “process” photos using Adobe Lightroom 3 as well as Adobe Photoshop. Once the concepts of shutter speed, ASA, aperture, multiple exposures, and the difference between shooting in jpeg vs RAW have been mastered, students will integrate these photos into podcasts using flip cameras. Requirements: a digital SLR camera. Tripods will be provided. Video Production (8) This course gives students a beginners’ look at the video production process. During the semester students learn the basics of video production, to include script writing, pre-production, proper shooting and lighting techniques, and post-production. The students have hands-on learning with the equipment in labs, help with projects to support the School, and have the chance to produce their own projects. Yearbook (9-12) Students in this year-long course produce the School’s yearbook. The course teaches the latest trends in journalism, design, and graphics. To enter the course, students must complete an application, meet certain criteria, and receive the instructor’s permission. The course requires additional extracurricular time. Prerequisite: Instructor’s approval MUSIC Beginning Chorus (6) This elective is designed for sixth grade students who have had little to no background with singing in a choral setting. During the course, students will sing a variety of repertoire. The students will learn basic musical skills in theory, history, and reading notation. Students will also participate in a group project making their own music video. Journalism (9-12) Students in this year-long course produce the School’s student newspaper, the Terrapin Times. The course focuses on journalistic writing styles, interview techniques, layout and design and production mechanics using a Macintosh computer and desktop publishing software. Students must apply to enter the course, meet certain criteria, and complete an interview. The course requires additional extracurricular Chorus (7,8) This performing vocal ensemble meets four hours each week time. Prerequisite: Instructor’s approval and is offered as an Arts semester elective in the seventh and eighth grades. Students are not auditioned; the course is open Introduction to Video (9-12) This semester class serves as an introduction to the world to all interested students. Students learn standard sacred and of video. Students will learn the basics of video production secular choral literature with a multicultural emphasis as including technical specifications, basic shot composition, recommended by the American Choral Directors’ Association, how to work with cameras and equipment, and editing with the Music Educators’ National Conference and the Florida Final Cut Pro. The course will consist of lectures, labs with Vocal Association. Emphasis is placed on ear training, proper equipment and editing software, and projects to reinforce breathing, diction, tone color, developing a sense of ensemble and blend, musicality, dynamics, line, et al. Attention is paid course content. to the historical context in which the music was composed GUIDE FOR ACADEMICS AND STUDENT LIFE | 45 COU RSE D E S C R I PTI O N S - A RTS and students become familiar with choral composers. The class musicians will perform in Arts concerts, various school functions and in the larger community, at the discretion of the instructor. Participation in all ensemble rehearsals and performances is an expectation of the course and is required. Beginning Band (6) This course is designed for the sixth grade student with no previous experience playing a wind instrument. Students will play one of the following instruments: flute, clarinet, alto saxophone, trumpet, or trombone. During the semester students will develop the fundamentals of music: music theory, history of their instrument and learn how to read musical notation according to their instrument. Grading is entirely based upon participation. Middle School Band (7,8) This performing wind and percussion ensemble meets four hours each week during a regularly scheduled period and is offered as a one-semester Arts elective in the seventh and eighth grades. Students are not auditioned; the course is open to all interested students. Students learn basic skills on a wind and percussion instrument of their choosing. Emphasis is placed on music reading, proper breathing, intonation, tone, developing a sense of ensemble and blend, musicality, dynamics, line, et al. The class’ musicians will perform in Arts concerts, various school functions, and in the larger community, at the discretion of the instructor. String Orchestra (7-12) This performing string ensemble for violin, viola, cello, and bass meets four times each week for one hour during a regularly scheduled period. Students in this year-long class will learn music from several genres including classical, pops music, and chamber music works. The class’ musicians will perform in Arts concerts, various school functions, and in the larger community. Prerequisites: 3 year minimum background/expertise in string performance or with String Orchestra Instructor approval. Students interested in auditioning should contact the Music Director for details. Upper School Band (9-12) This performing wind band, with rhythm section, including, percussion, piano, and guitar, meets four times each week for one hour during a regularly scheduled period. Students in this year-long class will learn music from several generes, focusing on jazz, popular music, and classical. Students in Upper School Band will collaborate with the String Orchestra. The class’ musicians will perform in Arts concerts, various school functions, and in the larger community. Prerequisites: some background/expertise in instrumental performance. Music Studio Ensemble (9-12) This is a performing arts course for students who want to learn to create their own music. Students in this class will learn fundamental composition methods to help them lay the foundation for their own Garage Band/ipad music 46 | GUIDE FOR ACADEMICS AND STUDENT LIFE composition and mixing projects. Students will also learn to create music for acoustic instruments including, but not limited to percussion, guitar, and piano. This two semester course will help students explore the use of acoustic instruments alongside electronic technologies. Students will have the opportunity to perform their music in Arts concerts in addition to various school and community functions. Participation in rehearsals and ensemble performances is required. Past musical experience is beneficial, but not required. Concert Chorus (9-12) The Concert Chorus is open to all students without audition. Students learn standard sacred and secular choral literature with a multicultural emphasis as recommended by the American Choral Directors’ Association, the Music Educators’ National Conference and the Florida Vocal Association. Emphasis is placed on ear training, proper breathing, diction, tone color, developing a sense of ensemble and blend, musicality, dynamics, line, et al. Attention is paid to the historical context in which the music was composed and students become familiar with choral composers. Several concerts are presented and there is a performing tour outside of Florida each year. Participation in all ensemble rehearsals and performances is an expectation of the course and is required. Students may elect to participate in this ensemble as an independent study and permission of the instructor is required. Chamber Chorus (9-12) The Chamber Chorus is open to all interested students by audition. Students learn standard sacred and secular choral literature with a multicultural emphasis as recommended by the American Choral Directors’ Association, the Music Educators’ National Conference, and the Florida Vocal Association. Emphasis is placed on ear training, sight singing, proper breathing, diction, tone color, developing a sense of ensemble and blend, musicality, dynamics, line, et al. Attention is paid to the historical context in which the music was composed, and students become familiar with choral composers. Members of this chorus will learn the same literature as the Concert Chorus, and will perform with them; in addition they will learn more difficult works which they will perform as a group - a fair number of these will be unaccompanied, and sung from memory. Several concerts are presented, the Chorus may enter the District and State All-State Choral festivals, and there is a performing tour outside of Florida each year. Participation in all ensemble rehearsals and performances is an expec tation of the course and is required. AP Music Theory (10-12) In this year-long course, students focus on the basics of music notation and learning to read and write music. Concepts studied include note values, steps of the scale, key signatures, melodic dictation and four-part harmony. Students become familiar with the piano keyboard and learn to sight-sing. This COU RS E DE S C R I PTI ONS - A RTS course prepares students for the Advanced Placement Music Theory examination. Recommended Prerequisite: One year of a music history or performance course. Jazz Combo (9-12) This is a semester class designed for the musician to get a broad understanding of the many styles and improvisational techniques used in the performance of jazz. The styles include: swing, blues, bossa-nova, ballad, hip-hop, and all of the Latin jazz influences (salsa, songo, afro-cuban, and samba). The only instruments this class is offered to are drums, acoustic guitar, piano/keyboard, and electric bass players. This is not a class offered to the beginning musician. The student must audition to portray his/her technical abilities and must have a good understanding of music theory in order to join the class. Drumline (9-12) This is a performing arts ensemble made up of percussion instruments only. This year-long course concentrates on various percussive works ranging from collective marching percussion pieces to full percussion orchestrations. The student will have the opportunity to perform in Arts concerts in addition to various school and community functions. Participation in rehearsals and ensemble performances is required. Past musical experience is beneficial. STUDIO ARTS Middle School Art (6-8) The Middle School visual art program teaches art techniques of drawing, painting, sculpture, and printmaking through a variety of media that are appropriate for each level. Sixth Grade Art focuses on the developmental skills of the grade level. Art 1 and Art 2 are sequential courses; Art 1 is prerequisite to enrollment in Art 2. Sixth Grade Art Ceramics Relief and pinch technique, glazing and firing Drawing Gesture, contour line, perspective, and texture, portraits PaintingTempera Printmaking Relief prints of styrofoam and collé Sculpture Papier maché Middle School Art 1 (7,8) Ceramics Pinch and coil techniques, surface design and decoration, glazing and firing Drawing Contour line, color, value studies, one-point perspective, portraits Painting Watercolor and tempera Printmaking Relief prints, styrofoam and glue SculptureAssemblage Painting Printmaking Sculpture Watercolor, tempera or acrylic Relief prints in linoleum Additive in clay; subtractive in plaster/ vermiculite Studio Art 1 (9-12) This entry-level semester course is designed for students who wish to study and produce visual art. The major portion of the course is experiential and will include involvement in two- and three-dimensional design. Utilizing the language of art, students will study the various media of drawing, ceramics, and painting as a means of visual communication. Techniques and skills of each medium will be taught through demonstrations, slide lectures, and museum visits. Each student will maintain a sketchbook in which all class notes, sketches, and occasional homework assignments will be kept. Artwork will be evaluated through group discussion and individual critiques. Studio Art 2 (9-12) This semester course provides further study in drawing and sculpture and an introduction to printmaking. Drawing will include gesture and figure studies, portraiture, and landscapes through the use of advanced media such as pen and ink, pastels, colored pencil, and oil pastel. Carving techniques will involve the students in the processes related to subtractive sculpture. Printmaking will include the relief process and collé, which will include the production of an edition of an original print. Each student will maintain a sketchbook in which all class notes, sketches, and occasional homework assignments will be kept. Artwork will be evaluated through group discussion and individual critiques. A continuing emphasis will be placed upon the formal aspects of design and the production of unique artworks which are developed through direct observation. Prerequisite: Art Appreciation, Studio Art 1, or instructor’s approval Ceramics 1 (10-12) This semester course introduces students to the aesthetic possibilities that ceramic materials offer as a means of self-expression. By designing and producing unique works of art in clay, students will learn the primary handbuilding techniques (pinch, coil, slab, and drape), surface design, glazing, and firing. Through slide lectures, discussions, and museum visits, students also will learn about the geology of clay and the ceramics produced by cultures considered the most significant in ceramic developments. Prerequisite: Art Appreciation or Studio Art 1 Ceramics 2 (10-12) Ceramics 2 is a semester course designed to teach forming techniques unique to the potter’s wheel. Students will explore forms (sculptural and/or functional) developed on the wheel and forms that combine hand building techniques Middle School Art 2 (7,8) Drawing Advanced media which utilizes contour line, with wheel-thrown forms. The course also includes surface design, glazing and firing the ceramic forms. Prerequisite: gesture and sustained value study, and Ceramics 1 two-point linear perspective, beginning figure study, landscape GUIDE FOR ACADEMICS AND STUDENT LIFE | 47 COU RSE D E S C R I PTI O N S - A RTS Printmaking 1 (10-12) This advanced semester class introduces students to various drawing techniques and to the study of the formal considerations of two-dimensional design that are relevant to the involvement and success of printmaking processes. Relief printing (linoleum, woodcut, wood engraving, and collograph) as well as intaglio (engraving, monotypes, and collé) will be explored. Students will produce several small editions and will complete a major edition in the technique of their choice. Prerequisite: Art Appreciation or Studio Art 1 Printmaking 2 (10-12) This semester course builds upon Printmaking 1 fundamentals. Printmaking 2 introduces higher level print processes and techniques while encouraging individual expression and creativity. At this stage students are expected to research and practice printmaking techniques within the scope of their own creative interest while developing more mature designs. Prerequisite: Printmaking 1 Drawing and Painting 1 (9-12) This advanced semester class examines the depiction of the three-dimensional world on a two-dimensional surface. Subject matter includes still life and nature, figures, portraits and objects in linear perspective. Drawing techniques of contour, gesture, modeling in value and painting is taught with watercolor and acrylic paint. A strong emphasis is placed upon the design of the two-dimensional surface and the production of unique art works which are developed through direct observation. Students create a final exam project and write a final exam. Prerequisite: One full year of Visual Art or portfolio review Drawing and Painting 2 (9-12) Students will work for a semester with advanced techniques of drawing and painting that are currently not taught in the first semester including landscapes, advanced figure study and enlargements, and they will have an opportunity to become proficient with Watercolor and Acrylic or Oil paint. A strong emphasis will be placed upon the design of the two-dimensional surface and upon the student’s unique aesthetic growth. Development of work for the AP Art portfolio will be encouraged; therefore presentation (matting or framing for exhibit) of the students’ work is a requirement of the class. Prerequisite: Drawing and Painting 1 Sculpture (11,12) This advanced level semester class offers in-depth study of the skills, processes, and concepts of three-dimensional form. Assignments will be completed in drawing and in three-dimensional media. Students will develop a greater appreciation for sculptural forms and art in general through museum visits, lectures, discussions, and demonstrations. The major portion of the class is dedicated to the production of three-dimensional art utilizing both additive and subtractive sculptural media and processes. Prerequisite: One full year of Visual Art 48 | GUIDE FOR ACADEMICS AND STUDENT LIFE Advanced Art Studies (11,12) This advanced semester course is designed for the student who wishes to continue with problems in visual art in which there is no existing advanced class. A student may enroll in Advanced Art Studies following a successfully completed semester of the beginning class in that particular area of art, such as Painting, Printmaking or Sculpture, or art medium, such as Ceramics. The student will attend class with the beginning class. Prerequisite: One semester of the beginning level course in which the student will work The Chemistry of Art (11,12) In this one-semester course, students experience the interaction between science, technology and art as they investigate chemical interactions involved in the creation, authentication, restoration, and conservation of works of art. By creating works of art, students practice techniques such as fresco, Egyptian paste, and metal etching. By conducting chemical experiments, students explore fireworks, paints and alloys. Class discussions and lectures connect chemical concepts with the students’ experiences in the lab and art room. After studying about forgery detection techniques and art restoration, students write a research paper to analyze the authenticity of an infamously debated work of art. Prerequisite: Any year-long Chemistry or Physics course AP Art Portfolio (11,12) Advanced Placement Art is a year-long course designed for the student willing to make a strong commitment to Visual Art. A rigorous curriculum of Design, Drawing, Painting and Sculpture and an individual concentration will culminate in the development of a portfolio. Students who meet the requirements and prepare work for an exit exhibit will receive the AP designation on their transcripts. Prerequisites: One full year of Visual Art; instructor’s approval is required AP Art History (11,12) Through slide lectures, discussion groups, and library resources, this year-long course focuses on major developments in visual thought and expression. The course strives to develop an understanding of history through art and art through history and to analyze the form and nature of art works. Students write numerous short essays in this class. Prerequisite: World History 2 THEATRE ARTS Middle School Theatre Arts (7,8) This semester course focuses on the fundamentals of acting and the theatrical process. Students explore creativity through scene development, script writing, character building, monologue work, ensemble acting, and improvisational exercises. The course concludes with a performance at the end of the semester. Introduction to Theatre Arts (9-12) This introductory level semester course explores all facets COU RS E DE S C R I PTI ONS - ENGL ISH of theatre arts, culminating in the creation of a production booklet for a one-act play. The student is introduced to the process of theatre through on-stage and backstage components. Areas covered include theatre terminology, organizational structure of professional theatres, and the production process. Artistic components include directing, acting, and stage management, with an emphasis on development through composition, blocking, and actor placement. Technical aspects are included as conceptual visions and their impact on the production, and include scenic, lighting, and costume design. Theatre history is also covered through the use of period scripts and adaptation of styles to class projects. Acting Studio 1 (9-12) The process of acting is the emphasis of this semester-long course. Student actors are introduced to a wide array of acting schools and approaches to a role. The history and development of the acting craft are also included. Exercises are based on the following techniques: Stanislavsky, Strasberg, Adler, Meisner, and the New School. Improvisational exercises and character analysis round out the work. The course concludes with a presentation of monologues from different historical periods. Prerequisite: Introduction to Theatre Arts Acting Studio 2 (9 - 12) This course shifts the focus from the actor as an individual performer to that of the ensemble member in this semester-long course. More techniques are covered in greater depth, including the approach of Uta Hagen and Circle Rep. Exercises include small group projects with a focus on connections with fellow actors, script analysis, performance analysis, and the rehearsal process. The final project is a presentation of a one-act play. Prerequisite: Acting Studio 1 Musical Theatre (9-12) This semester course combines an historical study with practical application of the skills required for this unique genre. Areas of study include composers, early development of the art form, the business of musical theatre, lyricists, playwrights, and influence of musical styles and tastes. The development of a musical theatre piece will also be analyzed, from concept to final staging. During the study of the artistic process students will create their own lyrics, work on vocal technique, interpretation of text, and acting within a song. The final presentation will include solo and ensemble work to be performed at the end of the semester. Permission of instructor required. Theatre Workshop (10-12) This advanced theatre arts semester-long course builds on work completed in Acting Studio 1 and 2. Theatre Workshop utilizes skills and knowledge in the areas of directing and acting, with a focus on the rehearsal process and performance. Works are selected from various historical periods. There are small group projects along with a class-wide assignment. All students keep a journal detailing their approach to the work as well as an analysis of the script. The course concludes with a performance at the end of the semester. Technical Theatre (9-12) Technical Theater students learn all aspects of stagecraft in this year-long course. Topics may include set construction, painting, properties, costuming, stage lighting, sound design, and stage management. Students are required to participate as tech crew for all Tampa Prep Arts Productions and are assessed on daily effort, attention to detail, project completion and production participation. May be repeated. ENGLISH English 6 Sixth grade English lays the foundations for language arts skills that build as students progress in the English program. The course strives to develop an appreciation of reading, skills in writing for a variety of purposes, and an understanding of the structure, vocabulary, and grammar of the English language. Students read adolescent literature appropriate in content and level of difficulty for their age. The course literature gives students a wider understanding of the world around them, as well as a way to reflect on their own personal experiences as adolescents. They begin the first level in a sequence of vocabulary books that continues through eleventh grade. English 7 This course is guided by the following principles: writing is a means of discovering and examining thoughts, feelings, experiences, and ideas; reading allows us to explore our own humanity and the depth and breadth of the human heart, mind, and spirit; and the study of grammar, vocabulary and style provides insight into the art and craft of written expression. The course literature includes a novel, a play, short stories, and a collection of poetry. Writing instruction emphasizes writing as a process. Students are introduced to analytical writing for a specific purpose. English 8 Building on the foundation from the sixth and seventh grade English courses, the eighth grade English course reinforces and further develops students’ skills of comprehending and interpreting literature, through discussions and various activities. The course literature ranges from Shakespeare to contemporary works, and includes poetry, plays, and fiction. The study of grammar, vocabulary, and style enhances students’ growing awareness of the English language. Students continue to work on the writing process through both creative and analytical writing. English 9: Genres of Literature and Composition Through the study of various genres of literature, this course focuses on the skills of literary interpretation, analytical and creative thinking, and clear and well-organized oral and GUIDE FOR ACADEMICS AND STUDENT LIFE | 49 COU RSE D E S C R I PTI O N S - EN G L I S H written expression. English 9 students also study grammar, vocabulary, and the effective use of language. Students work through a range of written assignments, including analytical essays and creative writing. In conjunction with their World History 1 course, students learn the research process and submit a culminating paper. Various genres are covered in this course, including short stories, novels and poetry. English 10: World Literature and Composition This course provides students with a broad, historical survey of world literature ranging from authors such as Sophocles and Shakespeare to Mathabane, Shelley and Hosseini. The study of these authors, ancient and contemporary - and of other thinkers and artists - serves as a springboard for seminar-style discussions, for extensive reflective and expository writing, and for further development of critical and creative thinking skills. Ongoing study of vocabulary and grammar is also emphasized. English 11: American Literature and Composition This course provides students with a general survey of American literature, including works from both the classic canon and contemporary selections. The course focuses on students’ active reading skills by requiring seminar-style discussions, and develops their critical and analytical writing and thinking skills with a series of essay assignments. The American Decades Project requires students to research a decade in American life and write a major paper that focuses on a specific feature within that period. Ongoing study of vocabulary and grammar is also emphasized. English 11: AP Language and Composition This college-level course surveys American literature from the Colonial period to the present and emphasizes the skills of analytical reading, critical thinking, and persuasive writing. Students’ daily responsibilities include text annotation, the preparation of reading response journals, and participation in seminar-style discussions of literature. Writing instruction focuses on the process of composition and revision as a means of thinking critically and communicating effectively. Research skills are honed with the Synthesis Project, for which students research a decade in American life and write a major paper that includes their independent analysis of a novel. Weekly vocabulary quizzes reinforce SAT preparation. In the second semester, students’ study of rhetoric and their practice with timed writing and multiple-choice exercises supplement their preparation for the optional AP Language and Composition exam. Prerequisites: English 10 and instructor’s approval English 12: English Literature and Composition Literature study in this course emphasizes critical reading to analyze, interpret and evaluate major works of Western literature including both classic and contemporary choices. Writing assignments include the college application essay, essays of literary analysis, and reflective responses to literature. Students also participate in the Three Pound 50 | GUIDE FOR ACADEMICS AND STUDENT LIFE Project, which allows them to choose a topic of study and work towards mastery of their subject. Numerous written and oral reports on the 3#P process provide interim checks on students’ progress and culminate in an evening exhibition of the projects. English 12: AP English Literature and Composition Designed to coordinate with AP Modern European History, this college-level course emphasizes the critical reading and analysis of some of the great works of European and British writers. The course also emphasizes appreciating and understanding literature as well as honing writing skills. In addition, students complete a major writing project each semester. During the first semester they write an original biography, a research project that develops skills of interviewing, organizing, synthesizing, and editing. In the second semester, each student writes a culminating paper, which requires analysis, in light of a unifying major idea, of four works studied in grades 9-12. Timed writings and multiple-choice exercises during the second semester aid students in preparing for the required AP Literature and Composition Examination. Prerequisite: English 11 and instructor approval SEMESTER ENGLISH ELECTIVES The following one-semester courses are offered to students in grades 11 and 12. Priority for all of these electives is given to seniors - juniors may only enroll in a course if a space is available after senior schedules have been assigned. Seniors may elect one of these courses for their second semester, if it is offered in their English or Study Hall period, to fulfill their English 12 requirement. African American Arts and Letters: A Study of the Harlem Renaissance (11,12) This one-semester course features a three-pronged approach to the creative and cultural forces that shaped the historical period. Much attention in the course focuses on literature through the study of novels, short stories and poetry by Hurston, Larsen, Hughes, Cullen, Bontemps, Wright, McKay, and Himes. Another area of focus is art, with an exploration of themes in the paintings of Douglas, Jones, Hayden and Lawrence. Music rounds out the trio with a soulful focus on some of the pioneers of the Jazz Age, such as Waller, Basie, Ellington, and Armstrong. Students write responses to readings, conduct art house discussions and listening parties, and produce two major projects. Creative Writing (11,12) Students in this one-semester course write imaginative and expressive pieces, including poetry, short fiction, and drama. Students analyze models by both professional and student writers to determine the elements of effective writing. Frequent and varied exercises develop students’ facility with conflict, plot, characterization, point of view, dialogue, theme, tone, imagery, figurative language, and sound devices. Extensive revising and guided editing of classmates’ work help students work toward effective self-editing. Prerequisite: English 10 CO U RS E D E S C R I PTIONS - FOREIGN AND CL A SSIC AL L ANGUAGES English Literature: Renaissance to Twentieth Century (11, 12) This semester course continues the study of English literature from the first semester of English 12 Honors, along with the emphasis on critical reading to analyze, interpret, and evaluate major works of English literature. The course literature includes poetry, drama, fiction, and non-fiction by a variety of authors - from Dickens to contemporary authors. Writing includes essays of literary analysis and reflections on literature, as well as creative pieces. Prerequisite: English 10 English 12: Sports Journalism (12) This semester course engages students in a concentrated study of journalistic style writing and reporting. By studying Pulitzer Prize winning writers and their articles, students will acquire a comprehensive look at how athletic events influenced history. The class will partner with the Tampa Bay Times, hosting their writers as guest speakers and touring their facilities. After gaining a journalistic foundation students will submit one story a week. Students will also be responsible for completing two major projects that incorporate historical perspectives, journalistic techniques and technology. Film Writing (11,12) This one-semester course introduces students to the art of film writing and teaches the format, techniques and concepts associated with it. Students will read scripts and watch sections of films to analyze the use of dialogue, transitions and character development. After reaching an understanding of the basics, students will embark on writing a full-length script, complete with treatment, proposals, character logs and storyboards. Students will analyze and evaluate peer scripts in association with completing their own full-length work. FOREIGN AND CLASSICAL LANGUAGES Students who earn lower than a B in the first semester of language study and lower than a C in the second semester are at risk of decreasing success if they move on to the next level. As such, all at-risk students, but most especially those in level 1, are strongly encouraged to follow teacher recommendations regarding retaking the course prior to moving ahead. Prima Lingua (6) Prima Lingua is a course designed for students who are about to begin their first year of foreign language study. Prima Lingua familiarizes students with key grammatical concepts that English shares with other languages, and introduces grammatical elements that are not present in English but that students will encounter when they begin foreign language study. Prima Lingua also gives students an understanding of linguistic terms, a strong foundation in derivatives across many languages, an appreciation of the cultural aspect of language, and knowledge of the historical development of language groups, particularly French, Latin, German, Greek, and English. French 1A (7) This course is designed to introduce students to the Francophone world. Students will study basic French structures and explore cultural themes. A major emphasis is placed on developing listening, reading, writing and speaking skills. Students will take Le Grand Concours level 1 examination in the spring. This is not an exploratory course but the first half of level one French. It is intended to prepare the students for continuing on to French 1B in the eighth grade. Students who take French 1A in the seventh grade are expected to take French 1B in the eighth grade. French 1B (8) This course is a continuation of French 1A. This is not an exploratory course but the second half of level one French. Students will review content learned in French 1A. Advanced grammar concepts will be presented and cultural themes relating to the Francophone world will be explored. There will be a continued emphasis on listening, reading, writing and speaking skills. Students will take Le Grand Concours level 1 examination in the spring. It is the recommendation of the department that a student with a grade below B- at the end of this course repeat French 1 in the ninth grade. French 1 (9) An introduction to the basic skills in speaking, reading, writing, and understanding spoken French, this course supplements its textbook with audio and videotapes, cultural studies, and elementary French conversations. Students learn the present and passé composé tenses while developing a strong vocabulary. Students take Le Grand Concours level 1 examination in the spring. French 2 (9,10) This course continues the use of audio and videotape supplements and cultural studies, continues to build a strong vocabulary, and increases its emphasis on oral, listening, reading, and written proficiency. Students learn the imperfect and future tenses as well as the subjunctive mood. Students take Le Grand Concours level 2 examination in the spring. French 3 (10,11) This course continues the use of coordinated textbook, workbook and audio activities that build vocabulary, culture and grammatical knowledge of French. There is increased emphasis on spoken French and aural French. Students view French films and answer questions based on what they have seen and understood. The remainder of conversational French grammar is covered, as well as a literary tense. Students increasingly write and speak in French and take the level 3 Le Grand Concours examination in the spring. French 4 (11,12) The focus of the course will be on developing students’ capacities to use the French language in both oral and written expression, and to appreciate Francophone culture, its history and its influence in the world. This course is designed to GUIDE FOR ACADEMICS AND STUDENT LIFE | 51 COU RSE D E S C R I PTI O N S - FO R E I GN AN D C L AS S I CAL L ANGUAGE S build the proficiency of intermediate to advanced learners of French. It is a good resource for students who have taken French for three years and would like to continue learning the language. However, this is a course that would also be suitable for students who have already taken the AP French-Language course. Students will take the level 4 Grand Concours examination in the spring. Prerequisite: French 3 AP French-Language (11,12) A total immersion course, AP French draws on French film, literature, newspapers and magazines to refine students’ skills in speaking, listening, reading, and writing in French. This course prepares students to take the AP French exam. Students take the level 4 Grand Concours examination in the spring. Prerequisite: Instructor’s permission Les Études Francophones (10-12) This semester, French immersion course will provide students the opportunity to explore and research French-speaking countries. Students will study the history of Francophone countries in order to understand current event topics that relate to these countries. Students will participate in and lead group discussions, present research topics that apply to current trends and issues in the French-speaking world, and explore the cultural importance of French in a global society. Prerequisite: AP French Language and Culture Advanced French Conversation Through Film (10-12) This French language immersion semester course will be organized around common themes of interest to adolescents and focuses on developing listening and speaking skills in French. Well-known Francophone films are presented for vocabulary development, conversational activities, and class discussions. Students will also develop critical viewing skills in order to appreciate the Francophone culture and customs. Assessment will focus on students’ listening and speaking skills in French. Students will continue to review the main structures of French through writing and reading activities. Prerequisite: AP French Language and Culture Latin 1A (7) This course introduces the student to Latin and to Roman culture and customs, providing some of the fundamentals of grammar and forms while enabling the student to read simple stories. The approach is inductive, plunging the student immediately into the reading of Latin paragraphs and then gradually explaining the grammar and syntax. Creative projects help students immerse themselves in Roman culture, and students participate in the regional Latin Forum, which consists of written, oral, artistic, and athletic contests. Latin 1B (8) This course completes the foundation in Latin. Students read increasingly longer and more difficult passages that introduce new grammar and syntax. The study of Roman culture, history, customs, mythology and literature is expanded through stories set in Rome's golden age. Creative 52 | GUIDE FOR ACADEMICS AND STUDENT LIFE projects help students immerse themselves in Roman culture. Students also participate in the regional Latin Forum, which consists of written, oral, artistic and athletic contests. Latin 1 (9) This course focuses on the elements of Latin language: vocabulary, forms, and syntax. Through a variety of student activities and frequent quizzes, the course places particular emphasis on sentence structure and the relationship between English and Latin, both in syntax and vocabulary. Latin 2 (9,10) After intensive review, Latin 2 builds on Latin 1’s fundamentals by adding more advanced grammar and composition. The goals of the course are to master the essential components of the literary language, to expand the understanding of English, and to advance the student’s ability to translate. By the end of the course, students read extended passages in Latin, especially from Caesar’s Gallic War. Latin 3 (10,11) Latin 3 focuses on extensive translation and comprehension using a variety of techniques. Grammar is reviewed both through formal exercises and in context. By concentrating on Pliny’s Letters, students begin to consider the society of the Romans and many surprisingly modern concerns. When study of Ovid’s Metamorphoses begins in the last quarter, the techniques of Roman poetry are introduced, preparing students for the Advanced Placement level. AP Latin-Vergil (11,12) This course focuses on selections from Julius Caesar's Gallic Wars and Vergil's Aeneid in Latin and in English, emphasizing themes of globalization and leadership. The study of the Latin language in vocabulary, grammar, reading proficiency, translation, rhetorical appreciation, and, in the Vergil, metrical analysis is continued and reinforced. Students are also expected to develop an analytical approach to the literature as a whole through frequent essay writing. The course covers the College Board's syllabus for the Advanced Placement examination in Latin. Other authors may be included either as sight translation exercises or as time permits. Spanish 1A (7) This course is designed to introduce students to the Hispanic world. Students will study basic Spanish structures and explore cultural themes. A major emphasis is placed on developing listening, reading, writing and speaking skills. This is not an exploratory course but the first half of level one Spanish. It is intended to prepare the students for continuing on to Spanish 1B in the eighth grade. Students who take Spanish 1A in the seventh grade are expected to take Spanish 1B in the eighth grade. Spanish 1B (8) This course is a continuation of Spanish 1A. This is not an exploratory course but the second half of level one Spanish. CO U RS E D E S C R I PTIONS - FOR E I G N AN D C L AS S I CAL L ANGUAGES Students will review content learned in Spanish 1A. Advanced grammar concepts will be presented and cultural themes relating to the Hispanic world will be explored. There will be a continued emphasis on listening, reading, writing and speaking skills. It is the recommendation of the department that a student with a grade below B- at the end of this course repeat Spanish 1 in the ninth grade. Spanish 1 (9) This course, focusing on developing the basic skills of listening, reading, speaking, and writing, integrates study of grammar and vocabulary with aspects of the Hispanic culture. Students write compositions and present dialogues that apply the grammar and vocabulary studied in each lesson. Spanish 2 (9,10) In Spanish 2 there is daily integration of the four linguistic skills of reading, writing, speaking, and listening, with an increased focus on grammar and practical, high frequency vocabulary. There is also integration of the culture of the daily lives of Spanish speakers and coverage of the entire Spanish-speaking world. Students are presented with ample guided, focused opportunities to interact in Spanish with classmates and the instructor, with the goal of establishing a solid base for clear self-expression. Spanish 3 (10,11) Conducted almost entirely in Spanish, Spanish 3 offers continued opportunities to increase proficiency in speaking, listening, reading, and writing. Grammar and vocabulary are advanced and reinforced through in-class discussions about topics such as health and fitness, ecology, the economy, technology, religion, politics, and art. Cultural competence is achieved through cultural and literary readings, audio and video recordings and guest speakers. Advanced Spanish 3 (10,11) Advanced Spanish 3 is designed for students who have a strong desire to continue their Spanish studies beyond level 3. This course will focus on the integration of more advanced features of grammar and vocabulary use. It will also afford students the opportunity to reach high proficiency levels in all four skills of the language: speaking, reading, writing, and listening. Students will be exposed to authentic language media and will practice activities that will prepare them for advanced studies in Spanish. By the end of the year, students will feel comfortable analyzing authentic sources and expressing opinions about current events. They will feel confident manipulating the preterit and imperfect tenses as well as the subjunctive mood. The course will be conducted entirely in Spanish; students will be expected to use only Spanish in class. Prerequisites: B+ or higher in Spanish 2 and a recommendation from a current Spanish 2 teacher Spanish 4 (11,12) This course is designed to provide students with the opportunity to become proficient in Spanish. The course is conducted entirely in Spanish and students are expected to only use Spanish in class. Daily participation is a major component of the class. Students will enhance reading, writing, listening, and speaking skills in order to prepare them to move on to AP Spanish Language if they wish or to study Spanish at the college level. Prerequisite: B+ or higher in Spanish 3, B or higher in Adv. Spanish 3 & instructor’s permission AP Spanish Language (10-12) Conducted entirely in Spanish, this course offers students the opportunity to hone their Spanish language skills at a sophisticated level and to prepare for the Spanish Language Advanced Placement Examination. Emphasizing excellence in listening, speaking, writing, and reading comprehension, the course begins with a review of grammar, especially that not addressed in detail at lower levels, and integrates all four skills on a weekly basis. Prerequisite: B+ or higher in Advanced Spanish 3; instructor’s permission AP Spanish Literature (10-12) In the AP Spanish Literature classroom, students will read from a broad spectrum of works written in various times and places and representing different literary genres. By the time that students are ready to take the AP Exam, they will have acquired an in-depth familiarity with all of the works on the list, and they will also have command of a variety of skills. Students will be expected to write analytical essays which may involve analyzing how a given theme or topic is treated in one work, or comparing such a treatment in two works from the list. Other sections of the exam will require students to be able to identify literary techniques and to make inferences about different passages presented. Because the study of literature at the college level implies going beyond the literal meaning of literary works, they will learn to make appropriate inferences while analyzing the works. Although being able to discuss the works on the list is one of the course objectives, another goal of the AP Spanish Literature course, as with introductory-level literature classes in colleges and universities, is to prepare students to approach works of literature in the future, in subsequent courses and on their own. Prerequisites: B+ or higher in AP Spanish Language or teacher’s approval Spanish 5 (11,12) Conducted completely in Spanish, the goal of this course is to synthesize and apply in speaking and writing the elements of the Spanish language studied and learned in Spanish 4 or AP Spanish. Students will continue developing vocabulary and conversational skills using current events, watching video segments, and cultural issues as the basis for discussions. Moreover, students will increase their cultural understanding of Spanish-speaking people by using practical communication with native speakers using tape recorders to document interactions and interviews with Spanish speaking people in the community. Students will also be exposed to Latin American literature and will develop formal and analytical writing skills. Prerequisite: Spanish 4 GUIDE FOR ACADEMICS AND STUDENT LIFE | 53 COU RSE D E S C R I PTI O N S - HISTORY AND THE SOCIAL SCIENCES Estudios Latinoamericanos (11,12) This one-semester Spanish immersion course will provide an overview of Latin America, including its history from the pre-Colombian era to the present. Latin America’s past and present can be understood as a series of struggles or “culture wars” along a set of fault lines that center around the concepts of race, class, culture, development, and social justice. Course objectives include an understanding of the causes behind these struggles and how they have shaped modern Latin America. By studying Latin America’s history, students will frequently draw parallels to the present in order to understand how a particular issue continues to find relevance in contemporary times. This course will be taught in English for one semester, and in Spanish (as Estudios Latinoamericanos) for one semester. Prerequisite for Estudios Latinoamericanos: Advanced Spanish 3, Spanish 4 or AP Spanish and instructor’s approval HISTORY AND THE SOCIAL SCIENCES Geography and Civilization (6) This course integrates the study of geography with the study of history. Students begin to develop a global perspective and an understanding of the fundamental themes and skills important to the study of physical processes, cultural aspects, and geography of the Western Hemisphere. Basic note taking, research techniques, map skills and class discussion are constant focal points throughout the course. The goal of the history component is for students to understand the relationship between settling and settlement as it pertains to the Classic Maya, Aztec, and Inca. World Geography (7) This one-semester course strives to develop a global perspective and an understanding of the fundamental themes and skills important to the study of European, Asian, and African Geography. The course focuses on the following questions: Where is it? What is it like? What is the relationship between people and their environment? How and why do people, ideas and goods move from place to place? In what ways do areas of the world share similar characteristics? Civics (7) Seventh grade Civics is a one semester course taught during the spring semester. Students study and analyze the structure and workings of the local, state, and national government. Additionally, students comprehend what it means to be an active citizen in the United States through individual and group projects, class assignments, experiential education opportunities, and group discussion. American History Survey (8) This course explores several periods of the American experience from historical and cultural perspectives. These periods include Colonial America, the Revolution, the growth of Nationalism, the Civil War/Reconstruction, and selected events of the twentieth century. Basic note taking and writing 54 | GUIDE FOR ACADEMICS AND STUDENT LIFE techniques, class discussion, and map skills form a regular part of the course throughout the year. Individual projects assist in developing an appreciation of American culture, government, and the free-enterprise system. World History 1 (9) World History 1 explores the origins of our world’s humans and traces the development of societies to 1800 C.E. Through reading, research, discussion, thesis-driven persuasive prose, and projects, students discern the unique and common aspects of a variety of societies by scrutinizing their history, geography, religions, economy, government, social structure and arts. An examination of these “ancient” cultures serves as a foundation for both World History 2 and an understanding of contemporary issues. Ninth grade English and History integrate topics and skills in a number of ways designed to enrich the freshman learning experience. World History 2 (10) This course explores the great ideas, events, art, and movements of the world from 1500 to modern times. Through this study, students have the opportunity to think deeply about such ideas as identity, government, religion, art, culture, and ethics. This course emphasizes the historian’s most important tools: inquiry, research, analysis, synthesis, and persuasive prose. Other skills fostered within the course include reflective writing, constructive critiquing, effective dialogue, map skills, and oral communication. This course is partly designed as a complement to the sophomore English course. AP World History (10) This year-long course will examine major transitions over time and their impact on a variety of regions throughout the world. The course is shaped by the six themes of world history and the ‘habits of mind’ as outlined by the College Board. Using a periodization approach to analyzing events and interactions from the foundations of history to the present, the course is designed to challenge students to develop independent ideas using Harkness methodology. A strong emphasis is placed on the improvement of analytical abilities and critical thinking skills in order to understand historical and geographical context, make comparisons across cultures, use documents and other primary sources, and recognize and discuss different interpretations and historical frameworks. The course necessitates a significant reading and writing load equivalent to a full-year introductory college course. Prerequisites: World History I and instructor’s approval. United States History (11) Eleventh Grade United States History examines the main currents of American political, social, cultural, and economic life in the context of the country’s historical evolution, starting with the first colonies to its Progressive era, emergence as a world power, and recent role in the Middle East. The course, while allowing the students to concentrate on United States CO U RS E D E S C R I PTI ONS - H I STORY AN D TH E S O C I AL SC I ENC ES History in the twentieth and early twenty-first centuries, also complements the students’ study in American Literature. United States History focuses not only on the historical events of the text, but also on their relevance to current issues. Students must fulfill several requirements, including daily reading assignments, frequent essays, and occasional projects. AP United States History (11) This college-level course is designed to prepare students both for the Advanced Placement United States History examination and for some of the skills and knowledge they will need in other academic classes and life experiences. The intensive curriculum surveys the history of the United States from before the arrival of Europeans to the early twenty-first century. A discussion format used in class is fueled by students’ responses to assigned readings and daily primary sources. A strong emphasis is placed on the instruction, training, and practice in the composition of college-level essays. Writing objectives include the formulation and development of thesis statements in response to questions based upon the analysis, understanding, interpretation, and reconciliation of historical documents. Political, social, economic, literary, and artistic aspects of American history are integrated to the greatest extent possible throughout the course. Prerequisites: World History 2 or AP World History, and instructor’s approval AP American Government (11,12) This course will give students, in line with the AP specifications, an “analytical perspective on government and politics in the United States. It includes both the studies of general concepts used to interpret United States politics and the analysis of specific examples. The course requires familiarity with the various institutions, groups, beliefs and ideas that constitute United States politics. The following themes are examined: Constitutional Underpinnings of United States Government; Political Beliefs and Behaviors; Political Parties, Interest Groups and Mass Media; Institutions of National Government; Public Policy; Civil Rights and Civil Liberties. Skills expected of the students are: knowledge of facts, concepts, and theories; understanding of typical patterns of political processes and behavior and their consequences; analysis and interpretation of data and relationships in government and politics; written analysis and interpretation of the subject matter; careful attention to the specific free-response question posed; and ability to stay on task.” Prerequisite: Instructor’s approval AP Art History (11,12) Through slide lectures, class discussions, and library resources, this year-long course focuses on major developments in visual thought and expression. The course strives to develop an understanding of history through art and art through history and to analyze the form and nature of art works. Students write numerous short essays in this class. Prerequisite: World History 2 or AP World History, and instructor’s approval AP European History (12) This intensive, college-level course is intended to provide preparation for the AP European History exam. Students read and write extensively and are responsible for comprehending, analyzing, and discussing the major political, economic, social, and religious events of the entire European continent from the formative era of the Renaissance to contemporary Europe. Excerpt reviews and Document Based Questions provide additional writing practice. Prerequisite: World History 2 or AP World History, United States History and instructor’s approval AP Economics (12) This course focuses on the factors at work in the marketplace, affecting both consumer and producer behavior. Microeconomics will emphasize the concepts of demand and supply, elasticity, production theory, cost theory, market structures, market failure, factor markets and the application of theory to contemporary issues. Additionally, the student is introduced to the workings of the aggregate economy. In analyzing the “health” of the economy, students will explore the importance of certain measures including inflation, unemployment, Gross Domestic Product, and economic growth. This course will also examine the impact of international trade given the current global market. It is an upper level course and recommended for seniors only. HISTORY ELECTIVES African American Arts and Letters: A Study of the Harlem Renaissance (10-12) This one-semester course features a three-pronged approach to the creative and cultural forces that shaped the historical period. Much attention in the course focuses on literature through study of novels, short stories and poetry by Hurston, Larsen, Hughes, Cullen, Bontemps, Wright, McKay, and Himes. Another area of focus is art, with an exploration of themes in the paintings of Douglas, Jones, and Johnson. Music rounds out the trio with a soulful focus on some of the pioneers of the Jazz Age, such as Waller, Basie, and Ellington. Students write responses to readings, conduct art house discussions and listening parties, and produce two major projects. African American History (11,12) This semester course is a study of the origins of African Americans. This culturally profound journey begins with a focus on the African continent. Students will learn about West Africa, the slave trade, and the explorers of the Atlantic. Students will study the Middle Passage and the effect of the West Indes on the development of American slavery. On the North American continent, the course focuses on the early inconsistencies of slavery and freedom, tracing the evolution and emergence of the unique, enigmatic culture of African Americans from Jamestown to the Civil War. Students will write, examine current events, and create a final technology project as a culminating assessment. GUIDE FOR ACADEMICS AND STUDENT LIFE | 55 COU RSE D E S C R I PTI O N S - H I STORY AN D TH E S O C I AL S C I E NC E S Beginning Debate (9-11) This one-semester course is designed to introduce students to competitive speaking, analytic thinking, basics of argumentation, and research. Instruction is designed to prepare students for competition, but also to provide them with academic skills that will serve them well in high school and college. We combine proven teaching methods with progressive activities designed to make the most of the student’s ability. Lecture topics familiarize students with the issues and background of the current national policy and public forum debate resolutions. The course concludes with a four-round practice tournament. Students are required to participate in non-competitive debate rounds and to attend at least one (1) local competitive debate tournament as an observer. Research and Rhetoric (9-12) This one-semester course is designed to assist students in the further development of competitive speech, research and argumentation skills. The course requires students to apply progressively more powerful reasoning and research techniques while further developing a variety of speech styles. Lecture and research topics focus on the issues and background of the current national high school policy and public forum debate resolutions. Students will use these issues to learn about philosophy, the workings of public policy making, and to develop a sense of advocacy. This course requires additional extracurricular time, including attendance at regularly scheduled after school or lunch meetings, participation in practice rounds, and participation in at least two (2) competitive debate tournaments. Prerequisite: Satisfactory completion of Middle School Communication and Debate and/or Beginning Debate. Advanced Research and Rhetoric (10-12) This one-semester course is designed to assist students in the further development of competitive speech, advanced research and argumentation skills. The course requires students to apply progressively more powerful reasoning and research techniques while perfecting a variety of speech styles. Lecture and research topics focus on the issues and background of the current national high school policy and public forum debate resolutions. Students will use these issues to learn about philosophy, the workings of public policy making, and to develop a sense of advocacy. This course requires additional extracurricular time, including attendance at regularly scheduled after school or lunch meetings, participation in practice rounds, and participation in at least four (4) competitive debate tournaments. They must also complete team research assignments, adequately prepare for their events, and critique other speakers. Prerequisite: Accumulation of a minimum of 100 National Forensic League points and instructor’s approval. Contemporary World Affairs (11,12) This one-semester course introduces students to contemporary issues in global affairs. The course examines 56 | GUIDE FOR ACADEMICS AND STUDENT LIFE problems facing the global community, as well as the prospects for governments, individuals, and international groups to address those problems. Issues include population and demographics, natural resources and the environment, the globalization of the economy, terrorism and threats to security, development and technology, global security, ethics, human rights, and the role of the United States and other regional powers in world affairs. Students will research topics in current periodicals and other source materials, deliver oral reports on assigned topics, and write comprehensive reports that examine the roots and ramifications of these issues. The course will be conducted as a Harkness Seminar. It is an upper level course and recommended for juniors and seniors only. Cultural Anthropology (11,12) This semester course introduces students to a selection of world cultures and examines some of the various and integrated ways in which humans respond to their environment. Through essays, reflective writing, tests, projects, field trips, and guest lecturers, students are encouraged to seek a deeper awareness of others in order to better understand themselves and the cultures in which they reside. Cultural Anthropology is recommended for juniors and seniors only. Economics (12) This year-long course explores a wide range of general topics including the stock market, supply and demand, fiscal policy and inflation. Microeconomic concepts are studied during the second semester, when students create and run competing cookie companies. To understand the financial aspects of a company, students explore the computer simulation game, CapSim, used in many colleges. This involves understanding how marketing, production, research and development, and finance all integrate to form a business. Using this knowledge, students work on business plans and present their findings to a panel of professionals. This is an upper level course for seniors only. Ethics and Leadership (10-12) This one-semester course is designed to give students a language for talking about ethics and an opportunity to discuss ethical issues. Students will be given practical experience in negotiating a set of values and will acquire practical tools to use in decision-making and dealing with difficult dilemmas. Students will analyze and discuss the changing role of ethics in a technologically driven world, the concept of right-versus-right ethical dilemmas, as well as the impact of moral courage on decision making. Assessments will include readings, quizzes, class discussion and participation. Latin American Studies/Estudios Latinoamericanos (11,12) This one-semester course will provide an overview of Latin America, including its history from the pre-Colombian era to the present. Latin America’s past and present can be understood as a series of struggles or “culture wars” along a COU RS E DE S C R I PTI ONS - MATH EMATIC S set of fault lines that center around the concepts of race, class, culture, development, and social justice. Course objectives include an understanding of the causes behind these struggles and how they have shaped modern Latin America. By studying Latin America’s history, students will frequently draw parallels to the present in order to understand how a particular issue continues to find relevance in contemporary times. This course will be taught in English for one semester, and in Spanish (as Estudios Latinoamericanos) for one semester. Prerequisite for Estudios Latinoamericanos: Advanced Spanish 3, Spanish 4 or AP Spanish and instructor’s approval Francophone Studies (10-12) This semester course will provide students the opportunity to explore and research French-speaking countries. Students will study the history of Francophone countries in order to understand current event topics that relate to these countries. Students will participate in and lead group discussions, present research topics that apply to current trends and issues in the French-speaking world, and explore the cultural importance of French in a global society. This course affords students a half-credit in history. Psychology (11,12) Students in this semester course will be presented with an introduction to psychology. The course is designed to explore the systematic and scientific study of the behavior and mental processes of human beings and other animals. Students are exposed to the psychological facts, principles, and phenomena associated with each of the major sub fields within psychology. The course will also address the ethics and methods psychologists use in their science and practice. Class will consist of lectures, discussion, readings, videos, guest speakers, writing, and research and group projects. Critical thinking skills are enhanced as students analyze personal and social implications of psychological findings. American Government and Law for Young Adults (11-12) This one-semester course is designed to allow students to acquire a greater understanding of the American federal government, the Bill of Rights, and a host of other legal topics and issues that may be of particular interest to young adults. Students will learn the curriculum primarily through an examination of legal opinions (or other primary sources) in a discussion-based classroom environment. Students will learn how to read a legal opinion, properly "brief" a legal case, and how to research legal issues. Students should leave this course as more knowledgeable citizens who possess a practical understanding of their rights, liberties, and responsibilities under the law. United States Politics: Presidential Elections (11,12) Offered every four years This one-semester course will consider various aspects of the American electoral system with emphasis on the candidates and issues of the United States presidential elections. In addition, students will learn about American government and political culture more broadly. Political institutions and the election process will be studied from a political science perspective. This course will be conducted as a Harkness Seminar and students will be expected to produce several short position papers on the dominant issues as well as one final research paper (in lieu of an exam) that analyzes the outcomes of the election. It is an upper level course and recommended for juniors and seniors only. Prerequisite: World History 2 or AP World History World Religions (11,12) This semester course is designed to give students an understanding of the history, doctrines, meanings, rituals and possible future developments of the world’s major religions. Daily discussions and reflective writings are supplemented with guest lecturers, oral presentations, and field trips to local religious centers. It is an upper level course and recommended for juniors and seniors only. MATHEMATICS CRITERIA TO ADVANCE IN THE MIDDLE SCHOOL A student who would like to be considered for advancement must: achieve an ERB Percentile of 90% in Quantitative Reasoning and Mathematics 1 & 2 using the Independent Norms; maintain a mathematics average of A+ during the current year; receive the recommendation of all current teachers; maintain exemplary grades in all classes; complete the appropriate Placement Test with a score no lower than a B+; meet with a Middle School member of the Mathematics Department to discuss long range goals in mathematics; and gain approval of Middle School Director and Mathematics Department Chair. DOUBLED MATHEMATICS COURSES Students with an A- average in Algebra 1 may enroll in Geometry and Advanced Algebra 2 concurrently if they receive the approval of the Algebra 1 instructor and the Mathematics Department Chair. If either course’s average drops below a B by the end of the semester, the student must withdraw from Advanced Algebra 2. Upon completion of Geometry, other mathematics courses may be taken concurrently (for instance, Algebra 2 and Probability; PreCalculus and Probability; Calculus and AP Statistics). Approval of the instructor and Mathematics Department Chair are required. ADDITIONAL MATHEMATICS REQUIREMENTS Middle School students must have a B average for the second semester in Algebra 1 in order to advance to Geometry. In addition, any Algebra 1 student who intends to accelerate his/ her mathematics during the summer must have a B average for the second semester. GUIDE FOR ACADEMICS AND STUDENT LIFE | 57 COU RSE D E S C R I PTI O N S - M ATH E MATI CS Mathematics (6) Designed as a preparation for a transitional Pre-Algebra course, sixth grade mathematics focuses on mastery of computation skills and the four basic operations. This course of continuous review includes fractions, decimals, integers, percents, and ratios. Concepts, procedures, and vocabulary that students will need in order to succeed in Upper School mathematics courses are introduced and developed incrementally. Additionally, fundamental geometry, data analysis, and probability are included in this course. Pre-Algebra (7) This course lays the foundation for the studies of algebra, geometry, and statistics. Students are provided continual opportunities to review operations with Rational Numbers. Using these skills, students then learn to solve and graph linear equations and inequalities, and word problems. Additional topics include number theory, slope, probability, geometry concepts and calculations, and statistics. Algebra Concepts (Introduction to Algebra) (8) This course is designed for students who have experienced some difficulty in Pre-Algebra, yet still introduces most concepts taught in the Algebra 1 course. This course allows for more flexible pacing and individualized instruction. Topics to be covered include: integer operations, solving of linear equations, proportions, graphing linear equations, slope of a line, powers and exponents, systems of equations. Students who successfully complete this class will not receive high school credit for Algebra 1, however they will have all of the tools necessary to excel in Algebra 1 as a freshman. Algebra 1 (8,9) Algebra 1 provides the foundation for more advanced mathematics courses and this course will feature integrating the use of a graphing utility to develop an understanding of the concepts behind mathematics and to prepare students for the highly graphical nature of higher-level mathematical analyses. Topics studied include exponents, order of operations, data analysis, solving linear equations, graphing with two variables, graphing inequalities, exponential growth, quadratic equations, factoring polynomials, and operations with radicals. Prerequisite: Pre-Algebra Geometry (9,10) Geometry is designed to develop reasoning and logic skills, along with spatial acuity, which are useful in critical thinking and problem solving. Exploration and inductive reasoning are used throughout, with an emphasis on real world situations. Deductive reasoning will be used to learn fact-based thinking and necessary conditions through formal and informal proofs. Topics studied include lines and the angles they form, polygons and circles, polyhedrons, congruence and similarity, area, and volume. Algebra I concepts will be reviewed throughout the course. Prerequisite: Algebra I. With permission, may be taken concurrently with Algebra 2 (see Opportunities 58 | GUIDE FOR ACADEMICS AND STUDENT LIFE for Accelerated Study, Doubled Mathematics Courses in the Academic Information and Policies section) Algebra 2 (11,12) This is an Algebra 2 course designed for the junior or senior who will not be pursuing advanced mathematics at Tampa Prep. During the year we will cover most of the traditional topics in Algebra 2 that will enable students to fulfill their Algebra 2 graduation requirement and provide students with a solid background while moving at a relatively measured pace. This course continues to develop the student’s understanding of Algebra not only through traditional learning methods but also through interactive applications and exploratory lessons created for use on students’ iPads. Students study functions and graphs while still focusing on the traditional study of number systems, including imaginary and complex numbers, inequalities, systems of equations and inequalities, exponents, polynomial functions, rational expressions, radical functions and matrices. A student must be recommended for this course and gain approval from the instructor. Students in this class may not progress to Advanced Precalculcus. Prerequisites: Algebra 1, Geometry and instructor's approval Advanced Algebra 2 This course continues to develop the student’s understanding of Algebra. Through integral use of the graphing applications, students study functions and graphs in depth while still focusing on the traditional study of number systems, including complex numbers, inequalities and equations of the first and second degree, exponents, polynomial and rational expressions, radicals, logarithms, and conic sections. Throughout their study, the students focus on understanding through application. Prerequisites: Algebra 1 and Geometry. With permission, may be taken concurrently with Geometry (see Opportunities for Accelerated Study, Doubled Mathematics Courses in the Academic Information and Policies section). Statistics and Probability This year-long course focuses on the underlying concepts of statistics and statistical analysis. Students take an in-depth look at issues involved in gathering data from surveys to experiments, including data ethics. Other topics include exploring gathered data, and an introduction to statistical inference. The probability portion of the course is centered on understanding the theory that connects data-gathering and statistical inference. Course concepts will be applied in a culminating project. Pre-Requisite: Algebra 2 or Advanced Algebra 2 CP Precalculus (12) In this course, students will expand their knowledge of quadratic, exponential and logarithmic functions to include power, polynomial, rational, piece-wise and trigonometric functions. Students will investigate and explore mathematical ideas, develop multiple strategies for analyzing complex COU RS E DE S C R I PTI ONS - P HYS I CAL E DUCATION situations and use technology to build understanding and solve higher level mathematics problems. This course will fulfill the fourth year of mathematics credit but not prepare the student to advance to Calculus. Pre-Requisite: instructors approval Advanced Precalculus First semester is devoted to the study of trigonometry. During the second semester, topics include polar coordinates, linear relations and functions; graphing polynomials; exponential and logarithmic functions; and rational functions. A graphing utility is used as a teaching tool to enhance the student’s understanding of mathematical concepts. Prerequisites: Advanced Algebra 2 and Geometry Calculus In this introductory course, differential and integral calculus are explored through the interpretation of graphs as well as analytic methods. By integrating technology, students are expected to investigate and solve problems using algebraic, numerical, graphical, verbal and written methods. The course is rich not only in theoretical problems, but also in life applications including physics, economics, engineering, finance, and the social sciences. This course covers the traditional curriculum of college level Calculus 1. Prerequisite: Advanced Precalculus AP Calculus-AB Approaching calculus from a theoretical and a graphical perspective, this college-level course utilizes the graphing calculator to solve problems, and to analyze real-life data. Topics studied include finding regression curves, properties of functions and graphs, limits (from an intuitive approach) and continuity, the derivative and its applications, and the integral and its applications. This course prepares students for the AB level of the Advanced Placement Examination. Prerequisites: B or better in Advanced Precalculus, consideration of PSAT scores, and instructor’s approval AP Statistics The AP Statistics course is a secondary school equivalent to a one-semester, introductory, non-calculus based, college course in statistics. This year-long course introduces students to the major concepts and tools for collecting, analyzing and drawing conclusions from data. Exploring data, planning a study, anticipating patterns and statistical inference are the four major topics that are studied. Emphasis is placed on the communication of ideas based on statistical analysis. Prerequisites: Advanced Precalculus or Statistics and the instructor’s approval AP Calculus-BC Designed to follow AP Calculus-AB, the course includes the study of vector and polar topics, more advanced techniques of integration, arc length, surfaces of revolution, work, improper integrals, and sequences and series. This course prepares students for the BC level of the Advanced Placement Examination. Prerequisites: Satisfactory completion of the AP Calculus-AB course and instructor’s approval Advanced Calculus and Linear Algebra This course is for outstanding mathematics students. The content varies slightly from year to year, depending on the interests of the students, but always includes work on ordinary differential equations, multivariable calculus, vector calculus, vector spaces, linear transformations, matrices, eigenvalues, and eigenvectors. Prerequisites: Satisfactory completion of the AP Calculus BC course and instructor’s approval Advanced Physics with Calculus This is a college-level course in the application of Calculus to Physics. Topics from the mechanics portion of the course include: Newtonian mechanics, energy and power, systems of particles, rotational dynamics, gravitation and waves. Topics from the electricity and magnetism portion of the course include: electrostatics, electric circuits, magnetic fields and electromagnetics. This course prepares students for both portions of the AP Physics C exam. Prerequisites: Physics and Calculus courses meeting the instructor’s approval AP Computer Science A (10-12) This course teaches students the fundamentals of object-oriented programming. Work includes programming in the Java language. Students will learn to extend and develop Java classes and data structures. Students will also learn the basic flow control structures common to imperative languages. No prior programming experience is required. Students take the AP Computer Science A exam in the spring. Prerequisite: Advanced Algebra 2 PHYSICAL EDUCATION Middle School Athletic Requirement All Middle School students are required to participate in athletics during the school year. Students will be allowed to select from a list of options each athletic season to fulfill this requirement. Please keep in mind the following when making your selections: 1. Each student must participate on at least one team during the school year. 2. A student may choose the Study Hall option only once per school year. Middle School Athletic Options: 1. Athletic Team •• Each student must participate on at least one team during the school year •• Options ▫▫ Fall - Boys Soccer, Bowling, Cross Country, Girls Volleyball, Swimming ▫▫ Winter - Basketball, Cross Country Training, Girls Soccer, Wrestling ▫▫ February Intersession - Rowing, Track & Field ▫▫ Spring - Baseball, Boys Lacrosse, Cross Country Training, Softball, Tennis GUIDE FOR ACADEMICS AND STUDENT LIFE | 59 COU RSE D E S C R I PTI O N S - S C I E NC E 2. Physical Education •• Offered in Fall and Spring seasons •• Not offered during the Winter Athletic season •• This option ends at the end of each academic school day 3. Study Hall Athletic Conditioning (SHAC) •• Space is limited to 30 students •• This option ends at the end of each academic school day 4. Study Hall •• A student may choose the Study Hall option only once per school year •• This option ends at the end of each academic school day When participating on an athletic team, student-athletes are expected to do the following: 1. Attend and participate in all team practices during seventh period 2. Attend each contest for which their team is scheduled Physical Education/Personal Fitness & Health (9) This required course aims to encourage our students to pursue a healthy, physically active lifestyle. Traditional team sports and lifetime sports including badminton, team handball, floor hockey, indoor soccer and water polo make up the physical education component. The personal fitness/health semester will include reading assignments and quizzes, cardiovascular, strength and flexibility training as well as studies in all areas of health and nutrition. Guest speakers from Tampa General-More Health will cover topics in HIV/AIDS, hepatitis, eating disorders, trauma and decision-making skills. Athletic Conditioning (10-12) This course offers students a guided weight training program for the casual to the serious. Participants learn a wide variety of appropriate weight training techniques and study basic nutrition, anatomy, and exercise physiology. Participating in a regular program of health enhancing exercise, the students learn the benefits of exercise first hand. Students are assessed through quizzes, participation and improvement. Athletic Conditioning is taught as a semester course but is open to students as a full-year course. Introduction to Sports Medicine and Athletic Training (10-12) This one-semester course will provide students with an introduction to the care and prevention of athletic injuries and to the duties of an athletic trainer. The course will emphasize anatomy as it relates to physical activity and sports, and will require some out-of-class assistance to the athletic trainer at home sports events. Students will be able to demonstrate knowledge of injury prevention, assessment and rehabilitation techniques. Some knowledge of anatomy is preferred but is not required. This course will earn students a 1/2 credit applicable toward satisfying the Physical Education graduation requirement. 60 | GUIDE FOR ACADEMICS AND STUDENT LIFE Fitness for Life (10-12) Fitness for Life is a semester-long course that teaches students how to maximize their health through fitness games and healthy life strategies. Half of each week will be dedicated to learning how to design workout programs, arrange weekly workouts, and improve a student’s fitness for the rest of his/ her life. The other half of each week will concentrate on basic and advanced life strategies to avoid common pitfalls and to work toward the student’s own personal goals. The overall goal of this class is to promote lifestyle education while having fun with a variety of aerobic and non-aerobic activities. We will use many resources, including those of Tampa Preparatory School, Bayshore Boulevard, and health food stores. SCIENCE MIDDLE SCHOOL OVERVIEW The science curriculum in the sixth, seventh, and eighth grades is a three-year, integrated, activity-oriented approach to the world of science. The integration of literature, geography, and history provide a deeper understanding of science’s relationship to other disciplines. Field trips to such places as Cape Canaveral, the Florida Keys, and the Museum of Science and Industry broaden and enhance the learning of the student. Science (6) The sixth grade science curriculum is a unique program in which students learn about the disciplines of Science Concepts: Earth and the Environment. In order to accomplish this task, students are motivated to appreciate science through cooperative learning, hands-on activities, lecture information, field trips, real-life studies, and problem solving activities. The sixth grade science classes participate in the grade level project. Life Science (7) The integrated science curriculum in the seventh grade builds upon the themes introduced in the sixth grade but within the context of the Life Sciences (Cells, Bacteria/Viruses, Protists, Fungi, Plants, Animals, and Human Biology). The students learn in a dynamic classroom with lectures, cooperative learning, hands-on activities, projects and lab dissections. Students also maintain marine aquariums within the classroom and then apply that learning in the Florida Keys while snorkeling. Physical Science (8) Eighth grade Science completes the three-year, integrated, activity-orientated approach to the world of science with an emphasis on the Physical Sciences (Chemistry and Physics). Students investigate physical science through an inquiry-based approach. Embedded in the curriculum is the use of technology, engineering and mathematics concepts. Concepts include chemical bonds and equations forces, motion, energy, nuclear science, and astronomy, among others. COU RS E DE S C R I PTI ONS - SC I ENC E Robotics (6) Sixth graders will gain an understanding of simple machines including the lever, wheel and axle, and pulleys. Students will gain an understanding of the problem-solving process and will be required to document their findings. A second unit will focus on robots using the LEGO MINDSTORMS system. Problem-solving skills are applied to robots allowing them to find solutions to specific missions. A systematic approach and quantitative solutions will be utilized for robot missions. Students gain an understanding of the use of light and ultrasonic sensors to solve mission problems. Intermediate Robotics (7,8) The Fall semester will concentrate on complex sensors like the infra-red sensor, the magnetic sensor, the compass sensor and the accelerometer (gyroscopic sensor). More complex missions for problem solving will be introduced using flowcharts as a means of planning a complex program. During the Spring semester, students will work on a large project called the SeaPerch Underwater robot. Class topics will include submersibles and how they work, concepts of buoyancy, fluids, simple circuits and waterproofing. Students will learn the following skills: basic cutting using ratchet and PVC cutters, drilling, filing and soldering. Teams of two students will journal the entire process and any problems or improvements they discover. Biology (9) This survey course investigates life on the cellular, organismic, and community levels. Major topics include cell structure and function, genetics, natural selection and evolution, classification. Students utilize problem solving skills, research skills, technical and creative writing, and conventional laboratory techniques as they apply learned principles to everyday experience. AP Biology (11,12) This college-level course encompasses the entire range of the discipline, from molecular biology through population dynamics, and requires the assimilation of a large amount of factual material at a rapid pace. Laboratory experience focuses on the topics designated by the College Board in order to prepare the students for the mandatory national examination in May. Successful completion of the course provides a thorough preparation for college biology courses. Prerequisites: Biology, year-long Chemistry course (preferably Chemistry 2) and instructor’s approval Chemistry (10-12) Focusing on environmental issues, this curriculum developed by the American Chemical Society emphasizes how chemistry is related to every-day life. Students develop a chemical vocabulary and an understanding of chemical concepts while participating in laboratory exercises, individual and group projects, and decision-making activities. Topics studied include water, chemical resources, petroleum, food, nuclear energy, the atmosphere, and the chemical industry. Prerequisite: Algebra 1 Chemistry 2 (10-12) This course develops a student’s critical and analytical thinking by stressing the concepts that explain atomic and molecular interactions. The course emphasizes understanding chemistry both mathematically and conceptually and features extensive qualitative laboratory experiments. Topics studied include elements, compounds, the physical phases, solutions, bonding, thermodynamics, reaction rates and equilibrium, electrochemistry, acids and bases, and organic chemistry. AP Chemistry (11,12) This college-level course emphasizes an extensive mathematical appreciation of chemical phenomena and a quantitative laboratory experience. Following the demands of the AP curriculum, the course includes rigorous study of atomic theory, chemical bonding, gases, liquids and solids, thermodynamics, kinetics and equilibrium, electrochemistry, and descriptive chemistry. Each student is expected to take the AP Chemistry exam in May. Prerequisites: Chemistry 2; Precalculus; instructor’s approval Physics (10-12) This course strikes a balance between emphasizing the principles and concepts of physics and the solutions of problems. The course topics include: mechanics, the study of motion and the forces that cause it; vectors; Universal Gravitation; energy and work; thermal energy; waves and energy transfer; sound; light; electricity; and magnetism. The lectures are supplemented with laboratory experiments, demonstrations, “real world” examples, a project completed at Busch Gardens, various presentations, and a rocket lab. Prerequisite: Algebra 1 Physics 2 (10-12) This course attempts to make mathematical sense of the universe and to pique the student’s curiosity about our surroundings. The class combines lectures, problem solving, laboratory work, computer simulations, and various projects. One major project is completed at Busch Gardens. Students explore topics of classical mechanics, including vector math, kinematics, Newton’s Laws, momentum, conservation of energy, projectile motion, and rotational inertia. Additional topics include wave phenomena, oscillatory motion, electricity, light, and magnetism. Prerequisites: Precalculus (concurrently) AP Physics B (11,12) This college-level course is designed for students intending to pursue a major in the life sciences, premedicine, and some applied sciences. This course also provides an excellent foundation for calculus-based college physics courses to build on. An understanding of the basic principles of physics and the ability to apply these principles in mathematical problems are the major goals of this course. The course topics GUIDE FOR ACADEMICS AND STUDENT LIFE | 61 COU RSE D E S C R I PTI O N S - S C I E NC E include: linear motion, vectors, forces, energy and work, collisions, rotational motion, oscillations, gravitation, sound, heat, thermodynamics, electric charge and electric fields, electric circuits, magnetism, light, geometric optics, nuclear physics and radioactivity. The lectures are supplemented with laboratory experiments, demonstrations, computer simulations, and a visit to the University of Florida nuclear reactor. Prerequisites: Calculus (concurrently); Physics 2 or instructor’s approval; instructor’s approval AP Environmental Science (11,12) This college-level course provides an interdisciplinary look at the complex factors that interact in the environment. Concepts from Biology, Chemistry, Geology, Engineering and the Social Sciences will be used to identify and evaluate both natural and human-made environmental concerns. Additionally, students will create solutions to resolve or prevent these problems and use technology to communicate their ideas. Current events and literature reviews will supplement the course material. Laboratory experiences, fieldwork, and field trips will also comprise a significant component of the course. Topics will include Earth systems and resources, the living world, population, land and water use, energy resources and consumption, global change and pollution. Each student is expected to take the AP exam in May. The course will meet four times per week and will require one weekend field trip per semester. Prerequisites: Successful completion of Biology, Chemistry and Algebra 1; instructor’s approval. Introduction to Engineering Design (10) This yearlong elective course focuses on the design process and its application. Students will learn AutoDesk Inventor and use it to design solutions to proposed problems, document their work using an engineer’s notebook, and communicate solutions to peers and members of the professional community. Please note: This course is the first of a three-year engineering sequence. In order to enroll in these successive classes, students must first complete Introduction to Engineering Design. While this course provides students with a full-credit in science, this course does not count towards Tampa Prep’s three-year science graduation requirement; therefore, students should also enroll concurrently in another full-year science class. Prerequisites: Algebra 2 (concurrently) and instructor’s approval. Principles of Engineering (11) This yearlong course exposes students to major concepts that they will encounter in a post-secondary engineering course of study. Topics include mechanisms, energy, statics, materials, and kinematics. Students will develop problem-solving skills and apply their knowledge of research and design to create solutions to various challenges, document their work and communicate solutions. Prerequisite: Introduction to Engineering Design. Underwater Robotics (11-12) This yearlong class introduces students to the design and 62 | GUIDE FOR ACADEMICS AND STUDENT LIFE fabrication of an underwater robot. Students will use formal design processes to define each sub-component of the underwater robot, such as navigation, propulsion, etc. Student groups will propose solutions to each of the components and their peers will select the best solutions to implement. Prerequisite: Instructor’s approval. SCIENCE ELECTIVES Bioethics (11,12) The objective of this semester course is to encourage the students to make critical assessment and logical self-evaluation of their stance on a wide variety of bioethical issues. The two main foci are issues of animal ethics and human biomedical ethics. Prior to the in-class discussion of each topic, students will research vocabulary and factual background germane to the issue. Assessment will take the forms of journal-writing, essay-writing (position papers), background research, class participation, and quizzes/ tests. Any student interested in the course must be prepared to make frequent, thoughtful contributions to discussion. Prerequisites: Biology; and any year-long Chemistry or Physics course The Chemistry of Art (11,12) In this one-semester course, students experience the interaction between science, technology and art as they investigate chemical interactions involved in the creation, authentication, restoration, and conservation of works of art. By creating works of art, students practice techniques such as fresco, Egyptian paste, and metal etching. By conducting chemical experiments, students explore fireworks, paints and alloys. Class discussions and lectures connect chemical concepts with the students’ experiences in the lab and art room. After studying about forgery detection techniques and art restoration, students write a research paper to analyze the authenticity of an infamously debated work of art. Prerequisite: any year-long Chemistry or Physics course Environmental Science (11,12) This one-semester course is an introduction to the principles of ecology with an emphasis on the ecosystems of Florida. Students will learn about the biological, chemical, and physical features that make Florida unique. Students will examine how humans have impacted Florida’s environment and discuss many of the environmental issues that affect Florida’s ecosystems. Lectures will be supplemented with labs and field trips in which students will learn basic ecological sampling methods. Prerequisite: Biology Forensic Science (11,12) Forensic Science is the application of science to matters of law. This one-semester course is multidisciplinary and encompasses concepts in biology, chemistry, and physics. The history of forensic science as well as various techniques and procedures used in crime scene investigations will be examined. Topics covered will include: physical and chemical COU RS E DE S C R I PTI ONS - SC I ENC E analysis of evidence, serology, bloodstain pattern analysis, fingerprint analysis, forensic entomology, hair and fiber analysis, and careers in forensic science. This course utilizes class discussion, lecture, laboratory investigations, and case study analysis. Prerequisites: Biology; and any year-long Chemistry or Physics course. Introduction to Sports Medicine and Athletic Training (10-12) This one-semester course will provide students with an introduction to the care and prevention of athletic injuries and to the duties of an athletic trainer. The course will emphasize anatomy as it relates to physical activity and sports, and will require some out-of-class assistance to the athletic trainer at home sports events. Students will be able to demonstrate knowledge of injury prevention, assessment and rehabilitation techniques. Some knowledge of anatomy is preferred but is not required. This course will earn students a 1/2 credit applicable toward satisfying the 1-1/2 credit physical education graduation requirement. Marine Biology (11,12) This one-semester course will be conducted as a college freshman Introduction to Marine Biology course. It is mostly intended for students who want to learn more before studying marine biology at the college level, or those with a strong interest in the marine sciences. The start of the course will focus on the physical and chemical features of the oceans before progressing into the structural, functional, and behavioral characteristics of marine flora and fauna. The course will include class discussions, an ongoing project throughout the semester, a comprehensive paper, tests, and labs. Prerequisite: Biology; any year-long Chemistry or Physics course Marine Conservation Biology (11,12) This one-semester course is intended for students who want to learn about resources the oceans provide, the influences humans have on the oceans and its inhabitants, and what is conservation, why is it important and how is it done. While the majority of the course takes a global perspective, students will also explore the organisms and environments of Tampa Bay as well as the groups that affect or are affected by them. Aside from class discussions, the course will include an ongoing project of hot topics, a field conservation project and a cumulative multimedia project. Recommended Prerequisite: Marine Biology Applications in Physics (10-12) In this hands-on semester course, students will explore the "real world" side of physics. They will apply physics concepts to practical problems and build on their understanding of the concepts and analytical techniques learned in physics. Practical applications may include airplane dynamics, structural design, self-powered vehicles and roller coaster thrills. Students will complete independent research projects (including experimentation) on physics topics. Prerequisite: Either Physics year-long course Computer Programming (9-12) This one-semester elective course is designed to teach students the basics of computer programming. Students will design and implement solutions to problems by writing, running and de-bugging computer programs, and use and implement commonly used algorithms and data structures to solve problems. Prerequisite: Algebra 2 (concurrently) Introduction to Programming in C (10-12) This yearlong elective course is designed to teach a student how to program using the C language, which is the basis for many other computer languages. Students will design and implement solutions to problems by writing, running and de-bugging computer programs, and use and implement commonly used algorithms and data structures to solve problems. Students will also integrate hardware (basic robots) to software (C programs) to solve mission-based problems. Prerequisite: Algebra 2 (concurrently). Modeling Physics (11,12) This semester course is designed to teach students to think critically in three dimensions. Students will build physical models of common rides found in amusement parks. The ride designs will be based on basic principles of physics. Throughout the semester, students will concurrently design their rides using Google SketchUp. By the end of the semester students will build a physical model of an entire amusement park, and will model their park using Google SketchUp. Prerequisite: Physics, Physics 2, or AP Physics Computer Applications in Physics/Engineering (11,12) This semester course is designed to give students an introduction to common computer programs used in science, technology, engineering, and math (STEM) careers. Students will spend the first half of the semester learning how to use Microsoft Excel to solve problems in physics and engineering. The second half of the semester, students will learn the basics of computer programming in MATLAB to solve additional physics and engineering problems. Prior knowledge of Microsoft Excel and/or computer programming is not necessary. Prerequisite: Physics, Physics 2, or AP Physics GUIDE FOR ACADEMICS AND STUDENT LIFE | 63 APPE N D IX MIDDLE SCHOOL THREE-YEAR PLAN SHEET Sixth graders take a set curriculum consisting of six classes (English, Prima Lingua, history, mathematics, science, and an elective) plus sports or PE. Seventh and eighth graders take a set curriculum consisting of six classes (English, foreign language, history, mathematics, science and an elective) plus sports or PE. Those students who have shown the proficiency to accelerate in mathematics and foreign language will be afforded the opportunity to accelerate on a case by case basis. SUBJECT GRADE 6 English English 6 English 7 English 8 Mathematics Mathematics Pre-Algebra Algebra Concepts Algebra 1 Science Earth Life Physical History Geography Geography/Civics US Survey Foreign Language Prima Lingua French 1A, 1B Latin 1A, 1B Spanish 1A, 1B Arts Art, Band, Chorus, Dance, Theatre, Robotics, Video Production Sports & Physical Education 64 | GUIDE FOR ACADEMICS AND STUDENT LIFE GRADE 7 GRADE 8 A PPEN DIX UPPER SCHOOL FOUR-YEAR PLAN SHEET Ninth graders typically have six classes, including PE. In grades 10, 11, and 12, the minimum course load is 5 non-PE classes; many students take 5 1/2 or 6 courses. List all courses you already have received credit for and those you likely will receive credit for this spring. In pencil, fill in the courses you plan to take during your remaining year(s) at Tampa Prep. Be sure your Plan fulfills the School’s graduation requirements, and consider the impact your courses will have on your applications to colleges. Discuss your Plan with your parents/guardians and your advisor before signing up for classes. SUBJECT / CREDITS English English 9-11; English 12 or AP English GRADE 9 GRADE 10 GRADE 11 GRADE 12 4 Mathematics 4 Through Precalculus, Advanced Precalculus, or Probability and Statistics Science 3 History 3 Foreign Language 3 Arts 2 Physical Education 1.5 Other 2 Biology, year-long Chemistry or Physics, one other credit other than an Engineeringsequence course World History 1, WH 2 or AP WH, U.S. or AP U.S. Levels 1-3 of French, Spanish, or Latin Phys. Ed. (grade 9 or 10), & other semester Phys. Ed. course Student’s Choice TOTAL CREDITS REQUIRED 22.5 GUIDE FOR ACADEMICS AND STUDENT LIFE | 65 APPE N D IX tampa preparatory school add/drop form student's name: _________________________________________________ date entered: _____________________________________________ dean of students dropping: teacher signature wp/wf dropping: 1.class: __________________________________________________ period: ________________________________________________ 2.class: __________________________________________________ period: ________________________________________________ 3.class: __________________________________________________ period: ________________________________________________ 4.class: __________________________________________________ period: ________________________________________________ teacher signature wp/wf 1.class: __________________________________________________ period: ________________________________________________ 2.class: __________________________________________________ period: ________________________________________________ 3.class: __________________________________________________ period: ________________________________________________ 4.class: __________________________________________________ period: ________________________________________________ Grades 9-11 Within first 5 days of a new class __________________________________________ student _______________________________________ advisor After first 5 school days of a new class ____________________________________ student ______________________________________ advisor _______________________________________ dean of faculty (required when changing course level or teachers of the same course) _____________________________________ parent/guardian _______________________________________ upper school director Grade 12 Within first 5 days of a new class ____________________________________ student _______________________________________ advisor _______________________________________ college counselor _____________________________________ upper school director _______________________________________ parent/guardian After first 5 school days of a new class ____________________________________ student ______________________________________ advisor _____________________________________ parent/guardian ____________________________________ college counselor ______________________________________ dean of faculty _____________________________________ upper school director _______________________________________ date received by dean of students 66 | GUIDE FOR ACADEMICS AND STUDENT LIFE A PPEN DIX registration for non-traditional classes Independent Study at Tampa Prep and courses taken at other schools student (print): __________________________________________ course title: __________________________________________ school: _____________________________________________________ duration of course: _______________ to _______________ today’s date: __________________________________________ month/year month/year signatures: ____________________________________________ division director ______________________________________________ ______________________________________________ ____________________________________________ student parent or guardian instructor (required only for independent study at tampa prep) policies independent study On a limited basis, students may design an independent study program with a faculty sponsor. All requests for independent study must be approved by the Curriculum Committee at least four weeks before the start of the semester in which it is to be taken. Petitions should be given to the Upper School Director and should include 1) specific objectives; 2) methods and criteria for assessment of learning; 3) meeting times; 4) a week-by-week syllabus; and 5) as appropriate, a reading list. classes taken elsewhere With prior permission, students who take classes beyond Tampa Prep may count these classes towards Tampa Prep graduation requirements. Note: Grades earned for courses taken at other institutions will NOT replace grades earned at Tampa Prep. For a non-Tampa Prep course to be counted towards a graduation requirement, students must meet all three of the following criteria: 1. T he Upper School Director must be petitioned and his permission received before the proposed study commences. 1. T he course’s credit must be granted by the institution at which the student received the academic instruction. 2. T he course must be taken at, and the credit granted by, either a fully accredited four-year college or university or a fully accredited independent school. FOR I NTER NAL USE ON LY NO. OF C R ED ITS TO B E AWAR DED ________ L E TTE R G RA D E EA R N E D ________ DATE COMP L E TE D ________ GUIDE FOR ACADEMICS AND STUDENT LIFE | 67 APPE N D IX This form can also be found at www.tampaprep.org/forms TAMPA PREPARATORY SCHOOL ABSENTEE PERMISSION FORM It has been requested by the parents/guardian of that he/she be excused from school on reason: (print student’s name) for the following Date(s) _________________________________ _____________________. (Parent Signature) To Teachers: Please indicate below whether or not this is acceptable to you. If the absence is not acceptable, please note the reason. Subject Teacher's Initials Comments 1st period 2nd period 3rd period 4th period 5th period 6th period 7th period Athletics/Coach MS: Have Mr. Fenlon sign bottom & return to Mrs. Souza US: Have Mr. Carlson sign bottom & return to the Health Coordinator Signature of Division Director 68 | GUIDE FOR ACADEMICS AND STUDENT LIFE A PPEN DIX This form can also be found at www.tampaprep.org/forms Updated 5/17/13 !"!#$#%&''#()*++),#-&./#22343# # 56728#"97:6;67# (<=>?%<#=<@A=-# 0#56728#"9;:"743# ! STUDENT’S NAME SCHOOL YEAR STUDENT’S GRADE GRADUATION YEAR DATE(S) OF SERVICE DESCRIPTION OF PROJECT, SERVICE, ETC. NUMBER OF HOURS SERVED SIGNATURE OF SUPERVISOR PRINTED NAME OF SUPERVISOR DATE PHONE NUMBER OF SUPERVISOR Now what? 1. Create a document (Excel, for example) OR make a copy of this form to help yourself keep track of the number of hours and type of volunteer work you have completed. This will help you in the college application process. 2. Take this document to the bin located on the table near Mrs. M. Rodriguez’s desk. File it in the folder that coordinates with the first letter of your last name. Note: Community Service hours are not required for graduation from Tampa Prep. Bright Futures requirements are as follows. [FL Legislature 2011 and 2012 Sessions] Beginning with the graduating class of 2011, students are required to submit a complete, error-free FAFSA (Free Application for Federal Student Aid) in order to receive both initial and renewal Bright Futures eligibility. The FAFSA must be submitted prior to disbursement and is made available online at www.fafsa.ed.gov in January of the student’s senior year. Service hour requirement: 100 hours of service for Academic Scholars or 75 hours of service for Medallion Scholars. Award amounts at four-year institutions: $100/hour Academic Scholars, $75/hour Medallion Scholars. Bright Futures Requirements [FL Legislature 2011 and 2012 Sessions] Students must meet the requirements AND submit a FAFSA to receive funds. Academic Scholarship SAT (CR+M) Graduation Year 2014 and thereafter or ACT + 1290 or 29 State weighted GPA + 3.5 Medallion Scholarship Service hours grades 9-12 100 SAT (CR+M) or ACT + 1170 or 26 State weighted GPA + 3.0 Service hours grades 9-12 75 More information? Visit the Bright Futures website at http://www.floridastudentfinancialaid.org/SSFAD/bf/ • The College Counseling Office will work with senior advising groups during the second semester of the student’s senior year to assist students in the completion of their application for Bright Futures. The application for Bright Futures and the FAFSA are two separate documents. More information? [www.tampaprep.org/college >> College Links >> Financial Aid] GUIDE FOR ACADEMICS AND STUDENT LIFE | 69 APPE N D IX 70 | GUIDE FOR ACADEMICS AND STUDENT LIFE A PPEN DIX GUIDE FOR ACADEMICS AND STUDENT LIFE | 71 APPE N D IX This form can also be found at www.tampaprep.org/forms Tampa Preparatory School Fundraising/Drive Event/Project Request Form Prior to any solicitation of funds, including drives of any sort, please complete this form and return it to the Development Office for approval. You may continue on the back if necessary. Sponsoring Group: __________________________________ (i.e. Key Club, STAND, Ambassadors, etc.) Proposed Event/Project: _____________________________________________________________ ___________________________________________________________________________________ Which School program will benefit? ____________________________________________________ Or how will this project foster the School’s Mission? ______________________________________ ___________________________________________________________________________________ Does this project raise funds for a third party? If yes, name the benefiting organization. ___________________________________________________________________________________ Event/Project Chair or Coordinator: ____________________________________________________ Phone: ___________________________ Email: ________________________________________ Preferred Date(s): _____________________2 nd Preference for Date(s): _______________________ Location of Event/Project: ____________________________________________________________ Target Fundraising Goal: $___________ Upon completion of the project, please notify the Development Office of net amount raised. Proposed Use of Funds: (Please be specific) (1) ________________________________________________________________________________ (2) ________________________________________________________________________________ (3) ________________________________________________________________________________ Planned Methods of Solicitations and Dates: Note: Any posters or announcements must identify both the group organizing the project and the benefiting organization. (1) ________________________________________________________________________________ (2) ________________________________________________________________________________ (3) ________________________________________________________________________________ Submitted by: _____________________________ Date: __________ Faculty Advisor approval: ___________________ Date: __________ Request Approved: ___________ Request Denied: ______________ 72 | GUIDE FOR ACADEMICS AND STUDENT LIFE Date: __________ www.tampaprep.org www.facebook.com/tampaprep @Tampa_Prep @TPrep_Athletics Tampa Preparatory School NON-PROFIT ORG. US POSTAGE 727 West Cass Street Tampa, Florida 33606 PAID TAMPA, FL PERMIT NO. 3641 ADDRESS SERVICE REQUESTED Student artwork from the 2012-2013 Digital Photography class Photo by Caroline Alexander Photo by Rajiv Kartham Photo by Grant Bickelhaupt Photo collage by Mercy Anderson