FACULTY HANDBOOK

REVISED AUGUST 2008

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Table of Contents INTRODUCTION .............................................................................................................................................. 4

History of The Buckley School ........................................................................................................................ 5

The Philosophy of The Buckley School .......................................................................................................... 6

The Four-Fold Plan of Education ................................................................................................................ 6

Purposes ....................................................................................................................................................... 6

The Buckley Commitment .............................................................................................................................. 8

Teaching is a Vocation ..................................................................................................................................... 9

What It Means to Be a Teacher at Buckley ..................................................................................................... 9

Faculty Expectations ........................................................................................................................................ 9

Faculty Evaluation .......................................................................................................................................... 10

Professional Development ............................................................................................................................. 11

Faculty Responsibility for Safety, and Security ............................................................................................. 11

Lower School Field Trips: .............................................................................................................................. 14

Middle and Upper School Field Trips: ......................................................................................................... 14

Chaperoning: ................................................................................................................................................. 15

Supervision of Students During After-School Hours: .................................................................................. 15

Faculty Dress and Appearance ....................................................................................................................... 15

Teacher Attendance ....................................................................................................................................... 16

Parking ............................................................................................................................................................ 17

Campus Access On Weekends ...................................................................................................................... 17

Carpooling/Walking/Biking/Use of Public Transportation ....................................................................... 17

Faculty Meetings and Other Events .............................................................................................................. 17

LOWER SCHOOL ........................................................................................................................................... 19

Lower School Academic Policies and Procedures ......................................................................................... 20

Academic Integrity and the Pursuit of Excellence .................................................................................... 20

Child Study Team ...................................................................................................................................... 20

Communicating Between Home and School ........................................................................................... 20

Confidentiality ........................................................................................................................................... 21

Cumulative Records .................................................................................................................................. 21

Documentation .......................................................................................................................................... 21

Homeroom/Specialist Structure ............................................................................................................... 22

Grading and the Reporting of Grades ...................................................................................................... 23

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Student Behavioral Policy .......................................................................................................................... 25

Teaching Standards ................................................................................................................................... 26

Lower School Academic Organization .......................................................................................................... 27

Attendance Procedures .............................................................................................................................. 27

Discipline ................................................................................................................................................... 28

Homework Policy ....................................................................................................................................... 29

Tutoring ..................................................................................................................................................... 29

Lower School Student Uniforms .............................................................................................................. 30

MIDDLE & UPPER SCHOOLS ...................................................................................................................... 31

Goals of the Middle and Upper Schools....................................................................................................... 32

Middle and Upper Schools Academic Policies and Procedures ................................................................... 33

Academic Integrity and the Pursuit of Excellence .................................................................................... 33

Communicating Between School and Home ........................................................................................... 34

Cumulative Records .................................................................................................................................. 34

Confidentiality ........................................................................................................................................... 34

Advisory System ......................................................................................................................................... 35

Upper School Graduation Requirements ................................................................................................. 35

Grade Point Average .................................................................................................................................. 36

Grading and the Reporting of Grades and Student Behavior ................................................................. 37

Academic Awards ....................................................................................................................................... 39

National Honor Society ............................................................................................................................. 39

Academic Organization ................................................................................................................................. 40

Course Outlines ......................................................................................................................................... 40

Major Assignment Sheets .......................................................................................................................... 40

Homework Assignment Sheets .................................................................................................................. 41

Assigning of Homework ............................................................................................................................ 41

Evaluation and Grading ............................................................................................................................ 42

Instructional Guidelines ............................................................................................................................ 43

Attendance ................................................................................................................................................. 43

Student Uniforms ...................................................................................................................................... 43

Examinations ............................................................................................................................................. 45

Study Skills and Research Skills ................................................................................................................ 46

Cheating ..................................................................................................................................................... 46

Plagiarism ................................................................................................................................................... 47

Citation Guide ........................................................................................................................................... 48

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Academic Departments ............................................................................................................................. 48

Teaching Students with Learning Differences .......................................................................................... 48

Co-Curricular and Extra-Curricular Activities .......................................................................................... 48

Athletic and Extra-Curricular Eligibility ................................................................................................... 49

THE BUCKLEY SCHOOLTECHNOLOGY ACCEPTABLE USE POLICY ........................................... 50

Technology Standards for Buckley Teachers ............................................................................................ 51

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INTRODUCTION

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History of The Buckley School The Buckley School, established in 1933, began as a small nursery school for nine children, first located in the home of founder Isabelle Palms Buckley in Beverly Hills. Within a few months Dr. Buckley became aware of the impracticality of maintaining a combined home and school. She purchased Mary Pickford’s house on Doheny Drive, which became the site of the first campus. In 1936, Mrs. Robert Young, who was searching for a school suitable for her own children, approached Dr. Buckley. Mrs. Young was impressed with Dr. Buckley’s four-fold plan of education. This four-fold plan balances academics, self-expression through the arts, physical development and moral education. She invited Dr. Buckley to open a school on the Young Ranch in Tarzana. Dr. Buckley and two teachers commuted over what were then country roads to teach each afternoon in Tarzana in the small guesthouse of the Young Ranch. During and after the war the San Fernando Valley evolved from a rural to a suburban area. Dr. Buckley decided to purchase property on Hayvenhurst Avenue in Encino and opened a second school in 1946. By this time Doheny encompassed nursery through third grade. Hayvenhurst, modeled on Doheny, was soon overcrowded and Dr. Buckley opened another campus on Woodman Avenue in Sherman Oaks in 1951. Encouraged by parents who wanted their children to continue the Buckley education, Dr. Buckley added fourth through eighth grades at Woodman. As the student body grew it became necessary to purchase more property on Riverside Drive to house fourth through sixth grades, leaving the Woodman site for the junior and projected senior high school. The first high school graduating class, a group of nine, received their diplomas in June 1960. As the school continued to grow, Dr. Buckley and her staff realized more and more the necessity of a single campus where her plan of education would encompass, in one facility, the educating of young people from nursery through high school. In 1964, the present site on Stansbury Avenue was purchased, and in September 1965, students from the Riverside campus were the first to move to the newly purchased property. In February 1969, elementary students from Doheny and Hayvenhurst, together with the junior high school students from Woodman, took up residence in makeshift classrooms, in the clubhouse, locker rooms and other existing structures of what had been the Glenaire Country Club. The departure of the seventh and eighth grades from Woodman left that property solely to the high school, where it continued until September 1973, when it too moved to the Stansbury property.

Within less than half a century, The Buckley School had developed not only in size and facilities but also in its dedication to the total education of young people. Dr. Buckley is an example of Henry David Thoreau’s advice to dream dreams and put foundations under them. In addition to founding the school, Dr. Buckley wrote two books on education and parenting. Her books College Begins at Two, published in 1965 and Guide to a Child’s World, published in 1951 outlined her educational philosophies. Through hard work and firm dedication to her educational belief, she overcame challenges to accomplish that goal. The history of The Buckley School is a story essentially of the courage and dedication of Dr. Buckley. Though Dr. Buckley died in 1986, she has an enduring influence on The Buckley School. Founder’s Day is celebrated in her honor each October.

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The Philosophy of The Buckley School The Four-Fold Plan of Education

“The Buckley School Plan of Education” reflects the guidelines laid down by the School’s

founder, Dr. Isabelle P. Buckley. Dr. Buckley founded her school in 1933 as a response to what she saw as weakness in American education. The philosophy of her School stressed the combination of challenging academic study, character-building athletic programs, and pragmatic approaches to instruction and training. She believed that such an educational philosophy would correct what she saw as the parochial approach of American education. This philosophy would also provide a structure flexible enough to incorporate changes in instructional methods. These ideas were applied first to the primary school and later to the elementary and secondary schools as The Buckley School expanded. The philosophy on which Dr. Buckley based the school remains vital today, many years after the first Buckley School was founded. The Buckley School continues to stress the education of a well-rounded individual through its Four-Fold Plan of Education: the school’s emphasis on academic training remains a priority, but The Buckley School also stresses a balance of 1) academic preparation, 2) creative self-expression in the arts, 3) physical development, and 4) moral education. Because a structure or discipline for learning enables students to express themselves effectively, The Buckley School believes in developing in its students “self-expression through self-discipline.” This Four-Fold Plan of Education is still, and will continue to be, at the cutting edge of educational philosophy. Noted psychologist, Howard Gardner, in his book Five Minds for the Future, defines the cognitive abilities that will command a premium in the years ahead: the disciplinary mind, the synthesizing mind, the creating mind, the respectful mind, and the ethical mind. The Buckley Four-Fold Plan of Education promotes these multiple intelligences in our students. Purposes The school’s philosophy is articulated in its purposes, which include a set of school wide learning expectations. This set of expectations is the measure by which we gauge the appropriateness and effectiveness of programs, curricula, and policies school-wide. 1. To create a nurturing atmosphere in the classroom, wherein the child feels accepted, respected

as an individual, and free to express himself or herself; 2. For the younger student, to provide a balanced curriculum in which the student is exposed to

basic concepts and skills in the areas of reading, writing, mathematics, science, computer applications, and social studies;

3. For the older student, to provide a balanced college preparatory curriculum in which the

student is exposed to the basic ideas of and trained in the methods of literature, composition, history, foreign languages, mathematics, science, and computer science;

4. To maintain the highest level of academic expectations consistent with the cognitive abilities of

students at each grade level;

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5. To form a close working relationship with parents so they become an active, constructive force in their children’s education;

6. To develop, as appropriate, a cross-discipline approach to education, emphasizing the

relationships among academic disciplines; 7*. To develop critical reading and critical thinking skills in an age-appropriate manner, including the ability to observe, analyze, synthesize, deduce, and make inferences; 8*. To foster a love of learning; 9*. To develop an appreciation of and proficiency in the visual and performing arts; 10*. To develop in students an awareness of their own bodies and physical abilities, as well as the values of teamwork and sportsmanship; 11*. To develop character based on integrity, compassion, honesty, responsibility to the community, a respect for diversity, and belief in the value of living a life based on principle; 12*. To foster a view of oneself as a citizen of the world with responsibility to its people and to the environment; and 13*. To foster intellectual, emotional, and ethical attributes needed to live in a world of diversity and change. * School-Wide Learning Expectations

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The Buckley Commitment The Buckley School is committed to a clear goal: to help each student develop as fully as possible. As both a college preparatory school and a lifetime preparatory school, we hope to help prepare each student for a challenging, happy, and rewarding life. In the Lower School, the Buckley Commitment is discussed at assemblies and is posted in every classroom. After an assembly and discussion about the history and the background of the Commitment, Middle and Upper School students, faculty and staff are asked to sign the following commitment: When you join the school community and sign the commitment, you are making a commitment to yourself, others, the school, and the community to live with integrity, to love learning, and to exemplify our motto: “Dare to be true.” This commitment means that each of us, students and teachers alike, will continue to develop the following values: •RESPECT: We respect the rights, feelings, and possessions of others, just as we respect

ourselves. We also respect authority and the rules by which we are expected to live. •KINDNESS: Because we are committed to helping others, kindness is essential. We each need

to empathize with others, to help others--students and faculty--in a caring, supportive fashion.

•HONESTY: We must be truthful in order to improve others and ourselves. Therefore, we must

value honesty in all areas of school life--in class as well as out, with students as well as with teachers.

•LOYALTY: We support the goals of the school and the efforts of its members. Loyalty is

commitment. •SELF-DISCIPLINE AND SELF-RELIANCE: A healthy community is one in which each member

has the self-discipline and self-reliance necessary for independent thought and action, as well as support from the community when that support is needed. We all grow best when we have a balance of independence and support from others.

This commitment extends throughout the school day and whenever we interact with our students—at the ringing of the lower school bell, in our classes, in the hallways and locker areas, at assemblies and special events, at sporting events, on outdoor education trips . . .in fact, whenever we find the opportunity to instill these values in our students. And it is equally important that we model these values in our own behavior, in our interactions with students, parents, and peers. Students are quick to detect and reject the "do as I say, not as I do" attitude, but they are equally quick to recognize and respect their teachers' sincere commitment to core values which define the school's ethos.

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Teaching is a Vocation Teaching is a vocation. It is not a job, not merely a way to make a living; it is, in Jacques Barzun's wonderful phrase, "the immortal profession." It is a way of life that requires organization, coherence, cooperation, generosity, strength, wisdom, and courage. We are here for our students, not for ourselves. And so our question must always be, what is best for the young people entrusted to our care? And that requires that we ask who they are, what strengths and weaknesses they bring with them, what talents and wisdom? And given the answers to all those questions, what do we do with them, to them, for them? How do we best go about helping these young people at this time, in this place, to be "fully human beings", and to do it not because there is any immediate gratification, maybe not even any long-range gratification, but because it's right and because it may make a difference for the good.

What It Means to Be a Teacher at Buckley To be an effective teacher at Buckley, we reflect the Buckley Commitment in our own behavior and instill that commitment in our students. To do so, we be ready to see the role of an educator as extending beyond the classroom, as calling on us to be teachers at all times and in all places—whenever we are with students or their parents. This expansive view of teaching takes into account professional and legal responsibilities. Remembering at all times that our students are children, minors, and are very impressionable. We are more than teachers. We are role models to these vulnerable young people. Teachers at Buckley should be enthusiastic about involving themselves in student life on campus—including classrooms, lunch areas, locker halls, playing fields, environmental education sites, etc. If we do not show students our commitment, we cannot expect them to be all that we would wish them to be.

Faculty Expectations 1. Every teacher at The Buckley School is expected to be a positive role model, reflecting the values in the Buckley Commitment. The students infer from our actions and learn much about the world and what it means to be a responsible, mature adult. They learn from what we do more than by what we say. 2. If we do not enforce the rules (large and small)—whether they are about littering, uniforms, or tardiness—we will not be taken seriously when we say we believe in honesty and integrity. If we don't enforce the minor rules, our students will simply infer that we will not enforce the major ones. 3. Every teacher at The Buckley School is a TEACHER and this means not only teaching the facts and figures of a particular discipline, but also being a teacher of the world, teaching the children how to be good citizens and thoughtful and inquiring persons who accept learning as a lifetime goal.

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4. Every teacher at The Buckley School assumes responsibility on campus for student learning, student behavior and student encouragement. This means that we all share in advising students, pointing out to students when they act inappropriately, and patting them on the back when they have tried their best. 5. We expect that good teaching means that students become involved in the learning process. Good teachers make sure that they are not the only voice heard in a class period. Teachers should incorporate discovery, inquiry, and reflective thinking in their classes in a consistent and professional manner. Active learning is more effective than passive learning. 6. Get to know and take an interest in your students in a professional manner. Your ability to be an effective teacher and mentor will strengthen if you know your students’ interests and ideas. There are boundaries that define an appropriate student/teacher relationship. Avoid placing yourself in a compromising position. If you are unsure as to the boundaries, seek counsel from your principal.

7. Encourage your students to think, envision and be creative. Inspire students to think beyond what is apparent; help them to develop a genuine desire to learn. 8. Be prompt and efficient in your record-keeping; hand in grades, prose reports, progress reports, complimentaries, referrals, etc. on time. 9. The school values and promotes a strong, positive relationship between home and school. Teachers must keep parents and/or guardians informed regularly of a student’s progress, good or bad. Teachers need to follow-up on meetings, emails, and phone conversations while keeping the principals/academic deans informed. 10. In all situations, with students, parents, and colleagues, be professional and courteous. Profanity and swearing are not appropriate in a school environment. 11. Continue to grow and enhance your skill and knowledge of your academic field by attending conferences, taking courses, and sharing strategies with colleagues. You and your students will reap great returns from your continued growth. 12. Personal business (phone calls, emails, instant messaging, etc.) must not be done during teaching time.

Faculty Evaluation All evaluation procedures are based on the standards for good teaching written in Article VII –Evaluation of Faculty in the Collective Bargaining Agreement. Principals, assistant principals or department chairs visit each first-year teacher regularly, confer with him or her periodically, and write evaluations before winter break and before spring break. The principal, assistant principal or department chair observes each probationary teacher, at least once before winter break and at least once more before spring break, and writes evaluations based on those observations. It is also the evaluator’s responsibility to confer consistently with the individual in the department and with the department as a whole on questions of content and methodology.

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The evaluation process is one of the methods through which the principal, assistant

principals, and the department chairs recommend to the head of school the retention of faculty and the relative quality of faculty performance.

Please see the Collective Bargaining Agreement for the specific criteria that is used in

teacher evaluations.

Professional Development There is a Faculty Enrichment budget each year, most of which is used for funding graduate study. If interested, pick up forms from the principal.

Faculty Responsibility for Safety, and Security Accidents: In case of serious accident or injury of a student call 911. The nurse/athletic trainer is also to be notified immediately. The nurse/athletic trainer will contact the principal and the parents. In case of a need for major medical aid, the nurse/athletic trainer will instruct the parents to contact their personal physician. In case of minor injuries, the nurse, as appropriate, will give first aid. An accident form should be completed immediately after any accident or injury. Forms are available in the Health Office. In California, the school is liable for injury resulting from a dangerous or defective condition of school property or through the negligence of a school employee. Teachers must never leave a classroom or field trip activity unsupervised. It is each teacher's responsibility to see that at all times, all possible care is taken for the safety and security of students. Each individual Buckley employee is legally liable for his/her own negligence. Blood Borne Pathogens: Information will be distributed annually through the Health Office. Faculty members are expected to be familiar with all updates and policies. Drop Drills: All teachers should thoroughly read their Faculty and Staff Crisis Resource Guide flip chart. Teachers will be asked to hold drop drills in their classes several times each year. During a drop drill, the teacher says “DROP” loudly and each student is expected to kneel quickly with at least his head and shoulders under his desk, his head near the floor and his hands holding firmly to the leg of the desk. Teachers are to follow the same procedures at their desks. The teacher should repeat the drill several times, if necessary, until all of the students move quickly and immediately assume the proper position. Earthquake Instructions: Please remain quiet and orderly during the course of the shake and shock. If inside a building, teachers shall direct students to an interior wall. Where practical, students and teachers should get

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under desks or tables. If this is not possible, go to an interior wall and turn away from glass and mirrors. Students should be directed away from the buildings as quickly as possible due to the fire hazard resulting from broken gas mains and power lines. When it is safe to proceed, the entire school will evacuate to Gilley Stadium. Fire Drill Instructions: Fire drills are required by California state law to be held monthly. Teachers must be able to account for all of their students. The fire alarm signal will consist of several short rings in a series that are repeated. A floor plan drawing of evacuation from all the buildings has been prepared for each room of the school. This plan should be studied and followed by each class occupying the building in question. Fire drills can be called during any period of the day without warning. Everyone is required to leave the buildings. Students should proceed in silence to the main parking lot. If you are not supervising a class you are required to line up in alphabetical order with the other faculty and staff members. Carry personal belongings, but all books and school supplies should remain in the rooms. The door to the classroom is to be closed but not locked. Students will return to their respective rooms upon the sound of the return bell, or an announcement. Lockdown Drill Instructions: Faculty and staff will take a leadership role during Lockdown Drills to help ensure the safety of our students, although an individual’s own safety is the number one priority. During a campus lockdown, teachers should pull all students from the hallways into classrooms, lock the doors, turn off the lights, and get under a desk in a crouched position or lie down on your stomach away from windows. Do not respond to knocks or voices at the door. Keep the room quiet so that it appears empty. Stay where you are; move only when advised by Administration and or the LAPD. Take attendance in the room and abandon the school schedule. The complete list of instructions is contained in the Faculty and Staff Crisis Resource Guide flip chart which is located in every classroom and office space. After an Emergency: After an emergency, all faculty and staff may be required to stay on campus for at least 72 hours. California state guidelines suggest that all faculty and staff be prepared to care for students for three to five days after an emergency. Faculty and staff members are required to notify the Head of School at the beginning of each school year if they are unable to remain on campus for at least 72 hours after an emergency. Arrangements will be made to give clearance as soon as the Emergency Operations Center (EOC) determines it is safe to do so. All faculty members are strongly encouraged to leave 72 hours worth of clothing and personal items at school in the case of an emergency. Fire Prevention Measures: The use of open flames in any type of school program is prohibited. Controlled flames may be used for regular classroom instruction where appropriate. School Property: It is important that all teachers take care to keep the campus as clean as possible. All litter or trash must be removed from the floor of the classroom at the conclusion of each class or meeting. Teachers are expected to impress upon all students the importance of proper care of school property, including those facilities shared by all — restrooms, corridors, the pavilion, lunch area,

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etc. Defective equipment or safety hazards should be reported to the Director of Plant Operations immediately. All classrooms must be locked when not in use. Lock your classroom door when you leave after class. Take proper caution with all valuable items – yours as well as the school’s. Please check your classroom before dismissing your students for any vandalism of desks or walls and report any such incidents to the principals/dean of students. Reporting Child Abuse: It is the legal duty and obligation of every teacher to report any suspicion of child abuse to the appropriate division principal and/or the school counselor. Teachers should realize that it is his or her legal as well as professional responsibility to do so. Reporting Substance Abuse: It is also the duty of all teachers to report any suspicion of substance abuse to the appropriate division principal. Teachers should realize that it is their legal as well as professional responsibility to do so. Reporting Student Issues: While dealing with a child’s emotional and/or learning issues, seek the assistance and guidance of the school’s administration. A teacher’s role is not to diagnose or treat a student. Leave this to the professionals in these fields. If you are aware that a student is harming himself, harming others, or is being harmed, it is your professional and/or legal duty to report everything you know to the division principal. The division principal will then work with you in contacting the proper authorities. Room Keys: Teachers are responsible for the keys to their rooms. Care should be taken to prevent their loss. All keys are issued by the principals and must be returned at the end of the school year. Keys should never be left where they might be taken by the students and should never be given to students. Please notify the principals immediately of the loss of any key; this may necessitate changing room locks. Campus Supervision: All teachers are expected to assume responsibility for campus supervision. We have the same responsibility for adequate supervision of students on the school grounds as in the classroom. California law imposes strict accountability upon individual teachers for accidents or other unfortunate incidents that result from supervisory negligence or from failure to report for an assigned duty. It is extremely important that all teachers carry out campus duty assignments professionally.

Teachers will be assigned, on a rotating basis, to dismiss students as they depart from campus. Faculty members will also be assigned to supervise students during lunch periods as part of their duties. When student meetings are held in a classroom, a teacher must be present. If lunch is held in a classroom all lunches must be disposed of and rooms cleaned by the students and teachers. Students must never be allowed into a classroom without appropriate supervision. Supervision During Lunch : Those teachers assigned lunch duty have the primary responsibility for ensuring that students behave appropriately during their lunch period.

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Generally, it is best to take a pro-active, positive approach to lunch supervision, establishing a friendly environment in which students are encouraged to take responsibility. If you are a strong presence in the lunch area, students will be less likely to litter or otherwise misbehave, and problems will not develop.

Lower School Field Trips: Field trips allow for opportunities to enhance the curriculum. The proper procedure for arranging day trips is to contact the assistant principal for scheduling on the master calendar. From that point, the assistant principal will coordinate the details to ensure a successful outing. The following information will help serve to clarify issues of concern:

• Prior to the trip, teachers will receive the field trip waivers and a copy of the field trip checklist along with other necessary information.

• Parent room representatives will receive field trip dates in advance, if known. Teachers should contact them regarding pertinent arrangements. It is up to a teacher’s discretion as to the number of chaperones needed on any given field trip.

• Teacher chaperones must be currently trained in CPR and First Aid and informed of the safety and emergency procedures pertinent to the trip.

• Students are not to bring money on the trip nor are they allowed to visit any gift shop. • A cell phone is available to take on the field trip. • The only individuals allowed on the bus are students, teachers and parent chaperones.

Siblings and caregivers are not allowed to attend any field trip. • Teachers must uphold school policies at all times.

Middle and Upper School Field Trips: If a teacher wants to take a class on a field trip, the proper procedure is as follows:

• Obtain a field trip request form from the office, and have the Director of Student Activities check the date and make sure there are no conflicts on the calendar (field trips in the Upper School after May 1 are strongly discouraged).

• Fill out the form and return it to the Director of Student Activities. The form will be circulated to various administrators who will look for conflicts and approve and/or disapprove of the trip. Complete the Field Trip Checklist as well to ensure that you are preparing for the trip in all ways.

• Upon approval, you will receive the form back in your mailbox. At this time you should post a notice in the faculty lounge indicating the date, time, and place, and a list of the students attending.

• Remember to obtain a waiver form from each child signed by the parent before you depart. Take these with you on the trip. Blank waiver forms can be obtained from the office.

• Notify the Health Office in order to receive student information and/or medications. • Before leaving campus with students, be sure to inform the office which students are

participating on the field trip that day.

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• Chaperones must recognize that their responsibility is to uphold school policies and ensure student safety at all times.

Chaperoning: Chaperones at any school event or on any scheduled trip—field trips/field studies, athletic events, environmental education trips, foreign exchange trips—must be aware of and accept the responsibilities of a chaperone, including the insistence that students adhere to all school policies. It is also the chaperone's responsibility to know what to do in case of emergencies and to ensure the safety of all students. Use of drugs and alcohol is strictly prohibited. Teachers are forbidden to be under the influence of drugs or alcohol at any school event in which students are present. When taking any student off campus for any reason, teachers must have the approval of the principal or assistant principal and a permission slip signed by the student's parent.

Supervision of Students During After-School Hours: All teachers acting as sponsors, chaperones, or coaches for events outside of school hours are expected to follow these rules:

1. Students need to be supervised at all times while on campus or at off-campus venues. 2. Upon arrival at school, check with the campus security and confirm your planned activity. 3. Do not leave the campus or off-campus venue without having made sure that all students

involved in your activity have also left. 4. Admonish all students to behave well when leaving the campus. 5. Notify campus security upon departure from school.

Faculty Dress and Appearance

Teachers are required to dress in a dignified, neat, professional and conservative manner and are encouraged to set a proper example for their students. Just as students are expected to wear their uniforms and adhere to specific standards in keeping with their dress code, the faculty is expected to adhere to school policy and expectations for their attire. At all times, the faculty is expected to dress professionally and appropriately for teaching their particular grade level(s) and subject matter.

Good grooming is expected. Hair styles should not be extreme (i.e. no Mohawks) and hair coloring must be natural shades. Visible body piercings should be limited, and tattoos should be covered when possible. Male and female teachers are to dress in clothing that enables them to move comfortably while maintaining a high standard for neatness and cleanliness. To provide some examples, jeans (of any color), tank tops, shorts, miniskirts, overalls, sweats, and leggings are not acceptable. This list of examples is not intended to exclude other inappropriate attire – teachers are expected to use sound judgment in deciding what to wear for teaching.

During the normal school day men should wear dress slacks and dress shirts with ties. Jackets and ties should be worn for special occasions such as parent conferences, open houses,

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back to school nights, and public events. During the normal school day and for special occasions, women should wear dresses or skirts of appropriate length, or dress slacks. Athletic shoes and beach wear type sandals are not allowed for either male or female faculty members.

There are some teaching jobs that require difference in dress. Physical education teachers must wear The Buckley School polo shirt and appropriate athletic shorts or sweatpants and art teachers may wear relaxed clothing when working with particularly messy media.

Teacher Attendance School Times: Instruction normally begins at 8:15 for the Lower School and 8:45 for the Middle and Upper School. Sunrise classes in the middle and upper schools begin at 8:00 a.m. and meet for 40 minutes, Monday through Friday. All teachers are expected to arrive at school by 8:30, unless the teacher works in the Lower School and/or is scheduled for a Sunrise class. Teachers are encouraged to arrive early to be adequately prepared for the day.

• All teachers leaving campus during the school day are required to sign-out in the Lower School Office or at the receptionist’s desk in the administration building and sign-in upon their return.

• All Lower School teachers are expected to remain on campus until 3:15 p.m. All other teachers are expected to remain on campus until 3:30 p.m., unless they have been scheduled for a "Sunrise" class.

Teacher Absences: Teachers should notify the assistant principal of the Lower School or the principal of the Upper School as soon as they know they will be absent. We will arrange for classes to be covered by a substitute teacher. Be sure to mention any additional responsibilities, such as lunch duty, after school programs, or dismissal duty and provide your parking space number and letter. Teachers who must leave work because of illness must notify a principal or the administrative assistant to the principals before their departure. Teachers who are absent are required to provide meaningful lesson plans for their classes. Students will be taught by the substitute; there will be no "study halls." Lesson plans should be placed in folders for each individual class period. Please remember that there is nobody available to photo copy or collate materials.

Prepared sets of materials should be given to the person in charge of substitutes who will distribute lesson plans to the substitutes. Teachers substituting for absent colleagues will receive a stipend for each period. In case of prolonged illnesses or contagious disease, a teacher is required to have a doctor’s release in the health office before resuming class duties. Middle and Upper School teachers need to provide the Assistant to the Principals with meaningful emergency lesson plans to be kept on file. Teachers are expected not to take personal days immediately before or after school vacations.

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Parking

Because of the limited number of spaces on campus, parking is assigned. These assignments are based on the number of years of continuous employment at The Buckley School. Spaces at the center of campus are given to those teachers with the longest continuous tenure. New teachers park at Gilley Field and may move closer to the center of campus each year as spaces become available. Everyone is expected to park in his or her assigned space at all times. Any possible exceptions must be cleared with the administration.

Campus Access On Weekends On weekends please call the guard on duty at (818) 990-6554 fifteen minutes before or fifteen minutes after the odd hour to let the guards know when you will be arriving to campus. For example, 10:45 to 11:15 is fifteen minutes before and after the odd hour. You will need to use the back gate for access onto campus.

Carpooling/Walking/Biking/Use of Public Transportation Alternative modes of transportation to and from school are strongly encouraged. Please see the Director of Human Resources to learn about school incentive programs.

Faculty Meetings and Other Events Dismissal on Friday for Lower School students is at 1:45. Middle School dismissal on Fridays is at 2:20. Upper School students are dismissed on Fridays at 1:30. Middle and Upper school faculty members are on campus between 1:30 and 2:20 on Fridays for “office hours.” Faculty meetings, department meetings, grade level meetings, and committee meetings will be held on Friday afternoons at 2:15 (Lower School) and 2:30 (Middle and Upper School). Meetings will generally end at 3:15 (Lower School) and 3:30 (Middle and Upper School), though on occasion, they may run longer. These meetings are mandatory. Department Chairs will meet with the principals afternoons, from 3:30 to 5:00, approximately once a month. Certain other committees will meet when appropriate; these groups include the National Honor Society, National Junior Honor Society, Admission Committee, Discipline Committee, and task forces. Although a teacher might not be scheduled to proctor on each midterm and final exam day in the middle and upper school, and the administrators try to consolidate a teacher's proctoring assignments, exam days are not considered vacation days. Teachers must be available each day.

All faculty members are required to attend assemblies appropriate to their division level.

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All faculty members are expected to be present at certain events of importance during the year. Knowing our students outside the classroom and valuing them enough to take the time to watch them in sports or other extra-curricular activities not only strengthens our ability to work with them, but also is the hallmark of a good independent school faculty. Required attendance events for Lower School faculty members include: Professional Days Faculty/Grade Level Meetings Fridays at 2:15 p.m. Back-To-School-Nights Parent Conference Days Parent Conference Days Holiday Concert

Spring Concerts Professional Days One Admission Open House Event Required attendance events for Middle and Upper School faculty members include:

Opening Faculty Meetings New Student Orientation Faculty/Committee Mtgs. Fridays at 2:30 p.m.

Grade Level Meetings Fridays at 1:35 or 2:30 p.m. Department Meetings (when scheduled)

Back-To-School-Nights Professional Days Parent Conference Days

Academic Awards Ceremony Commencement One Admission Open House Event

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LOWER SCHOOL

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Lower School Academic Policies and Procedures Academic Integrity and the Pursuit of Excellence

All students should be encouraged to achieve their personal best in every area. As much as possible, children should be taught to help and encourage one another while recognizing times when each individual must perform on his or her own, unassisted. Situations where children are brought into competition should be avoided. For example, charts that indicate student progress that compare one to another should not be used. Comparisons are inevitable in any academic situation. The teacher is responsible to keep comparisons from overwhelming the learning environment. Students are encouraged to improve and be recognized for achievement but not at the expense of another’s failure. Child Study Team The Lower School Child Study Team meets once a week to discuss students of concern. The team consists of the principal, assistant principal, the educational therapist, the Lower School psychologist, the school nurse, and the Lower School learning specialist. Teachers attend the meetings on an as-needed basis, to present issues related to specific students. The purpose of the team is to assist teachers in meeting the needs of their students. This assistance may involve modifying a student’s program as a result of a specific learning style, or perhaps adapting the curriculum to challenge a top-end learner in a specific subject. The team works closely with parents to ensure the school is providing the best possible resources for their child and to make specific recommendations for educational therapy, tutoring, counseling, or enrichment.

Recommendations for all referrals for tutoring, testing or counseling outside of the school program must first be considered by members of the Child Study Team. The team, in conjunction with the teacher and parents, will determine the best course of action to ensure the academic success of the student. Under no circumstances are teachers allowed to make referrals for tutoring, testing, or counseling without the explicit approval of the principal. Failure to follow this protocol will result in disciplinary action and/or possible termination. Communicating Between Home and School

At Back-to-School Nights, parents receive curriculum packets from the homeroom teachers and specialists that outline their goals and plans for the year. Homeroom teachers are required to send a curriculum letter home at least twice a month explaining what is being covered in the classroom. A copy of every letter sent home is to be given to the principals. It is then filed in the office as a record of our communication with the parents.

Parents receive information about their children’s progress in several other ways:

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• In October, all parents of new students in first through fifth grade receive Progress Reports to inform them of their child’s progress and adjustment to their new environment.

• Progress Reports are mailed at the midterm of each trimester to parents of students whose work or behavior is not at grade level or whose work or behavior has changed dramatically.

• Lower School homeroom teachers and specialists write reports about their students three times per year: November, March and June.

• Parent conferences are scheduled in November and March, after parents have received the

written reports in the mail.

• Parents are encouraged to contact Lower School teachers at any time to review their child’s progress or to ask questions regarding the curriculum.

Confidentiality

All teachers are responsible for keeping confidential all personal and academic information about students and families to which teachers have access as a result of their responsibilities at Buckley. No confidential information about any student or family may be shared with any other student or family or with any persons outside the Buckley community. No information regarding attendance, academic standing, addresses or phone numbers may be shared with any party outside the Buckley community without permission of the student’s family. The roster is not to be used for commercial purposes.

All parents have the right of equal access to information regarding school policies, programs, curriculum and personnel. The administration makes every effort to include faculty in discussions regarding decisions in those areas when appropriate. In order to maintain and expand faculty responsibility for decisions in such areas, faculty members may not divulge information to members of the community before all members of the community would have access to the decisions or discussions. Any premature or selective release of information, including information about class lists prior to August, is an abuse of privilege.

Cumulative Records

1. Cumulative records are kept in locked files in the office and must be used in the office area only with the permission of a principal. This is to ensure confidentiality and accountability of all records.

2. Cumulative records are the property of the school. 3. It is a violation of a student’s right to privacy if a teacher copies parts of a file for personal

use or discusses a file’s contents in an unprofessional manner.

Documentation

It is wise to keep written notes on parent conferences either in person or the telephone for your own referral. It is possible that at a later date, situations may arise where the history of an issue requires documentation.

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At all times whenever you are asked to complete a form for a child, the principal must be informed and provided a copy in advance of mailing.

Homeroom/Specialist Structure

Kindergarten employs two full time teachers in each class. First through third grade have one homeroom teacher with a full time assistant in each class. Fourth grade and fifth grade have one assistant teacher per grade level. Many classes are scheduled as half classes throughout the Lower School, enabling the program to reduce the teacher to student ratio and maintain greater individual attention to students.

In addition to their homeroom teacher(s), Lower School students are taught a number of subjects by subject specialists. Specialists are experts in specific fields and focus their instruction on the visual arts, performing arts, physical education, computer, and the library. The following indicates the grade levels and the special subjects in which the students participate, one or more times per week:

Kindergarten Third Grade Music Music Dance Dance Physical Education Physical Education Library Library Computer Computer Art Art Drama Drama Science First Grade Fourth Grade Music Choir, Band or Orchestra Dance Dance Physical Education Physical Education Library Library Computer Computer Art Art Drama Drama Science Second Grade Fifth Grade Music Choir, Band, or Orchestra Dance Dance Physical Education Physical Education Library Library Computer Computer Art Art Drama Drama

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Science As students get older, the number of times in which they participate in special classes increases. For example, k-3 students have music twice a week. Starting in fourth grade, students have their choice of Choir, Band or Orchestra, each meeting three times per week. At the Back-to-School Nights in September, parents are presented with their child’s homeroom schedule and are informed about the days and times of their child’s special classes. Parents also have the opportunity to meet with their child’s specialists at Back-to-School Night. Parents are strongly encouraged to attend these evenings.

Grading and the Reporting of Grades The process of assessing a child’s ability and rate of learning is ongoing. Each moment a child is in your care you observe, directly or indirectly, and make judgments about the child’s aptitude and learning style. The purpose of this is multi-fold:

1. to determine how to best teach each child; 2. to inform the child; and 3. to inform parents about the child’s progress.

Assessing and reporting is an everyday part of teaching. Teachers should make ongoing

assessments and convey them to the children in a positive and supportive way. Work sent home for parents’ perusal needs to show corrections and/or teacher comments. Parents and teachers may meet over the phone, in scheduled appointments and through written reports. The assessment and communication about student work is an integral part of the teaching process. Parents and teachers are discouraged from quick “sidewalk” discussions about their children.

Grading and formal evaluations are an outgrowth of the informal assessments. The major portion of the prose evaluation should be based on the child’s daily classroom performance. Homework should receive far less importance and be included in the area of student responsibility. A teacher’s judgment is based on a myriad of ways in which the child shows he or she is learning.

Grades should never rely too heavily on achievement goals such as the number of books read, the number of pages completed, the number of sentences written or the number of lines memorized. These are measures that often have little relation to the quality of learning. Teachers know that quantitative output is a poor substitute for comprehensive learning. The goal is for the student to take responsibility for learning as early as possible and for teachers to foster the love of learning.

In fifth grade, letter grades are introduced. They range from A to F with pluses and minuses being assigned for children starting in fifth grade in the homeroom academics, performing arts, physical education and science. Letter grades are described below: A excellent in all areas B motivation to work more carefully, uses time well, makes positive contributions to class C meets the standard but not motivated to go beyond minimum expectations

D fails to achieve according to reasonable expectations, works carelessly, ignores

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teaching F willfully acts contrary to expectations, contributes negatively to the class, shows no motivation to improve

At no time should a child receive a D or F grade without prior notification sent to the parents. A progress report should be used to document students working at this level preceded by a call to the parents. The performance should be made known to the parents and the administration well in advance of the formal grading period. Students in danger of failing should be in the process of exploring an alternative environment.

Effort grades range from 1 to 4, with 1 being highest for fifth grade students. Homeroom academics, performing arts, physical education and science record effort grades.

Perhaps the hardest balance to strike in assigning letter grades is that between rewarding a student for having made excellent progress and recognizing that this student’s excellent progress still leaves him or her well behind the expectations of the class as a whole. For most students it is important to reward them with a grade for meeting the expectation you made of them while acknowledging in a written comment that the grade reflects personal achievement rather than general achievement. The reverse applies as well. The very talented student may perform at a level higher than others in the class but not up to his/her ability. Written comments to the parents should reflect the discrepancy. The goal is to teach children to work to their potential.

Assessments and grades can be subjective. The process is ongoing and interactive, emphasizing communication among teacher, student, parents and administration. A teacher must be able to substantiate and quantify a specific grade given to a student. Progress Reports: In the interim between the three formal assessments are mid-term opportunities to contact parents concerning students whose work is below grade level or whose work or behavior has taken a downward turn. New students in first through fifth grade automatically receive progress reports in October. Informal contact between parents and teachers may take place at any opportunity. Teachers may phone parents, write notes and schedule appointments as a matter of common practice and courtesy. Email communication about a student’s progress is strongly discouraged. Reporting of Grades: Grades are reported three times yearly in the fifth grade only. Prose Reports: For all Lower School students, there are three formal assessments during the academic year. Details for the writing of the prose reports are as follows: In November

• Checklist only for specialists • Checklist plus one or two sentences for first through fifth grade homeroom teachers • Kindergarten teachers write prose only • Purpose of conference is to “get to know you” • One professional day for writing is provided

In March

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• Checklist only for specialists except: Fifth grade specialists

Comments where warranted on students of concern or at discretion of teacher • Checklist and prose (paragraphs) for first through fifth grade homeroom teachers • Kindergarten teachers write prose only • Conferences held as usual • Two professional days for writing are provided

In May

• One professional day is provided for writing In June

• Checklist only for specialists except: Fifth grade specialists

Comments where warranted on students of concern or at discretion of teacher • Checklist and short prose (summary) for first through fifth grade homeroom teachers • Kindergarten teachers write prose only

Parent Conference Days: In November and March, classes are dismissed for two days for parents to confer with teachers by appointment. Student Behavioral Policy The goal of the Lower School Student Behavioral Policy is ultimately to teach students a sense of self-discipline and self-reliance. We believe creating a solid partnership with the parents and maintaining tandem goals to nurture strong skills of citizenship and responsibility in our children can best achieve this. The morning bell is rung everyday to remind children of our Lower School tenets – kindness, integrity, and love of learning.

Our teachers work to create a classroom atmosphere that actively engages learners while addressing individual developmental levels and age appropriate expectations. All of our students are treated with dignity and are held to high standards of behavior. One of the most important elements in managing a classroom successfully is to provide a meaningful curriculum and a clear, consistent set of behavioral expectations. Three rules apply to all Lower School students:

• Be kind to all.

• Include everyone.

• Resolve conflicts peacefully.

Conflict is considered an opportunity to examine one’s values, teach children the difference between right and wrong, learn to verbally communicate differences, and listen to another individual. Conflict resolution is a learning process whereby children are brought together to express their differences, review what happened, decide what needs to happen in the future, and create a plan if they find themselves in a similar conflict again.

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Students who feel they are being bullied or teased are instructed to report it promptly to the teacher or the principal. At all times, Buckley students are expected to be kind to one another and considerate of another’s feelings and possessions.

In the case of incidents of a serious nature, such as hurting another, threatening the safety of an individual, damaging school property, or creating a disruption that prevents instruction, the following policy will be in effect for children in grades three through five:

• Parent notification followed by a parent/student/administrator meeting and supervised in-school suspension.

• If the offense is repeated, the parents will be notified and the child will receive an out-of school suspension.

• If similar offenses occur without improvement, the School may consider the expulsion of the student or non-renewal of the student’s contract for the following year.

• If a student commits an offense of a serious nature without a previous pattern, the School still reserves the right to review the status of the student’s contract.

Although this policy may be applied in the case of a younger child, the school will seriously consider the age appropriateness of the consequence. The School reserves the right to set its own standards when necessary. Teaching Standards The Buckley School is proud of its high quality teaching staff and its standards of teaching excellence.

1. Interpersonal Relationships Teachers are to maintain: a. Mutual respect on the part of the teacher and the pupils. b. An atmosphere of friendliness and understanding. c. Free and open channels of communication. d. Teacher-established visible standards of behavior. e. Visible enthusiasm and cooperation. f. Recognition and acceptance of a student’s sincere effort and contributions. g. A balance between freedom and control. h. A fair and firm handling of discipline problems. i. Mutual respect for colleagues.

2. Stimulating Physical Environment

Teachers are encouraged to: a. Adapt curriculum to meet the needs of a wide range of learners. b. Address all modalities throughout the day. c. Enhance learning with visual aids. d. Use technological tools such as LCD projectors and interactive whiteboards. e. Effectively use white boards. f. Encourage students to bring and display educational explorations and investigation

from home. g. Created an exciting learning environment in their classrooms.

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3. Lesson Planning

Teachers must see that: a. Lesson plan books reflect the skills and objectives in any given lesson and that use of

standards as a reference is clearly stated. b. Lesson objective is clear. c. Lesson objective is consistent with learning level of students. d. New skills are being learned or old ones are being perfected. e. Plans encourage creative thinking, logic and analysis. f. Lesson includes encouragement of good study skills. g. Practice is provided for application of learning.

4. Lesson Development

Teachers must ensure that: a. Lessons develop smoothly and time is used well. b. All materials are present, ready for use. c. Students understand goals of lesson. d. Lessons build from basic to complex concepts and skills. e. Pupils are encouraged to participate in lessons. f. Students are stimulated by the lesson. g. Lessons are paced to meet needs of individuals, slowed or accelerated. h. Students express their opinion and discuss the lesson in a risk free environment.

5. Evaluation of Instruction

Teachers are responsible for seeing that: a. Teachers are responsible for seeing that: b. Grading is relative to each student’s capacity. c. Marks on papers are positive in tone. d. Students are guided through evaluation, to correct errors and to improve. e. Evaluation shows evidence of both short-term and long-term goals.

6. Overall Lesson Evaluation

Teachers must: a. Speak well and clearly. b. Vary teaching techniques to add interest. c. Work toward students’ positive reactions to themselves and lesson. d. Plan lessons that take into consideration the differing learning styles of the students

in his/her class.

e. Account for multiple intelligences and varying cognitive demands in the execution of the lesson.

Lower School Academic Organization

Attendance Procedures

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Each homeroom teacher is to record daily attendance in FA Web. Teachers should also note absences and tardies in their grade books. A tardy is reported when a student is not in the classroom at 8:15 a.m. Daily attendance sheets should be recorded.

All tardy students must report to the office before going to their classroom. If, during the day, a student not listed as an absence fails to attend class, please notify the office. Please notify a principal as soon as possible in the case of repeated tardiness or prolonged absence.

Absences and tardies are included in every kindergarten through fifth grade student prose report sent to parents three times a year. Accurate attendance records are a legal requirement.

Students may not be excused from class unless necessary, and they may not leave campus during school hours without permission from the office. Students who leave early must be signed out in the Lower School Office.

All notes regarding changes in student transportation should be sent to the Lower School Office.

Lower School students are not permitted to walk home unless a parent has given written permission. Lower School students are not permitted to ride bicycles to and from school. Discipline

The first principle of classroom management is that each child is assigned tasks appropriate to his or her ability and stage of development. This means that expectations are individualized and individuals assessed to ensure that they are given tasks that are within their ability to successfully perform. The school does not allow the use of a token system to promote appropriate student behavior.

The goal in classroom management is to promote standards of appropriate behavior for each child. An interesting curriculum, encouragement, careful monitoring of tone, sufficient adult supervision and conflict resolution are the first tools in maintaining a happy, productive and safe environment. When the need for more active discipline occurs, the teacher should take the following steps:

1. Talk to the child to determine what is going on. 2. Assist the child in taking responsibility for his/her actions and finding a solution. 3. Remove a privilege. The lost privilege should be a logical consequence of the misbehavior,

i.e., “If you play during work time, you work during play time.” Again the child should be productively engaged during the period the privilege is removed.

4. Remove the student from the activity. If a child is disruptive to the extent of threatening the safety and well being of him/herself and the other children, or if it is impossible to supervise properly the children in your care, the child should be sent to the principal or assistant principal’s office. The teacher must phone the office and a principal should be notified. This step should not be taken lightly. The parent will be notified at the discretion of the principal the first time he/she is sent to the office. The parents must be notified of any subsequent referrals or if the problem becomes chronic.

5. The school administration does not support benching and/or removal from recess as a discipline strategy.

Teachers should establish and promote ongoing communication with parents re: their child’s

behavior at school as well as academic progress. The most important goal remains that teachers and parents work together in a mutually supportive way on expectations that prevent discipline

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problems as far as is possible with young children. Discipline at its best is an educative process that teaches self-discipline on the part of the student.

Homework Policy

All teachers in first grade through fifth grade assign homework on a regular basis, the amount and frequency varying according to the age and competence of the student. Homework assignments should always reinforce or enrich the in-school experience. Children should never be expected to master new material at home. Since children have varying degrees of assistance in completion of at-home assignments, work completed at home should never form a significant part of the child’s grade or assessment. Important assignments, including most writing, comprehension or problem-solving tasks should be completed and evaluated in school. If children are not developing good homework habits, teachers should follow the procedures appropriate to any discipline problem. No homework is to be assigned on the weekends and holidays except for reading for pleasure.

Students in first grade through fifth grade can expect to spend the following amounts of time on homework: First Grade Thirty minutes of homework two times per week Second Grade Thirty minutes of homework per night, Monday through

Thursday Third Grade Thirty minutes of homework per night, Monday through Thursday Fourth Grade Forty minutes of homework per night, Monday

through Thursday Fifth Grade Fifty minutes of homework per night, Monday through Thursday

Parents are encouraged to monitor the length of time their children spend on homework and prevent excessive expenditures of time. They are encouraged to contact the teachers when this occurs.

Daily homework is expected to be posted on the Buckley website for all students in fourth and fifth grade.

Tutoring Lower School: If a student is having academic difficulty, the teacher should confer with the Child Study Team and the Lower School principal to determine if tutoring or outside testing is needed. Under unusual circumstances, when parents, teachers, and administrators determine that such an alternative is the only way of assuring a student’s success at Buckley, private outside testing and/or tutoring may be prescribed. Teachers should not make such recommendations on their own; nor will the school make such recommendations quickly. In a case where tutoring is required, the administration will counsel families in selecting reliable professionals and will coordinate carefully with them and with the family.

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• If teachers believe that tutoring is needed, they should confer with the principals. • Under no circumstances may a faculty member tutor for pay any member of his/her own classes. • Under no circumstances may a Buckley faculty member tutor any student during regular school hours for pay. • During the summer, a faculty member may not tutor on the Buckley campus unless the faculty member is employed by Buckley during the summer session. Teachers are not to tutor for pay any current or prospective student without input from the

Child Study Team and principal approval. Teachers may not be employed for any reason by a current or prospective Buckley family. Teachers are not allowed to tutor any student at the grade level in which they teach.

Failure to follow this protocol will result in disciplinary action.

Lower School Student Uniforms Please refer to the 2008-2009 Dennis Uniform Guide. Also, please note:

• Buckley baseball caps are the only hats allowed, to be worn outside during physical education activities or recess.

• Rings, bracelets, and necklaces are not allowed due to safety considerations during physical movement activities. Only stud, not dangling, earrings are allowed. Watches are allowed.

• Girls’ skirts may not be more than four inches above the knee.

• Students are not allowed to dye their hair, to wear make-up, or to wear nail polish to school or to any school-related function, such as concerts, school sports events, or the fair.

• Please label every item of clothing with the student’s name so it can be easily returned if lost.

• Students are expected to dress in complete uniform each day, unless free dress is specified for a field day or birthday.

• A student may have free dress on a birthday or half-birthday in the case of a summer birthday. Parents are expected to use discretion in selecting appropriate attire for their child to wear for free dress.

• For both boys and girls, black, white, gray, or red (or any combination thereof) athletic shoes appropriate for participation in movement and athletic activities in sports and dance. High tops are acceptable. No slip-ons or Vans are allowed and no lights, jewelry or other colors are allowed on shoes.

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MIDDLE & UPPER SCHOOLS

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Goals of the Middle and Upper Schools The goals of the middle and upper schools fall into two main categories: academic and moral. Academic responsibility: Our students need to learn to organize themselves, to listen carefully, to remember what they've been taught, to come to class on time, and to come prepared. These are things that we can accomplish. Teachers should make all assignments clear; give all assignments well in advance; always correct, grade, and return assignments in a timely way; always make work outside of class clearly supportive of the work in class and so on. Then teachers should insist that all work is done on time, according to the instructions. If all of these things are done, students will quickly learn that they have to take responsibility for their progress. One of the main ways we can help our students learn to be responsible for their learning is by creating a fully articulated and coherent curriculum for grades six through twelve. Students should never see their individual teachers or courses as discrete phenomena but should always recognize the same major themes running through every course in every department from grade 6 through 12. Only then can our overall program encourage focus, independence, and self-reliance — all of which are crucial to success in college and beyond. Moral responsibility: We strive to teach these young people… to be selfless, to be honest with themselves and with others, that is, to have proper pride and proper humility, to lead a life based on principle, not on whim or self-indulgence, to develop their talents, to take risks, to ask questions, to get involved, to develop a sense of decency. To develop these ideas and attitudes, we must model them day to day in the classroom. Community service experiences, leadership opportunities, advisory discussions, and carefully developed expectations for student behavior also help to develop our students’ sense of moral responsibility. Our community service program is, of course, essential in helping to develop our students’ sense of moral responsibility. The sixth and seventh graders will work on community service projects such as food and toy drives. The eighth and eleventh graders will focus their efforts on local and global issues that affect our environment. The ninth graders are responsible for school service. The tenth graders sponsor annual blood drives and participate in service activities off campus. Seniors submit proposals for individual community service projects off campus. What we choose to teach and how we choose to teach it must also be informed by our desire to develop our students’ sense of moral responsibility. What books do we choose to read and how do we approach the themes in those books? The same is true for the issues discussed in history and social studies classes. Since these topics are primarily political and economic, there are moral and ethical standards underlying any position. Our students have certain prejudices they have brought with them from home and from their wider personal experience. What do we do to force them to leave their prejudices behind and confront these issues with open minds? And are we always successful at leaving our own prejudices out of the equation or is it sometimes only that we see our prejudices as better than theirs?

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There are always moments in any school year, sometimes a great many moments, when moral or ethical or political questions are in the air. It is our duty in these situations to show our students that there is a right way and that standing for that right way is proper. The further clarification and delineation of a behavioral policy is also an important element in moral education. That behavioral policy, what it encourages and what it prohibits, and the disciplinary procedures that follow from it must be consistent with our general moral stance.

Middle and Upper Schools Academic Policies and Procedures Academic Integrity and the Pursuit of Excellence Historically, a hallmark of the Buckley Plan of Education has been excellence in academics. But of even greater importance to Dr. Buckley and to her colleagues over the years have been integrity, honesty, and the other marks of a virtuous human being. Academic success achieved at the cost of academic integrity is worth nothing. The Buckley School is committed to academic excellence only when it reflects the integrity of its students. Academic integrity means producing original work on all examinations, papers, projects, homework, and oral recitations. No matter what pressures students face from family, college admissions, or fellow students, they are responsible for producing original work. They are responsible for organizing and preparing themselves properly and adequately, and completing all work. Academic integrity requires that all Buckley students: 1. complete their own work and not allow it to be copied by anyone else; 2. complete examinations without seeking help from or offering help to others; 3. complete original research for a paper, project, or oral report and acknowledge all others'

contributions to that work with proper citations; 4. recognize that their grade on an examination (or other assignment) is not linked to the

worth of the self, that there is greater value in integrity than in grades; and 5. realize that cheating of any kind, no matter how small, diminishes both personal and

academic integrity. Academic excellence requires that all Buckley students: 1. strive for work of high quality and not be satisfied with minimum effort or minimum results; 2. prepare thoroughly for class discussions, tests, and other assignments; 3. seek additional help when necessary; and

4. assume responsibility for all their work and actions.

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The Buckley School expects all students to aspire to the ideals of academic integrity and academic excellence. It is the duty of the faculty to support these philosophical positions and to insist on conscientious adherence to them. Communicating Between School and Home A hallmark of life at Buckley is effective communication between the school (teachers, advisors, and administrators) and parents. That communication can take various forms, including the sending of progress reports, referrals, emails, the writing of prose reports, phone conversations, and conferences. Teachers need to take an active and positive role in communicating with parents to ensure that we can work effectively with parents and help students be as successful as possible. Teachers should check their voice mail and e-mail daily and respond to messages in a timely manner. Frequent non-course related communication with students via telephone, e-mail, instant messaging, etc., is prohibited. Remember that we are teachers, mentors, role models; we are not to be “friends” with our students. Cumulative Records

1. Cumulative records are kept in locked files in the office and must be used in the office area only with the permission of a principal. This is to ensure confidentiality and accountability of all records.

2. Cumulative records are the property of the school. 3. It is a violation of a student’s right to privacy if a teacher copies parts of a file for

personal use or discusses a file’s contents in an unprofessional manner. Confidentiality

All teachers are responsible for keeping confidential all personal and academic information about students and families to which teachers have access as a result of their responsibilities at Buckley. No confidential information about any student or family may be shared with any other student or family or with any persons outside the Buckley community. No information regarding attendance, academic standing, addresses or phone numbers may be shared with any party outside the Buckley community without permission of the student’s family. The school roster is not to be used for personal gain or commercial purposes.

All parents have the right of equal access to information regarding school policies, programs, curriculum and personnel. The administration makes every effort to include faculty in discussions regarding decisions in those areas when appropriate. In order to maintain and expand faculty responsibility for decisions in such areas, faculty members may not divulge information to members of the community before all members of the community would have access to the decisions or discussions. Any premature or selective release of information, including information about class lists prior to August, is an abuse of privilege.

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Advisory System Almost every teacher and administrator in the middle and upper school is an advisor. An advisor has the primary responsibility for the academic and personal well being of the students in his/her advisory. The advisor has the following specific responsibilities:

1. contacts parents of one’s advisees the first week of school to introduce him/herself and answer any questions; 2. contacts the parents of his/her advisees who have received Progress Reports and/or academic referrals and keeps in regular contact with parents of all advisees to ensure that lines of communication remain open; 3. meets individually with each advisee as needed; 4. takes every opportunity to reinforce the school's values, particularly the Buckley Commitment; 5. notifies academic dean if an advisee needs extra help with a class; 6. helps advisees to plan their academic program in conjunction with the academic dean; 7. meets with advisees and their parents on Parent Conference Day; 8. is available to individual advisees to discuss problems; 9. serves as the representative of the advisee in a conflict between the student and a teacher; 10. confers with the advisee's teachers and the academic dean in case of academic difficulty; 11. reports to the academic dean and the parents whenever any pronounced change has occurred in the advisee; 12. reviews the Parent/Student Handbook with the advisory each year to make sure students are familiar with the rules of the community and all changes to the Handbook, and 13. keeps current the individual advisory booklets on all advisees and submits those to the

academic dean at the end of each school year. Upper School Graduation Requirements In order to graduate from The Buckley School, a student must take high school courses in the following disciplines: English 4 year-long courses Mathematics 4 year-long courses Foreign Language Through Level III Social Studies 4 year-long courses Science 3 year-long courses Computer Science 1 year-long course Arts 2 year-long courses Health 1 trimester course Physical Education Requirement: Eleven credits of physical education, dance, or participation on Buckley athletic teams are required for all students in grades nine through twelve for graduation. The eleven credits may be accumulated in any combination of physical education, dance or athletics during the trimester seasons. Students must be enrolled in physical education, dance or athletics every season until graduation requirements have been met. Students may also manage a team for credit; managing a middle school team or an upper

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school team counts as one credit. However, a student can apply only two managing credits toward their required eleven credits, but can manage only one team a year. Grade Point Average The middle and upper school reports grades based on the following scale:

A+ 4.33 96.5-100% A 4.00 92.5-96.4% A- 3.67 89.5-92.4% B+ 3.33 86.5-89.4% B 3.00 82.5-86.4% B- 2.67 79.5-82.4% C+ 2.33 76.5-79.4% C 2.00 72.5-76.4% C- 1.67 69.5-72.4% D+ 1.33 66.5-69.4% D 1.00 62.5-66.4% D- 0.67 59.5-62.4% F 0.00 00-59.4%

Students are required to maintain at least a 2.00 (C) grade point average to remain in good standing at Buckley. In the Upper School, a student whose quarter GPA falls below 2.00 will be placed on academic probation for one quarter. If the GPA for the following quarter is not 2.00 or above, the student will become academically ineligible for extracurricular activities including, but not limited to, athletics, performing arts, and clubs. In the Middle School, a student whose quarter academic GPA falls below 2.00 will become ineligible for extracurricular activities including, but not limited to, athletics, performing arts, and clubs for the following quarter. A student who is placed on academic probation for any two quarters may be asked to leave Buckley. Parents will be notified of academic probation at the end of each quarter. In addition to the regularly scheduled prose reports and progress reports, the administration will notify parents if their child is experiencing academic difficulty. The administration also reserves the right to assess the level of a student's academic performance in light of that student's academic potential. Even a student who is not on academic probation can be required to maintain a GPA commensurate with his or her abilities and can be dismissed from Buckley if he or she falls below the determined level. If, in the judgment of the faculty and administration of the Middle and Upper School, a student's academic performance indicates a serious lack of interest or positive involvement, a lack of academic integrity, or a lack of willingness to pursue academic excellence, that student may not be allowed to continue at our school. Parents will receive their child's grades four times during the year at the end of each quarter. Progress reports will be sent home periodically on students doing work of C- or below. Academic referral notices will be sent home regularly on students who are experiencing difficulty in performance or attitude. Parents should review these reports and confer with their child's advisor if there is a problem.

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A student who does not receive a passing grade in a course is required to make up the failing grade as a condition of continuing his or her studies at Buckley. When a course is repeated, both the original grade and the new grade are included in the GPA calculation. ANY SENIOR WITH A GRADE OF “F” IN A COURSE WILL NOT RECEIVE A BUCKLEY DIPLOMA UNTIL THE GRADE IS IMPROVED IN SUMMER SCHOOL. Grading and the Reporting of Grades and Student Behavior Letter grades are assigned in all classes, including arts and physical education classes. Letter grades range from A to F and pluses and minuses are assigned. Letter grades are described as follows:

A — Excellent B — Good C — Average D — Barely Passing (credit may not be given by some colleges) F — Failing; No credit

Reporting of Grades: Grades are reported four times yearly: on reports at the end of the first and third quarters, and on report cards in January and June. No combination grades (e.g., B+/A-) are to be given at any grading period. Semester Grades: Semester grades are calculated based on the two-quarter grades and the final examination. Each quarter is worth 40% and the final examination is worth 20%. Parent Conference Day: Classes do not meet on this day. Students and their parents come to school at appointed times to meet with the child's advisor to discuss the reports and to discuss the child's progress. The parents and students are encouraged to schedule individual appointments throughout the year with teachers with whom they wish to meet. Parent Conference Day is usually two weeks after first and third quarter grades have been submitted, typically in early November and before spring break. The faculty meets in the library on the Wednesday previous to the Parent Conference Day to confer regarding prose reports. Prose Reports: Many teachers find it useful to write down observations of their students throughout the year so that when it comes time to write prose reports, they will have ample details handy. Because prose reports are the most personalized and revealing of all evaluations of students, it is important that teachers write these reports as effectively as possible. The rubric, developed by faculty with the assistance of UCLA Writing Project staff, is intended as a general guide to the writing of prose reports. Progress Reports: Progress Reports are sent to the parents of students doing work of C- or below. Such reports are required approximately halfway through each quarter, but it is also the responsibility of each

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teacher to send Progress Reports whenever appropriate on any student doing work of C- or below or in danger of receiving a C- or below at the end of a grading period. Evaluation: Grades in Honors and Advanced Placement courses are assigned on the basis of the standards of the course and are not "weighted" by the teacher. Tests and quizzes make up the bulk of the evaluative information in almost all classes and so should be administered on a regular basis. A test calendar is posted in the faculty room, on which all faculty members should indicate the subject and grade level and date of test. Teachers need to consult this calendar when planning a test day to avoid students’ having too many tests on a given day. Timely attention to this matter is clearly essential. No student may have more than three tests on any given day. Academic Referral Notices and Complimentary Notices: Referral and complimentary notices are one of the important ways we keep parents and the academic deans informed about a student’s progress. Academic Referrals need to be completed and submitted to the Academic Dean whenever a student performs below a C- on any type of evaluation, project, paper, etc. There are other categories that may be checked on the referral form if a student is struggling with study skills. Complimentary Notices should be submitted when a student has performed extremely well or has shown significant improvement. Students at all levels take pride in earning and receiving these positive notices. Withdrawal From a Course: Students may withdraw from a course or add a course during the first three weeks of the semester, only with the approval of the principal, the student's academic dean, and the teacher involved. These changes are made without penalty. Teachers may not unilaterally "drop" a student from the official class list. Because it is crucial that students and teachers have sufficient means to evaluate progress prior to the final add/drop date, teachers must give ample evaluative exercises (tests, essays, etc.) during the first three weeks of classes. Withdrawal after the first three weeks will include a notation on the transcript of Withdrawn Pass (WP) or Withdrawn Fail (WF) and will be allowed only under the most drastic of circumstances. Incomplete Grades: Grades of "Incomplete" may be given at a marking period only to those students who have missed work because of serious illness. These grades must become letter grades no longer than two weeks after the conclusion of the grading period. Under no circumstances will grades of "Incomplete" be given merely because work was not turned in; if work is not turned in on time, grades of F or zero will be assigned and calculated in the grade for that marking period. Tutoring: If a student is having difficulty in a particular subject, the teacher should meet with the student outside of class. Under unusual circumstances, when parents, teachers, and administrators determine that such an alternative is the only way of assuring a student's success at Buckley, private outside testing and/or tutoring may be prescribed. Teachers should not make such recommendations on their own; nor will the school make such recommendations quickly. In a case where tutoring is required, the administration will counsel families in selecting reliable professionals and will coordinate carefully with them and with the family.

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• If teachers believe that tutoring is needed, they should confer with the principals/academic deans.

• Under no circumstances may a faculty member tutor for pay any member of his/her own classes.

• Under no circumstances may a Buckley faculty member tutor any student during regular school hours for pay.

• During the summer, a faculty member may not tutor on the Buckley campus unless the faculty member is employed by Buckley during the summer session.

Failure to follow this protocol will result in disciplinary action.

On campus, teachers should meet with students in a public space. Tutoring should take place in public view. If your office, classroom, or work area doesn’t have windows, leave the door open when meeting with students. Never meet a student(s) off campus without the supervision of the student’s parent. Student Behavior: When a student’s behavior is unsatisfactory, the first step to take, always, is to speak directly with the child. If it seems necessary to inform someone else about the situation, talk to the principal/dean of students and complete a behavioral referral regarding the problem. You may also want to telephone the parent and send a progress report home. Noteworthy telephone conversations should be shared with the appropriate administrator, who will know whether the next step should be a parent conference or some other type of intervention. Academic Awards Seniors who have attained significant success in a particular department during their time at Buckley, and who have contributed to the program within that department, will receive Senior Awards on the night of the Academic Awards Ceremony. Seniors are also eligible for Bank of America Plaque Awards in Fine Arts, Liberal Arts, and Mathematics and Science and for Bank of America departmental awards in English, Foreign Language, Mathematics, Science, Social Studies, Computer Science, Art, and Performing Arts. Students in the middle and upper school who are chosen by the academic departments as the top three students in a subject at their grade level will be given awards at the Academic Awards Ceremony. A variety of other awards are given based on specific criteria and qualifications. Athletic and performing arts awards are also presented at their own ceremonies. National Honor Society The National Honor Society (NHS) and the National Junior Honor Society (NJHS) offer their members an opportunity to begin a lifetime of service consonant with their superior abilities, to stimulate respect for scholarship, and to strive toward higher standards of achievement. Sophomores and juniors are eligible for election to the NHS. Students in the seventh and eighth grades are eligible for election to the NJHS. There are no quotas or percentages of members per class.

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Candidates for membership are nominated by the faculty from a list of students who meet the scholarship requirement of a minimum cumulative academic GPA of 3.00 and have been students at Buckley for at least one semester. The Faculty Council will consider all students who receive three or more faculty nominations. Nominations will be based on a student's demonstration of leadership and service in the school community and on outstanding character. Each of these students must be an active participant in a minimum of two of Buckley's extra-curricular activities. Activities must be ones that require the student to participate outside of class time on an on-going basis. Students in grades seven and eight must participate in activities as their grade levels allow. Personal interviews of finalists will be conducted by the Faculty Council to determine the student's interest in honor society membership as well as to determine the role of community service in his/her life. Community service is defined as hours of service given to help those in need. Students are elected to membership by a majority vote of the NHS or NJHS Faculty Council on the basis of scholarship, leadership, service, and character. Guidelines from the Honor Society handbook will aid in the definition of leadership, service, and character. These guidelines may be requested from the NHS/NJHS advisor. Once elected to membership in the Honor Society all students are required to uphold the principles by which they were selected as well as maintain a cumulative GPA of 3.00 or higher. Failure to do so may result in dismissal.

Academic Organization Course Outlines The department chairmen will submit to the principal by the end of the second week of school an outline of the year's work in each of the courses in the department. These outlines should include a syllabus of assignments (in as much detail as possible), special note of the major assignments (tests, papers, field trips, research projects, etc.), the goals of the course, and how the course fits in with the developmental goals of the department. These outlines are to be submitted by course, even if there is more than one person teaching that course. The outlines for the sequential courses in the department (French A and B, French II, French III; Algebra I, Geometry, Algebra II; etc.) should demonstrate the developmental program within that department with regard to both content and skills. Copies of these outlines will be kept by the chairman and by the principal and should provide anyone who inquires exactly what the goals of the department are and exactly how the department goes about accomplishing these goals. Major Assignment Sheets In an effort to better coordinate the work asked of students at each grade level, each teacher will be asked at the beginning of each quarter to list all major assignments (papers, research papers, projects, and tests) on the Buckley website “test calendar." If there are difficulties caused by too many major assignments being due at the same time, the administration may request some shifting of due dates.

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Homework Assignment Sheets All teachers in all academic disciplines at grades six through eleven will provide their students with assignment sheets. These weekly assignment sheets need to be posted on the Buckley website by Monday afternoon. Teachers of seniors may opt to give a weekly assignment sheet or a semester syllabus. Making these assignment sheets available online is mandatory . The first of these sheets given out at the beginning of the year must be accompanied by one or more sheets introducing the students to the course and giving them all the pertinent information they will need: how they will be evaluated, how much various evaluative exercises will count toward the final grade, what materials they are expected to bring to class, how class will be conducted, what study skills this course will particularly emphasize, what kind of classroom behavior is expected, clear instruction on what is cheating/plagiarism, how homework is assigned, collected, and evaluated, etc.

In order to keep our families as informed as possible, all course outlines, major assignment sheets, homework assignment sheets, and standards and methods of evaluation and grading should be posted on the Buckley

website by every Monday afternoon. Assigning of Homework In keeping with Dr. Buckley’s Four-Fold Plan of Education, Buckley students are strongly encouraged to participate in extracurricular activities offered by the school to enrich their Buckley experience and prepare them for life after Buckley. Participation in Buckley’s strong athletic, club, student leadership, robotics, visual arts, and performing arts requires very important time commitments from our students. Family and social time is also important for young people. It is also clear that homework is a critical part of the learning process. Time management, good organization and a positive, distraction free environment for homework are keys to success. Buckley has made adjustments to the school’s homework policy to help students find a balance among academics, extracurricular activities, and family life. The normal homework load averages about 1 ½ hours per night in Middle School and 2 hours per night in Upper School. Parents are encouraged to review the class assignment sheets that are posted on the Buckley website to ensure that students complete all work on time. Homework for the week will be posted on the website by 5:00 pm on Mondays. Please do not write notes excusing a child’s failure to complete work. Homework is assigned in every academic class four nights a week. English classes receive a larger proportion of the time allotted for homework because of the reading required in these classes. Upper School English classes may have 45 minutes of homework assigned per night, while the other academic classes may have 25 minutes of homework assigned per night, and elective courses may have approximately 20 minutes assigned per night. Students in AP and/or Honors courses in the Upper School may have 2 ½ - 3 hours total of homework per night.

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Every effort will be made to ensure that Middle School students will not have more than 2 tests on any day, and Upper School students will not have more than 3 tests on any day. Homework is not assigned over Labor Day, Thanksgiving, Winter Break, Martin Luther King Day, Presidents' Day, Spring Break, and religious holidays, except in Advanced Placement courses. Tests will not be given on the first day back from these holidays. Evaluation and Grading Absence is no excuse for failure to do homework. It is the student's responsibility to obtain assignments from the school website or from a classmate. As a rule, a student has the number of school days he or she was absent to turn in missed work or take quizzes or tests. For example, if a student is absent on a Monday, the assignments and/or tests and quizzes that were missed on Monday are due no later than Wednesday during class (if the class does not meet on Wednesday, the work is due prior to the end of the school day on Wednesday). If a student is absent on Monday and Tuesday, all work is due no later than Friday during class (again, if the class does not meet on Friday, the work is due prior to the end of the school day on Friday). Absent students are not expected to fax or otherwise send in work during their absences but may do so if they desire. Failure to complete the assessment by the scheduled date will result in a “0” on the assignment. Long-term assignments (any assignments given at least one week before their due date), which are due during an absence, should be emailed to the teacher on the day they are due if at all possible or should be turned in on the day the student returns, even if the class does not meet on that day. Failure to do so will result in the assignment being considered late. Upper School students who miss a test or quiz or fail to turn in an assignment when absent for only part of a day must take the test or quiz or turn in the assignment on that same scheduled day. It is the student’s responsibility to make arrangements with their teacher for completing the work. Middle School students who are absent for only part of the day are required to turn in all assignments and homework to their teachers’ mailboxes. Athletes are expected to take all tests scheduled on the day of a game unless the team must leave school before a test is given. A pattern of excessive absences by a student on days when assessments are scheduled will be subject to review by the academic dean. In the case of extended absences of five school days or more, students must make arrangements with the academic dean to get caught up. In the case of extended absences of five school days or more, students must make arrangements with the academic dean to get caught up. Please record all tests and major assignments (essays, major reports, etc.) on the test calendar on the Buckley website. Also, check the calendar before scheduling tests to ensure that students do no have more than two tests on any given day for Middle School and three tests on any given day for Upper School. All work turned in by students (tests, quizzes, papers, outlines, bibliographies, research papers and projects, etc.) should be corrected and graded and returned to the students — for them to keep and consult — in no more than two weeks, preferably in one week. All mid-year and final examinations will be corrected and graded and returned to the students for them to review.

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Instructional Guidelines All classes will meet on the day and time and in the place scheduled for them: No class may be cancelled or dismissed early. This applies to all classes throughout the school year, including Advanced Placement classes. All classes will begin and end on time, including all Sunrise classes that begin at 8:00 A.M. Sunrise classes are scheduled Monday through Friday, and are required to meet everyday beginning at 8:00 A.M. Students are not to be kept waiting outside classrooms nor kept late in any class for any reason. Students may not be removed from one class to do extra or special work for any other class, including preparation for Advanced Placement examinations, with the obvious exception of approved field trips. Active instruction is to take place in every class every day, except for test taking and "in-class writing." There are to be no undirected "study periods”, as all students should be as actively involved as possible.

During testing situations, teachers must be active, aware proctors. A discussion on collaborative work should take place in every class at the beginning of the year. Changing tests from period to period is always a good rule of thumb. Tests should always be changed from year to year. A good teacher will make it almost impossible to cheat on one of his tests. Giving an ample amount of assessments each grading period will help take away some of the pressure that students put on themselves on a particular test. Attendance Because students must be held accountable, teachers should take attendance during the first five minutes of each class, being careful to record absences and tardies in FA Web. Student Uniforms It is every teacher's responsibility to support—actively and positively—the uniform policy of the school. Therefore, we must know what the uniform policy is and must insist that all students dress in uniform when they are in class and when they are on campus. Students who are out of uniform should first be cited for a uniform violation in either FA Web or on a uniform violation slip. Then, they should get in uniform immediately, if possible. Enforcement of the uniform policy is the responsibility of all teachers at all times. Students who violate the uniform policy may not be allowed to attend classes until they are properly dressed. In some circumstances, parents will be called to take their out-of-uniform children home from school. Good grooming and cleanliness are essential to the school dress code. Boys must be clean- shaven. Goatees, beards, and moustaches must be manicured. Girls may wear light makeup. Neither boys nor girls may wear hairstyles that are extreme; hair coloring must be natural. Body piercing and tattooing violate uniform policy; consequently, students who wear jewelry in pierces in any place besides their ears must remove that jewelry while at Buckley and while participating in school events. All shirts are to be tucked in. Girls’ skirts may be no shorter than mid-thigh. Clothes that are too baggy or too tight are not acceptable. Violating these basic norms of neatness and cleanliness, even though conforming to the specific guidelines, is unacceptable and subject to sanction. Because some interpretation and judgment in these

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matters are obviously necessary, the administration of the school will be the final judge of what is or is not acceptable. The dress code for middle and upper school students is designed to allow a degree of flexibility within an established uniform. The uniform eliminates the complications and problems associated with "free dress" while providing an opportunity for students to have reasonable choice. Middle/Upper School Uniforms In the Middle/Upper School, uniform violations are dealt with in the following way:

Over the course of each semester, a warning letter is sent home after a student’s first uniform violation. The second violation will result in a one-hour detention; the third violation will result in a two-hour detention; the fourth violation will result in a three-hour detention and the student will be placed on suspension probation. On a student’s fifth uniform violation during a semester, the student will be suspended from school.

Repeated violations involving the same aspect of the uniform code will result in reduced uniform options. For example, if a female student acquires multiple skirt length violations, she will be required to wear Dennis Uniform pants to school for the remainder of the semester.

Pants: Pants must be solid gray or solid black Dennis Uniform Company dress pants. Pants, sweatpants, or leggings may not be worn under skirts. Belts must be worn with pants that have belt loops. Belts should be black or brown and cannot be studded or worn over skirts.

Skirts/Skorts: Skirts must be brushed gray twill pleated or charcoal gray pinfeather box pleated Dennis Uniform Company skirts. Senior girls may wear the special senior skirt from Dennis Uniform Company. Skorts must be brushed gray twill pleated skorts from Dennis Uniform Company. Skirts and skorts must be a conservative length; no shorter than mid-thigh. Skirts and skorts must be worn at the waist. They must also be zipped, buttoned, and unrolled at the waist. Shirts: Shirts must be white, button-down, Oxford style shirts (short sleeve or long sleeve), white, gray or red polo shirts with griffin logo (short sleeve or long sleeve), or white turtlenecks with griffin logo. All polo and turtleneck shirts must be from Dennis Uniform Company. Seniors may wear the black polo with griffin from Dennis Uniform Company. All button-down Oxfords must be buttoned and tucked into the pants or skirts. All polo shirts must be long enough to cover the student’s waist. Solid white T- shirts may be worn under a uniform shirt. Seniors may wear solid black undershirts under their black polo shirts. Undershirts must be tucked in at all times. No crop-tops that show the midriff, zipper shirts, terry cloth, see-through shirts, or skintight shirts are allowed. Sweaters: Sweaters (knitted or crocheted) must be crew neck, v-neck, vest, or button-front cardigans in solid white, gray, black, or red and may be no longer than hip length. All sweaters must be worn over a uniform shirt. No zippered, turtleneck, cowl neck, or hooded sweaters are allowed. Sweatshirts: Sweatshirts (cotton jersey) must be official Buckley sweatshirts with a Buckley emblem or printed screen (i.e., team sweatshirts, club sweatshirts, and drama sweatshirts). All sweatshirts must be worn over a uniform shirt.

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Jackets: Jackets, raincoats, blazers and vests must be solid black, red, white or gray only with no patches or logos. Leather jackets are allowed only in black. Official Buckley athletic jackets are acceptable. The Dennis Uniform Company fleece vest or jacket with griffin logo is also acceptable. Jackets may not be oversized. Shoes: Dress shoes must be black, white or brown leather. Sneakers must only be school colors – black, white, red, or gray or any combination of these school colors. Leather boots, black or brown (not tan) including Uggs, may be worn only under pants. Heels may not exceed two inches in height. No open toe or open back shoes, sandals, platform shoes, slippers, or clogs are allowed. Socks: Socks must be solid black, white, red or gray. All socks must be readily visible. Tights are allowed to be worn in the same colors as socks. No leggings are allowed. Other: Bandannas and athletic headbands/sweatbands are not allowed. Students may wear approved Buckley issued hats outdoors only. Please label all clothing with the student’s name, since many clothes end up in the lost and found. On free-dress days (theme days or school color days), students will be given the option to dress in the theme/color or to dress in the regular uniform. On these days, shorts, tank tops revealing clothing, open toe or open back shoes, sandals, clogs, platform shoes, slippers, or shoes with a heel exceeding two inches are not permitted. Examinations Semester examinations are to be given in December for every academic course (Grades 7-12) and in June for every academic course (Grades 6-12) with the possible exception of Advanced Placement classes. All students must take examinations in each of their academic courses, except second semester seniors who earn a semester average of B+ or better. All semester examinations are to take place during the normally scheduled times for those examinations. It is only under extreme emergencies that students are permitted to take exams at an earlier or later time. A doctor’s note is required for any absence during exam week. No examination may be given during the week before examinations except the oral sections of foreign language examinations and computer science examinations. Review Days: The amount of new material presented before examinations in December and in June is limited. Major tests will not be scheduled on these days, and there will be at least one or more days set aside during this period for discussing the format and content of the examination, answering questions, etc. Sixth graders have regular classes during the winter exam period. Common Examinations: All courses with more than one section will offer examinations in December and June that are "common." These examinations do not have to be exactly the same in all aspects, although that will be appropriate for some disciplines at some grade levels. They must, however, test the same material in essentially the same ways. The mid-year and June final exams

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count as 20% of the semester grade, with each quarter counting as 40%. Department chairs will make sure that teachers who share a course are in communication throughout the year and that they plan examinations together. Study Skills and Research Skills

All members of the middle and upper school faculty, but particularly those who teach middle school students, have a responsibility to teach "study skills," i.e., note-taking, analytical reading, preparing for tests, etc. They should be incorporated into the curriculum as to give students hands-on experience in learning and applying these important tools.

We take a systematic approach to the teaching of research skills, utilizing the English, history, and science departments particularly. Each grade level will have appropriate research projects assigned to it. Special arrangements can be made with the librarians and members of the computer science department to have lessons tailored to a particular subject and/or skill. Cheating

Cheating of any kind is not tolerated at The Buckley School. Cheating is defined as using

information that a student is not supposed to have. Cheating includes copying someone else’s homework, looking at another student’s paper during a test or quiz, bringing information into a test or quiz on paper or on an electronic device or by any other manner, or providing or soliciting information from another student or source, either before, during, or after a test or quiz. Students should never talk to each other about the form, content, or degree of difficulty of a test that they have already taken. The first case of cheating in the Middle School is evaluated by the Dean of Students, the Academic Dean, and involved teachers, and results in a “0” for the assignment and may result in a three-hour detention and suspension probation or suspension. Any further incidents will result in suspension. Every case of cheating in the Upper School is evaluated by the Dean of Students, the Academic Dean, and involved teachers, and results in a “0” for the assignment and disciplinary action, which will include suspension or possibly dismissal. The Buckley School will, when appropriate, inform colleges of any notable changes in a student’s academic or personal status including, but not limited to, a significant drop in grades, probation, suspension, dismissal, and extended absences from school. It is school policy to report to colleges and other educational programs major disciplinary measures taken against a student when infractions involve serious breach of community standards or potentially harmful patterns of behavior. The student will be expected, by both Buckley and the colleges, to address his or her transgression in a separate letter to the colleges. In addition, the secondary school report will disclose the behaviors that meet these criteria.

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Plagiarism In an academic community, plagiarism is a serious form of misconduct. A general definition of plagiarism is the presentation of other people's thoughts or words as one’s own--in effect, to steal ideas and misrepresent them as one’s own. Plagiarism can be deliberate or accidental. In either case it is unacceptable. Forms of plagiarism include copying the language (phrases, sentences, or longer passages) from a written or electronic source without acknowledging that source, and putting in your own words the written or spoken ideas of others but not acknowledging the source of those ideas. It is important to understand that properly using the words and ideas of others is not plagiaristic. Direct quotes may be used if they are enclosed in quotation marks and their source is stated. Any idea that is not one’s own must include the source of that idea. Students are provided with a “Guide for Parenthetical and Bibliographic Citations” in their English class and should carefully follow that guide. We consider plagiarism a serious infraction. The Dean of Students and the Academic Dean, along with the involved teacher, evaluate every case of plagiarism. A student who has been found to plagiarize will receive a “0” for the assignment and disciplinary action. In addition to being assigned a “0” on the assignment, in the Middle School, a student who has plagiarized will receive a three hour detention and will be placed on suspension probation. Any further incidents of plagiarism will result in suspension and possible disciplinary probation. In addition to being assigned a “0” on the assignment, a 9th or 10th grader who has plagiarized for the first time will receive a six hour detention and will be placed on suspension probation. Any further incidents of plagiarism in the Upper School will result in suspension, which will be reported to colleges and universities upon request, and possible disciplinary probation. In addition to being assigned a “0” on the assignment, an 11th or 12th grader who has plagiarized for the first time will receive an all day In-House Detention which will not be reported to colleges and universities. During the time of an In-House Detention, the student will report in full uniform to the Dean of Students at 8:45 a.m. and will remain at school under supervision until 3:15. Students who receive an In-House Detention are not allowed to attend classes, practices or rehearsals, and may not attend nor participate in any school activities until they are officially re-admitted. The suspended student will receive an “F”/59% on all assignments, quizzes, tests or projects scheduled during the term of their In-House Suspension. Any further incidents of plagiarism in the Upper School will result in suspension, which will be reported to colleges and universities upon request, and possible disciplinary probation. The Buckley School will, when appropriate, inform colleges of any notable changes in a student’s academic or personal status including, but not limited to, a significant drop in grades, probation, suspension, dismissal, and extended absences from school. It is school policy to report to colleges and other educational programs major disciplinary measures taken against a student when infractions involve serious breach of community standards or potentially harmful patterns of behavior. The student will be expected, by both Buckley and the colleges, to address his or her transgression in a separate letter to the colleges. In addition, the secondary school report will disclose the behaviors that meet these criteria.

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Citation Guide Teachers should use the school’s guidelines, available in the Upper School Library or through the English Department, so that expectations within and among disciplines are consistent and clear. Academic Departments The departments are the lifeblood of the academic program of the school. They coordinate instruction, develop curricula, and work together to create a coherent overall academic program. Each department will meet monthly, under the leadership of the department chairman, to discuss issues of concern. Every quarter, department chairs will meet individually with the principals. The department chairs will also meet as a group with the principals and assistant principal. Teaching Students with Learning Differences Concern for the welfare and education of each student dictates that teachers respond appropriately to the needs of students with verified disabilities. This does not mean that a student with a disability is not responsible for his or her work, rather that we should make reasonable accommodations to address the needs of disabled students as the law requires. The key to successful accommodation of special needs is that teachers and students all be involved in the process of planning those accommodations and that they be based on documented need. The guide for students with disabilities, Accommodating Differences, defines the process by which the school responds to special needs and the role of teachers and advisors in that process. The division principal will meet the teachers of students who have verified learning differences. The principal will guide the teachers through the appropriate accommodations for that student. The teacher should make certain to discuss extended time test taking procedures with the student. These procedures must be in place, and consistently followed, before the first test. Co-Curricular and Extra-Curricular Activities There are many co-curricular and extra-curricular activities that include a stipend (coaching sports, for example) and many others which depend on the good will and enthusiasm of the faculty (outdoor environmental trips, for example). This willingness to volunteer, to participate in the program because it benefits the students, is absolutely necessary to the success of a school like Buckley. To whatever extent you can, make yourself available when volunteers are needed. The students love it when their teachers chaperone a dance, go on an outdoor ed. trip, attend a play, or attend a sporting event. One of the best things about being a student at Buckley is that we have just as wide and diverse an extra-curricular program as other independent schools in the area with twice the student body; this allows for participation of students who otherwise would not be able to participate. The problem is that we have a relatively small faculty, too, and to make that extra-curricular program work, more people have to do more things.

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Please pitch in and help as much as you can. Athletic and Extra-Curricular Eligibility

Eligibility for participation in athletics and other extra-curricular activities is dependent on good academic and behavioral standing:

1. maintaining an average GPA of 2.0 in all academic classes, and 2. maintaining a record of good citizenship, proper behavior, and a willingness to support the ideals of the Buckley School. In extraordinary situations, the principal will reserve the right to determine a student's

eligibility for an activity.

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THE BUCKLEY SCHOOLTECHNOLOGY ACCEPTABLE USE POLICY

Name: Date: The Buckley School has established this Technology Acceptable Use Policy in an effort to make certain that employees utilize electronic communications devices in a legal, ethical and appropriate manner. We have devised this policy in a manner that addresses the school’s legal responsibilities and concerns regarding the fair and proper use of all electronic communications devices within The Buckley School. This is a legally binding Agreement between you and The Buckley School. In order to be granted access to the school’s computer equipment:

You must read this document carefully. You must sign this Agreement where indicated.

1. Access – I will use any of the school’s computer or telecommunications technologies to

further my work and professional development as an instructor or staff member of The Buckley School. Furthermore, I understand that the school’s computer systems are not to be used to conduct commercial or non-commercial business activities that are not for the direct and immediate benefit of the school.

2. Netiquette - I will always be mindful that I am a representative of The Buckley School. What I say and do can be viewed globally. I will use appropriate language, be polite and will not send or encourage others to send abusive messages. I understand that the school’s policy against unlawful harassment, including sexual harassment, extends to the use of the Internet, e-mail and any component of the electronic communications systems. In keeping with that policy, I will not use any electronic communications devices in a manner that would violate that policy.

3. The school’s anti-discrimination policies extend to the use of the communications systems. Any employee who uses any electronic communications device will therefore be subject to corrective action, including possible termination, for use of such a device in any manner that violates the school’s anti-discrimination policies or commitment to equal employment opportunity.

4. Vandalism – I will not use technology to practice vandalism. Vandalism includes any malicious attempt to harm or destroy the property, including data, of any user or system on the Internet.

5. Privacy – I will not reveal any passwords, home addresses or personal phone numbers. I will not electronically publish or distribute pictures of myself or others without express permission from the Head of School and Director of Technology. I will not electronically publish or distribute any materials I have created or those of others without express permission from the Head of School and Director of Technology.

6. Trademark, Copyrights and Licenses – I will respect and comply with all laws and standards applicable to trademarks, copyrights, patents and licenses to software and other on-line information. I understand that I may not download, upload or copy software or other copyrighted or legally protected information through the school’s electronic

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communications systems without the prior authorization of the Head of School and Director of Technology.

7. Software – I will not download or install any software, even if it is purchased with my own funds, on any computer without the authorization of the Director of Technology.

8. E-mail – I understand that electronic mail to or from The Buckley School is not guaranteed to be private. E-mail (like written correspondence) is a permanent record of the school; therefore care and consideration should be taken in the preparation and sending of electronic messages. Employees should not attempt to gain access to another employee’s e-mail messages without his or her express permission. Messages relating to or in support of illegal activities will be reported to the appropriate authorities. In addition, messages that indicate a violation of any of the rules set forth in this Acceptable Use Agreement will be reported to the appropriate authorities.

9. Instant Messaging – I understand that the use of instant messaging software for purposes not related to my work at The Buckley School is prohibited.

10. Problems – I will promptly report any problems of which I become aware, as well as any abuses directed at me, to my immediate supervisor or an appropriate member of administration at The Buckley School.

11. Misuse – I agree to promptly report any misuse of the school’s electronic communications system. Misuse can come in many forms including, but not limited to, any messages sent or received that contain or suggest pornography, unethical or illegal solicitation, racism, sexism, inappropriate language, and other issues described above.

12. Personal Equipment – If I choose to bring my personal laptop computer to use on campus, I will install and keep updated a commercial anti-virus program. When I am using my laptop on campus, I will not use it to undertake activities in contravention of this agreement or to avoid restrictions in this agreement.

All of the rules of work conduct described in The Buckley School Employee Handbook apply when I am using technology. I understand and agree to abide by the provisions and conditions of this Acceptable Use Agreement. I understand that any violations of the above provisions may result in corrective action, up to and including termination of employment. I further understand that any violations of the above provisions may result in revoking of my user account(s) or even legal action. I understand that this Acceptable Use Agreement will be included in my personnel file maintained in the Human Resources Department.

Employee Name (Please Print) Employee Signature ____________________________________________ Date Signed ___________________________________________________ Technology Standards for Buckley Teachers The following standards were created by the Technology Committee as a tool to help all of us determine where our strengths and weaknesses lie with regards to our knowledge and use of technology. These assessments have been established to enable us to grow professionally and

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change with the times. We will also be able to use these standards as a basis for determining which training classes we should offer that would best serve the community as a whole. Computer Systems Basics Software

-Use Buckley server, such as: saving a folder, finding applications, selecting a printer -Navigate software programs such as: word processing, spreadsheets, presentation software (PowerPoint), grading programs, NoodleTools (www.noodletools.com), Filemaker -Be familiar with terminology associated with educational technology

Hardware -Use input/output devices & peripherals such as: printers, LCD projector, scanner, zip drive -Solve hardware problems such as: unjamming a printer, replacing ink cartridges on printers, checking cable connections

Simple Maintenance and Troubleshooting -Adjust monitors -Identify error messages -Unfreeze and reboot computer Use of Electronic Technology Accessing Information

-Know Internet basics such as: checking e-mail, accessing server at school, accessing Buckley databases from home, maneuvering through the Internet -Find relevant links to support your course

Exchanging Information -Make available assignment sheets, review sheets, outlines, and syllabi to students on the server or online in addition to regular paper copies -Communicate with parents via e-mail and audix

Knowledge of ethical and legal issues relating to the use of technology -Comply with the guidelines outlined in the Buckley Acceptable Use of Technology Guide -Become familiar with Copyright Laws -Practice responsible uses of technology

Application to instructional objectives Identification -Explore textbooks with web or software enhanced features -Research available curricular units online

-Stay abreast of new developments/trends in educational technology via workshops, catalogs, conferences, etc.

Evaluation -Preview educational software -Explore links provided by textbooks Use -Implement technological resources into your curriculum

-Utilize available equipment (such as LCD projector and computers in your classroom) to enhance curriculum