John B. Stetson Charter School
Parent and Student Handbook 2014-2015
3200 B Street
Philadelphia, PA 19134
Phone: 215-291-4720
Fax: 215-291-4168
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School Philosophy and Mission
John B. Stetson Charter School believes that education empowers students, parents,
and their families and that social action will foster positive change within their
communities.
Our mission is to provide a bicultural academically enriched program in English that
enables students to make the most of their individual talents.
The academic curriculum is derived from the unique and proud history of the island of Puerto
Rico, as well as the social and historical experiences of Puerto Ricans living in the
United States. Students are encouraged to seek meaning from both their personal and
shared community experiences.
Our teaching methods are those based upon the principals of Paulo Freire and John
Dewey’s “Theory of Action Outside the Classroom”. This is realized through the use of handson, project centered learning, with emphasis on development of critical thinking skills, and
high academic standards. Our teachers are also active learners. In addition to their
traditional role as purveyors of knowledge they view teaching and learning as a life
long process.
Our school’s core values are integrity, honesty, kindness, citizenship, cooperation,
fairness, responsibility and the pursuit of excellence. School colors are navy and light
blue and the school mascot who exemplifies our strength, power and determination is
the stallion.
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Introduction
Welcome to John B. Stetson Charter School! This Parent and Student Handbook was
designed to help you become familiar with our policies, services and general
procedures with respect to your student’s (child’s) learning experience at John B.
Stetson Charter School.
The policies outlined in this handbook should be regarded as guidelines. These
policies are subject to changes in the future, based on the needs of the organization
and school.
John B. Stetson Charter School was acquired in 2010. The Board of Directors is
responsible for establishing policies under which the school operates.
The mission of John B. Stetson Charter School is to promote excellence by providing
students in grades 5–8 a bicultural academically enriched curriculum that draws from
the social historical experience of Puerto Ricans living in the United States. We believe
that school should be a place characterized by respect, critical thinking, democratic
classrooms, and the vigorous challenges that are essential to maximize every student’s
potential.
At its core John B. Stetson Charter School is the embodiment of unity and
empowerment of the community, parents, students, teachers, and staff of the schools. It
is also a venue whereby students will become bilingual, bicultural, bi-cognitive (multicognitive) and bi-literate (multi-literate); a decided advantage in today’s global
workplace.
Whether your child is returning to continue his/her education or is just beginning
his/her (their) learning experience at John B. Stetson Charter School, we are glad you
have joined us!
Sincerely,
Renato M. Lajara
Principal/School Director
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John B. Stetson Charter School
Parent and Student Handbook
Administration
Renato M. Lajara, Principal
Thomas E. Mullin, Assistant Principal
Dean of Students
Victor Mercado
Scott Balara
Jesus Marrero
Achieve Academy
Terrance Woodstock, Dean of Students
Lawrence Yarbray, Team Leader
Board Members
Fred Ramirez
Orlando Quevedo
Lisette Gonzalez
Julio C. Largo
Carmen I. Paris
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Policy Statement
The Board of Trustees of the John B. Stetson Charter School (a.k.a. Stetson Charter
School) is responsible for establishing policies under which the school operates. This
Parent and Student Handbook includes the school’s Code of Conduct adopted to
apprise students, parents, and school personnel of the conduct and behavior required of
all students to ensure a safe learning environment. These rules are intended to promote
self-respect, respect for others and respect for property. It is therefore expected that all
students enrolled herein abide by all school policies and procedures including the Code
of Conduct and accept responsibility for their actions and behavior.
Registration Requirements
All children residing within the school’s boundaries are eligible for admission. Any
resident child from grades 5 to 8 may attend John B. Stetson Charter School (a public
school) as it is his/her district of residence. The term “resident” also includes foreign
language students. A child shall be considered a resident of the school in which his/her
parents or the guardian of his/her parents reside. A resident who has guardianship of
a child must file legal documentation demonstrating guardianship or dependency,
which will indicate the support of the child. Homeless children will also be considered
a resident according to the McKinney-Vento Act. Children who are or become
homeless are permitted to remain in the same school even after the child becomes
homeless and is no longer living in the school’s boundaries. Additionally, John B.
Stetson Charter School may not deny admission based on a child’s immigration status.
An official copy of the student’s Birth Certificate and a social security Card (optional) is
required at time of registration. Proof of residency must be presented at the time of
registration. The following documents are accepted as proof of residency: A utility bill
bearing the parent or guardian’s name and address. (i.e., Water, Gas, Electric Bill), a
employment paystub, DPW or SS Income letter and/or a typed and notarized
Residential Lease. A Photo ID of the parent or guardian containing their current name
and address is also required at the time of registration. Both Proof of Residency and ID
must have the same address at the time of registration.
All other documents requested by the school in the application packet (report card, special
education records, medical insurance card, emergency contact form) will not prohibit nor
delay a student from being admitted to the school.
Furthermore, all Parents and Guardians who have completed the following application
requirements will see their child enrolled in school no later than 5 days after the
application was submitted:
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Student proof of age
Immunizations (discussed in next section)
Proof of residency
Parent registration statement
Home and Language survey
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No student shall be discriminated against for any reason including race, gender,
immigration status, national origin, disability, religion, political views or sexual
preference. Furthermore, the school will not discriminate on the basis of intellectual
ability, athletic prowess, measures of scholastic achievement or aptitude, or proficiency
in the English or Spanish language.
After the admissions process is complete, Parents and Guardians must complete the
application for registration and comply with all other registration requirements.
Academic transcripts and all other records from schools previously attended must be
submitted. In addition, members of the staff will conduct and require attendance at an
orientation session. Upon admission to the school, a complete Physical Examination
conducted by a Primary Health-Care Provider will be necessary along with a copy of
the child’s Medical History. Copies of Dental Records and Dental Exams are required
for ALL students.
A Parent or Guardian is required to provide the school with an up-to-date copy of the
Certificate of Immunization and all other immunization records during the registration
process. All students must be completely immunized or exempted prior to admission,
as required by the PA Department of Health, and the Philadelphia County Board of
Health. Any child that has NOT received all the antigens described below; may be
admitted provisionally, if evidence is provided at the time of registration that the child
has received at least one dose in a series of each antigen. All subsequent required
immunizations MUST be completed within 8 months of the provisional admission date.
Failure to comply with this mandate will result in the dismissal of your child from
school. Parents or Guardians may request a medical form from the office, if necessary.
Children in ALL grades (K-12) need the following vaccines:
4 doses of tetanus*
4 doses of diphtheria*
3 doses of polio
2 doses of measles**
2 dose of mumps**
1 dose of rubella (German measles)**
3 doses of Hepatitis B
2 doses of Varicella
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Day-to-Day Operations
MORNING ROUTINE
The normal school day begins at 8:00 AM for all students in grades 5th -8th. Students
may take part in our Breakfast Program. Breakfast is served between 7:15 and 7:50 AM.
Only students who participate in the breakfast program will be permitted onto the
school grounds at 7:15 AM. Students must remain on school premises unless the
student is accompanied by a legal parent/guardian and has school permission. Once on
the school grounds, students may not leave the building.
SCHOOL UNIFORM POLICY
Uniforms are mandatory for all students. No students will be allowed to enter class
without the proper uniform. It is expected that all students be dressed in full uniform
at all times, starting on the first day of school, until the last day of classes. Full uniform
must be worn for all school events unless otherwise indicated. The following is a list of
uniform items that must be worn on a daily basis:
BOYS
PANTS: Grey school pants must be worn to full length with a plain black belt. (No
jeans, slacks, etc)
SHIRTS: Oxford style blue button down shirt (tucked in at all times).
TIE: It is required that boys wear a solid navy blue tie along with the oxford style shirt
each day.
SOCKS: Plain navy blue socks are to be worn at all times, even with the physical
education uniform.
SHOES: Plain black school shoes are to be worn each day. Sneakers, boots, or athletic
shoes are NOT to be considered as permissible shoes. All-black sneakers are only permitted on
days the students have physical education. No colorful sneakers or sneakers with
designs or other colors are permitted.
GIRLS
Skirt/Pants: Girls are required to wear a plaid skirt or grey school pants. Middle school
girls must wear plaid skirts should not be shorter than approximately 2” above the
knee. Any short pants worn under the uniform skirt should not be visible. Long pants
worn under the uniform skirt in cold weather should be removed before going to class.
Note: Removing pants will not be accepted as an excuse for being late to class.
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SHIRTS: An oxford style blue button down shirt will be required (tucked at all times).
In an effort to prevent loss or theft of blazers, it is recommended that each student write
their name on the inside tag and, or on the inside of the blazer using a permanent
marker. No outdoor coats, jackets, or sweaters are permitted in class or in hallways. All
coats and jackets must be kept in student lockers/cubbies.
TIE: Pladded style tie is required to be worn along with the required shirt.
SOCKS, KNEE SOCKS and PANTYHOSE: Plain navy blue knee socks are to be worn.
No designs, ruffles, or balls should be visible. Navy blue pantyhose or tights may be
worn. Students may not wear pantyhose or tights with any visible designs or seams.
SHOES: Plain black school shoes are to be worn each day. Sneakers, boots, heels or
athletic shoes are NOT to be considered as permissible shoes.
JEWELRY: No jewelry is permitted. Students may not wear earrings. No gold overlays
or ornamentation may be placed on teeth. Visible gold or silver chains are not
permitted. No visible body piercing is permitted in school.
HATS: No hats are permitted to be worn in the building. Once students enter the school
building, all hats must be kept in student lockers.
HAIR/Grooming: Hair should be of natural color and neatly groomed.
All students are expected to adhere to basic standards of cleanliness, modesty, and
good grooming. Students who fail to dress for school as required by this policy will be
subject to disciplinary action, which may include a disciplinary write-up, parent
notification, suspension, and possibly being presented before the Board of Trustees to
face the expulsion process. As part of the enrollment/re-enrollment process, all parents
are required to read and agree to the school uniform policy. Please note that each time a
student is out of compliance with the uniform policy, a phone call will be made to the
parent. It is expected the parent will attempt to rectify the situation to the best of their
ability.
Gym Days
It is expected that all students come to school in the required physical education
uniform which consists of:
SWEATPANTS: Navy blue sweats with school logo may be worn only on the day
student has physical education. This is usually on Fridays, unless otherwise specified.
Sweatpants will be available for purchase at Flynn & O’Hara’s Uniforms. All sweatpants
must be plain w/ logo.
Stetson T-SHIRT: T-shirts with the emblem embroidered on the left side are required as
part of the Physical Education uniform on Fridays.
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SOCKS: Plain navy blue socks are to be worn at all times, even with the physical
education uniform.
SNEAKERS: All-black sneakers are only permitted on days the students have physical
education. No colorful sneakers or sneakers with designs or other colors are permitted.
Sneakers with any colors or designs will be in violation of this uniform policy.
ATTENDANCE POLICY
Students shall be counted in attendance if they are actually present at school at the time
attendance is taken or are away from school on a school day and engaged in an
educational activity that constitutes a part of the school’s pre-approved instructional
program for the student.
All students are expected to be on time and present each day school is open during the
school year. A note from a parent/guardian is a request that a student’s absence be
excused. The school principal or designee is the only person authorized to excuse a
student’s absence.
NOTE: Not all absence notes/requests will be approved and coded as excused. For
example, requested leaves for family vacation/trips during the school year will not be
considered as excused.
Any student that is absent for two consecutive days or more due to illness, must bring a
doctor’s note.
LATENESS POLICY
Any student arriving after the designated time (9:00am) must report with a parent or a
doctor’s to the school office to obtain a late slip in order to be admitted to class.
Teachers record all lateness in their roll book for students arriving late. Parents will be
notified after two instances of lateness. Excessive lateness will be brought to the
attention of the Principal or Truancy Liaison for immediate action. Excessive lateness
will result in the student being presented before Truancy Court and the Board of
Trustees to face the expulsion process.
MAKE- UP WORK for Absences
A student who is absent (for any reason) is required to make-up all course work missed.
It is the student’s responsibility to obtain assignments from the appropriate teacher (s)
upon returning to class immediately following an absence and not receive academic
penalty. The teacher shall work with the student to make up any missed assignments,
test, homework, etc. Immediately upon return to school from an absence, the student
shall be given the number of school days missed plus one additional day to submit the
make-up work for full credit.
DISMISSAL
All students are dismissed at 3:00 pm on Mondays, Tuesdays, Thursdays and Fridays.
Students will be dismissed at 2:15pm on Wednesdays. John B. Stetson Charter School
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will not be responsible for students not picked up by 3:00 pm. Parents must wait for
their children outside of the school building. Contact information regarding the person
or persons permitted to pick up your child on a daily basis must be provided to the
school office in case of emergency. Photo identification of the person picking up your
child is mandated and must be presented before the school may release the child to that
person. Parents or Guardians are expected to inform the school office of any changes in
status as to who may be permitted to pick up your child or if someone is signing a child
out for early dismissal. If for any reason your child is to be detained after school, the Parent or
Guardian will receive advance notification from the school. Students are not permitted to reenter the building, for any reason, after dismissal.
EARLY DISMISSAL
Parents must sign their child out at the front office. Early dismissals should be
minimized to extenuating circumstances and emergencies only. Due to safety and
security concerns, students will not be permitted to leave the building on their own for
any reason. Early dismissals will only take place between the hours of 11:00am – 2:00pm
M, T, TH & F. Early dismissals will take place on Wednesdays from 10:00am – 1:00pm.
EMERGENCY CONTACT INFORMATION
In the event of an emergency or inclement weather, when students may have to be dismissed
early from school, it is imperative the school office have the most current Emergency
Contact Information for every student. This information must be kept up to-date.
Whenever there is a change of address or telephone number, the Parent or Guardian
must notify the school office when the change occurs.
In the event of an early dismissal due to inclement weather, the parent and/or
designated emergency contact person will be notified and is expected to come and
pick-up the student immediately upon notification. If a student is permitted by the parent
or guardian to go home alone, a written consent form (to be kept on file in the school
office and generated by the school), is to be signed by the parent/guardian.
VISITORS’ POLICY
Visitors and guests must enter the building through the center entrance on “B” St. ALL
visitors must have a valid ID and are required to sign in and sign out at the front desk
at the office administration area. An escort will be provided to accompany all visitors
to their destination. Parents are strongly urged to schedule appointments to speak with any of
the school staff. If there is an emergency situation and you need to speak with the School
Principal, please notify the School Secretary. Smoking is not permitted anywhere on
school grounds. It is requested that smokers remain at least five feet outside of the
school entrance gates.
SCHOOL NURSE
All students are required to be fully immunized in accordance with the requirements of
the Commonwealth of Pennsylvania and the City of Philadelphia in order to be
admitted to the John B. Stetson Charter School.
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A school nurse is on staff five days a week. She is responsible for checking the vision,
height, weight, and hearing of children and making necessary referrals to parents when
problems are found. The nurse also teaches safety and good health skills. The nurse
maintains health and medical records for every student.
If your child has a specific medical problem, it should be made known to the teacher
and nurse. Physical and dental records are kept according to requirements of the State
of Pennsylvania. John B. Stetson Charter School complies with all regulations
concerning the dispensation of medicines and requires that all parents to do the same.
Students may not possess any prescription or non-prescription medication. All
prescription and non-prescription medication must be turned over to the nurse with
appropriate paperwork for dissemination.
DISPENSING MEDICATION
The Administration and Staff of John B. Stetson Charter School would prefer that
medications be dispensed at home rather than at school. We realize that sometimes this
is not possible. For your child to receive a prescription or an over-the-counter
medication at school, a Medical & Parental Consent Form must be completed. The form
is available in the office and must be signed by the parent and by the student’s
physician. Medication must be provided in the original container with accurate content
and dosage information on the label. All medication must be checked into the office.
STUDENT LOCKERS
Access to lockers, desks or storage compartments is provided for the use of students but
remain the sole property of the John B. Stetson Charter School. Stetson Charter School
reserves the right to randomly and/ or periodically inspect lockers, desks and other
storage areas at any time. Students do not have the right to be present during such
searches.
STUDENT CELLULAR PHONE POLICY
It is the policy of ASPIRA Schools that students are not permitted to bring cellular
phones to school. Phones that are noted anywhere in the building, at any time, will be
confiscated, tagged and housed by the schools' deans.
First time violation of this policy, the phone will be returned to the student's parent on
Wednesdays between 1:30 and 3:45 p.m. Second violation of the policy, the phone will
not be returned to either student or parent.
OUR DAILY BELL SCHEDULE
Bell Time
Admission 8:00 AM for 5th -8th Grades
First lunch (8th grade) 10:45-11:15 AM
Second lunch (5th grade) 11:30-12:00 PM
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Third lunch (6th grade) 12:15-12:45 PM
Fourth lunch (7th grade) 1:00-1:30 PM
Student dismissal Grades 5th through 8th 3:00 PM
Staff dismissal 4:00 PM
Extended Day Program 3:00-6:00 PM on Mondays, Tuesday, and
Thursdays. Wednesdays 1:15 to 6:00 PM and Fridays 3:00 to 5:00 PM
HALLWAY TRAFFIC
Students are not allowed to be anywhere on the school premises without a hallway
pass. Students must also be accompanied by another student. Only two children can be
excused at any given time. Students are not permitted to leave the classroom with
pencils, pens, markers, crayons, or scissors or any other object.
Hallway and Transition Norms
In the hallway we don’t run
In the hallway girls in the front boys in the back
In the hallway we stay quiet
In the hallway we walk in protocol
In the hallway we use the bathroom and water fountain when we have permission
In the hallway we have permission from staff to be there
In the hallway we walk in a straight line
Teachers will walk classes to and from elective classes
LUNCH
Teachers will instruct students as to the proper lunch procedures. Teachers will
accompany all students to the lunchroom and supervise them until the dean of
students is present. At the end of the lunch period, teachers will pick up their classes
at the designated area on time.
Cafeteria Norms
In the lunchroom we thank the lunch personnel
In the lunchroom we put waste in the trash can
In the lunchroom we clean up after ourselves
In the lunchroom we don’t talk across tables
In the lunchroom we sit at the table properly
In the lunchroom we line up quietly.
Teacher transitions class to and from lunch
Dean will be present during lunch periods
*Any student who disobeys the lunchtime rules will receive a disciplinary report from
the dean of students. These notes must be signed by the parent or guardian and
returned to the classroom teacher the next day.
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SCHOOL TRIPS, SPECIAL EVENTS and PRESENTATIONS
School trips are decided upon based on current subject content lessons, the academic
program and performance standards. Buses will be provided. Private vehicles may
not be used to transport students.
No student will be permitted to attend any designated class trip unless an authorized
parental permission form is on file with the classroom teacher and or office. Information
will be provided to parents regarding: the date of trip, location, exact cost per student,
departure and arrival times, and signatures required to attend trip. Parents will be
given sufficient notification for all trips in order to make any arrangements for
payment. No student shall be excluded from a trip due to his or her inability to pay.
If any student exhibits behavior that would deem it unsafe to take them, a parent will
be requested to accompany the student. If a parent or responsible adult cannot attend, it
is the teacher’s responsibility to make alternative class arrangements for the student(s).
COMMUNITY PROJECT
Students are required to participate in a community project during the school year as
assigned by their teacher, including but not limited to activities such as: intergenerational exchanges, neighborhood clean up and beautification projects, food,
clothing and toy drives, and cultural and educational exchanges.
EXTRACURRICULAR ACTIVITIES
A variety of clubs and school activities will be conducted during the school year. These
activities provide reinforcement and enhancement of the basic skills, as well as various
enrichment programs. All students must have a signed permission slip to participate in
after-school activities. Parents will be notified of the schedule for any extracurricular
activities.
COMMUNICATIONS TO HOME
Education at the John B. Stetson Charter School is based firmly on the belief in shared
responsibility. Participants: (children, parents, teachers, administration, and support
staff) constitute our family. Every effort should be made to keep open lines of
communication. Often times, the school sends communications and information that are
important for families to read. Some examples of these communications are:
 Monthly calendar
 Progress reports (usually 2-3 weeks before the end of the marking period)
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Discipline reports
Test papers
Notes and school conference appointment from teachers.
Letters about absences and lateness
Phone calls
We do realize that hand-carrying information home is a big responsibility for
children, and ask that families assist the school in the communication process by
checking their child’s school bag each night. It is important that families read, sign,
and return any forms to the school the next day. Families are also encouraged to
write notes to the teacher in the communication book or agenda.
Student Services
ACADEMIC SUPPORT PROGRAMS and STAFF
Student achievement is foremost at the John B. Stetson Charter School. An Extended
Day Program is offered in addition to recreational and academic activities such as
cultural enrichment programs, journal club, homework and tutoring services. A
Saturday School Enrichment Program will be offered and mandatory for all 5th-8th
grade students from 8:30am – 11:30am. Saturday school provides students with
enrichment and strengthens students’ test-taking skills in order to assure success when
taking the PSSA. Additional Professional Support Staff include a Speech Therapist,
School Psychologist, School Counselor, Basic Skills/Technology teacher, and a FullTime ESL/SSL/Special Education Teacher.
HOMEWORK
Homework, which includes both written and study assignments as well as research
projects, is intended to expand and reinforce learning skills presented in class.
Generally, homework is assigned Monday through Thursday. However, students may
be assigned homework on a Friday to be completed over the weekend. It is expected
that students complete all homework whenever assigned. Parental interest in
homework is also expected. Parents must take an integral part in ensuring that students
complete their assignments in a timely and neat matter each night. Each time students
do not complete a homework assignment, their overall grade suffers. For every three
class work/homework assignments not turned in, a student will receive a disciplinary
write-up with the dates/assignments not completed. It is expected that parents discuss
the problem with their child, sign and return the discipline note to school the next day.
LIBRARY and TECHNOLOGY
One of the most important curricular objectives of the John B. Stetson Charter School
is to provide its students with the technological expertise to assist them in the
completion of well-researched projects, and in problem-solving through learning to
access primary sources of information from around the world.
Students will be encouraged to learn the basic skills through the use of software which
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shall reinforce concepts learned in the grades and across the curriculum. The computer
lab provides a base for study, research and basic skills review as well as for test
preparation. Teachers also use the computer resources available to enhance their lesson
plan preparation and teaching. John B. Stetson Charter School will integrate technology
into all areas of the curriculum including Reading, Writing, Language Arts, Science,
Art, Math, and Social Studies. Each classroom will be equipped with at least 2
computers that are connected to the Internet. The school will have a fully equipped
technology lab which will allow the students to learn more advanced computer skills
and apply these to do research. Teachers will receive training on how to integrate
technology into all content areas including English as a Second Language. Each middle
school student will have a lap top and an e-mail address. Teachers will also learn to
utilize other means of technology such as overheads, power point, etc. to enhance their
teaching.
Mandatory compliance with all legal statutes which govern internet use include: not
downloading sexually explicit material or conducting personal business at school.
Internet use must correspond to the current subject content, lesson, the academic
program, and performance standards as clearly stated in lesson plans. Teachers and
administration can and will monitor students’ use of computers and the Internet and
report any violations for disciplinary action.
ASPIRA CLUB FEDERATION
Students may participate in an ASPIRA-sponsored club with extra-curricular activities
whose focus is on developing leadership skills. These students will take part in
discussions and activities related to the betterment of their school and community-atlarge.
SPECIAL EDUCATION
John B. Stetson Charter School believes that all students can and must have an opportunity to
reach their potential. To this end, we employ certified special education faculty, school
counselors, and a School Psychologist to provide on-going support to students who have been
identified as being in need of special educational services.
When assessing students for special services, we use existing Federal Law and approved
guidelines as our model. At any time, parent/guardians who think their child may be eligible for
special education and related services may request that Stetson Charter School conduct a multidisciplinary evaluation. Request should be made in writing to the School principal. All such
requests will be addressed promptly.
John B. Stetson Charter School is required by the Individuals with Disability Education Act
(IDEA) to provide free, appropriate public education to children with disabilities who need
special education and related services. Pennsylvania has adopted State laws which conform to
the IDEA and which school districts and charter schools must follow. Students are eligible for
special education and related services if they need specially designed instruction and meet the
guidelines for having a disability.
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Annual Public Notice of Special Education Services and
Programs for Students with Disabilities
John B. Stetson Charter School publishes the following Annual Notice in the school’s ParentStudent Handbook and on the school’s website:
CHILD FIND (§300.125)
It is the policy of John B. Stetson Charter School that all students with disabilities, regardless of
the severity of their disability, who are in need of special education and related services, are
identified, located, and evaluated. This responsibility is required by a Federal law called the
Individuals with Disabilities Education Improvement Act of 2004, 20 U.S.C. 1200 et. seq.
("IDEIA 2004"). Chapter 711 of Title 22 of the Pennsylvania Code requires the publication of a
notice to parents sufficient to inform parents of children applying to or already enrolled in John
B. Stetson Charter School of (1) available special education services and programs, (2) how to
request those services and programs, and of (3) systematic screening activities that lead to the
identification, location and evaluation of children with disabilities enrolled in John B. Stetson
Charter School. The purpose of this Annual Notice is to comply with the school's obligations
under Chapter 711 of Title 22 of the Pennsylvania Code. This Annual Notice is made available
both in the school’s Parent-Student Handbook and on the school’s website:
Qualifying for Special Education and Related Services
Under the Federal IDEIA 2004, there are two steps for a student to qualify for special
education and related services. The first step is a finding that the student has one or more of
the following disabilities that interfere with his or her educational performance: (1) autism or
pervasive developmental disorder, (2) deaf-blindness, (3) deafness, (4) emotional
disturbance, (5) hearing impairment, (6) mental retardation, (7) multiple disabilities, (8)
orthopedic impairment, (9) other health impairment (includes ADD, ADHD, epilepsy, etc.),
(10) specific learning disability, (11) speech or language impairment, (12) traumatic brain
injury, and/or (13) visual impairment including blindness. IDEIA 2004 provides legal
definitions of the above-listed disabilities, which may differ from those terms used in medical
or clinical practice or daily language. The second step in determining eligibility for special
education and related services is a finding by the school’s multi-disciplinary team (MDT)
that the student with one or more of these disabilities is in need of specially-designed
instruction.
What Parents Can Do If They Think Their Child May Qualify for Special Education
Parents who think their child is eligible for special education may request, at any time, that the
school conduct a multi-disciplinary evaluation. Some potential signs of a student having a
qualifying disability include experiencing years of difficulties in reading, writing or solving
math problems, difficulties focusing and concentrating on schoolwork, difficulties sitting still in
the classroom, and difficulties controlling emotions (such as anxiety and depression) and/or
behaviors. Requests for a multi-disciplinary evaluation must be made in writing to the school’s
Administrator of Special Education. If a parent makes an oral request for a multi-disciplinary
evaluation, the school shall provide the parent with a form for that purpose. If the school denies
the parents' request for an evaluation, the parents have the right to challenge the denial through
an impartial hearing or through voluntary alternative dispute resolution such as mediation.
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John B. Stetson Charter School’s Systematic Screening and Referral Processes
Through our systematic screening and referral processes, John B. Stetson Charter School
identifies and refers for evaluation students who are thought to be eligible for special education
services. These screening and referral processes include the initial admissions academic
placement tests, standardized reading and mathematics assessments, classroom performance,
benchmark examinations, vision and hearing screenings, and the comprehensive student
assistance program known as CSAP.
The school regularly assesses the current achievement and performance of the child, designs
school-based interventions, and assesses the effectiveness of interventions. The screening of a
student by a teacher or specialist to determine appropriate instructional strategies for curriculum
implementation is not to be considered an evaluation for eligibility for special education and
related services. If a concern can be addressed without special education services, or if the
concern is the result of limited English proficiency or the lack of appropriate instruction, a
recommendation may be made for interventions other than a multi-disciplinary team evaluation.
Parents have the right to request a multidisciplinary team evaluation at any time, regardless of
the outcome of the screening process. Moreover, screening or pre-referral intervention activities
may not serve as a bar to the right of a parent to request an evaluation, at any time, including
prior to or during the conduct of screening or pre-referral intervention activities
If parents need additional information regarding the purpose, time, and location of screening activities, they should call or write the school’s
Administrator or Special Education Coordinator.
Evaluation
Whenever a student is referred for a multi-disciplinary team evaluation, John B. Stetson Charter
School must obtain written consent from a parent before the evaluation can be conducted.
Parental consent for an evaluation shall not be construed as consent for their child to receive
special education and/or related services. In certain circumstances, a surrogate parent may be
appointed. A surrogate parent must be appointed when no parent can be identified; a public
agency, after reasonable efforts, cannot locate a parent; the child is a ward of the State under the
laws of Pennsylvania, or the child in an unaccompanied homeless youth. The surrogate parent
may represent the child in all matters relating to the identification, evaluation, and educational
placement of the child. Reasonable efforts must be made to ensure the assignment of surrogate
parent not more than 30 days after it is determined that the child needs a surrogate parent.
Under IDEIA 2004, an evaluation involves the use of a variety of assessment tools and
strategies to gather relevant functional, developmental, and academic information about the
child, including information provided by the parent that may assist in determining whether the
child is a child with a disability and assist in determining the content of the child's IEP. This
process is conducted by a Multi-Disciplinary Team (MDT) which includes a teacher, other
qualified professionals who work with the child, the parents and other members as required by
law. The multi-disciplinary team evaluation process must be conducted in accordance with
specific timelines and must include protection-in-evaluation procedures. John B. Stetson
Charter School does not use any single measure or assessment as a sole criterion for determining
whether a child is a child with a disability and for determining an appropriate educational
program for the child. Technically sound instruments are used to assess the relative contribution
of cognitive and behavioral factors in addition to physical or developmental factors.
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The results of the multi-disciplinary evaluation are written in a report called an Evaluation
Report (ER). This report makes recommendations about a student's eligibility for special
education based on the presence of a disability and the need for specially designed
instruction. If the student’s Multi-Disciplinary Team determines that the student is
eligible for special education and related services, then a detailed plan for supporting the
student in his/her area(s) of need over the coming year is written. This plan is called an
Individualized Education Plan or IEP and is written so that the child can be successful in
school—and then later in life.
Programs and Services for Children with Disabilities
John B. Stetson Charter School, in conjunction with the parents, determines the type and
intensity of special education and related services that a particular child needs based exclusively
on the unique program of special education and related services that the school develops for that
child.
This program is called an Individualized Education Plan—the IEP—and is different for
each student. An IEP Team consists of educators, parents, and other persons with
special expertise or familiarity with the child. The participants in the IEP Team are
dictated by IDEIA 2004.
The parents of the child have the right to be notified of and to be offered participation in
all meetings of their child's IEP Team. The IEP is revised as often as circumstances
warrant but reviewed at least annually. The law requires that the program and placement
of the child, as described in the IEP, be reasonably calculated to ensure meaningful
educational benefit to the student. In accordance with IDEIA 2004, there may be
situations in which the school may hold an IEP team meeting if the parents refuse or fail
to attend the IEP team meeting.
IEPs generally contain: (1) a statement of present levels of academic achievement and functional
performance; (2) a statement of measurable annual goals established for the child; (3) a
statement of how the child's progress toward meeting the annual goals will be measured and
when periodic reports will be provided; (4) a statement of the special education and related
services and supplementary aids and services and a statement of the program modifications or
supports for school personnel that will be provided, if any; (5) an explanation of the extent, if
any, to which the child will not participate with non-disabled children in the regular class and in
activities; (6) a statement of any individual appropriate accommodations that are necessary to
measure the academic achievement and functional performance of the child on State and school
assessments; and (7) the projected date for the beginning of the services and modifications and
the anticipated frequency, location and duration of those services or modifications.
Special education services are provided according to the educational needs of the child,
not the category of disability. Types of service that may be available, depending upon
the child's disability and needs include, but are not limited to: (1) learning support; (2) life
skills support; (3) emotional support; (4) deaf or hearing impaired support; (5) blind or
visually impaired support; (6) physical support; (7) autistic support; and (8) multiple
disabilities support.
Related services are designed to enable the child to participate in or access his or her program of
special education. Examples of related services that a child may require include but are not
limited to: speech and language therapy, transportation, occupational therapy, physical therapy,
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school nursing services, audiologist services, counseling, or training.
including psychological counseling, are provided at no cost to parents.
Related services,
John B. Stetson Charter School ensures that children with disabilities are educated to the
maximum extent possible in the regular education environment or "least restrictive
environment". To the maximum extent appropriate, students with disabilities are educated with
students who are not disabled. Special classes, separate schooling or other removal of students
with disabilities from the general educational environment occurs only when the nature or
severity of the disability is such that education in general education classes, even with the use of
supplementary aids and services cannot be achieved satisfactorily. Programs and services
available to students with disabilities, might include: (1) regular class placement with
supplementary aides and services provided as needed in that environment; (2) regular class
placement for most of the school day with itinerant service by a special education teacher either
in or out of the regular classroom; (3) regular class placement for most of the school day with
instruction provided by a special education teacher in a resource classroom; (4) part-time special
education class placement in a regular public school or alternative setting; and (5) special
education class placement or special education services provided outside the regular class for
most or all of the school day, either in a regular public school or alternative setting, such as an
approved private school or other private facility licensed to serve children with disabilities.
Some students may also be eligible for extended school year services if determined needed by
their IEP teams in accordance with Chapter 711 regulations.
Beginning not later than the first IEP to be in effect when the child turns 14, or younger if
determined appropriate by the IEP Team, and updated annually, thereafter, the IEP must
include appropriate measurable postsecondary goals and transition services needed to assist in
reaching those goals. John B. Stetson Charter School must invite the child to the IEP team
meeting at which the transition plan is developed.
Beginning not later than one year before the child reaches the age of 21, which is the age of
majority for education purposes under Pennsylvania law, the IEP must include a statement that
the student has been informed of the student’s rights, if any, that will transfer to the student on
reaching the age of 21.
Services for Protected Handicapped Students, Other Than Special Education Services
Under Section 504 of the Federal Rehabilitation Act of 1973, some school age children with
disabilities who do not meet the eligibility criteria outlined above might nevertheless be eligible
for special protections and for adaptations and accommodations in instruction, facilities, and
activities. Children are entitled to such protections, adaptations, and accommodations if they
have a mental or physical disability that substantially limits or prohibits participation in or
access to an aspect of the school program and otherwise qualify under the applicable laws.
John B. Stetson Charter School must ensure that qualified handicapped students have equal
opportunity to participate in the school program and activities to the maximum extent
appropriate for each individual student. In compliance with applicable state and federal laws,
John B. Stetson Charter School provides to each qualifying protected handicapped student
without discrimination or cost to the student or family, those related aids, services or
accommodations which are needed to provide equal opportunity to participate in and obtain the
benefits of the school program and extracurricular activities to the maximum extent appropriate
15
to the student's abilities and to the extent required by these laws.
These services and protections for "protected handicapped students" may be distinct from those
applicable to eligible or thought-to-be eligible students. John B. Stetson Charter School or the
parent may initiate an evaluation if they believe a student is a protected handicapped student. For
further information on the evaluation procedures and provision of services to protected
handicapped students, parents should contact the school's Coordinator of Special
Education/Student Services.
Confidentiality of Student Information
Every effort is made throughout the screening, referral and evaluation process to strictly
maintain the confidentiality of student information and protect the students’ privacy rights. The
student CSAP referral process is a strictly confidential process.
After a referral and evaluation is conducted, a written record of the evaluation results is
generated. This is called an Evaluation Report. This report may include information regarding
the student’s physical, mental, emotional, and health functioning through testing and assessment,
observation of the student, as well as a review of any records made available to John B. Stetson
Charter School through the student’s physician and other providers of services, such as
counselors. Moreover, the evaluation report contains “personally identifiable information” of the
student. Personally identifiable information includes the child’s name, the name of the child’s
parents or other family member, and a list of characteristics that would make the child’s identify
easily traceable. Input from parents is also an information source for identification.
John B. Stetson Charter School protects the confidentiality of personally identifiable information
by one school official being responsible for ensuring the confidentiality of the records, training
being provided to all persons using the information, and maintaining for public inspection a
current list of employees' names and positions who have had access to the information. John B.
Stetson Charter School will inform parents when this information is no longer needed to provide
educational services to a student and will destroy the information at the request of the parent.
However, general information, such as the student’s name, address, phone number, grades,
attendance record, classes attended, and grade level completed may be maintained without time
limitation.
Parents of students with disabilities have a number of rights regarding the confidentiality of their
child’s records. The right to inspect and review any educational records related to their child that
are collected, maintained, or used by the school. John B. Stetson Charter School will comply
with a request from parents to review the records without unnecessary delay and before any
meeting regarding planning for the child’s special education program (called an IEP meeting),
and before a hearing should the parents and John B. Stetson Charter School disagree about how
to educate the child who needs special education and, in no case, take more than 45 days to
furnish parents with the opportunity to inspect and review the child’s records.
Parents have the right to an explanation and interpretations of the records, to be provided copies
of the records if failure to provide the copies would effectively prevent parents from exercising
their right to inspect and review the records, and the right to have a representative inspect and
review the records.
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Upon request, John B. Stetson Charter School will provide parents with a list of the types and the
location of education records collected, maintained, or used by the school.
Parents have the right to request amendment on their child’s education records that parents
believe are inaccurate or misleading, or violate the privacy or other rights of the child. John B.
Stetson Charter will decide whether to amend the records within a reasonable time of receipt of
the parents’ request. If school administrators refuse to amend the records, parents will be
notified of the refusal and your right to a hearing. At that time, parents will be given, additional
information regarding the hearing procedures and, upon request, John B. Stetson Charter
School will provide parents with a records hearing to challenge information in the child’s
educational files.
Parent consent is required before personally identifiable information contained in the child’s
education records is disclosed to anyone other than officials of John B. Stetson Charter School’s
collecting or using the information for purposes of identification of the child, locating the child
and evaluating the child or for any other purpose of making available a free appropriate public
education to the child. A school official has a legitimate educational interest if the official needs
to review an education record in order to fulfill his/her professional responsibility. Additionally,
John B. Stetson Charter School, upon request, discloses records without consent to officials of
another school district or charter school in which the child seeks or intends to enroll.
When a child reaches age 18, the rights of the parent with regard to confidentiality of personally
identifiable information are transferred to the student.
If parents need additional information regarding the John B. Stetson Charter School’s policy on educational records and confidentiality,
they should call or write the school’s Coordinator of Special Education/Student Services.
A parent may file a written complaint alleging that the rights described in this notice were not
provided. The complaint should be addressed to:
Pennsylvania Department of Education
Bureau of Special Education
Division of Compliance
333 Market Street
Harrisburg, PA 17126-0333
The Department of Education will investigate the matter and issue a report of findings and
necessary corrective action within 60 days. The Department will take necessary action to ensure
compliance is achieved.
Complaints alleging failures of John B. Stetson Charter School with regard to confidentiality of
personally identifiable information may also be filed with:
Family Policy Compliance Office
U.S. Department of Education
400 Maryland Avenue, SW
Washington, D.C. 20202-4605
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*Note: Special Education requirements are subject to change as Federal mandates are
modified.
COUNSELING SERVICES
Students are encouraged to seek advice and/or discuss issues or concerns they may
have. Additionally, they are free to share positive outlooks and seek counseling with
regard to their future school career. Families requiring counseling referrals or assistance
should contact the School Counselor or the Principal. The school counselor will also
provide character development classes.
Counselors:
Mrs. Fick – 1st & 4th Floor
Mr. Buckley – 2nd & 4th Floor
Mr. Lahee – 3rd & 4th Floor
TRANSPORTATION
Transpasses are distributed on Fridays before dismissal for all eligible students.
Students must meet the following criteria for eligibility:
 Reside in the City of Philadelphia.
 Be designated by the Division of Special Education as a student in a Special
Education class, who requires transport to get to and from school.
 Enrolled in grades 5 or above, and live one mile and a half, or further from the
assigned school.
 Possess an exceptionality or severity of physical disability.
FOOD SERVICE
All students are eligible to participate in the Federal Breakfast and Lunch programs.
Meals are served in the student Cafeteria
Breakfast is served from 7:15am-7:50am for grades 5th through 8th. Lunch is scheduled
according to the teacher’s teaching roster. Students may bring their own lunches. Please
note glass containers and sodas are not permitted on school grounds.
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Student Code of Conduct
We have adopted a school-wide Discipline Policy that was developed by the
teachers, students and approved by the Board. Our Discipline Plan complies with
the Public School Code that states that the School Board has the authority to make
reasonable and necessary rules governing the conduct of students in school.
Behavior Norms:
 We take pride in our school
 We believe that education and the classroom are sacred
 We will behave in a way that will credit ASPIRA, ourselves, our teams and
our schools
 We will use kindness to make everyone feel safe
 We ASPIRA students, will always behave like a gentleman or a lady.
John B. Stetson Charter School believes that every school should be a safe and orderly
place where everyone is responsible for their conduct at all times. Our Student Code of
Conduct applies to the educational program, school activities and functions, and extracurricular programs, travel to and from school and any event in which the school
participates or is represented as well as misconduct which occurs off school premises.
School is a place where students are expected to learn.
Expectations:
Under the Code of Conduct, as a student you are expected to:
 Work to the ability and try best of your ability and try to reach the highest
levels of success.
 Attend school every day and be in class on time and prepared to learn.
 Contribute to a safe and orderly school climate and show respect toward
others
 Follow the rules of proper conduct, including the student dress code.
 Seek help from school staff in solving problems that might lead to
confrontations with others.
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



Treat teachers, administrators and all other school staff in a respectful and
positive way.
Accept responsibility for your actions.
Consider the possible consequences to others of your actions.
Report to school staff any information that may help prevent danger or
injury to others or property.
Level One Offenses
Disruption of School
Students are expected to act in a courteous and peaceful manner toward staff, visitors,
and each other. Students must obey directions from school staff and may not disrupt
school functions. All students are expected to behave in an appropriate, safe and
respectful manner.
Disruptive and/or Offensive Language
Students are expected to speak respectfully with staff visitors, and each other. Students
shall not curse, use vulgar language, or attempt to damage anyone's reputation in
spoken or written languages. Inappropriate language or messages may not be
communicated on any bulletin board, flyer or notice, over public address systems or
computer networks, or in any school activity. Students shall not display on personal
belongings and shall not send or receive offensive, sexually oriented, or threatening
messages, pictures or symbols from any source to anyone in the school community.
Damage, Destruction, or Theft of School Property
Students are expected to respect school property. Students shall not intentionally cause
or even try to damage school property in any way including methods such as cutting,
tearing, marking, or placing graffiti on the property. Students also shall not steal or
attempt to steal school property.
(Note: Serious damage, destruction or theft that interferes with the educational or
safety rights of others will be treated as an aggravated offense under Rule Fourteen.)
Damage, Destruction, or Theft of Personal Property
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Students are expected to respect other people's property. Students shall not at any time
try to steal, damage, or destroy anyone else's personal property. The stealing,
damaging, or destruction of another person's personal possessions is not permitted
whether on school grounds or away from school, during a school activity or even while
traveling to an event. Students also may not harm or destroy anyone's schoolwork or
computer data. Furthermore, any type of destruction of the Internet or other computer
networks including the creation, downloading or uploading of computer viruses will
not be tolerated.
Reckless Endangerment or Threats
Students are not only responsible for intentionally hurting or harming others, but they
are also responsible for the consequences of accidental results from rough play or
thoughtless behaviors that place others in danger. Furthermore, students shall not try
to physically or verbally threaten or intimidate staff, students, or members of the school
community. Deliberately giving out people's addresses or telephone numbers without
their consent is also against the rule.
(Note: Threats of bodily injury or repeated acts of harassment or bullying are violations
of Rule 18 a Level Two offense. Threats to bomb, kill, or use dangerous or deadly
weapons will be treated as an aggravated offense under Rule 25.)
Tobacco Products and Paraphernalia
Students are responsible for helping to maintain a safe, healthy school. Students may
not have or use any tobacco products including cigarettes, cigars, blunts, or chewing
tobacco. Students also may not have cigarette lighters, matches, rolling papers, pipes,
or any other material related to smoking.
Possession of Drugs and Alcohol for Personal Consumption
Students are expected to help maintain a healthy environment in their school. Students
may not have or use alcoholic beverages of any kind. Students may not have or use any
drugs or unauthorized medications. In addition, any substances used to "get high" are
not allowed. Students may keep medicine that was prescribed for them by a doctor
only if the medicine is in the original container from the pharmacist. Only the amount
that needs to be taken while in school that day may be carried. Students may keep
medicine that was not prescribed by a doctor (such as aspirin, cold medicine, or allergy
medicine) only if they have a note from their doctor or parent. They may only carry the
amount needed during the school day.
(Note: The first violation of this offense warrants consequences under the approved
corrective actions for Level One offenses. A second violation of this rule will be treated
as a Level II offense which provides for transfer to another school, or transfer to an
alternative school placement for substance abuse programming.)
Abuse of Computer/Internet Privileges
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Students are expected to respect computer privileges. All students who have
permission to use school computers must keep their passwords to themselves. It is
against the rule to use other people's passwords or accounts, to break into ("hack") other
computer systems, to download copyrighted material, or to conduct a personal business
enterprise using the school's computer network. Students shall not go into any sites on
the Internet which contain sexually explicit material. Additional rules on computer use
are listed in the School District's Acceptable Use Policy.
Interventions for Level One Offensives
When a student breaks any of the Level One rules, one or more of the following
interventions may be used:
 Note from the school to the student's parents telling the parents about the
student's behavior;
 Daily report home from the school to the student's parents;
 Meeting between the teacher and the student to discuss the student's behavior
and expectations for improving his or her behavior
 Meeting between the student and the counselor or small learning community
coordinator
 Meeting between the student and the principal
 Meeting with a case worker or probation officer, if necessary
 Assignment to an accommodation room or another location at school where the
student can "cool off" for a while
 Temporary assignment to a different class or section
 Permanent assignment to a different class or section
 Supervised mediation between students
 Detention
 Student will not be allowed to participate in school activities such as, graduation
ceremonies, class trips, dances, sports teams, clubs or other extra-curricular
activities, use of computers;
 If the student broke a rule on a bus or while waiting for a school bus or van, the
student may be temporarily suspended from riding school buses or vans;
 Suspension for one to five days;
 Referral to The Response to Intervention (RTII)team, if necessary:
 Referral to counselor or substance abuse program, if necessary: Referral to
community mental health provider.
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Level Two Offenses
Repeated School Violations
A student shall not continue to break rules one through fifteen which are listed as Level
One offenses. A student shall not repeatedly refuse to follow directions given from the
administrator, principal, teacher and/or staff member while he/she is under the
supervision of these persons.
Harassment
Students are to respect differences among people. No student shall verbally or
physically abuse any other student, principal, teacher, staff member or school visitor.
Examples of harassment as it relates to this rule include an uninvited request for sexual
relations; sexual comments through body movements; sounds or remarks about another
student, principal, teacher, staff member or school visitor's sexual orientation or
experience; degrading words about a person's race, sex, religion, disability or national
origin; and bullying others.
Indecent Assault or Indecent Exposure
All students shall keep their hands to themselves at all times. No student shall touch
the sexual parts of his/her body nor the body of his/her classmates. No student shall
show the sexual parts of his/her body to other persons which would offend them
openly or publicly.
Assault on School Personnel
Students are to respect school staff members and not cause or attempt to cause
intentionally physical harm. Aggressive actions against school staff will result in arrest
and expulsion from the school.
POSSESION OF WEAPONS
Students shall respect safety rules. Students shall not bring or have in their possession a
weapon in school, on school property, on the way to school, on the way home from
school or at any school-sponsored event. Examples of a weapon include:
 Anything that can be used to cause harm or threat to someone else, anything
with a sharp edge or sharp point.
 Guns or anything that looks like a gun, including stun guns, BB guns, starter
pistols; harmful toxic substances, biological or toxic substances.
 pepper spray, mace, laser pointers.
 Fire crackers, matches, lighters, or anything that can cause a fire.
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 The use or attempted use of a weapon or another object not traditionally viewed
as a weapon in a manner which causes or risks serious injury will be treated as
an aggravated offense.
Aggravated Offenses
Students shall respect safety rules and behave in a safe manner. Students shall not act
in a way that is dangerous to themselves or others. Examples off this include:
 Using or trying o use a weapon which results in injury or places the person in
danger (including pepper spray, mace, laser pointers).
 Holding or selling substances such as drugs, alcohol, tobacco.
 Setting fires to anyone or anything.
 Sexual acts of any kind; forcible or voluntary robbing, stealing, or forcing
someone to give money or possessions.
 Intentionally injuring an adult or student.
 serious damage to school property which disrupts or prevents the school from
carrying out its program.
 Retaliation/getting back at a school employee or witness for their participation
in any academic or disciplinary process.
 Threats relating to bombs and other things that explode; or toxic substances.
 Using the computer to conduct illegal activities; including the alteration or
destruction of records.
 Hoaxes: the purported sale of drugs; or the issuance of false bomb, fire, toxic
substances and disease threats.
No student shall engage in, or attempt to engage in any conduct which endangers the
health, safety or welfare of any member of the school community.
NON-Negotiable - Level Two Interventions
For any violation of Level Two offenses, a student will face one or more of the following
corrective actions:
 Transfer to another school.
 Placement in the ASPIRA ACHIEVE ACADEMY.
 A counselor's referral to an appropriate counseling program either within the
School District or in a community mental health program for violations. The
counselor at the receiving school shall monitor the referral to assure the student's
participation.
 Placement in a remedial disciplinary school where the student has previously
been transferred from another school under this section.
 Expulsion when a student is already in, or previously assigned to, a disciplinary
school.
Listed below are examples of conduct that is prohibited at John B. Stetson Charter
School. Although there may be some forms of misconduct not appearing below, any act
of misconduct not listed under the sections herein will be subject to the discretionary
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authority of the teacher and the Principal or designee.
All disciplinary actions of misconduct shall include a conference between the teacher
and/or Principal or designee, student, and parents followed by written notification to
the parent or guardian. Students whose acts of willful misconduct most seriously endanger or
disrupt the educational process may be subject to being presented before the Board of Trustees
and facing the expulsion process.
If any misconduct should violate criminal laws, we are then obligated to notify the
Philadelphia Police Department. Whenever the police are contacted concerning any
student misconduct, the school will also attempt to contact the parent/guardian of that
student immediately. The student shall then be subject to immediate expulsion.
PETS, iPODS®, GAMEBOYS®, and OTHER COOL THINGS
Beepers or other such devices are not permitted. Pets, toys, Gameboys®, PS2 ®,
Walkmans®, iPods, and other gadgets should be left at home. If such items are to be
brought for show-and-tell, arrangements should be made between the parent and
teacher as to the appropriate time to bring the pet or toy.
An exception may be made if the Principal has determined that one of the items above
(or similar items) will be permitted for a special event or presentation. Otherwise, these
items will be confiscated and returned to a parent only after the parent has been
advised of the situation by their child. John B. Stetson Charter School does not assume
financial responsibility for loss or damage to personal property (Walkman's, CD's, etc.)
brought from home.
DISCIPLINARY PROCEDURES/CORRECTIVE ACTION
Approved Corrective Actions include but are not limited to:
1. A Meeting between the teacher and the student to discuss the student’s behavior
and expectations for improvement.
2. Detention
3. Meeting between the student and the dean.
4. Meeting between the student and counselor.
5. Phone call or letter to parents.
6. Written notice to parents informing them of the student’s behavior (Disciplinary
Write-Up).
7. Temporary re-assignment to a different class setting.
8. Supervised mediation between the students involved.
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9. Use of Daily Behavior Report.
10 Restorative practices (Community Service: restoring what was damaged).
Extension of Approved Corrective Action:
1. Suspension from privileges, including, but not limited to: graduation
ceremonies, class trips, dances, or extracurricular activities such as athletics,
clubs, participation in non-instructional music programs, and suspension or
revocation of network user accounts.
2. Suspension for one to five days.
3. Permanent re-assignment to another class or section.
4. Student Re-assignment (Being referred to the ASPIRA ACHIEVE ACADEMY)
5. Arrest (Notifying the Philadelphia Police Department).
DISCIPLINARY GUIDELINES for STUDENTS with DISABILITIES
Students with disabilities (except those in MR categories 1*) may be suspended and
cease educational services for up to 10 consecutive days, or 15 cumulative school days
in one school year without providing special education procedural safeguards. In cases
where there is a referral for expulsion from the school, or when suspension may exceed
15 cumulative school days, the following shall apply: Written notice to the
parent/guardian or surrogate parent with regard to the disciplinary action being
considered and the date of an Individualized Education Program (IEP) meeting, which
must be held within 24 hours of the date of misconduct.
The IEP team will: 1) Meet with parents to review evaluative and diagnostic results,
consider information from the parent/guardian, discuss observations of the student
and the student’s IEP, in order to complete a Manifestation Determinations as to
whether misconduct is related to the student’s disability and/or placement.
Misconduct will NOT be considered a manifestation of the student’s disability if:
a. The current IEP was deemed appropriate and implemented properly
b. The disability does not impede ability to understand and control behavior.
2) Review and revise, if necessary, the current Behavioral Intervention Plan or conduct
a Functional Behavioral Assessment and Intervention Strategy to address the
misconduct.
3) Determine appropriateness of an interim alternative educational setting, and if
deemed appropriate, revise the IEP to include such services and modifications that
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would enable the student to continue with the general curriculum program and
correct the behavior so that it will not recur.
4) Issue a NOREP (Notice of Recommendation of Educational Placement) containing
the results of the Manifestation Determination.
If the student’s behavior is NOT considered to be a manifestation of the disability,
the Standard Discipline Code will apply, with all due consideration given to the
student’s special education and disciplinary records. At no time, however, may the
student be suspended for more than five or ten (10) consecutive days, or fifteen (15)
cumulative school days within a school year without providing appropriate
educational services.
If the student’s behavior IS found to be a manifestation of the disability, the student’s
placement may be changed to an appropriate interim educational setting if misconduct
involves carrying a weapon to school or a school function, possession, use or the sale of
illegal drugs or the solicitation of sale of a controlled substance while at school or a
school function. If the parent requests a Due Process Hearing, alternative placement
shall be limited to 45 days. The Principal may request an expedited hearing and ask the
Hearing Officer to order a 45-day interim placement if the student is likely to cause
injury to himself/herself or others. Students with disabilities, even if expelled, are
entitled to Free and Appropriate Education (FAPE).
LEGAL RECOURSE IN SCHOOL-RELATED OFFENSES
If you believe that you or your child were victims of a crime by a school student, school
staff member, or school visitor, you have the right to pursue criminal charges by
contacting the Criminal Justice, or Juvenile Court systems. The School Director, her
designee or the parent, may contact the Philadelphia Police to respond to any type of
allegation.
In cases where the offense is against a particular person, the Police will bring criminal
charges if the victim expresses a desire to prosecute. Such include assault, threats,
sexual abuse and theft of personal property. Where it is agreed that criminal conduct
has occurred; the Principal or her designee will initiate an Internal School Investigation
to determine appropriate disciplinary action, and notify the Philadelphia Police
Department. The Principal or designee will corroborate information related to the
investigation with the Philadelphia Police Department as necessary.
If there is disagreement between you and the school staff as to whether a crime has
been committed, you may contact the Philadelphia Police directly through the 911
system. Depending upon the nature of the alleged criminal act, you may be referred to
the private criminal complaint process.
If the alleged offender is an adult, a private criminal complaint is issued by the
District Attorney’s Office. The telephone numbers of that unit are 215-686-9863,
9864/9865.
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Where the accused is a juvenile (under 18 years of age), a private criminal complaint is
issued by the Juvenile Court. The telephone number for the Juvenile Unit is 215-6867430. Where you have been the victim of an assault and are not satisfied with the
school’s response, or if you wish assistance in dealing with the school, contact the Office
of Safe Schools Advocate from the Pennsylvania Department of Education. The Safe
Schools Advocate telephone number is 215-644-1277.
Note: Internal school disciplinary action shall not in any way deprive the school or an
individual victim from pursuing any legal remedies available in the Criminal, Civil or
Juvenile Courts of the Commonwealth of Pennsylvania, or the United States.
Parent Rights and Responsibilities
Parents of Students at Stetson Charter School have the right to:
1.
2.
3.
4.
5.
6.
7.
Receive regular official reports of student’s academic and behavioral progress.
Access to all information contained in the student’s records.
Receive an explanation of the rationale for any grade given by the teacher.
Notification of student’s tardiness or absence from one or more classes.
Information concerning the complete school program offered.
Participate in volunteer activities.
Receive, as requested, a conference with the teacher and/or the principal
according to procedures.
8. Exercise the right to appeal disciplinary actions, when appropriate.
We are accountable to the parents of the students we teach. Parents have the primary
responsibility for their children. Therefore, they have the right to question what is said
and done in the classroom. The school, in turn, has a duty to meet with the parents and
respond to their questions, needs, complaints, and suggestions in a kind, courteous
manner.


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Parents are strongly encouraged to volunteer.
They should address all matters with School Director, her designee,
teachers and all other school staff in a calm and courteous manner.
Parents must adhere to ALL school policies and procedures.
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





Work with the school on disciplinary matters, in the best interest of the
student.
Attend all requested conferences and support school activities including
becoming an active member of the Stetson Parent Council.
Invited to participate in Open House, two Home & School meetings, and
other activities as deemed necessary.
Monitor consistently their child’s work assignments and academic
performance and communicate with the teacher with regard to any related
matters in a timely fashion.
Review and remind your child about school activities and expected
behavior.
Assume responsibility for their child’s prompt and regular attendance and
compliance with rules and procedures.
Any parent wishing to address any of the preceding information may request a meeting
with Principal or teacher.
HEALTH CARE RESPONSIBILITIES
Parents must provide periodic student health examinations as required by law. Routine
medical and dental appointments should be scheduled after school hours. Personal or
family matters should be conducted after school hours. In case of a medical emergency,
a note from the physician or hospital is required.
Head Lice
If you discover your child has contracted head lice, please inform the school office. A
note is sent to all students in the class indicating a case has been discovered and
requesting parents check their children. Your child will be sent home immediately if lice
are discovered. Please check your child when this note comes home. Your child can
return once treatment of lice is completed and your child is free from lice. The empty
container of lice treatment must be presented to the school as proof that a treatment has
been completed. If you would like assistance in checking your children, please contact
the office.
Pink Eye
If it is discovered that your child has pink eye, the school will immediately send the
child to the nurse for a confirmation and the school will call the parent. The child must
be taken to the doctor and medication must be prescribed. Physician orders must be
followed. The child may return to school once treatment has been given and the child is
free from pink eye. When the child returns to school, an official doctor’s note must be
presented.
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Student Rights and Expectations
Students attending the John B. Stetson Charter School have the right to:
1. A free and appropriate education, as per Federal law (FAPE).
2. Be treated with dignity and respect.
3. Be graded fairly on their academic performance.
4. Be permitted to make up class work after an excused absence.
5. Due process in disciplinary reassignment, in-school suspension, suspension for
10 days or less, and expulsion.
6. Privacy in personal possessions (in concert with School Director’s right to
conduct searches when there is probable cause).
7. Information about guidance services and extra-curricular activities.
8. Express themselves unless they should interfere with the education program,
threaten immediate harm to the welfare of the school or community, encourage
unlawful activity, take away another individual’s lawful rights or undermine the
school’s basic academic and educational mission.
STUDENT EXPECTATIONS and RESPONSIBILITIES
1. Attendance– Students are expected to arrive on time for class and to strive for
perfect attendance. Lateness to class is not excusable and repeated lateness may
result in disciplinary action and possible expulsion.
2. Students are expected to follow ALL school rules and procedures.
3. Students are expected to behave in a courteous and peaceful manner toward
staff, visitors, and other students.
4. We expect our students to be proud of their school.
5. Honesty and courtesy is expected at all times.
6. Completion of ALL assignments is expected and striving for academic
excellence.
7. Improvement of performance upon notice of unsatisfactory progress is expected.
8. Students at Stetson Charter School are expected to practice good sportsmanship.
9. Fighting with peers or others to inflict harm will be treated with Zero Tolerance,
and may result in immediate suspension, and/or exclusion from school activities
and even possible expulsion.
10. Students are expected to refrain from the use of illegal drugs, alcohol, as well as
the possession, concealment, or use of illegal weapons.
11. Respect the rights of your peers and others.
12. Set a good example and contribute to fostering a positive learning environment.
13. Always seek positive assistance from others to prevent or resolve conflicts.
14. Report any incidents or activities that may threaten someone or disrupt the
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school environment to your teacher, School Director, and/or parents.
If you are aware a fellow student is in possession of illegal substances, firearms,
weapons or any items that could endanger his or her safety or the safety of others, you
are expected to be responsible and inform an adult such as a parent, teacher,
counselor, director or staff member.
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