Sidener Handbook - Indianapolis Public Schools


Sidener Handbook - Indianapolis Public Schools
Sidener Handbook
Parent & Student Handbook
Sidener Academy’s mission is to serve the unique academic, social, and emotional
needs of high ability students from diverse social, cultural, and economic
backgrounds. We are committed to developing independent, self-directed learners
and believes that its administration, faculty, staff, and the community at large must
share responsibility for meeting these needs.
Who We Are
gifted education and are prepared to deliver the types of learning
experiences that will allow these students to develop to their fullest potential.
Sidener’s Goals
In support of our mission, the administration, faculty, and staff of
Sidener Academy for High Ability Students are bonded together
in our commitment to accomplish the following goals:
Students are selected to attend Sidener Academy based on an identification process that includes a Terra Nova, Co GAT (Cognitive
abilities Test), and SIGS (Scales of Identifying Gifted Students.)
To provide a learning community for high ability students
that is nurturing, safe, supportive, and maintains as its core values excellence, scholarship, respect, and courage.
Distinctive Learning Experiences
To provide a learning experience for students that differs
from the regular classroom in depth, complexity, and acceleration
commensurate with the needs of high ability students.
• More complex, abstract, and in-depth curriculum design.
• Instructional strategies geared specifically to high ability students.
• To provide a differentiated curriculum that utilizes problem solving, critical and creative thinking skills, and integrated thematic
• Accelerated pace.
Program Overview
• Variety of student choices within the classroom.
• Frequent assessment of student knowledge.
• Opportunities for independent research.
The Sidener Academy for High Ability Students is a school designed to meet the unique needs of students who are academically
advanced by offering a program that is qualitatively different
from the basic curriculum provided in a traditional setting. High
Ability students need an appropriately differentiated curriculum
designed to address their individual characteristics, needs, abilities, and interests. Teachers who will provide the curriculum for
the high ability students at Sidener are credentialed in the area of
• Talent growth opportunities
Curriculum Description
High Ability students often possess characteristics that necessitate
qualitatively different instruction. Our program provides an atmosphere for stimulating the high ability student by engaging stu2
dents in a curriculum design that will emphasize higher level thinking skills in all subject areas. Each subject area will be studied in
greater depth and breadth and often instruction will be above
grade level. The curriculum will be responsive to the special needs
of the gifted student by allowing hands-on experiences, flexible
grouping, acceleration as needed, pre-assessment of foundational
student knowledge prior to teaching of instructional units, and numerous opportunities for students to explore their individual interests.
([email protected]) and Music with Sherri Hughes
([email protected]) on an alternating basis. Spanish is taught by
Kathy Maxey ([email protected]) and Physical Education with
Ted Scheck ([email protected]) on a similar alternating basis.
Each student will have an Enrichment / Intervention period each
day and a Language Arts class with the student’s homeroom
teacher, which will alternate with a technology class with Elaine
Oglesby ([email protected]). A student also has Lunch / Recess
as part of their day.
Students will receive instruction in a foreign language at all grade
levels. A strong arts program will provide students with instruction in vocal and instrumental music and visual arts. Thematic instruction will connect the individual subjects; bring meaning and
relevance to the concepts being taught; and, provide the real world
applications that gifted students need. Technology will be appropriately integrated in all subject areas.
3rd Grade
The Academy sets high standards for age-appropriate social and
emotional development as well as academic performance for its
students. Students are expected to contribute to their own learning, to be committed to finishing, to the best of their ability, each
and every assigned task, to cultivate independent learning/
thinking skills, to give and expect mutual respect, and to foster
self-discipline as they strive to be the best they can be.
Students in 3rd grade have nine classes throughout the day. Susan
Murphy ([email protected]) teaches Reading and Social Studies while Maura Mundell ([email protected]) teaches Math
and Science. 3rd grade students have Art with Patrick Lauer
([email protected]) and Music with Sherri Hughes
([email protected]) on an alternating basis. Spanish is taught by
Kathy Maxey ([email protected]) and Physical Education with
Ted Scheck ([email protected]) on a similar alternating basis.
Each student will have an Enrichment / Intervention period each
day and a Language Arts class with the student’s homeroom
teacher, which will alternate with a technology class with Elaine
Oglesby ([email protected]). A student also has Lunch / Recess
as part of their day.
School Configuration
4th Grade
Students in 4th grade have nine classes throughout the day.
Loretta Hauck ([email protected]) teaches Reading, and Brenda
Williams ([email protected]) teaches Math. Barbara Burdge
([email protected]) teaches Social Studies, and Angela Mitchell
([email protected]). 4th grade students have Art with Patrick
Lauer ([email protected]) and Music with Sherri Hughes
2nd Grade
Students in 2nd grade have nine classes throughout the day.
Mandy Galle ([email protected]) teaches Reading and Social Studies while Melinda Millholland ([email protected]) teaches Math
and Science. 2nd grade students have Art with Patrick Lauer
([email protected]) on an alternating basis. Spanish is taught by
Kathy Maxey ([email protected]) and Physical Education with
Ted Scheck ([email protected]) on a similar alternating basis.
Each student will have an Enrichment / Intervention period each
day and a Language Arts class with the student’s homeroom
teacher, which will alternate with a technology class with Elaine
Oglesby ([email protected] A student also has Lunch / Recess
as part of their day.
([email protected]) teachers Algebra I, Geometry, and Algebra II.
6th, 7th, and 8th grade students have choices for Specials classes
and at different time throughout the year may have Art with Patrick Lauer ([email protected]), Music with Sherri Hughes
([email protected]), Physical Education with Ted Scheck
([email protected]), and technology class with Elaine Oglesby
([email protected]). Spanish is taught by Mary Keefe
([email protected]). Each student also has a study hall each day.
A student also has Lunch / Recess as part of their day.
5th Grade
Support Services
Students in 5th grade have nine classes throughout the day.
Loretta Hauck ([email protected]) teaches Reading, and Brenda
Williams ([email protected]) teaches Math. Barbara Burdge
([email protected]) teaches Social Studies, and Angela Mitchell
([email protected]) teaches Science. 5th grade students have
Art with Patrick Lauer ([email protected]) and Music with Sherri
Hughes ([email protected]) on an alternating basis. Spanish is
taught by Kathy Maxey ([email protected]) and Physical Education with Ted Scheck ([email protected]) on a similar alternating
basis. Each student will have an Enrichment / Intervention period
each day and a Language Arts class with the student’s homeroom
teacher, which will alternate with a technology class with Elaine
Oglesby ([email protected]). A student also has Lunch / Recess
as part of their day.
Sidener also provides academic support service. Stephanie Weddle
([email protected]) provides Reading support and Renee Ervin
([email protected]) provides Math support. Our Social Worker
provides social and emotional support for students as our Social
Worker, while Heather Varno ([email protected]) provides Guidance services and serves as our Magnet Coordinator helping families transition into and out of our program. Joshua Henney
([email protected]) provides our Special Education services to
the students that need his support. Anji Olive serves as our parent
liaison working with parents to support the needs of their students.
6th, 7th, and 8th Grade
Students in 6th, 7th, or 8th grade have nine classes throughout the
day. Julie Opal ([email protected]) and Joshua Varno
([email protected]) team teach humanities two periods each day.
Jonathon Ferber ([email protected]) teaches Science to 6th and
7th grade and Biology to 8th grade. Amy Muncy
([email protected]) teaches Pre-Algebra and Lucy Bailey
Our Culture
Pillars of Character
Students who struggle to display the six pillars of character will
visit the Character Development Center and work with a Character Development Specialist to learn proper strategies for using appropriate character. Continued violation of the code of conduct
will result in disciplinary action ranging from a warning, reprimand, loss of privilege, parent conference, or to assignment to
Character Development Specialist, suspension, expulsion and/or
arrest, reassignment to another IPS school. Parents and students
are required to sign the code of conduct form at the beginning of
each year.
Bullying will not be tolerated and is subject to disciplinary action
up to and including suspension and expulsion.
The Board of School Commissioners defines Bullying as overt, repeated acts or gestures by a student or group of students with the
intent to harass, ridicule, humiliate or harm another student or
group of students. Bullying can take the form of spoken words,
written or electronic communications, physical acts, or any other
type of behavior that fits the definition above.
• Harm to someone’s group acceptance
• Expressing physical superiority
• Blaming the targeted individual for starting the conflict
The Superintendent shall issue the necessary regulations and guidelines to give principals direction in implementing this policy.
• Making threatening gestures
• Defacing property
Parents or students, who suspect bullying has, or is taking place,
should report the matter to the Principal immediately. After a thorough investigation, consequences will be applied as appropriate
and consistent with the Board Policy. Everyone in our building
should enjoy our school equally, feel safe and secure, and be accepted regardless of color, race, gender, popularity, athletic ability,
intelligence, religion, or nationality. Bullying is never justified or
excusable as “kids being kids”, “just teasing”, or “just playing.”
Parents and students are expected to sign and return the bullying
pledge form contained in the opening of school packet.
• Pushing/shoving
• Taking small items from others
• Making insulting comments
• Calling names
• Teasing about clothes, physical appearance, possessions, etc.
• Giving dirty looks
• Rolling eyes
Bullying Behavior Chart
• Holding nose or other insulting gestures
Bullying is defined as deliberate, repeated acts or gestures by a student or group of students with the intent to harass, humiliate, intimidate or harm another student or group of students.
• Writing derogatory notes to the targeted individual
• Physical Bullying
• Gossiping
• Starting and/or spreading rumors
• Harm to someone’s body or property
• Teasing publicly about looks, clothes, relationships with boys/
girls, etc.
• Emotional Bullying
• Ignoring someone and/or excluding them from a group
• Harm to someone’s feeling of safety or self-esteem
• Writing derogatory notes to others about the targeted individual
• Social Bullying
CATEGORY TWO (some of these behaviors are against the law)
• Posting slander in public places (such as derogatory comments
about someone on a restroom wall)
• Threatening physical harm
CATEGORY THREE (most of these behaviors are against the law)
• Instigating conflict
• Assaulting (hitting, kicking, slapping, grabbing, etc.)
• Threatening to keep someone silent: “Don’t tell anyone or it will
be a lot worse!”
• Damaging personal property
• Making repeated and/or graphic threats
• Stealing
• Practicing extortion (such as taking lunch money)
• Starting fights
• Acting in a physically cruel manner
• Scratching or biting
• Destroying property
• Tripping or causing a fall
• Acting repeatedly in a violent, threatening manner
• Harassing with phone calls
• Setting fires
• Insulting family
• Assaulting with a weapon
• Insulting an individual’s race, religion, ethnicity, color, size, disability, intelligence, athletic ability, gender, or sexual orientation
• Harassing an individual because of bias against race, religion,
ethnicity, color, disability, gender or sexual orientation
• Sending electronic messages (e-mail, text messages, instant messages) of insulting nature
• Writing graffiti with bias against an individual’s race, color, disability, religion, ethnicity, color, disability, gender or sexual orientation
• Defacing school work or other personal property (such as books,
locker, or clothing)
• Destroying personal property (such as books, clothing, jewelry)
• Making sexually explicit comments about targeted individual in
front of others
• Enforcing total group exclusion against someone by threatening
others if they don’t comply
• Playing mean tricks to embarrass someone
• Arranging public humiliation
• Ostracizing using notes, e-mail, text messages, instant messages,
Chart by Paula Peterson, 2012
IPS has designated a Title IX Coordinator, who has responsibility
for IPS’ compliance with Title IX, including directing the investigation of complaints and reports of sex discrimination and harassment and assuring that prompt and effective corrective action is
Policy against sex discrimination
Complaint Procedure/Making a Complaint
In accordance with applicable law, including Title IX of the Education Amendments of 1972 and the Indiana Civil Rights Law, it is
the policy of Indianapolis Public Schools that no student will be excluded from participation in, be denied the benefits of, or be subjected to discrimination in any education program or activity on
the basis of sex. A student may not, on the basis of sex, be limited
in the enjoyment of any right, privilege, advantage, or opportunity,
including courses, extracurricular activities, benefits, and facilities.
Parents and students are encouraged promptly to submit a complaint or provide information about suspected sex discrimination
or harassment so that IPS can take appropriate action to resolve the
situation. A parent or student should make the complaint or report
orally or in writing to the building administrator, school counselor,
school social worker, or directly to the Title IX Coordinator. A report should be made as soon as possible after the complained-of
incident, preferably within ten days after the parent has been notified by a student of sex discrimination or harassment so that IPS
can address the matter while memories are fresh and before a situation becomes more severe. However, IPS would continue to accept
complaints after the ten-day filing period. Every employee of IPS is
required immediately to report in writing to the Title IX Coordinator suspected sex discrimination or harassment of a student
whether it is based on the employee’s witnessing such conduct or
on information from the student, the student’s parent, or a third
Prohibition against sexual harassment
The policy against sex discrimination includes a prohibition
against sexual harassment. Sexual harassment consists of sexual advances, sexual gestures, requests for sexual favors, or other verbal
or physical conduct of a sexual nature that is unwelcome and that
limits or denies, on the basis of sex, a student’s ability to participate in or benefit from the education program. This policy prohibits sexual harassment by an employee or agent of IPS, by another
student, and by third parties who come in contact with students at
school or at school-related activities. This policy also prohibits any
employee from being in a locked room with a student.
Investigation and Corrective Action
The Title IX Coordinator will promptly investigate, or direct the investigation of, complaints and reports of sex discrimination or harassment. The investigation will be completed in a timely manner,
the time depending on the nature and complexity of the issues but
generally taking no more than 30 days. The Title IX Coordinator
will assist the building principal in determining whether to take in-
Title IX Coordinator
terim measures during the investigation and whether IPS is required to report the incident that is the subject of the complaint to
Child Protective Services. At the conclusion of the investigation,
the Title IX Coordinator will report the result to the Superintendent, including, where appropriate, making a recommendation for
reasonable, timely, age-appropriate, and effective correction action.
The Superintendent may impose discipline up to and including a
recommendation for employee termination or student expulsion.
The Title IX Coordinator will advise the Complainant and the person accused of misconduct, in writing, whether or not the allegations were found to be substantiated. Except to the extent an employee or student has a statutory right to challenge the Superintendent’s recommendation for expulsion or termination or an employee has a collectively bargained right to challenge the imposition of discipline, the decision of the Superintendent is final.
De acuerdo con la ley aplicable, incluyendo Título IX de la Enmienda Educativa de 1972 y de la Ley de los Derechos Civiles, es la
política de las Escuelas Públicas de Indianápolis que ningún estudiante sea excluido de participar o ser negado de los beneficios de, o
ser sometido a discriminación en cualquier programa educativo o
actividad escolar basada en el sexo del estudiante. Un estudiante
no puede ser limitado, basándose en el sexo, de disfrutar de cualquier derecho, privilegio, ventaja, u oportunidad, incluyendo los
cursos, actividades extracurriculares, beneficios de los centros o
edificios escolares.
Prohibición en contra del acoso sexual
La política en contra de la discriminación sexual incluye una prohibición en contra del acoso sexual. El acoso sexual consiste en insinuaciones sexuales, gestos sexuales, solicitudes de favores sexuales u otra conducta oral o física de naturaleza sexual que es inoportuna o desagradable y que limita o niega, basándose en el sexo
a la habilidad de un estudiante de participar en o de beneficiarse
de un programa educativo. Esta política prohíbe el acoso sexual
por un empleado o agente de IPS, por otro alumno y por terceras
personas que se pongan en contacto con los alumnos en la escuela
o en las actividades relacionadas con la escuela. Esta política
prohíbe a cualquier empleado de encerrarse con llave con un estudiante.
The Superintendent is directed to promulgate administrative guidelines and arrange for appropriate training for implementation of
this policy. The guidelines will include complaint procedures providing for prompt and discrimination or harassment of a student.
This policy should be read in conjunction with IPS’ general antiharassment policy and procedures for reporting abuse and neglect
to Child Protective Services.
La poliza del titulo IX que prohibe el acoso sexual y discriminacion
por cuestion de sexo escrito abajo fue pasado por la junta de Miembros de la Comision de la Escuela el 23 de Marzo del 2010. Por favor lea la poliza y sus normas adjuntas cuidadosamente, como sera
estrictamente enforzado.
Coordinador de Título IX
IPS ha designado un Coordinador de Título IX, quien tiene las responsabilidades de que IPS cumpla con Título IX, incluyendo el
dirigir la investigación de quejas y reportes de discriminación sexual y acoso sexual y de asegurarse que una acción rápida y eficaz
se lleve a cabo.
Política en contra de la discriminación sexual
Procedimiento de Queja
Se pide a los padres y estudiantes que prontamente presenten su
queja o den información acerca de la sospecha de discriminación o
acoso sexual para que IPS pueda tomar las medidas apropiadas
para resolver la situación. Un padre o un estudiante debe de presentar su queja, como reporte verbal o por escrito al administrador
del edificio, consejero escolar, trabajadora social escolar o directamente a la coordinadora de Título IX. Un reporte debe hacerse tan
pronto como sea posible después de la queja del incidente preferentemente dentro de los siguientes diez días después de que el padre
haya sido notificado por el estudiante acerca de la discriminación o
acoso sexual, de esa forma, IPS podrá tomar las medidas pertinentes mientras la situación aún está fresca en la memoria del estudiante antes de que la situación se torne más severa. Sin embargo,
IPS continuará aceptando quejas aún después de este periódo de
Al término de la investigación , la coordinadora de Título IX presentará un reporte al superintendente, incluyendo, donde sea apropiada, una recomendación de una acción correctiva, que sea reasonable, dentro de un tiempo oportuno y de acuerdo a la edad del
estudiante. El superintendente podrá imponer disciplina, incluyendo la terminación del empleado o la expulsión del estudiante. La
coordinadora de Título IX hará saber por escrito al Quejoso y a la
persona acusada del mal comportamiento si los alegatos fueron o
no sustanciados.
Cada empleado de IPS está requerido a reportar inmediatamente,
por escrito, a la coordinadora de Título IX, cualquier sospecha de
discriminación o acoso sexual de un estudiante, ya sea en base al
testimonio del empleado, información o comportamiendo del estudiante, el padre del estudiante o un tercera persona.
A menos que un empleado o estudiante tengan el derecho de contravenir la recomendación del superintendente para expulsión o
terminación o, si un empleado tiene el derecho sindical colectivo
de contravenir la imposición disciplinaria del superintendente, su
desición será final.
El superintendente es el indicado para promulgar los arreglos y
guías administrativas para entrenar apropiadamente para la implementación de esta política. Las guías incluirán procedimientos de
quejas proveyendo lo necesario para una pronta y justa resolución
de las cuales aleguen discriminación o acoso sexual de un estudiante.
Investigación y Acción Correctiva
La coordinadora de Título IX investigará prontamente, o dirigirá la
investigación del caso, quejas o reportes de la discriminación o
acoso sexual. La investigación se llevará a cabo dentro de un
tiempo razonable, el tiempo dependerá en la naturaleza y complejidad de la situación pero generalmente tomando no más de 30 días.
Esta política debe de ser leída en conjunto con la Política General
de IPS Contra el Acoso y los procedimientos para reportar el abuso
y negligencia a la Oficina de Servicios de Protección al Menor.
La coordinadora de Título IX ayudará a la directora de la escuela a
determinar si es necesario tomar una medida interna durante la investigación o si es necesario reportar el incidente que ocacionó la
queja a la Oficina de Servicios de Protección al Menor.
It is IPS Policy that a student may not possess, view, send, or share
pictures or text having sexual content while the student is on
school grounds, at school-sponsored events or on school buses or
other vehicles provided by IPS. This policy strictly prohibits sexual
Notice to Students and Parents Regarding “Sexting”
material in electronic or any other form and includes but is not limited to sexual material contained in a cellular telephone, camera
phone, or personal digital assistant and sexual material transmitted by text message, e-mail, or any electronic communication device. A student who violates this policy is subject to suspension or
Turtleneck or mock turtleneck collar, Long or short sleeves, May be
polo-style, No logo larger than 1”x1 1/2” on the shirt other than approved school logo, Must be tucked into pants or shorts at all times
It is also a violation of Indiana criminal statutes to possess, create,
photograph, exhibit, or disseminate certain categories of material
of a sexual nature that meet the definitions of child exploitation or
child pornography. School personnel are required to report to law
enforcement or child protective services whenever there is reason
to believe that any student or other person is involved with child
exploitation or child pornography. A person who is convicted of
child exploitation or adjudicated a juvenile delinquent for violating
the child exploitation statute is required to register with the State
of Indiana as a sex offender.
C. Pants/Shorts: Solid colors: navy blue, black or khaki, Note: No
denim/blue jeans allowed, Pleated or flat in the front, Fastened at
the waist, Pants must be worn with a belt and set above the hip,
“Walking” length shorts limited to 2”(inches) above the knee
B. Undershirts: Solid colors: white, navy blue, light blue, red or
black, Long or short sleeves, Must be tucked in at all times
D. Sweaters/sweater vests/fleece jackets, (must be worn over an
approved shirt), Solid colors: white, navy blue, light blue, red or
black, Note: No hoods allowed, V-neck, Crew neck, Cardigan, No
logo larger than 1”x1 1/2” other than approved school logo
E. Sweatshirts, Solid colors: white, navy blue, light blue, red or
black, Note: No hoods allowed, Must be worn over an approved
collared shirt, Collar must extend over sweatshirt
Students and parents need to be aware of the consequences – some
of them life-altering – of having sexual material at school, including on your cell phone or other electronic communication device.
F. Shoes: Any color acceptable, Closed toes, Closed heel or strap
Dress Code
G. Boots: Any color acceptable, Any style acceptable
Please review the following pages that clearly describe the uniform
dress code for males, grades K-8, females, grades K-8, and restricted attire. Any student granted a dress code waiver must provide the Principal with the proper written approval information.
H. Socks: Solid colors: black, white, navy blue, khaki, red
-IPS Uniform Dress Code for Grade K-8 Males –
I. Belt (required for Grades 2-8) No logos, May be any color, May
be made out of cloth or leather, If waistband is elastic and does
not have loops, no belt required. Belt required with all clothing
that includes belt loops.
A. Shirts: Solid colors: white, navy blue, light blue, red or black,
Note: Acceptable materials: cotton, polyester, linen, twill, corduroy
and canvas, Note: No T-shirts, Style: Straight, button-down collar,
– IPS Uniform Dress Code for Grade K-8 Females –
A. Shirts/Blouses, Solid colors: white, navy blue, light
G. Boots: Any color acceptable, Any style
blue, red or black, Note: No T-shirts, Style, Straight, button down
collar, Turtleneck or mock turtleneck collar, Cowl neck collar, Long
or short sleeves, May be polo style, Must be long enough to be
tucked in at all times, No logo larger than 1”x1 1/2” other than approved school logo
H. Socks/Tights: Solid colors: black, white, navy blue, khaki, red,
No stripes, polka dots or other designs
I. Belt (required for Grades 2-8), No logos, May be any color, May
be made out of cloth or leather, If waistband is elastic and does not
have, loops, no belt required. Belt required with all clothing that
includes belt loops.
B. Undershirts: Solid colors: white, navy blue, light
blue, red or black, No visible camisoles or other attire considered
by the principal to be “underwear”, Long or short sleeves, Must be
tucked in at all times
J. Accessories: No clothing (such as shawls) to be worn over pants,
skirts or shorts
C. Pants, Shorts, Skirts, Skorts, Capris and Jumpers: Solid colors:
khaki, black or navy blue, Note: No denim/blue jeans allowed.
Solid navy blue or black shorts may be worn under a skirt provided they do not show, Pleated or flat in the front, Fastened at the
waist, Must be worn with a belt and set above the hip, “Walking”
length shorts, skirts, skorts and jumpers limited to 2” (inches)
above the knee
The following articles of clothing or styles of dress are strictly forbidden while in IPS schools, or while attending athletic events or
other school-sponsored activities during school hours:
• No hats worn in building during the school day
• No denim pants, shirts, shorts, skirts, skorts, capris, jumpers or
D. Sweaters/sweater vests/fleece jackets, (must be worn over an
approved blouse or shirt), Solid colors: white, navy blue, light
blue, red or black, Note: No hoods allowed, V-neck, Crew neck,
Cardigan, No logos larger than 1”x1 1/2” other than approved
school logo, Must be worn over an approved collared shirt. Collar
must extend over sweater/jacket neckline.
• No over-sized pants or shirts
• No pants worn below the waist or “sagging”
• No overalls or coveralls
• No sweatpants/sweat suits, jogging pants/suits, warm-up
pants/suits, athletic pants/shorts
E. Sweatshirts: Solid colors: white, navy blue, red or Black, Note:
No hoods allowed, Must be worn over an approved collared shirt.
Collar must extend over sweatshirt neckline.
• No knit, nylon, spandex, biking or gym shorts or pants
• No spandex, nylon or knit tightly fitted clothes
F. Shoes: Any color acceptable, Closed toe, Closed heel or strap
• No skin tight dresses or tops
• No tank tops, tube tops, halter tops, mesh tops, midriff tops, spaghetti strap tops
• No visible underpants, thongs, bras, camisoles or other clothing
items considered by the principal to be undergarments.
• No sleeveless tops
• No clothing altered by cuts, slits or holes or that in any way exposes the skin
• No shirts with ruffles
• No detachable gold teeth or fangs (unless required by a dentist
with written documentation on file) No grills!
• No shirts made of shiny materials
• No t-shirts or tall tees
Anything else the principal or designee deems inappropriate or disruptive to the educational environment will be prohibited.
• No hooded jackets, hooded sweaters, hooded shirts
• No sunglasses
• No pajama tops or bottoms
• No thongs/slippers/sandals/bare feet/exposed toes
• No “heelies” or “wheelies” (i.e. athletic shoes with skates)
• No clothing or other item with offensive, lewd, vulgar, obscene
or hate language, slogans or pictures
• No coats worn in the school building during the regular school
day unless principals waive the rule because of cold temperatures in the building.
• No buttons, jewelry or other accessories containing lewd, vulgar,
obscene, hate or offensive messages or pictures or which advocate or advertise the use of drugs or alcohol
• No secret society, fraternity or sorority symbols or lettering
• No hair rollers, combs, picks, or cosmetology clamps
• No scarves, head rags, doo rags, bandanas, sweatbands, hats,
caps or other head coverings
(Note: Approval for certain religious customs are permitted by approval of the school administration, i.e. Muslim female head coverings, Jewish male head covering)
21st Century Learning
Providing a 21st Century learning environment to our students is Figure 1.1 SAMR Model of Technology Integration
paramount to the pedagogy of our school. Sidener teachers receive ongoing training and support on best-in-class strategies for
implementing appropriate learning strategies in the classroom.
Students and families share in this approach by embracing the instructional strategies and supporting the purpose of the pedagogy
and the responsibilities that it requires.
Each student is provided with an Apple ID that provides easy access to school materials, including documents, textbooks, and
courses. With your Apple ID, your student can receive app licenses and redeem codes for textbooks purchased on the student’s behalf, take notes in iBooks and access them on all their
Using the SAMR Model, teachers move their instruction from the Substitution
iOS devices, enroll in iTunes U courses, download education con- stage to the Redefinition stage.
tent again, and add personal content to a school-owned iOS defrom online. When the parent or guardian completes the request
vice. An Apple ID will also let your students use iCloud so they
form, an Apple ID will then be created for the student.
can access content on multiple devices and stay up to date from
anywhere. An iCloud account allows your student to keep iWork
Apple IDs for students under 13 include the following features:
documents up to date between home and school devices, keep peraccount settings, such as email address and date of birth, cannot
sonal content, such as contacts, calendars, documents, and photos
be changed, no credit card is attached to the account at setup,
up to date on their iOS devices and Mac, back up iPhone, iPad, or
limit ad tracking is turned on for the account to ensure the student
iPod touch automatically, and use find my iPhone to locate a lost
does not receive targeted advertising from Apple, students can’t
or stolen iPhone, iPad, iPod touch, or Mac.
opt-in to receive marketing materials, and a parent or guardian
can be notified of any significant changes to the terms of the acFor students under 13, Apple IDs are requested from Apple by the
count. Once your student reaches age 13, the Apple ID converts
school or school district. An email will then be sent to you from
to a full account with full rights and privileges. Students can conApple asking a parent or guardian to review the Apple ID request
tinue to access any classwork, notes, books, or apps associated
with their Apple IDs.
Student and Parent Pledge for iPad Use
Being a student at Sidener Academy requires the use of an iPad. The device is an integral part to the pedagogy of our school. Students
without access to a device will be at a disadvantage within the learning environment.
I will take good care of my iPad and charger.
I will know where my iPad and charger are at all times.
I will have my iPad charged and ready for class.
I will not put any lock codes on my device.
I will only use my school issued iTunes account on my iPad.
I will keep food and beverage away from my iPad and charger.
I will not disassemble any part of my iPad or attempt any repairs.
I will protect my iPad by keeping it in the protective case provided to me.
I will not place decorations (such as stickers, marker, etc.) on the iPad.
I will not deface the serial number on the back of my iPad.
I will use my iPad for educational purposes only.
k.! I will return my device before all extended school breaks, including Fall Break, Thanksgiving Break, Winter Break, Spring Break and
Summer Break.
I will be part of a proactive community that identifies inappropriate material and usage and notifies appropriate staff of misuse.
3.! I will file a police report in case of theft, vandalism, and other acts in addition to reporting such acts to the Principal, and I will be responsible for all damage or loss.
I will not utilize photos, video, and/or audio recordings of myself or any other person in an inappropriate manner.
5.! I will use Sidener Academy’s network, facilities, and/or mobile devices in a responsible, efficient, and ethical manner in accordance
with the philosophy of Sidener Academy. I acknowledge that I understand this policy and will follow the guidelines. I acknowledge that
failure to adhere to these standards may result in disciplinary action and/or revocation of my mobile device and network privileges. Disciplinary action will include immediate assignment to afterschool detention that will require parent pick up.
6.! I understand that the administration and/or their designee(s) have the right to inspect any mobile device, application, or peripheral
device associated with any or all Sidener Academy technology. I understand that this includes, but is not limited to email, documents, pictures, music, or other components associated with all Sidener Academy technology.
I understand that Sidener Academy reserves the right to define inappropriate use of technology.
I agree to the stipulations set forth in the above documents including the iPad Policy, Procedures, and Information; the Acceptable Use Policy; and the Student Pledge for iPad Use.
Student Name (Please Print): _______________________________________________________
Grade: ____________
Student Signature: _________________________________________________________________ Date: ____________
Parent Name (Please Print): _________________________________________________________ Grade: ____________
Parent Signature: ___________________________________________________________________ Date: ___________
This policy of the Board covers Indianapolis Public Schools’ (“IPS’) technical resources provided to users as an educational resource and/
or official IPS business. The Board reserves the right to change this policy at any time, with such notice as the Board deems appropriate.
Technical Resources: Technical resources include, but are not limited to, any telecommunication system, voice mail or e-mail systems, wireless systems, cellular systems, network Access, Internet access, district and school web sites, facsimile transmissions and receipts, data systems, data applications and software, computers, laptops, video, or other electronic media resources and will collectively be referred to as
“Technical Resources”.
Users: Employees, students, parents, guests, and approved third parties will collectively be referred to as “Users”.
IPS’ Technical Resources are and remain at all times the property of IPS.
Appropriate Use of Electronic Media, Services, and Communication
A. ! Students interested in accessing the Internet must first obtain
permission to use the equipment from an IPS instructional staff
member such as the student’s teacher or another member of the
school’s administrative or teaching staff. Parents must sign the
“Student Internet Usage Restriction Form” if the parent wishes
to deny Internet access to the student.
bullying, harassing, threatening, defamatory, offensive, or disruptive to any employee, student, parent, guest or third party,
2. To transmit, send, receive, copy, upload, download, distribute
and/or access pornographic, obscene, and/or sexually explicit,
content, text and/or images,
3. to transmit, send, receive, copy, upload, download, distribute
and/or access content, texts, images or messages that might
bully, harass, and/or threaten someone. Offensive content, text
or images would include, but is not limited to, racial slurs,
gender-specific comments or any offensive comments that might
offend someone on the basis of his/her age, gender, race, national origin, disability, or religion,
B. Internet Access is permitted for educational purposes and for
activities necessary to support the education and instruction of
students. Inappropriate Internet traffic, non-educational content, chat rooms, and non-authorized email or other forms of direct electronic communications may be restricted, blocked or filtered.
C. All Users will protect the integrity of IPS’ proprietary and confidential information as well as the proprietary and confidential
information of others.
4. for solicitation, offers to buy and sell goods or services, political,
electoral, and/or other personal messages via IPS Technical Resources and the use of Technical Resources for outside personal
or business purposes are prohibited,
1. ! Unauthorized disclosure, use, and dissemination of personal
identification information regarding minors and/or students are
5. To transmit, send, copy, upload or distribute email and/or other
communications which attempt to hide the identity of the
sender, or represent the sender as someone else or from another
employer (Spoofing”),
2. Unauthorized disclosure, use, and dissemination of personal
identification information or confidential business information is
6. to gain unauthorized access, by hacking and/or through any
other means, to the electronic email of others; to data applications, data systems and/or .electronic files of other entities; the I
PS telecommunications and/or computer network,
3. All use of IPS’ Technical Resources must be consistent with existing IPS Board Policy, local, State, and Federal laws regarding the
use of copyright and use protected media and text.
D. Internet access and all other IPS Technical Resources shall not be
7. To engage in the practice of sending large numbers of messages
which are not related to IPS business to all Users or a large number of users (spamming, chain letters). Technical Resources may
not be used in a manner which is likely to cause network congestion or significantly hamper the ability of other people to access
1. ! to transmit, send, receive, copy, upload, download, and/or
distribute, jokes, comments, texts, images or messages containing content that may reasonably be considered discriminatory,
or use the IPS data network and/or other data systems and/or
data applications,
8. To vandalize, damage, or disable the property of another individual or organization,
9. To violate copyright or otherwise use the intellectual property of
another individual or organization without permission,
10.To violate any local, state or federal statute.
Educational curriculum and awareness programs will be implemented to educate users inappropriate online behavior, including
interacting with other individuals on social networking websites
and in chat rooms and cyber-bullying awareness and response.
The provisions of this policy apply to all authorized Users of IPS’
Technical Resources, including students.
Violations of this policy may subject the User to disciplinary action
up to and including expulsion for students and discharge for employees.
School / Parent Compact
Sidener School/Parent Compact
Sidener Academy, and the parents of the students participating in
activities, services, and programs funded by Title I, Part A of the
Elementary and Secondary Education Act (ESEA) (participating
children), agree that this compact outlines how the parents, the entire school staff, and the students will share the responsibility for
improved student academic achievement and the means by which
the school and parents will build and develop a partnership that
will help children achieve the State’s high standards.
This school-parent compact is in effect during school year 2014 2015.
• Provide an open and timely line of communication with parents
or guardians and encourage their participation and support in
helping their child achieve his/her educational goals
School Responsibilities
Sidener Academy will:
• Provide information to parents and students about academic
and behavior expectations in the classroom.
• Provide high-quality curriculum and instruction in a supportive
and effective learning environment that enables the participating
children to meet and / or exceed the State’s student academic
achievement standards
• Provide access to assignment information and grades via IPS online
• Provide an opportunity for parents to visit and participate in
their child’s class to help build partnerships with families
• Participate in meaningful staff development to implement best
practices to support the mission and vision of Sidener Academy
• Provide a safe, secure, well-managed, positive learning environment where all children are treated with respect in a fair and consistent manner
• Support and abide by the Anti-Bullying policy by not participating, condoning, or ignoring bullying of others and reporting concerns to school administration
Parent Responsibilities
Student Responsibilities
We, as parents, will support our children’s learning in the following ways:
I, as a student of Sidener Academy, will own the responsibility to
improve my academic achievement and achieve my personal best.
Specifically, I will:
• Review the compact with my child at the beginning of the school
year and periodically throughout the year
• Attend school regularly and be on time
• Support the mission and vision of Sidener Academy
• Come to school prepared with my homework and all necessary
learning materials
• Support my child in completing homework assignments listed
on IPS online per the homework policy
• Turn in assignments on time and agree to make up any missing
work posted on IPS online
• Ensure that my child attends school on time daily and with all
materials necessary for learning
• Follow the IPS Code of Conduct and Dress Code
• Provide an appropriate time and place for my child to complete
their homework and projects
• Respect the personal rights and property of others through
proper speech and action
• Attend and actively participate in school events such as Open
House, school activities and conference opportunities
• Actively participate in my classroom, exhibiting good work habits and giving my personal best each day
• Provide support of the IPS Code of Conduct and Dress code in
school, on the bus, and at extra curricular activities
• Be respsonsible for my own learning and ask family members or
my teachers for help if I am having trouble understanding or completing my work
• Modeling respect for teachers, staff, other parents and other students
• Actively participate in the educational process as a partnership
between student, parent, and school
• Refrain from any conduct that may be considered bullying, such
as deliberate, repeated acts or gestures by a student or a group
with the intent to harass, ridicule, humiliate, intimidate or harm another student or group of students either verbally, in writing, electronically, physically, emotionally, or socially, and I will report such
acts if I observe them
• Support and abide by the Anti-Bullying policy by not participating, condoning, or ignoring bullying of others and reporting concerns to school administration
• Discuss school activities, homework, and grades with my parents on a daily basis and give them any communication sent from
• Hold my child accountable for his or her own learning and behavior by monitoring their progress both academically and socially
• Treat my school provided iPad with care and respect as a learning tool that is provided to enhance my education
• Provide a parent liaison who will conduct home visits, workshops, and continuing education for parents on the unique needs
of their children
Family Involvement Policy
• Provide a parent resource center with unique resources on the
educational, social, and emotional needs of students
Sidener Academy will create a partnership with families in the following ways:
• Provide an up to date calendar of all school activities on the
school’s website
• Hold informational meetings posted on school calendar to inform parents of annual Title I meeting
• Provide a Sidener Family Boot Camp where parents will attend
in-depth sessions where staff members will provide information on
curriculum, social, wellness, technology, community partners, and
student support as it relates to students
Student’s name: !
Student signature: !
Parent’s name: ! !
Parent signature: !
Homeroom teacher’s name: !
• Provide a Back to School Night where parents will follow their
child’s daily schedule and learn about classroom expectations and
procedures as it relates to academics and behavior
• Hold Principal Q&A sessions on the last Friday of each month to
involve parents in the school based decision making process
• Provide a Magnet Coordinator contact who will ease transitions
into and out of Sidener, including facilitating the Sidener Sidekick
program and transitioning to high school
• Provide workshops and information as needed to help parents
understand the unique educational, social, and emotional needs of
the students to include curriculum, testing, and the mission and vision of Sidener Academy
• Provide excellent communication between all stakeholders, including students, teachers, and administration
Homeroom teacher signature:
How Things Work
The next few pages provide details of how various things work
within Sidener.
Perhaps one of the greatest keys to the efficient operation of the
Academy is effective, timely, positive communication. We have
very clear protocols regarding our lines of communication. If you
have a concern or question regarding your individual child in a
particular room with a particular teacher, please contact that
teacher directly. Any and all other issues, questions, or concerns
should be brought to administration.
School events and information are communicated in different
ways. Parents can check the school website and sign up for notifcations from the areas of Sidener that are important to them. The
school will use the Blackboard Connect 5 Messaging system to connect with parents through phone, text, email, and Facebook. It is
important that all families ensure the school is able to reach out to
families so families should keep their contact phone and email addresses up to date in eSchool by calling Mrs Drummer to make
any changes.
If a student is going to be absent from school the parent/guardian
is asked to contact the school office (226-4259) and give the reason.
Students who are tardy must be accompanied by an adult to the
main office to sign in.
Excused—State law provides that a student may be excused for
any of the following: illness, health care or social service appointments, religious instruction, service as a page in the Indiana General assembly, participation in Election Day activities, being subpoenaed as a witness, death in the immediate family, suspension
from school, and juvenile or criminal justice detention. The school
office will need a written letter from any institution for the above
to be excused.
School Day
Students can be dropped off at car rider or dismissed from busses
at 8:45 am each day. Classes start promptly at 9:00 am and students are tardy after 9:05 am. Dismissal occurs at 3:55 pm.
Unexcused—A student’s absence is considered unexcused if it is
not for one of the reasons listed under state law. The principal may
exercise his/her judgment regarding extenuating circumstances.
Personal appointments scheduled during normal school hours are
considered unexcused. Should personal appointment be absolutely required, please schedule these as close to the beginning or
end of the school day as possible.
cates the child’s name, physician’s name, and the dosage instructions. Students are not allowed to carry medicines on their person.
All medicines are locked up in the office for safety reasons.
According to Indiana law, students are not permitted to attend
school without proof of proper immunization. Please check with
the main office if you have any doubts about your child’s immunizations being up to date or that we have an official record on file
indicating same. If your child does not receive immunizations due
to medical concerns, we need a doctor’s statement. If your child
does not receive immunizations due to religious reasons, a written
statement must be submitted to the principal each year.
If your child is injured or becomes ill at school, he/she will be sent
to the office for evaluation. Parents/guardians will be called and if
necessary asked to come pick up the child. If we cannot reach the
parent/guardian, we will contact the next person listed on the
medical emergency form and proceed from there.
DTP – 4 doses are acceptable only if 4th dose was administrated after child 4th birthday.
It is extremely critical that current home, work, cell, and any other
emergency numbers be available to us. If those numbers change,
please notify the main office immediately. Please be sure to complete the line on the medical emergency form that indicates which
hospital you would want your child transported to if necessary.
Measles, Mumps, Rubella are the same as MMR on immunization record.
Varicella (chickenpox vaccine) – Grades 6-12 must have two
doses or history of disease.
The school’s administrative associate keeps a record of when student’s are visiting the office and the reason for their visit. If parents have questions about the frequency of visits to the office,
please call the office.
Tdap – 1 dose given on or after age 10.
Meningitis – Grades 6-12 must have 1 dose of vaccine.
Early Release
No medications (OTC or prescriptions) will be given at school without written permission from the parent/guardian. PARENT MUST
PROVIDE THE MEDICINE. If your son/daughter needs to take
medication, you must complete a Permit to Administer Medicine
form. All medicines must be brought to school in their original container. Prescription medicines must be in the container that indi-
Students must be signed out of the building in the main office before leaving. Parent, guardian and the designated emergency contact information for those adults able to take your child from the
school must be listed on the Medical Emergency Form. Students
will not be released to anyone other than the parent/guardian unless confirmation (written or by telephone) has been received from
the parent/guardian prior to the time to release the child. Students
will be called from their classrooms to meet their parent/
guardian/designee in the main office. Early release should limited
as it directly impacts instruction.
Behavior Guidelines— Riding the bus is a privilege, not a right.
Proper behavior is expected at all times. This privilege will be temporarily or permanently denied if your child’s behavior endangers
his/her safety or the safety of others.
Boarding the bus—Be at your assigned stop ten minutes before
the assigned pick up time and maintain proper behavior at all
General Information—If a bus does not pick your child up at the
appointed time or is late bringing your child home, call 226-4500.
If your child does not return home and you cannot reach transportation, call IPS Police at 226-4633. Buses will pick up and drop off
your child only at his/her approved locations. Students should be
at their assigned pick up location ten minutes prior to the designated time and be prepared to wait ten minutes after their designated pick up time.
While on the bus—Follow all driver instructions. Sit quietly inside your seat and stay seated at all times while the bus is moving.
IPS Policy prohibits the use of electronic devices on the bus.
Exiting the bus—remain seated until the bus comes to a complete
stop; follow the directions of the driver; exit in a quiet, orderly manner; never walk behind the bus or attempt to retrieve something
from under the bus; if you have to cross the street before getting on
the bus in the morning, look both ways before doing so.
Route/Stop Changes—The school does not have the authority to
add, delete, or change assigned bus routes or stops. Proof of a
change of address is required to change your address in the system. A proof of address consists of bill or lease with a current date.
If you need assistance, please call the school at 226-4259, Office of
Student Assignment at 226-4415 or IPS transportation at 226-4500.
Parent Responsibilities—Review the rules and regulations with
your child for the safety and supervision of your child. Children
should be at the stop 10 minutes prior to the appointed time and
notify the school at least five days before moving so that proper
transportation arrangements can be made.
If your child is going to be changing his/her normal transportation
procedure (riding another bus home, going home by car) you must
send a written request to the main office the morning of the desired change. We will verify the request and issue a one-day
change order. If something should occur during the school day to
necessitate such a change, the main office must be informed before
3:00 p.m. of that same day. If there is no written or verbal information provided to us so that we may determine the authenticity in a
timely fashion, we will expect your child to use his/her normal
mode of transportation.
Car Riders
Car riders should not be dropped off before 8:45 a.m. and should
be picked up no earlier than 3:55 p.m. and no later than 4:00 p.m.
If students are picked up after 4:00 pm, students will have to be
signed out from the office. After a student has been picked up after 4:00 pm for the 3rd time, a parent conference will be required
with Administration.
All car riders for Grades 2-5 should use Door 10 (end of Elementary hall) for drop off and pick up. All car riders for Grades 6-8
should use Door 3 (end of Middle School hall). Students ARE
NOT allowed to use Door 1 or 2 for drop off or pick up. Families
with students in both Elementary and Middle School should use
Door 10 for drop off and dismissal (end of Elementary hall). For
morning drop off, cars should maintain a single file line closest to
the sidewalk. Cars should not park against the sidewalk and parents should not exit the vehicle at this time. For afternoon pick up,
drivers can make two parallel lines to pick up. Two Sidener Staff
members will be out to assist with students walking out to vehicles. For student safety, drivers should never attempt to pass a car
in front. If you need to enter the building for any reason, you need
to find a designated parking space before leaving your vehicle. Vehicles cannot stop or park so as to inhibit entry/exit routes.
Building Entry
Textbook Rental
Some of our families may qualify for free or reduced priced meals.
Please make sure you complete the application contained in the
opening of school packet.
Textbook rental is due the first week of school and is considered delinquent after September 19, 2014. If you need assistance with paying the rental, please complete a Meal and Textbook Assistance
form. Unpaid rental fees are given to a collections agency at the
end of October.
To further ensure the safety of our students and staff, all visitors
must enter the building through Door 1, the Keystone Avenue
(main entrance) doors. There is a buzzer to push to gain access
and the appropriate door for entry is clearly marked.
Students in grades 2-8 will have recess period daily. We make
every attempt to go outside each day so our student’s are given the
opportunity for physical exercise. Because the weather varies, students will participate in outdoor recess if properly dressed for the
weather, at the discretion of the staff on duty.
Students may bring sack lunches and purchase milk or juice. Students may not bring sodas or candy. If chips or similar items are
brought in the sack lunch, they should be of the appropriate (single
serving) quantity and should accompany a nutritious, wellbalanced meal. Students should not share or trade items brought
from home. It is preferred that lunch not be brought in for an individual student from a local restaurant to the cafeteria. If students
are purchasing a school lunch, they should not bring additional
items from home.
Family members are welcome to volunteer, assist in classrooms, observe their child, or speak with a staff member or administrator.
However, it is critical that we do not interrupt the instructional
process for our students. Forms are online, or at the Sidener office.
Parents should call or email a staff member to set up a time / date
that is convenient to discuss student progress.
If a student forgets their lunch money or sack lunch, one lunch can
be provided and charged to the child. Breakfast may not be
charged. Cafeteria menus will be provided.
To further protect the safety of our students and staff and to keep
accurate visitor records, you are asked to check in at the main office upon arrival. We will ask you to sign in and a visitor pass will
be issued. Please wear the pass for the duration of your visit. Upon
completion of your visit, please turn in your pass and sign out in
the main office.
stores inappropriate items in their locker. Stickers should not be
placed inside or outside of locker.
Telephones/Electronic Devices
Per IPS policy, electronic devices of any type are not permitted in
school—cell phones, pagers, iPods, games of any sort, toys, etc. Devises brought will be confiscated and parents will need to come to
the school to pick-up those items. The school is not responsible for
loss or damage to any items brought to school with or without permission.
Lost items will be placed in the main office. Any items unclaimed
at the end of each nine week grading period will be donated to a
charitable organization. Clearly labeling all items belonging to
your child may greatly decrease the number of “lost” items.
Instructional time for students is protected and communication
that interrupts instructional time is limited to emergencies only.
District Homework Policy
1. The Board believes that homework is an essential part of the educational process, as well as a means of serving to tie the school
more closely to the home. The Board expects all teachers to make
reasonable homework assignments based on the students' needs,
grade level, and sound educational purposes, but never as punishment.
Birthdays/Room Parties
In our continuing effort to maximize instructional time, birthday
parties should NOT be planned during the school day and birthday treats should not be brought to school. Special gifts such as
flowers or balloons should not be delivered to the school. Special
events within the classroom are organized by the classroom teachers, please contact them for more information.
2. Homework is a task initiated or motivated in the classroom. The
task is related to the subject being studied, and is performed during out-of-class time. Some homework consists of definite assignments made by the teacher; other homework may result from student's initiative in following classroom instruction in greater
depth. Homework may take the form of additional guided practice or exercises, reading of material on a specified subject, indepth follow-up of classroom activities, or independent project
work related to the subject.
Students will be provided lockers to store the coats, sack lunch,
shoes, book bags, and school supplies. Students in grades two
through five will have lockers without combination locks. Students in grades six through eight will have lockers with combination locks. Students may not bring their own locking device.
Locker use is a privilege not a right and this privilege may be revoked if a student gives his/her combination to another student,
uses another student’s locker instead of their own, or displays/
1. Homework is an inherent part of the teacher/learning process
that provides students with an opportunity to engage in independent practice of skills acquired in the classroom. It serves as
an extension of classroom instruction, not as a substitution, and
should prepare the student to benefit from subsequent learning
consistently short and easily accomplished by students. In grade
1-3, homework should be assigned regularly, and should generally be an extension of classroom activities. Homework at this
level should not total more than thirty (30) minutes per day on
the average. Out of consideration for students and parents, weekend assignments should be tempered.
2. Homework also helps to develop independence in study and
work habits of students. It makes possible the use of various
learning resources not available during school time, and a framework where students may learn without the hindrance of time
5. Intermediate Grades (4-6) - Homework in certain subject areas
should be assigned on a regular basis, especially in reading,
mathematics, language arts, social studies, and science. The
homework should be meaningful and consistent with course objectives. Work missed due to absence may be assigned as homework in accordance with the IPS Attendance Policy. In general,
homework at this level should not total more than one (1) hour
per day on the average. Out of consideration for students and
parents, weekend assignments should be tempered.
3. Because homework is an independent activity, if often provides
for creative thinking and learning opportunities. Homework provides students with enrichment opportunities for which time
cannot be found during the school day.
1. The amount of homework assigned to a student will vary depending upon the skill being practiced, whether it is a relatively
new skill or a review assignment, the grade level of the student,
and the readiness of the student to practice the skill independently.
6. Grades 7-8 - Homework at this level should be regularly assigned, not necessarily daily. Emphasis should be on language
arts, mathematics, social studies, and science. Homework should
be meaningful and consistent with course objectives. Students
may, at the teacher's discretion, continue assignments which
were begun in class and not completed. Work missed due to absence may be assigned as homework in accordance with the IPS
Attendance Policy. In general, homework at this level should not
total more than two (2) hours per day on the average. Teachers
in Grades 7 and 8 should plan cooperatively in making assignments so that an equitable load for student results.
2. If a student has been absent from school, additional homework
assignments may be given in order to make up work missed during the period of absence. The student should be permitted a reasonable length of time to make up these assignments, which
should be given in accordance with the IPS Attendance Policy
(Code P: JE).
3. Drill for its own sake is valueless, and should be used only as a
device to learn a particular concept or to develop a skill.
1. Students have an obligation to record homework assignments,
and take home with them the necessary books, supplies, and materials to complete the assignments.
4. Primary Grades (K-3) - In order to instill within kindergarten students the value of homework, simple assignment should begin
very early. Homework at the kindergarten level should remain
2. Students should communicate with teachers, and ask for help
about an assignment if they are confused about what should be
5. Teachers should follow through with every assignment made by
evaluating the performance, and giving appropriate credit and
3. Students should make every effort to complete assignments on
time, and turn them in to the teachers in an acceptable form
which includes neatness and accuracy.
6. Whenever possible, a student should be allowed to express creativity and individuality in homework activities.
7. Teachers should communicate with parents if a student consistently fails to do homework assignments.
4. Students should explain to the teacher legitimate reasons that
sometimes make it impossible to complete some homework assignments, while remembering that excuses do not justify incomplete assignments.
1. Parents should strive to provide a suitable environment for their
children's homework, as free from distractions as possible. Radio
and television should be monitored-while the homework is in
progress. Whenever possible, auxiliary study aids should be provided in the home, such as dictionaries and reference material. A
wholesome attitude toward homework should be developed
with high priority given this among family activities.
1. Teachers should make certain that students understand the purposes for which homework is assigned, and that they know not
only what to do, but how to do it.
2. It should be understood that various types of out-of-school activities are important aspects of child development. Homework
should be not assigned in such quantity that it precludes opportunities for students to find time for recreation, for music and
dancing lessons, and for family or individual entertainment.
2. It is permissible for parents to help children with their homework, but it is not proper that they do the homework for them.
Homework is the child's responsibility, not the parent's.
3. Parents should try to understand the purposes of the homework
assigned, and discuss this with the children. Copying or cheating on homework assignments is not acceptable.
3. Teachers should keep in mind the total school program of students when making homework assignments, remembering that
more than one (1) assignment may need to be prepared during
the same evening. Agreement should be reached cooperatively
among middle school and high school teachers within a building
so that homework will be distributed evenly throughout the
4. Parents should show a vital interest in the homework of their
children, and help to develop an attitude that homework is an
important part of the education of the child.
4. Students should be instructed in methods of study, research, and
time management before they are expected to work independently.
1. Principals should be generally aware of teacher practices regarding homework assignments, and assure that such are in keeping
with this policy and sound educational practices.
2. Principals should inform teachers, parents, and students on the
importance of homework as an extension of the learning process.
Due to the high ability nature of Sidener’s program, we do not allow students to repeat a grade at Sidener. Should the need arise
students in jeopardy of being retained will be placed in the exit
process. Parents should monitor student grades on IPS Online.
The Superintendent is authorized to develop and adopt additional
rules and regulations to further implement the intent and purpose
of this policy and/or to assist IPS schools and their principals in
carrying out the provisions of this policy.
One of the keys to a child’s success in school is active parental involvement. The PTA exists to establish and maintain a working relationship between parents, the school and the community. The
PTA aims to support the educational and extracurricular activities
of the school, encourage parental involvement, and support teachers and students. PTA news is shared through group emails and
their Facebook site. The Principal also updates PTA Facebook page
with school news and events. PTA meetings are the first Wednesday night of each month and held in the Media Center.
School Grading / Homework / Late Work Policy
In an effort to ensure thorough communication between school
and home, Sidener teachers follow the same guidelines for collecting and grading homework. All homework assigned is due by Friday of the week the work is assigned (unless otherwise indicated
by the classroom teacher). All work for the previous week is
graded by Monday and appropriate grades are entered into IPS Online by Wednesday of each week. Parents can check IPS Online
each Wednesday night to find out how their children are doing in
Field Trips
It is our intention to provide numerous educational field trips for
our students throughout the year. On occasion, there may be fees
associated with the trip. Parents are asked to donate this fee but
no child will be denied participation for lack of payment. Parents/
guardians wishing to chaperone or assist on a field trip must have
completed an IPS volunteer application form and the criminal history check form. Parents/guardians must receive security clearance from the District and the school must have that clearance in
Classwork and homework that is assigned is for the benefit of student learning, therefore, work should be completed in a timely
manner for the full benefit of the students. Late work is accepted
up to one week (5 school days) after the original due date with a
penalty. Students in Grades 2-5 will lose 25% of the original available credit for the assignment. (Example: An assignment originally
worth 100 pts that is turned in late is given a maximum of 75
points.) Students in Grades 6-8 will lose 50% of the original available credit for the assignment. (Example: An assignment originally
worth 100 pts that is turned in late is given a maximum of 50
points.) Assignments turned in after 5 school days will earn a
grade of zero.
Media Events
From time to time, local reporters from television stations, radio stations or newspapers may come to the Academy to film, photo-
graph, and in some cases interview students. If for any reason you
do not want your child filmed, photographed or interviewed
please complete the form sent home at the beginning of the year
and return it to your child’s homeroom teacher. If we do not have
the form on file we will presume that you do not object.
Sibling Policy
Before/After School Care
Each student must meet specific standards to be considered for admission to Sidener Academy; siblings do not automatically qualify
to attend Sidener. Beginning in the 2014 - 2015 school year, Sidener
will honor the sibling preference policy afforded to all IPS Magnet
programs, provided that the sibling meets the qualification process.
Sidener has an AYS (At Your School) after care program. If you are
interested please call the AYS program, 283-3817.
Depending upon interest and participation levels, the Academy
will offer the same sports programs as other IPS elementary and
middle schools.
Character Development Center
It is the goal of the faculty / staff at Sidener to embody and teach
students to embody the Six Pillars of character. Likewise, the
school offers support when students struggle to follow through
with these Six Pillars. The first line of instruction of the Six Pillars
is a collaborative effort between the classroom teachers and the
Guidance / Social worker. But when this attempt doesn’t work, the
Character Development Specialist is available to work with students to help them in understanding the practical application of
the character traits.
Emergency Preparedness Plan
In collaboration with the IPS Safety Office, the Indiana Department
of Education, and the Indiana School Safety Specialist Academy,
Sidener has in place a detailed emergency preparedness plan. The
plan includes the following: an incident command system; chain
of command; CPR and EMS responders, evacuation routes; utility
shut off locations; and protocols for incidents of violence, natural
emergencies, man-made emergencies, and other crises or emergencies. The protocols focus on prevention, preparedness, response,
and recovery.
Withdrawal/Exiting the Program
If you decide to withdraw/transfer your child from the Academy,
please stop by our main office and complete and sign the withdrawal form. Please notify the secretary of the intended withdrawal date and the school that your child will be attending. Completing these two tasks will help us forward your child’s records to
the appropriate location. Before leaving the building, please make
sure all personal items are removed and all text/library materials
have been returned to your child’s homeroom teacher. Parents will
be held responsible for lost or damaged text/library materials.
Student Supplies
Classroom supply lists will be provided by July 1 of each year on
the school website and Facebook page. There may be additional
items asked for by teachers as the year progresses. If furnishing
supplies is a problem please contact your child’s teacher.
Exit Procedures
The mission of Sidener Academy is to serve the unique academic,
social, and emotional needs of high ability students from diverse
social, cultural, and economic backgrounds. The Academy recognizes, however, that there may be situations in which an eligible
student does not succeed in the high ability environment based on
reasons related to their academic performance, motivation, behavior, or an external factor. At each Mid Term and Report Card period, any student that has more than one D or F on their report will
be referred to the Response to Intervention team. The parent will
be notified and the team will convene to look for reasons that the
student is struggling. The team will develop interventions that
will be implemented to support the student. The interventions
will be implemented for a 9-week period. The RtI team will meet
every three weeks to monitor the effectiveness of the interventions.
If at the end of the 9-week period, the strategies have supported
the student to bring up the grades, then the student will be released from participating in the RtI team. If the interventions are
not successful, then the student may be placed on an exit plan.
a. Notify the parent/guardian, the school social worker/ counselor, the student’s teacher(s), and the Elementary Director;
In the event that a student who is participating in the program repeatedly fails to meet expectations as outlined in the Parent/
Student/Staff Compact, the Student/Parent Handbook, and the
Code of Conduct or if a teacher has documented evidence that indicates a student is likely to fail at the Academy, the following process will be initiated:
b. Defining the problems that are keeping the student from experiencing success;
1.! After a student has been at the Academy for at least one grading period, if a teacher, administrator, parent/guardian, or the student, has any reason to be concerned about the student’s imminent
success, that party should submit a referral form to the Principal.
Within five (5) days of receiving the referral, the Principal will initiate an investigative process as follows:
d. Establishing expectations (goals) and a reasonable timeframe as
a probationary period. The probationary timeframe may be no
less that twenty (20) school days – four (4) school weeks;
b. Contact the student’s teacher(s) to solicit documented evidence
of the child’s academic progress, behavioral concerns, and the
parental communication;
c. Contact the school social worker/counselor to solicit any documented evidence of interactions with the child, issues or concerns;
d. Interview the student to ascertain his/her perspectives, concerns, frustrations, and or fears.
2.! The Principal will schedule and facilitate a conference involving the parent(s)/guardian(s), the student’s classroom teacher(s),
school counselor/social worker, the Elementary Director and the
student for the purposes of:
a. Describing the student’s academic, social, and behavioral status;
c. Identifying appropriate support systems and or strategies and
determining who (parents, school staff) is responsible for providing same;
e. Establishing a date and time at the end of the probationary period to reconvene and review the student’s progress or lack
thereof. (Throughout the probationary period, in the time before
the reconvene date, the Principal will provide at least weekly
written feedback to the student’s parent(s)/guardian(s), and the
Elementary Director. Written confirmation of receipt of the feedback by the parents must be provided to the Principal within
two (2) days of the feedback being sent home.)
3.! At the reconvene conference the Principal will present a detailed, written record of all goals and strategies/interventions, implemented to address the area(s) of concern. Copies of this record
will be given to all parties.
4.! After thorough discussion and evaluation of the information
presented, the Principal will make one of the following recommendations regarding the student’s placement:
a. The student may continue in the program without any further
probationary oversight.
b. The probationary period may be extended to give the student an
opportunity to demonstrate increased progress.
c. Recommend to the Magnet Academic Improvement Officer that
an alternative placement be sought.
d. The Magnet Academic Improvement Officer may make another
determination as he/she deems appropriate.
Any and all decisions will be based on what is the best educational
placement for the student.

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