George Washington Carver
Collegiate Academy
Family Handbook
2013-2014
Achievement.Kindness.Responsibility.Determination.Teamwork.Enthusiasm
Note from the Principal
Dear Families,
It brings me great pride to welcome you to Carver Collegiate. Over these next four years
and beyond, our team will be dedicated to preparing your scholar for college success.
Throughout the year, we will use this handbook to explain our expectations and policies.
Thank you for joining us.
Jerel Bryant
Principal
504.459.9562
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Our Mission
The vision of George Washington Carver Collegiate Academy is to prepare all scholars for
college success, inspired and ready to exceed any expectation.
Our Values
Achievement: We set goals and reach them.
Kindness: We show care for all people.
Responsibility: We look to ourselves to take action.
Determination: We work hard. We do whatever it takes to grow.
Teamwork: We work together to accomplish our goals.
Enthusiasm: We choose to be positive. This positivity keeps us strong.
Common Language
Overcome anything.
Exceed the expectation.
Prepare to win.
Become powerful. Become a leader.
Bounce Back.
Everything counts.
No shortcuts. No excuses.
Without struggle, there is no progress.
When one rises, we all rise.
We learn not for school, but for life.
Chase perfection. Catch excellence.
Excellence is not an act. Excellence is a habit.
Be nice or nothing else.
We can’t stop. We won’t stop.
One step. One classroom. One School.
We just give respect. We don’t need to receive it.
How do you live your life when no one is watching?
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Go above and beyond.
Handle your business.
Do the right thing without being told.
Be your best self.
We’re never done. We’re never finished. We never stop.
We are proud to be nice.
Challenges = Opportunities
Our Tentative School Day
Families and scholars can expect a school day that begins no later than 8:30am and ends
academic programming no later than 4:55pm. Scholars may participate in after school
programming once the school day ends, stay for tutoring, and/or be required to stay for
after school detention. All of these require guardian consent.
School Bus Transportation
At G.W. Carver Collegiate Academy, buses are still considered a part of our campus and
community. Scholars are expected to conduct themselves as if they were at school. The
same values-aligned expectations in school apply to after school as well. Any safety
violation or extreme behavior will be treated the same as if it occurred on school grounds.
Eligibility: Scholars are eligible for free transportation to and from school if they a) reside in
Orleans Parish and, b) reside more than one mile away from school campus.
Bus Expectations
•
Be prepared to board the bus upon direction.
•
Remain in assigned seat.
•
Talk quietly.
•
Follow all directions given by bus driver.
•
Exhibit respectful language and behavior towards persons in and out of the bus.
•
Keep all body parts in the bus.
•
No rough housing/play fighting.
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Failure to follow bus expectations will result in the following consequences:
•
First Offense – One week bus suspension
•
Second Offense – Two week bus suspension
•
Third Offense – Minimum of one-month bus suspension
•
Fourth Offense – Scholar will not be allowed to ride the bus for the remainder of the
school year.
•
Offenses that result in suspension or expulsion at school hold the same weight on the
bus or while waiting for the bus.
IMPORTANT: If a scholar misses the bus for any reason, it is his/her responsibility to find a way
to school.
Arrange transportation before your scholar leaves home – If you need to pick up your
scholar (and your scholar usually rides the bus) or otherwise change your scholar’s
transportation for that day, your options are as follows:
•
Send a note to school with your scholar explaining the situation; include details about
the person picking-up your scholar and the time he or she expects to arrive on
campus.
•
You may also call your scholar’s advisor or the Operations Coordinator with these
details.
In an emergency, call the Front Desk before noon. You may call the Front Desk by 12:00 P.M.
to change your scholar’s transportation arrangements for that day.
Early Dismissal
Early pickups are disruptive to the learning environment and are strongly discouraged.
Families must notify the school before they arrive if they wish to withdraw their scholar before
our regular dismissal time.
Please note that departures that occur before 12:00pm on regular days and before 10:00am
on Fridays (and other early release days) will result in the scholar being marked absent for
the entire day.
In order for a scholar to be dismissed early, a parent/guardian must sign that scholar out in
the Main Office and complete an Early Release Form. The office reserves the right to check
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identification of any person checking a scholar out of school as well as contact
parents/guardians to confirm the dismissal. A copy of the Early Release Form will be given to
the scholar in case they run into an issue with truancy.
A scholar who would like to leave because he or she is not feeling well must get the
approval of a Carver Collegiate Staff member before calling home. It will be at the
discretion of Carver Collegiate staff to determine if a scholar is allowed to leave early. If a
parent/guardian is not available to pick the scholar up from school then the scholar’s
advisor, the nurse or another staff member will need to fill-out and sign the Early Release
Form. Scholars will be given RTA Bus tokens for the trip home.
Uniform
All scholars must come to school in full Carver Collegiate uniform every day. If a scholar is out
of uniform their advisor has until 12:00pm to get them into perfect uniform - this may require
calling a parent to come drop-off the proper uniform piece (usually shoes) or the scholar
using an advisory loaner (usually a belt). Every advisory is given at least three belts and we
have several pairs of shoes in the office. If the scholar cannot get the proper uniform piece
dropped-off and they refuse to wear loaner items they will be suspended from school the
following day. We have a required school uniform for several very important reasons:
1) Uniforms unite us as a community. When you look at a group of scholars in the Carver
Collegiate uniform, it is a powerful visual statement of our community.
2) Uniforms reduce distractions and clothing competition. Scholars can spend more time
discussing and evaluating what others are wearing than they spend focusing on
learning.
3) Uniforms make us all equal. Regardless of means, scholars come to school dressed
the same way. No one feels embarrassed or uncomfortable about his or her clothes.
4) Uniforms look professional. When a scholar arrives on campus they should be “dressed
for work” and mentally prepared to take on the challenges of their day.
Scholars may not change out of the Carver Collegiate uniform at any point during the
school day. Except for school shoes that can be left in the advisory room, scholars must show
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up to the gate wearing perfect uniform – shirt, pants, shoes, belt, sweatshirt or cardigan
(sophomores only).
Scholars must wear the assigned uniform at all school events, including trips and activities
outside of school hours.
Carver Collegiate Uniform Requirements for 2013-2014
Shirt
•
Carver Collegiate-issued polo shirt (white)*
•
Shirts must be tucked in at all times. Collars must be turned down at all times.
•
Scholars can wear white or black undershirts underneath their polos; these undershirts
cannot extend beyond the sleeves of the polos.
•
Scholars can also wear white or black long-sleeve shirts that are worn full-length. No
logos, designs, and/or patterns are permitted on their long-sleeve shirts.
•
Scholars wearing the Carver Collegiate sweatshirt must wear it over the Carver
Collegiate polo shirt. Scholars without a Carver Collegiate polo shirt on underneath
the sweatshirt will be considered out of uniform.
•
Scholars on honor roll can wear the orange Carver Collegiate honor roll polo.
* members of the class of 2016 are still allowed to wear the navy blue polo worn during their freshmen year; these
polos will be phased out and are no longer available for purchase.
Pants
•
khaki pants – no logos, no designer labels (freshmen and sophomores)
•
plaid pants (sophomores only)
•
Pants must be worn at the waist or hip level.
•
Pants must have two pockets in the front and two in the back.
•
Pants may have no additional pockets (cell phone, cargo), frays, tears, or holes.
•
Pants may not be made of corduroy or jean material.
•
Pants must have belt loops.
•
Carver Collegiate reserves the right to determine if a scholar’s pants are too tight or
too loose. If deemed so, the pants are in violation of the uniform.
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Belt
•
Belts must be solid black or brown.
•
Belts must be leather (or a material resembling leather) – not cloth.
•
Belts must be worn through belt loops.
•
Belts cannot be braided, patterned, or full of excessive holes.
•
No prints, sparkles, or rivets are allowed.
•
Belt buckles must be black, gold, or silver. No logos or designs are permitted.
•
Buckles cannot exceed the width of the belt (note: If you ever find yourself asking the
following questions, then the answer is that the buckle is in violation of the uniform: “Is
my buckle fancy? Large? Flashy, perhaps?”)
Shoes
•
For the ladies:
o
Saddleback shoe – black/white
o
Canvas Sneakers - black
o
Converse
Chuck
Taylor All-Star Shoes
(high-top
or low-top)
–
black,
monochrome black, white, optical white, green or orange
o
Adidas Shell Toe Shoes – all black, all white, white with orange stripes or white
with green stripes
•
For the gentlemen:
o
Oxford Dress Shoe – black
o
Canvas Sneakers - black
o
Converse
Chuck
Taylor All-Star Shoes
(high-top
or low-top)
–
black,
monochrome black, white, optical white, green or orange
o
Adidas Shell Toe Shoes – all black, all white, white with orange stripes or white
with green stripes
Outerwear
•
Carver Collegiate issued sweatshirt must be worn over the Carver Collegiate polo.
Don’t try any funny business; we’ll check to make sure you’re wearing the right one.
•
Carver Collegiate cardigan (sophomores only)
•
No other outerwear is permitted within classrooms – non-uniform sweaters, hoodies,
vests, and jackets must be removed immediately after a scholar enters the classroom.
•
Carver Collegiate reserves the right to alter the dress code due to inclement weather.
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Accessory Limits (for both male and female students)
•
Hats and sunglasses are not allowed during the school day.
•
Scholars may not clip items to their pants. Any items that dangle from the waist (like
wallet chains) are not allowed. These dangling objects make noise. This disturbs our
serenity. Moreover, if our scholars were hunters in the forest, these dangling objects
would warn the prey of their arrival. They would never get enough protein.
•
Baseball hats need to be invisible during the day. Keep them in bags, with the advisor,
or preferably at home.
•
Earrings must be no bigger than (and no longer than) a nickel and are only permitted
in green, orange, black, white, silver/gold, metallic, or diamond.
•
No visible neckwear, bling.
•
No more than one bracelet per wrist (includes wristwatches). The bracelets can be
green, orange, white, black, gold, or sliver. The “glam” multi-colored bracelets are
great, but they should be saved for after school.
•
Bags are not meant to be cute or ironic; they serve a purpose. Bags must be large
enough to hold all school materials, including but not limited to books, binders, paper,
and supplies. Please bear in mind that our campus has no lockers and books and
materials must travel with scholars all day. Scholars must bring bags to school; they
cannot stuff papers in their back pockets.
•
No bandanas (all bandanas will be confiscated, they will not be returned to the
owner)
•
No shower caps.
•
Green, orange, black or white head wraps, headbands, and ties are acceptable.
•
The school reserves the right to disallow any large or otherwise inappropriate
accessories.
Important Uniform Tidbits
•
Scholars can earn other Carver Collegiate gear and dress down passes. Carver
Collegiate will communicate these privileges to the parents/guardians.
•
Any offensive expressions in a scholar’s attire will not be allowed.
•
Any exceptions to school dress code based on religious observances must be
presented to the Principal.
•
Scholars must adhere to policies outlined for dress down occasions as mandated by
the occasion.
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Meetings and School Visits
Carver Collegiate is a very demanding school with high expectations for academics and
behavior. All of us – parents/guardians/families, teachers, and administrators – are working
hard to help your scholar climb the mountain to college success. We are part of the same
team; the best way to make this goal a reality is to work together.
If you have a concern about a school policy, academic grade, discipline decision, or anything
else, we ask that you take some time to reflect on it before contacting the school. We want to
hear your concerns because we value your input and opinion. We also want to make sure
every conversation is respectful and productive. We understand that you have very strong
feelings about issues concerning your child but if a parent/guardian/family member is
disrespectful to a Carver Collegiate teacher or administrator, we will end the conversation and
wait to continue it at another time.
Requesting a Meeting with a Teacher
If you want to meet with the principal, a school administrator or a teacher please call in
advance and schedule an appointment. If you come in without an appointment you may
have to wait a very long time. You can schedule these meetings through the front office or
through your child’s advisor. Please remember, it is difficult for teachers to answer incoming
calls during the school day but if you leave a message they will return your call within 24 hours.
If there is an emergency please call the Front Desk.
All teachers and advisors are available to speak with scholars and their families until 9:30 pm.
Please refer to the beginning of this handbook for a list of staff members’ contact information.
Meeting Requests from the School
If the school requests a meeting with you and your scholar, it is because we have something
very important to discuss with you. Please contact the Front Desk to determine the best day
and time for this meeting to take place.
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School Visits
Visitors, especially parents/guardians/families, are a vital part of the Carver Collegiate
community. We welcome you as volunteers, observers, and partners in the education of our
scholars.
•
If you plan on visiting our school, please call the Front Desk at least one day in advance.
•
If you set up an appointment through a teacher or other staff member, it is your
responsibility to check back with that person to make sure the appointment is set and
the Front Desk has been notified.
•
Unannounced visits can be disruptive to our educational program and visitors that
show-up without advanced notice may be turned away.
•
Upon arriving, all visitors must sign-in at the Front Desk before receiving a nametag,
which should be worn until the end of the visit. Carver Collegiate reserves the right to
request identification of any visitors to our campus.
•
Visitors may not talk to a scholar or a teacher during class, although they may call the
teacher after school to discuss what they observed.
•
If a visitor is coming to school to drop something off for a scholar or to leave a message,
we still require that they sign-in at the Front Desk.
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Culture at Carver Collegiate Academy
I. We obsess over culture: the set of beliefs, mindsets, and routines that influence our
behavior. We build and maintain culture initially as a team. We then build it and maintain it
with our scholars. Our culture unites us. Our culture disciplines us. Our culture creates an
environment for achievement – and one for an accompanying joy. We never make excuses
and focus on the details.
II. Our strategy in our environment requires that we acknowledge deficits and focus on
needs academically and culturally, champion growth, and then use data to determine next
steps. We meet our scholars where they are. Our courses, their content, and our goals are
geared towards tremendous growth. We expect our scholars to compete with the best
scholars in the country. We must prepare them now – urgently – regardless of where they are
academically.
An Introduction to Culture
Staff culture is scholar culture. We always consider our actions and take ownership of
outcomes. We expect scholars to do the same.
School wide expectations are more productive than expectations that vary from classroom
to classroom. Shared expectations make the day clearer and easier to navigate.
We sweat the small stuff. We take pride in everything we do. Attention to the smallest details
in our school day saves us from confronting the larger issues that prevent well-intentioned
people and schools from reaching our goals. Our attention to deals empowers us to be
attentive to uniforms, posture, tracking, homework, organization, conjugation of verbs, and
more. We believe that only through this norming of excellence, can we cultivate the type of
culture that will make our school and scholars truly sparkle now and once they leave our
school!
When these details are accounted for all the time, scholars simply move them to the “nonthinking” part of the brain. Speech, proper uniform, and posture soon become automatic,
and minds are freer to focus on what matters most: competing with scholars all around the
country, proving what is possible to themselves and others each day.
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Heightened accountability creates an atmosphere of strong, ubiquitous supervision. Scholars
feel supervised nonstop (i.e. safe and non-defensive) and simply don’t attempt larger order
infractions. Larger infractions usually start with smaller ones (e.g. a fight starts with distracting
chatter in the back of class).
100%. Our culture is one in which we expect everyone to participate and take ownership of
this participation.
Discipline over Management. In order for scholars to make positive choices, they must be
exposed to the power and positive effects of positive choices. We must guide them to these
choices and then remind them of the great outcomes of those choices. We don’t miss that
opportunity. We teach, re-teach, and reinforce over days, weeks, and years.
Lessons - Choices – Habits – Who we are. In order to prepare our scholars for college success,
we teach them lessons that benefit them now and later. These lessons give them the
opportunity to make the right choices. These choices then become habits. Habits become
who we are.
Introduction to Culture Lessons
Volume Levels
S.P.A.R.K.
FTS
Thank You
Return the Question
Time and Place Conversations
Scholar Talk
Greetings
Call to Attention
Hand Signals
Transitions
Credo
Value Village
Lunch Time
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Volume Levels
Level 0 = Silence
Level 1 = Whispering
Level 2 = Hushed, Quiet talking
Level 3 = Scholar voice
S.P.A.R.K. Scholar posture and habits are summarized with the acronym, “S.P.A.R.K.,” which
should be posted in all classes, taught, and reviewed frequently throughout the year.
Sit or stand up straight. Scholars communicate respect and kindness when they sit or
stand up straight when addressed. Moreover, those who demonstrate this posture
instantly look more engaged, and in fact, increase their focus as a result of this choice.
Also, it is uncommon for a classroom of scholars anywhere to sit up or stand up straight.
We commit to standing out in positive ways whenever we have the opportunity.
Scholars should never have their head on desks. Scholars should never lean against the
wall while being addressed. A scholar, who puts his or head down and moans and
grumbles for an interminable amount of time, is letting the team down.
Place hands in front, pencil to paper. If scholars are asked to answer questions, then
their hands are placed in front of them on their desks. If scholars are asked to write,
their pencils remain in hands.
Ask and answer questions AND always be on task. Scholars should be asking questions
and answering questions fearlessly with straight arms. Scholars will be proud of their
responses – even if they are unsure. As a result, when we deliver answers, we speak
with VOICE. If a scholar gives a response that is too quiet to hear across the room, we
do not repeat or reframe what the scholar has said. Repeating or reframing erodes
scholars’ need to listen across the room to a classmate. Instead, we say, “Voice,” and
the scholar repeats what he or she said with a louder voice. We value both asking and
answering questions, recognizing that each is essential to the learning process. What’s
super important is that scholars begin to understand hand-raising as an act of inquiry
and not just a confirmation of knowledge. We communicate our pleasure with
questions just as much as we do with right answers. Also, we will use Cold Call, calling
on a scholar without warning. Our neutral to positive narration and norming of right
answers and wrong answers creates an atmosphere in which Cold Call is impersonal,
urgent, and effective.
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Respect at all times. Disrespectful behavior towards adults and peers is never tolerated
in the classroom. 1) Sometimes scholars have disrespectful responses – talking back,
teeth sucking, sighing – to a correction or a demerit. There are many cases in which
scholars don’t even realize their responses in the moment. We teach scholars how to
respond to correction or a demerit during the family orientation and again during
school orientation. Teaching scholars how to react to feedback is an essential life skill.
2) Scholars never laugh or tease another classmate. This behavior disrupts the learning
environment in both the short and long term; it demands a public demerit and
reminder of expectations. 3) In the instance that a scholar is being bothered/teased
by another scholar without the teacher’s notice, a scholar is asked to ignore the
behavior and immediately alert the teacher quietly. If a scholar is aware of tension
with another scholar before entering class, the scholar is required to let the teacher
know at the door.
Keep tracking the speaker with your eyes. Scholars are expected to track the speaker
at all times. Often, the speaker will be an adult authority, but it is equally important to
track scholar speakers. Scholars should also know that body language, such as twisting
in a chair to better track, whipping your neck around, is also expected. Teachers need
to watch out for these shifts in body language and acknowledge them. “The full bodytwist. Rarely seen. 3 merits.” The shifts not only denote respect but also enthusiasm.
Remind scholars as well that tracking is fun. For those, like myself, who have difficulty
sitting for long periods of time, tracking provides a kinesthetic retreat.
FTS – We demand this of every handshake.
F – The handshake is firm.
T – The scholar tracks the person with whom they are shaking hands.
S – The scholar shows enthusiasm for greeting that person with a warm smile.
Saying Thank You. Scholars say “Thank you” when they receive something – even the
opportunity of being called upon to answer a question during a class. In this case, the
“Thank you” allows scholars to gather thoughts without having to say, “Ummm...you know…”
before answering a question.
Return the Question: If you ask a scholar, “Did you have a nice weekend?” a scholar will
respond, “It was nice. How was yours?”
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Extend the Conversation. When in conversation, scholars should look to extend the
conversation. Asking, “Why?” or connecting a personal experience to a response are two
easy ways to extend the conversation. Phrases like, “I’ve never done that before” or “I would
really like to do that” are ways for our scholars to cultivate their ability to engage in
meaningful conversation.
Skillful Listening. During conversations, scholars show the speaker they are interested through
specific cues. Scholars track the speaker, nod their heads, and let the person finish his or her
sentence before they jump in – even if they’re excited. If they do jump in, they apologize.
Time and Place Conversation. When scholars are having a difficult time with an issue or a
particular teacher, we ask that they engage in a T&P conversation. Scholars start these
conversations in the following way, “Ms. Young, can we talk some time after school about
my grade in your class.” Before we have the conversation, scholars must able to first
recognize their part in the misunderstanding, difficulty.
Scholar Talk. First, scholars speak in complete sentences. If a scholar makes a mistake in this,
the teacher may acknowledge the comment, then warmly remind with “sentence.”
Sentences provide clarity, push thinking, and also develop an inner-voice that is useful for all
forms of writing.
Second, Scholars should be encouraged to use correct grammar and standard
usage/vocabulary all the time. Speaking skills are often the first and most obvious indicators
of education. This isn’t necessarily fair, but it is true. A will correct non-standard phrases
simply by repeating them corrected and expect to hear the scholar repeat them corrected.
Following the “Thank you,” a scholar begins his or her sentence with one of the following
stems:
a. “I believe that____because____”
b. “I agree with ____ and would like to add____”
c. “I agree with_____but also think____”
d. “I disagree with_____ because____”
e. “I’m struggling with_____. Could you help me by_____?”
f.
“Could you repeat that, please?”
g. “Could you give an/other example, please?”
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h. Rephrase the question (e.g. responding to “What do we don’t when we don’t
understand a word?” with “When we don’t understand a word, we can use context
clues.”
Greetings. Scholars are held accountable for several greetings during the school day. Adults
greet all day long as well. We greet at the buses. We greet upon entering Pride Hall. We greet
at classroom doors. Greetings demonstrate respect and enthusiasm. Greetings make people
feel good inside and allow adults to assess, acknowledge, and correct scholars at several
clear demarcations.
In the morning, before scholars enter Pride Hall, they are asked “Why are you here?” Scholars
then say, “To learn.”
Initially, we just start with three values. Then, we work our way up to all of the values.
Once scholars have that mastered, we then ask scholars to apply those values daily. “Dante,
how will show kindness today?” The response must be a full sentence; using specific words
from our definition of the value is ideal.
If a scholar is passing an adult in the hallway, he or she should make eye contact with the
adult and smile. This shows our enthusiasm for the work we do together and respect as we
both try to show our appreciation. Scholars should try their best to say the teacher’s last
name in the greeting. It’s a small distinction, but it denotes a powerful intimacy. “Good
Morning Ms. Wright.” Teachers in turn will show even more respect or enthusiasm. If the
teacher initiates and receives no response, a corrective response should occur, and an
explanation of why we greet each other.
If a guest of Carver Collegiate passes a scholar in the hallway, the scholar is expected to
smile and say “Good morning/afternoon/evening, welcome to Carver Collegiate.”
If a guest knocks on the door of a classroom while class is in progress, a designated scholar
greeter will come out of the room, close the door behind her, smile and welcome the guest
in the following way:
a. Welcome to Carver Collegiate. My name is _____ (shake hands).
b. This is Ms. _____’s class, called ______.
c. Today we’re learning about/studying/doing______.
d. Ask a question of the guest. (example: Where are you from? What are you here to
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observe?).
e. Ask follow up questions if possible.
f. Do you have any questions I can answer?
g. Would you like to come inside? (If yes, the scholar will lead them to a seat inside.)
h. Classroom greeters are selected by individual teachers for their given class periods
and should rotate on a regular basis. Every scholar should expect at some point to be
a classroom greeter.
At the end of the day, before scholars board buses we ask scholars, “What did you learn?”
Scholars need a one-sentence (or more) explanation (not too much, buses to catch), in
which they use academic language from the class. For example, “I learned that a simile is a
comparison between two unlike things using like or as. For example, Mr. Bryant, your feet are
long like sail boats” would do the trick.
Call to Attention. In large groups, an adult raises her/his hand and is followed immediately by
all in the room, who then are silent and SPARKing. This should take no longer than five
seconds. In classrooms, we make use of a countdown and a quick clapping routine.
Snaps and Magic. At Carver Collegiate, we find ways to help and care for our team. The first
way is by snapping when we agree with an answer, enjoy the topic of discussion, or want to
nonverbally participate in class. Snaps are a way to let scholars know that you had the right
answer as well. Snapping can also simply serve as an affirmation of a comment.
For example, if a teacher explains in front of the whole group that Jennifer picked up trash
that wasn’t hers, demonstrating responsibility and kindness, we should hear thunderous
snaps. Snapping also indicates excitement and approbation, often when someone says or
does something correct, true, and/or inspiring.
Magic is expressed when a scholar wants to give a teammate help or support in a silent and
respectful way. Magic is demonstrated by waving your fingers in the direction of the
teammate (wiggly fingers). If a scholar is answering a difficult question in class, other scholars
can throw them a little magic to help them out. Moments that require magic are often
followed by snaps.
Snaps and magic are incredible, sacred in fact; they are never mean or sarcastic.
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Hand Signals. At Carver Collegiate, it is never appropriate to interrupt class for a personal
issue or request. The following hand signals are a method for scholars to inform their instructor
of a need without disrupting the flow of the lesson.
Bathroom Signal. Scholars will hold their hand in the air, as if they were asking a question, but
instead show the “hang ten” signal. (Hang ten is when only the thumb and pinky fingers are
showing while the scholar’s hand is in the air). It is never appropriate for a scholar to show the
bathroom signal repeatedly during class. Instructors should acknowledge that they see the
request but will not dismiss scholar until independent practice.
Question Signal. Scholars who have a non-academic, needs-based question (e.g. pencil,
paper, nurse) raise an index finger.
Hallway Transitions. Hallway transitions at Carver Collegiate are unique, ripe for the core
values. Staff members are expected to be in the hallway as often as possible for transitions,
even during off periods. Hallway transitions are one of the major opportunities for bullying
and misbehavior in schools. We need to eliminate this. The hallway is an incredible forum for
building culture, building relationships, and for priming scholars to dominate their very next
class. We even use the hallway for academic campaigns.
Transitions should take no longer than three minutes. Scholars will walk to the right and within
the lanes. They will immediately proceed silently and in single-file lines to the front of their
next room.
The freshmen begin the year at a Level Zero in the hallway, and graduate through different
levels in the hall based on their merit and demerit earning decisions in the hallway.
Credo. We say credo each day with our scholars. Credo is an “I believe” statement, a
demonstration of positive psychology. It is short and powerful. Scholars will remind themselves
that indeed they are special and will exceed expectations via hard work and their values.
Value Village. All teams have rituals. This is one of many. Value Village is a way to praise the
scholars who exceeded expectations and demonstrate the core values. We either perform
value village in the hallway, in advisories, or within our clubs at the end of the day. Staff alone
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Achievement.Kindness.Responsibility.Determination.Teamwork.Enthusiasm
performs Value Village in the morning! The scholars stand in a circle around the hallway
gently tapping and silently listening to the teacher or a fellow scholar giving the shout out.
When a scholar is "shouted out," the scholar steps into the middle of hallway to be
recognized. The structure of Value Village demonstrates “loud” enthusiasm as we our
afforded the opportunity to celebrate something and someone.
“I would like to give a shout out to
core value of
(Scholar’s Name)
(one of the 6 core values)
how s/he demonstrated the value)
. Let’s give
for demonstrating the
. Today in class s/he
(example of
(Scholar’s Name)
a smack, two,
three and”…. followed with a five-clap laudation and the scholar’s name.
All scholars are expected to participate in Value Village on cue. Since it is a method of
rewarding positive behavior and earns scholars additional merits, scholars demonstrate
enthusiasm for their teammates’ success.
As the year progresses, other members of the Carver Collegiate community may be invited
to give shout outs to other scholars. Scholars of the week, scholars who earned Highest in
Achievement, etc. may be asked by a teacher to give a shout out to a teammate.
Value Village occurs formally before end-of-day transitions within a whole grade level. Shout
outs may also occur randomly by teachers if the situation warrants it.
Lunch. All at “Hushed” Level 2 unless otherwise instructed. Transition to lunch: Scholars either
walk directly to lunch and sit with the advisory.
Fun Lunch. Scholars without detention attend Fun Lunch. They sit and chat. They can buy
snacks through the school store. Depending on the weather, there is also outdoor time.
Lunch Detention. Scholars with units of detention serve detention during lunch-time.
Lunch tutoring. Teachers select scholars to attend tutoring during lunch. Scholars are required
to attend.
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Lunch-Line Rules. Line is 100% single-file. No cutting or spot-saving. Greet lunch personnel; we
say “please” and “thank you.”
Tentative Academic Program
At Carver Collegiate, we pride ourselves on a culture of academic achievement that sets
the groundwork for college success. We meet scholars where they are academically and
push them towards college success. Regardless of the class, we have a shared vision of
excellence and expectations, buttressed by college-aligned curriculums. Classes don’t stop
though when the bell rings. Teachers will find scholars in the hallway and before they board
the buses in order to tease out the last misunderstanding of the day. They will come home at
night and expect for scholars to call home with any confusion up until 9:30pm that evening.
During the 9th grade year, we offer World Geography, Reading, College-Prep Writing
Workshop, Integrated Science, Algebra Essentials, Algebra I, Phonics Blitz, and Phonics Boost.
Additionally, we offer classes and services for scholars with severe needs.
During the 10th grade year, we offer World History/Advancement Placement World History,
Speech, English II, Chemistry, Algebra I, Algebra II, Geometry, Phonics Blitz, and Phonics
Boost. Additionally, we offer classes and services for scholars with severe needs.
We make choices based on data and reserve the right to adapt courses or schedules to fit
the needs of our scholars.
Upon arrival, scholars will take diagnostic tests in reading, math, writing, and baseline scores
for the ACT.
Homework
Homework will be assigned. Scholars need to complete homework. Advisors will check
homework for effort. Teachers will check homework for completion or will grade it. Typically,
students who do not complete homework will also not do well on tests and quizzes.
Scholars should expect 1.5 to 2 hours of homework each night. Each class will assign
homework. The assignments are intended to build the skills and habits that foster success.
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Scholars may earn demerits for not completing or submitting all homework assignments and
may be required to attend silent (very silent, not fun) detention in lieu of participation in
social lunch or extracurricular activities.
Guardians are encouraged to inquire about homework completion during bi-weekly phone
calls and will receive a phone call from the advisor regarding incomplete homework.
Independent Reading
Research shows that the #1 way to improve a student’s reading skills is to have them READ,
READ, READ…READ! The students who read a lot outside of school are the students who are
the best readers; they score the highest on reading tests.
Supporting your scholar’s independent reading at home is the #1 way to help him or her
improve the speed, accuracy, vocabulary, and comprehension of his/her reading and to
handle easily the large amount of reading assigned in college.
Families can expect their children to read 20-30 minutes a night. Of course, scholars are
encouraged to exceed the expectation and read for a longer period of time.
Promotion to the Next Grade
Carver Collegiate has tough standards for promotion. It is not automatically assumed that
students will pass from one grade to the next: the student must earn promotion by
demonstrating mastery of the essential knowledge, skills, and behavior of each grade level.
Students may not be promoted if they are performing below grade-level academic or
behavioral standards.
•
Promotion decisions will be based on a student’s grades, interim scores, standardized
test scores, and attendance. We will look thoughtfully at student test scores, examples
of student work, teacher observations, and other measures to make these decisions.
•
By law, a scholar can be retained if she or he misses more than 18 days in a school
year. Because of the strict academic standards of Carver Collegiate a student who
misses instructional time because of significant behavior problems or a student who
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Achievement.Kindness.Responsibility.Determination.Teamwork.Enthusiasm
has persistent trouble completing homework assignments may also be asked to
attend summer school or face retention.
•
Students who have IEPs will be promoted to the next grade based on successful
completion of the goals of the IEP. However, students with IEPs, who have significant
attendance or behavioral problems unrelated to their IEPs, may be retained for these
reasons.
•
Efforts will be made by Carver Collegiate staff members and advisors to assist scholars
in meeting our increased academic and behavioral standards; however, it is the
responsibility of families and scholars to meet and commit to the standards put forth
by the school.
Other activities at Carver Collegiate
Advisory
The purpose of advisory is to meet the needs – behavioral, social, and academic - of
scholars on their way to college success. The advisor, a staff member at Carver Collegiate,
leads this advisory, a small group of 8-12 male or female scholars, who stay together with
their advisor brothers and/or sisters for all four years. Each advisory is identified by that staff
member’s alma mater. For example, Ms. Frusciante graduated from Tulane, and thus her
advisory is identified as the Tulane Advisory.
The advisor will become one of the most important people in a scholar’s life. The advisor is
the guardian of the advisee away from home and, as a result, serves as the primary point of
communication for the family. The advisor has many stated responsibilities, many of which
are carried out daily.
Extracurricular Activities
Given our focus on academics and need to make our scholars competitive for selective
college spots, why would we focus on extracurricular activities?
Extracurricular activities are a forum for enforcing the values, developing leadership,
expressing pride, and discovering passions. Scholars will need to maintain GPAs of 2.0 or
higher to participate in competitions. Scholars will also need to meet and exceed behavioral
expectations. Performers and athletes represent our school and values to outsiders.
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Some benefits of extracurricular activities:
•
Scholars develop time-management skills.
•
Colleges and employers love well-rounded individuals.
•
Studies reveal the neurological benefits of sports and the arts.
•
In college, black males who are on teams, and are heavily involved on other
extracurricular activities, are 10% or more likely to graduate than their peers who are
not involved.
Tentative Extracurricular offerings in 2013-2014
Football, Volleyball, Basketball, Scholar Council, Band, and Dance Team, Cheerleading, and
Majorettes.
Community Service
With the help of our Community Outreach Director, Rachel Prampin, we’re going to provide
community service opportunities for each scholar. Scholars are pushed to participate in 15
hours of community service before the end of the 9th grade year. Scholars are completely
encouraged to commit more than the 15 hours; moreover, they are encouraged to find
projects they are passionate about and share these with scholars as well. Community service
offers an opportunity to build and reinforce culture in settings outside the typical school day.
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Structure
An important component of discipline is structure. We adore it because it allows us to
systemize our beliefs and expectations. Structure provides a predictable arena for learning.
We promise families two things during orientation: safety and college. Structure ensures
both. As scholars develop and we develop as a school, structure will look different.
Structure allows us to enhance the habits that will create a high school experience that
looks and feels more like college all of the time. But we get there through our commitment
to owning the little things first. For some, this focus on these little things is disorienting or
perhaps even demeaning to high school aged children. Firmly, we disagree. Chaos is
demeaning. An inability to distinguish easily between beneficial and harmful choices is
demeaning. The failure to reach potential is demeaning. Caring about and acknowledging
the little things is not demeaning.
We recognize that we start with the end in mind, while also remaining realistic and
pragmatic about current needs. Our vision for our scholars and our present approaches are
not in tension; we need both. We picture our scholars in college in a few years. This is both
inspiring and daunting.
Merits
Our discipline system is a framework. The foundation of the system is the merit. We believe
strongly that when a scholar expresses the values of the school, he or she is making the
entire community stronger. We value the choice to demonstrate the values via
acknowledgement, praise, and reward. We want scholars to continue to make the choices
that earned them those merits. The merits provide an incentive for both individual
excellence and a stronger community. The system cultivates pride. Scholars will gain the
satisfaction of the expression of values through their own developed and acquired sense of
personal achievement.
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Merit-earning choices and model behaviors
Scholars who model Achievement…
•
Achievement
Set goals and remain focused on them through completion.
•
Know and obsess about their own data.
•
Consider reaching their goals a cause for celebration – but consider setting new ones
even cooler.
Scholars who model Kindness…
Kindness
•
Are nice and nothing else.
•
Never hesitate to show their gratitude, care, or concern for someone.
•
Push others to follow directions.
Scholars who model Responsibility…
Responsibility
•
Do the right thing without being told.
•
Acknowledge their own mistakes and areas of growth; they ask for help.
•
Prove to adults and peers that they can maintain a space without supervision.
Scholars who model Determination…
Determination
•
Never give up.
•
Want to beat themselves, their own previous performance.
•
Discipline themselves in habits and mindsets in order to become great
Scholars who model Teamwork…
Teamwork
•
Participate in all activities.
•
Use their strengths to help others and not bring them down.
•
Consider how their actions impact more than just themselves.
Scholars who model Enthusiasm…
Enthusiasm
•
Celebrate their own success and those of others as well.
•
Are pumped by new challenges.
•
Use their positivity to push their teammates to overcome obstacles.
Merit-driven Incentives
Weekly Celebrations. It is a time to acknowledge our accomplishments throughout the
week. Celebration begins as teacher-led and, as the scholars get older, becomes owned
and planned by the scholars themselves. Celebrations serve as the re-orientation to the
school community. The order of celebrations is the following.
The Elite. All scholars who complete a “perfect” week of school – no demerits, detentions, or
extensions – are honored at celebrations for being a member of this incredible group. This
group receives several privileges for the following week.
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School Store/”Auctions”/Raffles. Scholars will have the opportunity to buy items from the
school store, bid on them through auctions, or receive them by chance on Friday.
Outdoor Events. These include teacher vs. student games, crawfish boils, and other outdoor
events that scholars earn!
Trips. Scholars will attend field trips, including trips to universities and colleges. During 9th and
10th grade, our scholars travel to Atlanta, Memphis, and Tallahassee – just to name a few
destinations.
Demerits
Scholars earn demerits when they do not meet the expectations outlined by our
community. Demerits serve as reminders with the intent to correct. Demerits are a regular
part of the school day. Coupled with merits, they help us to enhance behaviors that make
the community stronger, accelerating scholars towards college success. The explanations
are all examples; however, we are not limited to these explanations in our pursuit of holding
the highest of expectations!
1 demerit infraction
Infraction
Fixable Uniform
Explanation
Why?
This demerit refers to fixable
Neat uniforms are an indication of professionalism
uniform issues, such as an
and also show commitment to a team.
untucked shirt, sagging pants,
and dangling key chains.
Transition
When walking in the halls or
The hallways are meant to enhance safety and
boardwalk, scholars must
prepare scholars for a silent entry; this leads to
adhere to the guidelines set.
academic achievement. College hallways are often
When a scholar steps out of the
so quiet and orderly that scholars can study in them.
lines/on the lines, skips a bridge
This is what we want. Recognize that our hallways can
or waits for conversation, they
both be extremely orderly and positive while
earn a transition demerit.
maintaining the expectations. The hallways are ripe
for relationship building – perfect in fact.
SPARK
Sitting up/Standing
This includes, but is not limited
It has been scientifically proven that sitting up straight
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up Straight/Place
to, slouching, not tracking, and
and tracking the speaker increases your focus and
hands in front/Ask
half-hearted hand-raising. Also,
achievement. Lack of SPARKing can be construed as
and Answer
factors that lead to poor
disrespectful. Also, great SPARKing is beautiful.
Questions/Respect
sparking, such as bags on
at all times/Keep
backs and chairs far from the
tracking
desk, belong in this category.
Volume levels
Scholars are mindful of volume
Intense academic focus often requires silence.
levels; they remain silent or
Scholars should always be respectful to those around
appropriately hushed when
them.
asked.
2 demerit infractions
Infraction
Accidental,
inappropriate
language
Public displays of
affection
Head on desk/Eyes
closing
Wasting time
Food, candy, drinks
(except for water),
and gum
Unprepared
“I don’t know”
Explanation
All foul words – even if they are
unintended to harm
Kissing, holding hands,
touching, groping
Why?
Inappropriate words are inappropriate regardless of
whether they intend to hurt or not.
Professionalism. Michelle and Barack Obama don’t
make out in front of crowds; they do fist bumps
though and that is perfectly acceptable.
Head on desk shows a lack of determination and
Self-explanatory
respect for the classroom, the teacher, and the other
scholars in the room.
Deliberately off task
We don’t have time to waste. We have goals to
reach, and then and more ambitious ones to set.
Scholars don’t eat in
We want our community to be clean and free of
classrooms or hallways, unless
distractions (including rats, roaches, raccoons, etc…).
they’ve been given snacks or
permission by an adult.
Arriving to class without the
Scholars need the proper materials in order to excel,
proper materials needed for
save time. Also, when scholars are unprepared it often
achievement
takes away learning time from others.
Scholars need to use scholar
Scholars need to represent themselves as scholars
talk always if struggling to
always. Scholars in high school and beyond do not
answer a question.
say “I don’t know.”
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This most often includes but is
Electronics are incredibly distracting and cause
not limited to phones, music
greater community issues if they are brought to
players,
school and then misplaced.
and
videogame
devices
Electronics are confiscated for a week unless an
adult explicitly sanctioned their use under that adult’s
supervision. This is not an excuse to have the
Electronics &
electronics out anywhere else. If a scholar refuses to
Confiscation
give up electronics, he or she will receive an auto
detention for refusing directions and a phone call
home. If a scholar fails to turn in the electronics by
the end of the day, the act of defiance will result in a
suspension for the next day. When electronics are
confiscated, the Operations Coordinator stores them
in a locked box.
10 demerit infractions
Infraction
Disrespect of
Property
Disruptive Volume
Explanation
This may include, but is not limited to, writing on tables in pencil, writing non-academic
words on white boards, using objects as weapons, ripping poster board in the hallway,
loudly slamming or blatantly littering.
This is a volume violation that is egregious enough to disturb the entire learning space.
level
This includes, but is not limited to, walking away from a direct command, and refusing
Refusing directions
Lying
to participate in classroom activities after multiple reminders.
Scholars must always tell the truth. That’s it.
This includes running in the halls, throwing paper or food, play fighting, pushing,
Unsafe Action
skateboarding in the parking lot, and any other action that endangers either the
physical safety of the scholar or those around him. These actions can occur anywhere
on campus or within immediate proximity.
Scholars must always return to class in the given time allotted. If a scholar is presented
Misuse of Pass
with an obstacle that endangers timeliness, then he or she is absolutely responsible for
alerting the teacher in advance.
Rude comments, teeth-sucking, calling another member of the community by an
Disrespect of person
inappropriate name, disrespectful comments to others, or speaking negatively about
someone in the community can all apply.
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Inappropriate
language
Inappropriate language includes, but is not limited to cursing, racial, gender, or
intelligence epithets.
This is an extension of “Disrespect of Person,” but this applies to any action that could
Snickering, gossiping
be interpreted as bullying by a staff member. While this demerit often requires more
discussion and follow up, it makes this belief clear: We’re serious about bullying and any
modicum of it leads to immediate action followed by further consequences.
Scholars must never be late to class. Our school exists in a hallway for our first year.
Late to class
There is no excuse – unless a teacher has issued a pass. Late to class is an extension of
an unsafe action, which is why it is not a behavior that places a scholar in extension.
When scholars arrive to school out of uniform, they must borrow a uniform piece. If a
Unfixable uniform
scholar refuses to wear that uniform item, then she will receive additional units of
detention and a phone call home. If a scholar still refuses to wear the uniform piece,
she will then remain with the advisor for the rest of the day.
Incomplete
When homework is assigned, it must be turned in complete and on time.
homework
Tardy to school
Sleeping in class
Scholars, who are tardy to school, miss something. Also, they won’t have their
homework checked first thing in the morning.
When scholars are sleeping, they are not really in class.
Because of disrespectful or distracting behavior, scholars will be asked to leave the
classroom. The scholar must adhere to this direction the first time. Once in the hallway, the
scholar will return to class within 6 minutes as long as the scholar is deemed prepared to
enter by the staff member in the hall. Depending on the severity of the offense, the scholar
receives a phone call, and/or completes a reflection sheet. In the most severe offenses, the
scholar is separated from other peers immediately.
Scholars earn detention for a week for the following infractions:
Infraction
Explanation
Whether intentional or unintentional, cheating tarnishes the pride and passion we have
Cheating, Plagiarism
for our work. This is quite embarrassing.
It’s unclear how a scholar could pull this off, but if he or she were to do this, then this
Skipping Class
would be the result.
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In the event that staff suspects that a scholar is in a dangerous situation, we reserve the right
to act upon that suspension.
§1317. Search and Seizure
A. Any teacher, principal, school security guard, or administrator in any LEA of the state
may search any building, desk, locker, area, or grounds for evidence that the law, a
school rule, or parish or city school board policy has been violated.
B. The teacher, principal, school security guard, or administrator may search the person
of a student or his personal effects when, based on the attendant circumstances at
the time of the search, there are reasonable grounds to suspect that the search will
reveal evidence that the student has violated the law, a school rule, or a school
board policy. Such a search shall be conducted in a manner that is reasonably
related to the purpose of the search and not excessively intrusive in light of the age
or sex of the student and the nature of the suspected offense.
C. Each LEA shall adopt a policy to provide for reasonable search and seizure by
teachers, by principals, and by other school administrators of a student's person,
desk, locker, or other school areas for evidence that the law, a school rule, or an LEA
policy has been violated.
D. Any such policy shall be in accordance with applicable law.
AUTHORITY NOTE: Promulgated in accordance with R.S. 17:416.3.
HISTORICAL NOTE: Promulgated by the Board of Elementary and Secondary Education, LR
31:1285 (June 2005).
Absences
Scholars can only be successful if they are present and prepared in school every day. Our
curriculum is an ambitious one; every day is essential for students to keep pace. At CCA,
excessive absences will not be tolerated. If a scholar is absent without excuse for more than
10 days of the semester, that scholar is in danger of repeating his/her grade and will have
an automatic hearing at school.
While each scholar is ultimately responsible for her/his own attendance, families are
expected to ensure that their scholars are in school. Daily attendance is an act of
determination. We will do our best to support you in this endeavor.
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Procedures for Necessary Absence
Parents/guardians should call the school as early as possible (ideally the night before), if
his/her scholar will not be attending school due to illness, religious observance, or a family
emergency.
Step 1: Call the office.
Step 2: If no one is available, leave a message stating the following:
• The scholar’s name
• The reason for missing school
• A phone number where you can be reached
• A convenient time to call you
Step 3: Call and follow up with the advisor to ensure that the message was received.
Excused Absences:
Medical
Non-Medical
The scholar must bring a written note from a
medical professional within a week of the
absence. Any parent note may need to be
authorized by the Operations Coordinator.
The scholar must bring a written note from a family
member. Any note may need to be authenticated by the
Operations Coordinator.
•
The date of the absence
•
The reason for the absence
•
A phone number where a parent or guardian can
be reached
•
The parent/guardian signature
Examples of non-medical include:
•
A death in the immediate family
•
Court appearance (requires documentation from
court officials)
•
Medical or psychological tests with note from test
provider.
•
Religious holy days as defined by a religious
calendar
•
Other extraordinary situations approved by the
Principal or Dean
Unexcused absences include, but not are limited to:
•
Questionable chronic medical absence
•
Babysitting
•
Family trips
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Important Notes about Absences
•
•
Never Miss School for Appointments: Families are responsible for scheduling medical
appointments outside of school time. The best times are Friday afternoons (after 1:30
PM) or days when school is not in session. In the rare case when a student has a
medical appointment during school, he or she should not be absent for the entire
school day.
Suspensions Are Considered Absences: If students are absent from school due to
suspension,
these
days
will
be
treated
the
same
as
absences.
Consequences for Absences
Number of
Absences
Carver Collegiate’s Response
No Absences in
a Quarter
The scholar and their family are praised and recognized for exceptional attendance and
commitment to education.
Absent from
school without
prior notice
The Operations Coordinator will phone the scholar’s parent/guardian by 10:00 AM to
determine the reason the scholar is absent.
Three
Unexcused
Absences in a
Quarter
This is considered a serious issue. The school will send a letter to the family, indicating that
attendance is an issue and that an additional absence will result in an attendance plan.
Four Unexcused
Absences in a
Semester
The scholar’s attendance is a serious concern. The family will be referred to the school social
worker and an attendance plan will be developed with the family.
Five Unexcused
Absences in a
semester
At this point, the parent/guardian will be called to the school. The family and school will
review the previous attendance plan, make revisions, and sign an attendance contract.
Ten Unexcused
Absences in a
year
12 Unexcused
Absences in a
Semester
The student is marked truant and considered for possible retention in her/his current grade.
At this point, the advisor or office will contact the parent/guardian to notify them of the
potential retention. A letter will also be sent to the family’s home regarding the retention. In
addition, a report may be filed with the Louisiana Department of Social Services and
Municipal Court.
The student will be considered a habitual truant and is likely to repeat her/his current grade.
The parent/guardian will again be called to the school to meet with the Principal. An
additional report may be filed with the Louisiana Department of Social Services. The
Collegiate Academies Board or Board designee will submit an annual report to the State
Department of Education that reports the number of habitual truants.
** Please note that the school will remain in contact with the family regarding attendance once an attendance
plan has been put in place to ensure that all parties are in compliance.
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Tardiness
Getting to school on time is a key to your scholar’s success. At Carver Collegiate, the
learning begins from the moment a scholar walks in the door. Students who are late miss
essential instruction, disrupt the learning of other scholars, and risk falling behind on our
ambitious curriculum. 3 tardies = 1 absence.
Tardiness in general is a bad habit. One of the reasons why scholars fail in classes in college
is simply by missing important parts of lecture. One of the most common reasons that
people lose their jobs is persistent tardiness to work. We want our students to succeed in
school, college, and in the workplace.
Definition of Tardiness
Our doors open to scholars at 8:00 A.M. each morning. Students must arrive between 8:00
A.M. and 8:30 A.M. Scholars arriving after 8:30 A.M. are considered tardy and receive two
demerits. Scholars must report to the office before heading to class. In cases in which a
school bus arrives late, those students riding the bus are not considered tardy.
Importance Attendance Notes
•
Tardies are only excused with a note from a parent/guardian or a medical
professional.
•
Scholars who do not report to the office to sign in will be marked absent.
•
Scholars with more than one tardy are accumulating absences. Four tardies are
equivalent to one absence. The scholar’s family will be phoned. Additional
consequences for these absences are described in the previous section.
Detention
Detention is meant to be served immediately and to provide a clean slate from which
scholars can continue to practice successfully the habits that will keep them out of detention.
Detention meets regularly.
It is silent. Scholars must stay seated. They refrain from asking questions, turning around in their
seats, and making eye contact with other scholars. The options are completing homework,
reading, or writing apology letters. Scholars will always serve detention because it will meet
during the day regularly. If a scholar is present at school and refuses to serve detention in act
of defiance, he or she will automatically receive additional consequences. This is not a good
choice on the part of the scholar, for it would mean that he or she ignored several adult
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Achievement.Kindness.Responsibility.Determination.Teamwork.Enthusiasm
directions and a clear system. Scholars receive a slip to notify them of detention. An adult
reminds scholars again before it occurs.
Ensuring that scholars attend detention can be difficult, but it must happen. Our determined
efforts in ensuring detention attendance speak volumes to the fidelity of our word. We ask for
the support of our guardians in this endeavor. Scholars must adhere to the expectations of
detention. Scholars who skip detention intentionally or disrupt the learning environment of
detention can be suspended.
Suspension
Infraction
Not serving assigned consequence
Threatening (regardless of intent)
Explanation
Consequence
Failure to serve detention or successfully complete
return to community agreements
Threatening a scholar or adult member of the
community (e.g. "If you __ then I'll ___")
Suspension 1 day
Suspension 1 day minimum
Verbal arguments between scholars that require
Verbal altercation
multiple redirections and/or verbal outburst directed
Suspension 1 day minimum
at a teacher.
If a teacher calls home on three separate occasions
about the same misbehavior for a given scholar (and
properly logs all calls in SchoolRunner) on the third
occasion the scholar will be suspended from school.
Suspension Flow Chart
Call 1: Notify parent of behavior
Suspension 1 day
Call 2: Notify parent of repeat behavior and explain
that if it happens again the scholar will be suspended
from school
Call 3: Notify parent of suspension
Leaving campus during school
hours
Threatening (regardless of intent)
Destruction of property
Obscene behavior
Leaving
campus
during
school
hours
and/or
attempting to leave and return to campus
Threatening a scholar or adult member of the
community (e.g. "If you __ then I'll ___").
Vandalism, graffiti or damage to the building or
another person’s property
Engaging in behavior of a sexual nature including
consensual sexual activity at school or a school
function (5 day suspension)
Possession of sexual images in any form (e.g.,
computer, book, magazine, phone, drawing, etc.)
35
Suspension 1 day minimum
Suspension 1 day minimum
Suspension 1 day minimum
1-5 day suspension
Achievement.Kindness.Responsibility.Determination.Teamwork.Enthusiasm
Using language that undermines the dignity of a
Hate speech
race, sexual orientation, religion, ethnic background,
Suspension 1 day minimum
exceptionality, etc.
There is no place for gang anything at school. In
recognition of the fact that gang activities at school
impose a threat to the welfare and safety of scholars
and others in the school community. Any gestures,
Gang Affiliation
signals, or graffiti, which denote gang membership or
activities, is prohibited in the school building and on
Suspension 1 day minimum
school grounds, at school-sanctioned activities and
events. If a staff member interprets an action for
gang-affiliation, that’s enough. We will respond
immediately.
Unwanted or repeated written, verbal, or physical
Bullying/harassment
behavior, including any threatening, insulting, or
Suspension 1 day minimum
dehumanizing gesture.
Intimidation, bullying, or coercion of a sexual nature.
Sexual harassment or assault
Physical
assault
of
any
nature
will
result
in
Suspension 2 day minimum
recommendation for expulsion.
Tobacco and/or lighter
Theft/stealing
False alarm
Uses or possesses tobacco or a lighter on campus, the
school bus or any school function.
Theft
or
stealing
or
any
“orchestration
of
theft/stealing” including misrepresenting the truth.
Pulls fire alarm / bomb threat/ discharging a fire
extinguisher
Suspension 2 day minimum
Suspension 3 day minimum
Suspension 5 day minimum
Carrying or possessing a weapon on campus or a
Weapons
school related function. Scholars with a firearm, knife
or any instrument (for which the purpose of is lethal
Suspension 5 day minimum
force)
Possessing, distributing, selling, giving, or loaning any
Drugs
controlled dangerous substance governed by the
Uniform
Controlled
Dangerous
Substances
Law
Suspension 5 day minimum
(including over-the-counter prescription medications)
Unauthorized entering onto school property by an
individual who has been given prior notice that entry
onto or use of the property has been denied, or who
Trespassing
remains on the property once notified of the request
Suspension 2 day minimum
to leave. This includes unauthorized presence of a
scholar on school property while on a restrictive
access, suspension, or expulsion.
Included but not limited to: fighting with physical
Fighting or unwanted physical
contact
contact outside of classroom or in the parking lot;
fighting with physical contact in the classroom or
Suspension 5 day minimum
cafeteria; fighting with physical contact on the bus or
at any other school function on or off campus
Alcohol
Uses or possesses alcoholic beverages on campus or
on an extension of campus
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Suspension 5 day minimum
Achievement.Kindness.Responsibility.Determination.Teamwork.Enthusiasm
Arson
Intentional damaging by any explosive substance or
setting fire to any property
Suspension 5 day minimum
Our discipline system extends not only to events
outside of school but also to ones on the Internet! The
Internet! It is enriching and educational. It is also
dangerous and often a huge waste of time. Any
negative or dispiriting writing about members of the
Carver Collegiate community found on the Internet
(including any and all social networking sites) will
Cyber bullying
result in standard penalties for bullying and disrespect
at school. We emphasize excellent behavior on
Suspension 1 day minimum
search-able databases not only because public
forums increase the impact of negative behavior, but
also because it is now common for potential
employers, internships, and college representatives to
use
the
internet
to
research
applicants.
It
is
unacceptable for Carver Collegiate scholars to
jeopardize future opportunities in this fashion.
Important notes on suspension
•
•
•
Suspension may be assigned by any Carver Collegiate staff member.
Suspensions accumulate as days absent from school and may be considered in a
promotional hearing for attendance purposes.
Scholars, who successfully participate in Restorative Justice or conflict resolution
following suspension, may have the suspension removed from their permanent
record.
Important Notes on Cell Phones and Electronics
Cell phones cannot be seen or heard during the school day – as soon as a scholar enters
the gate and not until he or she exits it. We understand that families may need to reach
scholars in case of an emergency.
Parents wishing to communicate with their scholar during the school day may leave a
message with the Operations Coordinator who will in turn pass it on to the scholar.
Scholars can use teachers’ phones or the office phone to make calls during the day.
Cell phones can be brought in, must be powered off and placed out of site and out of use
during the school day.
If a scholar wishes to go home, he or she must have permission to use a school phone and is
not allowed to use a personal cell phone. Adults of Carver Collegiate will confiscate phones
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for a week each time it is seen or heard. Scholars may remove memory cards, batteries,
headphones, etc. before giving up the phone or other electronic device. Scholars who
refuse to give up a cell phone are refusing an assigned consequence, resulting in a 1-day
suspension.
Phones will be returned to family and only after the 1 week confiscation period is over. In
extreme situations, the advisor reserves the right to arrange a confiscation deal with the
scholar and the family.
Suspension Appeal Process
Parents of scholars who are suspended will have the right to appeal the school’s decision
by submitting a written request to the principal of the school (handwritten or electronic
submissions will be accepted). Parents must submit requests within seven days of the
assigned consequence. Every effort will be made to hear the appeal within two school days
of receiving the appeal. Parents have the right to counsel at the appeal. A binding
decision will be provided orally and in writing shortly thereafter. Suspension will stand until
the appeal. The decision of the principal shall be final. If the scholar’s appeal is granted, the
scholar’s record will be expunged of any reference to suspension.
During an appeal hearing, the principal and/or dean has the authority to:
• uphold the original decision
• uphold the original decision but change the sanction (more or less severe)
• change the original decision
The appeal process is not a rehearing of the original case. The appeal hearing is to consider
if one or more of the following is present in the case:
1. New facts: Discovery of substantial new facts unavailable or unheard at the
time of the punishment was assigned.
2. Inappropriate sanctioning: If the assigned suspension is either excessive or too
lenient and is not consistent with the sanctions presented in the family
handbook. The request for an appeal must include specific information
indicating why the sanction is deemed inappropriate.
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Safety Violations
The following infractions are considered “safety violations” and will be addressed with
urgency. Violations in this category make it difficult for learning to proceed as successfully as it
did before the violation occurred.
These infractions will result in immediate suspension;
recommendation for a return to community or expulsion hearing and the police may be
notified.
•
•
•
•
•
•
•
•
•
•
Threatening
Verbal altercation
Verbally or physically inciting violence
Hate speech
Bullying/harassment
Cyber bullying
Sexual harassment or assault
Fighting or unwanted physical
contact
Weapons
Possessing or being under the
influence of Drugs
•
•
•
•
•
•
•
•
Possessing alcohol
Destruction of property
Obscene behavior
Trespassing
Theft/stealing
False alarm
Arson
Leaving campus during school
hours
Honor Code
The Carver Collegiate Honor Code is a commitment by students, parents and staff to exhibit
and defend the values that bind our school community and ensure every scholar a clear
and honorable path to college.
Lying
Lying erodes trust and trust is a fundamental to building a strong, vibrant and successful
academic community.
Cheating
Cheating threaten our ability to successfully fulfill our vision of college success. Cheating
violations represent actions in which scholars receive or give unauthorized help on any
assignment. Committing a cheating violation represents an act of academic dishonesty;
essentially, scholars are lying about the work that they or others are completing. Without
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academic honesty, we cannot be sure if scholars are making actual academic progress
towards our learning goals.
Any cheating violation will merit a letter in the scholar’s permanent school file.
Examples of cheating include:
•
Any indication of copying another person's work during an exam, during any other
assessment, or while completing an assignment including homework.
•
Allowing someone to copy work on an exam, quiz, assessment or assignment.
•
Using any unauthorized materials not specifically approved by the instructor during
any exam or for any academic assignment; including but not limited to the use of
spark notes, cliff notes, grade saver and classic notes.
•
Collaborating on any group or individual assignment without the direct permission of
the instructor.
•
Altering a graded work after it has been returned, then submitting the work for regrading.
•
Stealing, reproducing, circulating, or otherwise gaining access to examination
materials prior to the time authorized by the instructor.
•
Intentionally continuing work on an exam or assignment after the allocated time has
elapsed.
•
Citing a source that does not exist, attributing to source ideas and information that
are not included in the source, or citing a source in a bibliography when the source
was neither consulted nor cited in the body of the paper.
•
Inventing data or statistical results to support conclusions.
Stealing
Copying or imitating the language and thoughts of others and passing the result of as your
own is stealing. It is also plagiarism.
Examples of Stealing (Plagiarism) include:
•
Copying another scholar's work and submitting it as one's own work;
•
Using any other person or organization to prepare work and then submitting it as
one’s own;
•
Quoting or paraphrasing the thoughts of another writer without acknowledgement;
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Achievement.Kindness.Responsibility.Determination.Teamwork.Enthusiasm
•
Copying and using information from websites or other sources without properly citing
the source;
•
Copying and using significant amounts of information from websites or other sources
with the intent it be considered one’s on own work.
Handling Honor Code Violations
The history of a scholar’s cheating violations, the circumstances surrounding the cheating
violation and whether the scholar was forthright and honest about the violation will be
taken into consideration. Each offense remains with the scholar until graduation. When a
scholar reaches two cheating violations, scholars may be recommended for summer school
and/or retention.
Any offense will result in all of the following consequences:
•
Zero for the assignment
•
Detention for a week
•
Parent phone call made by classroom instructor
A second offense will result in the following additional consequences:
•
Suspension
•
A third or subsequent offense will result in the following additional consequences:
•
F (Grade of 59) for the course the offense was committed in for the quarter (only if
grade earned is above a 59)
A fourth offense will result in the following additional consequences:
•
Recommendation for summer school and possible retention.
Expulsion
We will do whatever it takes to create a learning environment where every scholar is safe
(physically, emotionally, mentally, and intellectually). We must balance our desire to serve
all scholars with our need to preserve a safe and productive environment for all scholars. In
order to ensure the safety of others and to prepare scholars for a world where there are
harsh consequences for mistakes, we will recommend scholars who commit the follow
infractions for expulsion from school:
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Achievement.Kindness.Responsibility.Determination.Teamwork.Enthusiasm
1. Drugs: Possessing, distributing, selling, giving, or loaning any controlled dangerous
substance governed by the Uniform Controlled Dangerous Substances Law
2. Weapons: possessing a firearm, knife, or other dangerous weapon
3. Violence against another scholar: Battery that causes injury, use of a weapon to
harm another person.
4. Battery against a teacher.
5. Theft: Burglary of property with forced entry or theft of goods valued at $500 or more
dollars.
6. Repeated acts that threaten the safety or well-being of oneself or others
7. Conviction of a felony or conviction of an offense which, had it been committed by
an adult, would have constituted a felony
In all incidents listed above, the scholar will be interviewed concerning the circumstances
and an investigation will conducted at school within three school days. Parents will be
notified of the circumstances. The evidence will be reviewed and a decision to recommend
that a scholar returns to the school community or is expelled will be made. A parent will be
notified of the decision via phone.
If there is reasonable evidence that the scholars has committed the offense the principal
will recommend a scholar for expulsion to the Recovery School District. When a principal
recommends a student for expulsion the student will be suspended pending a student
hearing. The student will have an expulsion hearing, in which the RSD Student Hearing
Officer will determine if the recommendation for expulsion is upheld, modified, or reversed.
The due process procedures for expulsion are as follows:
1. The expulsion process begins with the commission of an offense that could be
grounds for expulsion. From this point, the student will not be permitted to voluntarily
transfer to a new school until they are either cleared of the accusation, serves an
expulsion, or the incident is reported to the hearing office as waiving the school’s
right to recommend for expulsion.
2. The school is responsible for the continual provision of FAPE. During the investigation
and hearing process, the student may remain on suspension, but at no point may a
student’s suspension exceed the maximum number of days allowed by law. If a
student poses a risk to the welfare of others, the student may serve in-school
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Achievement.Kindness.Responsibility.Determination.Teamwork.Enthusiasm
suspension or receive homebound instruction.
3. The principal or designee conducts a student conference and school-level
investigation within three (3) school days. If a principal chooses to recommend for
expulsion, resulting paperwork is submitted to the RSD Student Hearing Office within
24 hours of completing the investigation. If the paperwork is not submitted to the
Student Hearing Office within this period, the student will be allowed to return to
school (excluding special circumstances).
4. If a principal chooses not to recommend a student for expulsion after the commission
of an expellable offense, the principal will send notification to the Hearing Office at
the conclusion of the investigation formally waiving their right to recommend.
5. A hearing will be conducted by the RSD Student Hearing Officer or the
superintendent’s designee within three (3) days. The principal or teachers, as well as
the student,* may be represented by someone of their choice at this hearing. If the
hearing officer decides that a hearing will not be conducted, the school may
appeal that decision to the Deputy Superintendent of Portfolio.
6. After the hearing, the RSD Student Hearing Officer or the superintendent’s designee
then makes a determination of the student’s guilt based on the evidence gathered
during the school’s investigation. If found guilty, the RSD Student Hearing Officer will
determine the appropriate length of expulsion according to RSD expulsion
guidelines, and the expulsion is effective immediately.
7. The parent(s)/legal guardian(s) of the student, may, within five (5) schools days after
the decision to expel the student has been made, request that the local educational
governing authority board – the Collegiate Academies Board of Directors (“CA
Board”) – review the findings of the RSD Student Hearing Officer or the
superintendent’s designee. Otherwise the decision shall be final.
8. In reviewing the case, the CA Board may uphold, modify, or reverse the decision.
Upon receiving the formal request in writing by the parent(s)/legal guardians(s) of the
student, the Chair of the CA Board will direct the School Excellence Committee
(“SEC”) of the CA Board to assess the decisions of the RSD Student Hearing Officer or
the superintendent’s designee and make a recommendation to the CA Board. Prior
to making a recommendation to the CA Board and if the SEC deems it necessary,
the SEC may hold a meeting with the student’s parent(s)/legal guardian(s). Upon
receiving the SEC’s recommendation, the CA Board will make its final decision.
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Achievement.Kindness.Responsibility.Determination.Teamwork.Enthusiasm
9. If the CA Board upholds the decision of the RSD Student Hearing Officer or the
superintendent’s designee, the parent(s)/legal guardian(s) of the student may, within
ten (10) days, appeal to the parish court in which the student’s school is located. The
parish court may reverse the ruling of the local educational governing authority.
Return to community
If a scholar commits a safety violation and is not recommended for expulsion or is
recommended for expulsion and the RSD does not approve the recommendation (Or, if the
scholar is expelled from school and then returns after serving his/her expulsion), the scholar is
required to participate in a Return to Community Conference (RTCC). The following
individuals will be present at an RTCC: Principal, Advisor, Scholar and Parent. In the RTCC
all information gathered concerning the incident will be reviewed and the RTCC
Committee will determine next steps for the scholars successful return to school. Next steps
will be written up in a contract for the scholar and parent/guardian to sign. The contract
may include but will not be limited to specific rules for interaction on campus, an
agreement for special transitions on campus, a period of separation from the community, a
required written or verbal apology to members of the community, a plan for how the
scholar can repair harm, a requirement to participate in peer mediation or Restorative
Justice.
Additional Consequences from Faculty and Staff
At Carver Collegiate, faculty and staff actions determine the climate of the classroom and
hence of the school.
educators
have
We’re results-oriented. We’re creative. We’re stern. As good
different
disciplinary
styles,
the
exact
nature
of
an
educator’s
consequence may vary, but will always be in compliance with the discipline code you see
above.
Possible consequences include time-outs in the hall, moving scholars’ location
within the classroom, one-on-one conferences with scholars, community service, restorative
justice circles, peer mediations, and phone calls home to scholars and their parents/
guardians. Two of these are highlighted below in more detail.
Restorative Justice Practices
The restorative practice is an alternative to the conventional suspension/expulsion. While a
scholar who has made a mistake will earn a definitive consequence, the restorative
practice has the potential to lessen the duration of the suspension – and in some cases,
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Achievement.Kindness.Responsibility.Determination.Teamwork.Enthusiasm
even prevent expulsion. The participation in these restorative practices is up to the scholar
who has done harm. Moreover, the practice brings all parties harmed in a situation
together, generating solutions for repairing the community. We believe that restorative
practices have the capacity of restoring pride and dignity for both the victim and the
violator.
Peer Mediation
Scholars are trained to be peer mediators, resolving conflict between scholars in a safe and
structured setting.
Communication with Carver Collegiate
In order to be effective partners, we must communicate. There are several ways that we
can and will communicate with you throughout the year:
•
Regular Updates. Carver Collegiate will communicate regularly with families
regarding
school
events,
trips,
and
important
information
about
the
schedule/calendar. Letters will be assigned as homework to scholars and we ask that
you read and sign all notes sent home from school. We need to ensure that you are
receiving all updated information regarding school events.
•
Report Card Conferences. At the end of every quarter, parents/guardians will be
required to come to school and meet with teachers about attendance and report
cards.
•
Phone Calls. Throughout the year, you will receive phone calls and/or notes from
your scholar’s advisor, teachers, and school administrators. If the message requires a
response, please contact the school either by phone or in writing within 24 hours.
Advisors are required to contact their advisees’ families with a general update on
their progress at least once every two weeks.
•
Meetings. If the school requests a meeting with you and your scholar, we need to
discuss something important with you. If you would like to schedule a meeting with
teachers or administrators, please contact them directly.
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Achievement.Kindness.Responsibility.Determination.Teamwork.Enthusiasm
•
Visits. To arrange a visit to the school, please see the section on School Visitor Policy.
•
Messages / Phone Use / Voicemail. Students and teachers may not receive
incoming phone calls or messages during the school day unless it is an emergency
that requires immediate attention. Such calls should be very rare.
Students are
allowed to use the telephone in the office only in the case of emergencies or
unexpected events.
•
Parent/Family Concerns. If you have a concern about a school policy, academic
grade, discipline decision, or anything else, we ask that you take some time to reflect
on it and then contact the school. We welcome the conversation. We understand
that, as parents/guardians/families, you have very strong feelings about issues
concerning your children. We ask only that you try to deal with any issue respectfully.
We promise to treat you and your concern with respect. If a parent/guardian/family
member is disrespectful to Carver Collegiate teachers or administrators, we will end
the conversation and wait to continue it at another time.
We need your support. As you know, Carver Collegiate is a very demanding school, with
high expectations for academics and behavior. All of us – families, teachers, and
administrators – are working hard to help your scholar climb the mountain to college. We
are all part of your scholar’s team: if you and your scholar work with us, we can all succeed.
If you need to get a message to your scholar’s teacher, please do not call the main office
number.
Instead, leave a message on his or her voicemail.
Our teachers check their
messages after school. They will return your call within 24 hours. If they do not, please call
the Principal, Assistant Principal or Grade Dean to ensure that your issue is addressed.
Scholars and families can call advisors and staff members until 9:30 pm.
Please refer to the beginning of this handbook for a list of staff members’ contact
information.
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Scholars’ Role in the Carver Collegiate Community
We believe that staff culture is scholar culture. Adults will model the world they want to live
in – and this world will be wonderful, circumscribed by the core values. Creating this world is
difficult. Sustaining it is also difficult. Scholars too will create this world and own the values
and their artifacts as much as any adult. This is the goal. The faster scholars own the culture
of the school, the stronger our community becomes.
Scholars are asked to sign a commitment form at the end of an orientation visit. The
purpose of the commitment form is to ground scholars in the values and beliefs that will
make them successful. It is a tangible artifact that officially signifies their entrance into the
community. This signing should feel momentous.
Guardians’ Role in the Carver Collegiate Community
We appreciate the contribution of guardians. We seek out their support and involvement,
and are looking for new ways to define this involvement. Carver Collegiate needs the
support of parents in order to successfully achieve our vision and to allow our scholars the
maximum opportunity to succeed. We realize that Carver Collegiate is a demanding
place, not only for scholars but also for parents. We ask that parents remember that every
rule, every policy, every decision is grounded in the vision of Carver Collegiate. This isn't
always easy, but we invite you into the wonderful world that we are creating. We will use
phrases such as, “Thanks for your support” and “Your frustration is understandable, but I
appreciate your patience here” continually.
Carver Collegiate promises to keep an open relationship with parents by providing
communication via phone calls, letters and meetings. Advisors are asked to call their
advisees’ families at least once every other week to report both on academic and
behavioral highlights and concerns. Advisors send reminders home and invite families to
meetings. We also create opportunities for parents to be leaders in the school through
specific organizations, such as our Parent Association, and through myriad opportunities to
participate on campus. The modes of communication are more clearly outlined below
here.
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In addition, no matter the type of issue, a guardian should always be reminded that
reaching out to the school when concerned about anything is the right thing to do. They
should be encouraged to call, email or see staff in person to address concerns. Parents may
meet with individual teachers or entire grade staff. Staff is required to contact parents for
positive as well as disciplinary concerns. In fact, we are silly if we don’t highlight all the
positive contributions of our scholars. Often, teachers become really intense about calling
parents when a scholar makes a terrible choice. We want to be just as intense about that
communication for positive choices as well.
Guardians and Families are included in the following ways:
1. Welcome events (summer orientations, picnics, celebrations, etc)
2. Home visits and family orientations (conducted for new enrollees, often at their
homes, and during the year to address persistent social/academic concerns)
3. Bi-weekly advisor calls (an advisor touches base with her/his advisees every other
Friday afternoon, the other half every other Friday afternoon; behavioral and
academic status is reported directly to parents on these calls)
4. Celebrations (parents are encouraged to attend Friday celebrations and will be
notified by advisors in advance of the event if their children are being honored)
5. Progress reports (official written documents stating academic status are sent home to
families every two weeks.)
6. Regular letters home. Carver Collegiate sends regular letters home, keeping families
informed of all events, schedule changes, and other information.
7. Open house is conducted within the first quarter of the school year and is an
opportunity for families to experience the life of a scholar. Families will attend classes
and have a chance to interact with staff.
8. RamFam is an organization designed to keep families involved with the school and to
promote a forum for discussion. While the decisions of the school are ultimately those
of the Board of Directors, the leadership, and the teachers, the Parent Association is
an ideal partner for accelerating our progress towards the vision. Our Parent
Association has the ability to reinforce and deliver critical feedback on policies and
systems outside of the school. We encourage families to attend Parent Association
meetings whenever they can.
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Non-Discrimination Policy
Carver Collegiate as a matter of policy provides educational opportunities without regard
to race, creed, color, national origin, religion, gender, sexual orientation, gender identity or
expression, marital status, disability, or age. In addition, Collegiate Academies does not
permit or condone discrimination based on race, creed, color, national origin, religion,
marital status, gender, sexual orientation, gender identity or expression, physical disability, or
age in employment matters or assignment in programs or services provided.
If you wish to discuss the regulations governing these policies, or wish to discuss a concern or
file a grievance, please contact our Director of Operations, Read Irvin at 504.308.3660.
Grievance Procedure
Any student, parent/guardian, employee or employment applicant who feels that he/she
has been discriminated against on the basis of race, creed, color, age, national origin,
religion, gender, sexual orientation, gender identity or expression, marital status, disability, or
marital status may discuss and/or file a grievance with the appropriate compliance.
Reporting should take place, in writing, within forty (40) calendar days of the alleged
discrimination.
A student or parent/guardian of a student who has a question or concerns may choose to
seek the help of the building administrator or another adult with whom they trust, such as a
teacher, counselor, nurse, psychologist. If satisfaction cannot be achieved through this
discussion, the adult sought by the student should assist the student in reporting the incident,
in writing, to the appropriate compliance officer. The goal is to resolve the problem at the
lowest possible administrative level with an equitable solution.
The compliance officer will commence an effective, thorough, objective and complete
investigation of the complaint within ten (10) working days after receipt of the complaint.
The compliance officer will consult with all individuals reasonably believed to have relevant
information, including the complainant and the alleged violator, any witnesses to the
conduct, and victims of similar conduct that the investigator reasonably believes may exist.
The investigation shall be free of stereotypical assumptions about either party. The
investigation shall be carried on discreetly, maintaining confidentiality insofar as possible
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Achievement.Kindness.Responsibility.Determination.Teamwork.Enthusiasm
while still conducting an effective and thorough investigation. Throughout the entire
investigation process, due process rights will be upheld. No reprisals will be taken or
permitted for truthfully asserting a complaint.
The compliance officer shall make a written report summarizing the results of the
investigation and proposed disposition of the matter, and shall provide copies to the
complainant, the alleged violator, and, as appropriate, to all others directly concerned
within fifteen (15) working days after receiving the complaint.
If the complainant is not satisfied with the decision of the compliance officer, an appeal in
writing may be made to the Collegiate Academies Board of Directors within ten (10) days of
receipt of the decision.
The Collegiate Academies Board of Directors, within thirty (30) working days, will investigate
the complaint and may conduct a hearing to gather additional information.
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