Branson Student & Family Handbook 2024-25

STUDENT & FAMILY HANDBOOK

I. BRANSON’S MISSION AND VALUES

Mission Statement

Branson develops students who make a positive impact in the world by leading lives of integrity, purpose, learning, and joy.

Our Community Values

● Courage

● Kindness

● Honor

● Purpose

The Branson Community Statement of Belonging

Branson believes that diversity, equity, and inclusion are essential components of an excellent learning environment and a vibrant, caring community We aspire to create a community in which every member feels a deep sense of belonging and inclusion

The Branson Honor Code

In choosing The Branson School as a place to learn and a place to work, each member of the community – student, faculty, staff and parent/guardian – agrees to sustain an environment of honesty and integrity. We will, individually and collectively, do our part to create and maintain trust, respect and care throughout school life by accepting responsibility for our own actions and those of others We make this commitment to ensure that each of us may grow both in knowledge and in wisdom and that we may leave this school having enriched it by our presence

II. ABOUT THIS HANDBOOK

Philosophy

No set of rules or guidelines can cover every conceivable situation that might arise at a school The rules, policies, and procedures set forth in this handbook are intended to apply under normal circumstances However, from time to time, there may be situations that require immediate or nonstandard responses This handbook does not limit the authority of The Branson School to deviate from the normal rules and procedures set forth in this handbook The School retains the right to deal with individual circumstances as they arise in the manner deemed most appropriate, taking into consideration the best interests of the school, its faculty, employees, students, and/or overall school community. The policies may also be revised or updated periodically, even during the school year. You will be notified of any changes as they are made. Any student or parent/guardian with a question about any handbook policy or statement should feel free to speak with the Assistant Head of School for Academics or Dean of Student Life.

General Expectations

Parents, guardians, and students agree to adhere to and abide by the policies and procedures set forth in this handbook, as amended from time to time, with or without notice Any violations of these policies or procedures by guardians, and/or students may result in disciplinary action up to and including dismissal from the School or non-renewal of enrollment for future academic years, at the sole discretion of the School

This handbook creates no expectancy of enrollment in future school years The Branson School reserves the right to suspend or dismiss during the school year or decline to re-enroll any student who in effort, conduct, or progress is not fulfilling the School’s expectations, as determined by the School. The School also reserves the right to suspend, dismiss during the school year, or decline to re-enroll any student whose enrollment is deemed by The Branson School not to be in the best interests of the School or whose parents and/or guardians are deemed by The Branson School not to support the School’s mission, philosophy, expectations, and/or rules.

Interpretation and Enforcement

The School has the sole discretion to interpret the provisions of this handbook The School may change any provision of this handbook during the school year, and any such changes are binding on parents, guardians, and students after notice of the changes to the Branson community

III. PARENTS/GUARDIANS AND BRANSON

A. The Essential Partnership

To be most successful in achieving our educational mission, parents and guardians must understand the school’s mission and purpose, share its core values, and support its programs, faculty, and staff Each of us is responsible for one’s self; it requires a balance to fulfill the needs of an individual and of our community Working together, parents/guardians and school professionals exert a strong influence on students by modeling the relationships based upon civility, honesty, and respect that are the bedrock of a Beloved Community.

B. Family Responsibility Policy

Our students’ safety and well-being are of paramount concern, whether on campus in school activities, off campus in online learning, or off campus in their private moments In this spirit, we expect that Branson families, as members of this community, will work cooperatively with us to ensure the welfare of the students in our mutual charge

Families must comply with laws designed to safeguard young people, such as those governing health codes and consumption of alcohol and other drugs While the school does not, as a rule, monitor students' behavior outside of the school and school functions, we reserve the right to sanction a student whose behavior raises fundamental concerns about his or her judgment and/or negatively affects the experience of any student at the School. The school presumes the use of common sense and responsibility by Branson parents or guardians. We presume that parties are properly chaperoned; that chaperones do not permit the consumption of alcohol and drugs; that families confirm where children will be and under what specific conditions; and that students are guided to respect and obey the laws of the land and the rules of the Branson community.

An inability or unwillingness to adhere to these common sense and legal responsibilities will likely result in the school insisting that the family withdraw from Branson, even on the first offense

C. Communications

Accurate contact information is an important part of helping the school run smoothly. Should there be any changes to your contact information (e.g. email, address, phone numbers, etc.), please update your information through the parent/guardian portal of the Branson website. If you need assistance in making these changes, please send an email to registrar@branson.org.

“MyBranson” Blackbaud Student Information System (SIS)

Parents’/guardians’ “one-stop shop” access to school information is through our SIS, Blackbaud (colloquially referred to as “MyBranson ”) Here, you’ll find calendars, family and faculty directories, and links to your student's academic information, including grades and comments The site’s “Resources” also connect you to a wealth of information, including: class news and events; the Parents’ Association; Technology resources; Transportation; summer resources for students; student wellness resources for parents/guardians; Diversity, Equity, and Inclusion (DEI) resources for parents/guardians; all school forms; and more We recommend that you bookmark MyBranson, though you can also access it from a button at the top of the branson org homepage You should have a unique login given to you by our web administrator before school began, but if you do not, or if you have trouble logging in, please contact tech dept@branson.org.

You will receive regular email communications from the school, including our weekly BULLetin newsletter every Thursday during the school year. If, for some reason, you are not receiving these communications, please contact communications@branson.org.

Finally, for all the latest school happenings, follow us on social @bransonschool (Instagram, Facebook, Twitter) and @branson bulls (Instagram) Our website, branson org, is also regularly updated with school news about academics, arts, athletics, alumni, community engagement, and more

Communication About Your Student

Branson believes in helping students learn to be their own advocates Parents and guardians can assist us in this endeavor by encouraging their child to take the lead in conversations when issues arise

If you have questions about your student, please first contact your child’s advisor or teacher, depending on the situation. Teachers are in the best position to field inquiries specific to their class and to your child’s performance in that class. Advisors help students navigate all aspects of the Branson experience and are an excellent resource for questions about a student’s overall

academic experience, social interactions, or emotional adjustment. If a matter needs to be pursued further, please contact your child’s Class Dean.

While we encourage students to self-advocate, when a student’s behavior raises significant concerns, the school pledges to be in immediate contact with parents/guardians to have a conversation, and we expect them to respond promptly to those requests Unwillingness to do so damages the essential partnership between the school and families, and will result in a conversation with the Head of School

We make every effort to respond to all inquiries within 24 business hours

Communication with Separated or Divorced Parents

Branson honors varied family structures and believes that it is in a child’s best interest for school communication to be equally maintained with both parents or legal guardians. Unless there are court orders limiting a parent’s/guardian’s access to information about the child, the school includes both parents or legal guardians in the physical or digital channels of communication and in all contract matters.

Our practice is to send information to all parents/legal guardians unless we have been instructed otherwise by legal documents. Similarly, our practice will be to continue including all parents/guardians in school communication once a student turns 18 unless there are court orders limiting a parent/guardian’s access to information about the child

Emergency Alerts

Branson uses an alert system called Informacast that pushes out messages via text, voicemail, and email in the event of a school closure or emergency For that reason, we ask that you keep us informed of any changes to your cell or home phone numbers and email addresses

IV. COMMUNITY GUIDELINES AND EXPECTATIONS

The philosophy and implications of the Mission Statement, Core Values, the Branson Diversity Mission Statement, and the Branson Honor Code are far-reaching, and they lead to the following expectations for our community. The guidelines below apply to all members of the Branson community, including students, employees, parents and guardians, and trustees.

A. Living Our Values

All members of the Branson community are expected In addition to aspiring to our core values and to upholding both the spirit and the letter of the Branson Honor Code, all members of the Branson community are expected to:

1. maintain personal and academic integrity

2. practice personal responsibility

3. maintain respect and kindness in all interactions with others

4. not engage in discriminatory, racist, sexist, or otherwise harassing, bullying, or violent behavior of any kind, either in person or online

5. not engage in behaviors or activities that endanger the health and welfare of community members

6. not bring dangerous items to campus, such as illicit drugs, knives, firearms, and/or other dangerous weapons

7. adhere to all precepts and rules outlined in this handbook

These rules are necessarily broad, and they apply to all areas of school life, including school-related events and activities that take place off campus

In order to preserve its ethical standards and safeguard a community of safety and trust, the School will take instructive and/or disciplinary actions when a member of the community has breached these standards Likewise, families who fail to abide by these expectations may be required to withdraw from the school

B. Care of Campus and Community

While there are myriad expectations expressed through this handbook, all students and adults at Branson are expected to adhere to the following general guidelines at all times, while at school or when participating in any Branson sponsored activity, in order to encourage a joyful community space.

1. Limit cell phone use in public spaces, keeping in mind Branson’s commitment to building community via face-to-face relationships

2 Use respectful and inclusive language, particularly in public spaces

3 Respect others by arriving on time to class, meetings, and school events

4 Take necessary steps to keep the campus clean, and encourage peers to do the same

5. Practice safe movement on campus by remaining on foot (not skateboarding, biking, or using motorized transport) during school hours and following the on-campus speed limit of 10 mph when arriving and leaving for the day

C. Cultivating Respectful Relationships:

Civil Discourse at Branson

Walter Parker defines democratic citizenship as “liv[ing] together justly in ways that are mutually satisfying, and which leaves our differences, both individual and group, intact, and our multiple identities recognized ” We believe education plays the most substantial role in preparing students to live in such a democracy

At the heart of Branson’s education, perhaps more than anything else, lies a willingness to learn– whether new content, new concepts, new points of view, even new ways of learning. A community with this goal at its center must perpetually commit to authentic communication in order in order to facilitate genuine learning about our complex world, both as speakers and as listeners. Sometimes, however, topics can be more difficult than others to examine, especially when they cause conflict in our national consciousness, or they connect very closely to a student, or their identity, or their experience

We cannot avoid topics that might cause division, nor can we allow our divisions to define our experience with one another We are committed to the democracy that governs our nation, and to the inalienable human rights of its citizens We will not shy away from discussing and examining the world around us, but we will do so without silencing voices or denying the humanity of our community members That kind of discussion requires what Judith Pace calls “contained, constrained, and supported risk-taking ” When teachers create a sense of belonging and establish trust, they can facilitate the fruitful exchange of free, authentic expression and protect the space from inflammatory rhetoric.

We believe that we are capable of these complex discussions, and we will expect them of ourselves and one another.

Branson students and teachers strive, therefore, to uphold these guidelines for discourse, and also commit to restorative practices when we (inevitably) fall short of these aspirations

1 We will acknowledge when a topic is potentially charged, which we define as topics that “divide society and for which significant groups within society offer conflicting explanations and solutions based on alternative values” (Diana Hess)

2 For these topics, we will engage in discourse, and not debate Our goal is to create discussions grounded in open and respectful classroom culture that allow for self-awareness and reflection, and not “winning” over an opponent Democracy is difficult when engaging in careful discourse, and imperiled without it

3. Teachers will reflect on their own identity and role within a classroom discussion, and commit to providing the needed framing and resources to position students to discuss controversial topics.

4. We will not conflate issues into a series of “sides.” Doing so does a disservice to the complexity of controversial topics, and can have the effect of discouraging dialogue rather than encouraging it.

We will be supportive and empathic when conversations have an emotional impact on participants; great conversation always acknowledges the full humanity of every participant. The humanity of any member of our community is not subject to debate.

D. Attendance

In all cases, students are expected to:

● Be on time for the start of the school day

● Follow their daily schedules, be on time, and attend all classes, assemblies, advisor meetings, appointments, and any other required school functions

● When applicable, remain on campus during school hours

Daily Schedule

See the Daily Schedule for the 2024-25 school year

Signing In and Out of School

It is critical that the school be aware of who is and is not on campus at all times and who is and is not attending class

Students must indicate their arrival at school by either attending their first period class, or by signing in at the lobby of Richardson Hall or the Library on any day when they do not have a first period class, or when they arrive at school after 9 am.

Students must sign out whenever they leave campus early for any reason, unless they are leaving to attend a school-sponsored athletic practice or competition

Once senior privileges have started, seniors are expected to be diligent about signing out when they leave campus and signing in when they return

Tardiness

Everyone finds themselves late to a class occasionally (teachers included!) We anticipate this happening to students from time to time, and the occasional tardy is not a concern. However, habitual tardiness is problematic, counter to community norms, and has a deleterious impact on learning, and will be addressed.

A student is late to class as soon as the block begins. Teachers will take attendance at the beginning of the block and mark students absent or present. Any student who arrives to class after attendance has been taken must leave class to check in at the library or Richardson Hall (whichever is closer), where they will be marked tardy and present

When a teacher determines that a student has established a pattern of habitual tardiness, they will have a conversation with that student and help the student make a better plan for being on time If the problem persists, the teacher will then have a restorative conversation with the student, facilitated by a trained community member After this conversation, the teacher will also share an update with the student’s parents to enlist their partnership If this also does not solve the problem, the teacher will work with the Assistant Head of School for Academics to determine next steps

Absence

Like frequent tardiness, frequent absences interfere with student learning and are disruptive to the classroom The school will make reasonable efforts to accommodate the effects of illness or absence for family emergencies, but both students and parents/guardians can expect consequences for repeated, extended, and selective absences from class The class dean will coordinate all necessary conversations surrounding absenteeism

Students may be ineligible to receive credit for a semester-long course if they miss more than ten class meetings and may be ineligible to receive credit for a year-long course if they miss more than fifteen class meetings.

Absence Due to Illness or Family Emergency

When a student’s absence is unplanned, such as with illness or some other family emergency, their parent or guardian must telephone the school before 8:45 am to report the absence. It is also acceptable to send an email to attendance@branson org Students should remain home when they are ill to avoid infecting others

Planned Absences

If a student knows in advance that they will be absent for one or more days of school, they should complete a Notice of Absence Form and submit it to their Class Dean, ideally one school week before the date of the absence This form is available on MyBranson

In the case of any absence, it is the student’s responsibility to make up all academic work due to a missed class, and to partner with their teachers for planning to make up that work. Branson does not have a culture of families extending vacations into the school year; missing school as a result of an extended family vacation is strongly discouraged and will be counted in calculating excessive absenteeism. Absences due to school-sponsored athletics and school-sponsored field trips will, of course, not be counted in calculating excessive absenteeism.

Appointments During the School Day

Elective appointments (including DMV appointments) should be scheduled outside school hours and families are expected to arrange appointments so that students will not miss school If unavoidable, the student’s parent/guardian must call the school, send an email to attendance@branson org, or send a note to school on the day of the appointment stating the reason, time of departure, and estimated time of return Students are required to sign out in person at the lobby of Richardson Hall or the Library and sign in when they return Written verification of the appointment may be required A reminder that students may not be picked up or dropped off on or near campus between 8:15 and 9:15 am and between 2:50 and 4:20 pm During all other times, pickups/dropoffs must be conducted outside the front gates on Fernhill Please see the Transportation Handbook for further details.

Meetings with College Representatives

With permission from the respective teacher, seniors may miss class to meet with college representatives that visit Branson. Seniors must sign up for these visits via Scoir and request permission from their teachers at least two school days in advance of the meeting. Other students may not miss class to attend college representative meetings, but they may meet with college representatives if the timing of the visit occurs during a study block, open flex block, lunch, or before or after school

Cutting Class, Assembly, or Advisory

Students are expected to attend all of their classes, Assembly, and advisory, as they are key components of the Branson experience. Students who cut class, Assembly, or advisory without a legitimate reason will face disciplinary consequences and may go to the Community Honor Board

Senior Privileges

Seniors, upon receiving signed permission from their parents/guardians and the Senior Dean, may arrive after the scheduled start of the school day and may leave campus early In addition, per our Transportation guidelines, seniors are allotted one trip off campus and back during the school day (for example, to eat lunch off campus) Any driver who violates this agreement will lose on-campus driving privileges immediately for the remainder of the school year.

These privileges do not begin for seniors until each senior has returned their permission form to the Senior Dean. Seniors may leave campus only during study blocks, clubs periods, flex blocks, and lunch. Seniors may not miss any classes, assemblies, advisor group meetings, or scheduled meetings with faculty. They must also fulfill any carpool obligations, if applicable.

Seniors who bring younger students off campus during the class day will lose these privileges immediately Chronic tardiness and/or absences from class may also result in the revocation of these privileges

Seniors must sign out in the lobby of Richardson Hall or the Library if they leave campus during school hours and sign in at one of those locations when they return A senior with a study block the first block of the day must always sign in at the lobby of Richardson Hall or the Library upon arriving at school Senior privileges may be revoked at the discretion of the Senior Dean

Extended Leave of Absence Policy

Branson understands that, on occasion, it may be in a student’s best interest to take an extended leave of absence from school in order to attend to their emotional or physical well-being. When a student’s mental, physical, or emotional health severely interferes with their capacity to attend and participate in daily school life, this leave may be requested or required, depending on the nature of the issue. We are eager to partner with families in these instances in order to best support our students.

A voluntary leave may be requested by a student or the family and must be approved by the Leave Committee, which includes the Head of School, Assistant Head of School for Academics, Director of Counseling, and Dean of Student Life

A required leave of absence may also be necessary, per the determination of the school. In such cases, the Leave Committee will determine all parameters of the leave.

Return to School

Whether voluntary or required, return to school is not automatic and the date and manner of a student’s return will be determined by the school As circumstances vary, the timing and nature of a student’s return to school will also be subject to review and adjustment Families should expect that the school will require consultation with the health providers involved in the situation and the school may, at its discretion, create a series of “readiness to return” protocol for the student Students are not allowed to return to school until the school grants permission to do so

Extended leaves that persist for long periods become more difficult to accommodate and, in some instances, the school may require a student to repeat all or part of the year or recommend a change of school environment. Branson will assist students in making up missed work and will make adjustments to requirements where appropriate, as determined by the Leave Committee.

E. Technology Acceptable Use Policy (AUP)

The Branson Technology Philosophy Statement

Technology encompasses a vast and ever-changing collection of tools that should always be evaluated through the lens of Branson’s educational goals and objectives When adopted, technology should be used mindfully in support of learning, communication, digital citizenship, and technological competence All members of the Branson community are expected to use technology responsibly in accordance with the tenets outlined in this handbook

Technology Policies

All members of the Branson community are required to abide by the policies developed and communicated by the technology department, (e.g. device management program policy, Google workspace policies, etc.). These policies are posted on the Technology Resource page in MyBranson (Blackbaud).

When using Branson technology resources, please ensure they are not causing a disruption to programs and/or other people.

Personal Technology Guidelines for Classrooms/Assemblies

Each teacher, advisor, and cohort leader will establish rules for their own classroom concerning use of personal technology, such as phones, computers, airpods If a student violates the

classroom rules, the teacher may ask the student to give them the item until after they have had a conversation about the violation. Frequent violations will lead to a call home from the teacher and perhaps losing the privilege of bringing personal technology to campus altogether.

In addition, student phones and airpods are not welcome at assemblies or theater performances Students should not bring either of these items into those spaces, and those who do will be asked to give them to an adult until after the event

Social Media

Social media is a growing part of everyone’s lives and can be used to promote constructive ideas and to create a positive digital footprint Branson encourages appropriate use of these evolving tools but also recognizes the potential dangers and pitfalls of their use Student behavior through social media must comply with the policies in the Branson handbook; the Branson honor code; and all applicable local, state and federal laws regardless of whether the student in question is using Branson-owned or personal devices, networks or domains This applies whether a student is on-campus or off.

Technology Should Be Used Legally

The use of Branson technology resources must comply with local, state and federal laws as well as the code of conduct outlined in the Branson handbook. Examples of illegal activities include:

● The use of Branson systems (e g Branson hardware, networks and Branson-owned internal and external domains) to engage in political or commercial activities that are not expressly approved by the Branson administration

● The impersonation of another individual either through Branson-owned networks and domains or through the use of another individual’s accounts and/or hardware

● Using proxies or other methods of circumventing Branson web filters to access material or to engage in activities prohibited by Branson policies and/or local, state and federal law

● The use of Branson equipment, systems and accounts to send offensive material including, but not limited to, sexually explicit images, ethnic or racial slurs, comments that offend, discriminate or harass on the basis of age, sex national origin, sexual orientation, religious beliefs, ability or any other protected class

● The use of personal equipment, systems and accounts, whether on campus or off, to send offensive material as described above, is a violation of the Branson AUP.

● Creation or intentional distribution of viruses, malware or other harmful computer code.

Respect for Branson Systems and Equipment

While at Branson, students enjoy the use of a wide variety of equipment, systems and accounts In order to keep them working well for the entire Branson community, students will refrain from:

● Changing the settings on computers, printers and other hardware without express permission from the Branson technology department.

● Installing software of any kind without the permission and, where appropriate, supervision and assistance of the Branson technology department.

● Intentionally damaging or defacing Branson equipment and systems or causing unintended damage to equipment or systems through negligence or failure to follow best practices for care and use

Copyright and Fair Use

The rules of copyright and fair use should be observed at all times and everyone should be diligent in giving credit through appropriate citation processes Examples of acts that violate these rules include, but are not limited to:

● Illegal downloading of copyrighted software, music, video or other material without appropriate permissions and/or licenses

● Distribution of copyrighted materials, (see above), via servers, email or other means

● Circumventing digital rights management (DRM) software or use guidelines to access or share media without appropriate permissions and/or licenses.

Consequences for Violation of the Branson Acceptable Use Policy

Failure to comply with the requirements outlined here and in the Branson handbook will result in disciplinary action appropriate to the infringement. Such actions may include the revoking of access privileges, suspension or expulsion. Certain violations may require involvement of law enforcement entities and other authorities external to Branson if they run afoul of established local, state or federal laws

F. Campus Visitor Policy

All visitors to campus – parents/guardians, friends, on campus tutors, etc – must sign in at the reception area located in the Brenda Brown Library Visitors will be asked to show their IDs and will receive a nametag that they must wear for the duration of their stay on campus

G. School Dances

Branson offers school dances throughout the year. In order to ensure mutual respect and safety at Branson dances, students must sign a dance pledge before each dance A student’s dance pledge is their entry ticket to the dance

General Dance Rules

● All school rules are in effect during school dances.

● Students may use only designated doors for entry and exit

● If students leave the specified dance area, they may not return to the dance

● All students must arrive within thirty minutes of the doors opening Students arriving after that time will not be permitted to enter the dance

● If students leave earlier than the final time stated, they must sign out

● Students are asked to wear appropriate attire that is not overly revealing

● Students should carry only small bags or purses that will be checked in at the entry table

● Chaperones must be able to walk through the dance floor and venue at all times

● All dancing must be consensual, face to face and not simulate sexual activities

Guest Policy

● Each guest must be accompanied by a Branson student.

● Each Branson student should introduce his/her guest to the chaperone.

● Each student may bring only one guest and is responsible for the behavior of his/her guest. Each student should sign up his/her guest in advance of the dance by using the guest dance forms available on the school website

H. Honor Code Violations and Consequences

Preamble

Each member of the Branson community is expected to show consideration and respect for others in a way that reflects our core values and supports an atmosphere of trust, personal and academic integrity, and inclusion. This is an integral element of a Branson education and is part of our expectations for students to rise to the challenges presented to them both in and out of the classroom. Such an atmosphere must be created and re-created daily, through individual choices and actions. We ask each student and adult to reflect and act upon their best understanding of these goals and principles.

As a community, we aim to respond to violations in a restorative manner, determining consequences that give equal chance for reflection and learning while taking care to think about what is best for both the individual and for the community In other words, we seek to examine the harmful impact of a student’s actions and determine what can be done to repair that harm while also holding the person accountable for their actions Branson works to be consistent and fair in handling disciplinary situations – the parameters of which are described in this section

The Branson Honor Code

In choosing The Branson School as a place to learn and a place to work, each member of the community – student, faculty, staff and parent/guardian – agrees to sustain an environment of honesty and integrity We will, individually and collectively, do our part to create and maintain trust, respect and care throughout school life by accepting responsibility for our own actions and those of others We make this commitment to ensure that each of us may grow both in knowledge and in wisdom and that we may leave this school having enriched it by our presence

The Honor Code Pledge

I, (name) , do agree to uphold the values of the Branson Honor Code, and I promise to sustain the integrity of myself, my classmates, and community in completing this assignment

Teachers may add details to this pledge depending on the design of the assessment on which it is being used.

Please see the Artificial Intelligence section of this handbook for information about Branson’s expectations regarding the proper use of AI.

Basic Protocols for Violations of Branson Rules and Values

In many instances, a student’s failure to meet expectations in an academic or extracurricular setting will be minor and will be addressed directly with the involved employee(s) However, more serious violations of Branson’s rules and values will necessarily involve a more robust process that can take into account the needs of both the student and the community In more significant cases of any nature, the faculty or staff member who learns of the suspected violation will notify the Assistant Head of School for Academics (for academic integrity issues) or the Dean of Student Life (for violations of policies not related to academic integrity) Depending on the issue involved, the Assistant Head of School for Academics or Dean of Student Life will include other administrators as needed. The responsible administrator (either the Assistant Head of School for Academics or the Dean of Student Life) will meet with the student(s) suspected of violating Branson's standards, explain the concern to them, and ask them to share their explanation of the situation. The responsible administrator will then determine if further investigation is necessary to understand the facts. If so, the administrator will interview other witnesses who may have information necessary to understand the situation and review other evidence.

If, based on the investigation, it appears that there has been a violation of the Honor Code, the administrator will confer with the Head of School to determine whether the case will go to the Community Honor Board (CHB) for input on remedies or whether it should be resolved through other means The responsible administrator and Head of School may determine that the case

should be handled by senior administrators without being referred to the CHB for a number of reasons, including concerns of the privacy or confidentiality of the students involved or other information to be considered, where violations may lead to expulsion, or where conduct may also be the subject of law enforcement proceedings.

If the matter is not referred to the CHB, the administrator will notify the parents/family of the student(s) suspected of violating Branson’s standards. The administrator may also meet again with the student(s) to give them the opportunity to respond to any additional information learned through the investigation. The administrator will then report their findings and recommendation to the Head of School The Head of School will determine what actions, up to and including expulsion, should be taken in light of the findings The Head of School or the administrator will notify the student and their parents/guardians of the decision In the case of expulsion, the student may submit to the Head of School a written request for reconsideration of the decision within ten days The request for reconsideration should include any additional facts or circumstances that the student seeks to have the Head of School consider The Head of School will then make a decision which shall be final

Note that for policies that include procedures for resolution (such as the Policy Against Harassment), the procedures in those policies may supersede the following procedures

Role of the Community Honor Board

The Community Honor Board (CHB) is composed of students chosen by their peers to provide input on appropriate consequences or remedies to address violations of the Branson Honor Code that are referred to them by the administration

Community Honor Board Procedures

Before the CHB Meeting

If a matter is referred to the CHB, the responsible administrator will share with the student involved a summary of the facts based on their investigation, protecting the privacy of the individuals who participated in the investigation The student will have an opportunity to provide a written response to the summary to be shared by the administrator with the CHB The student's response may include any additional evidence the student would like to have considered by the CHB, including any evidence of mitigating circumstances The responsible administrator will separately notify the student’s parents/guardians of the CHB process

The Dean of Student Life will then prepare the student for the CHB meeting. The student will then select an employee to join them at the CHB meeting as a CHB advisor. This will likely be the student's advisor or mentor, but they may ask any employee to serve as a CHB advisor. The CHB advisor will provide support at the CHB meeting, although it will be the student and not the employee who will present the student's position.

The Dean of Student Life will arrange for 5-7 members of the CHB to be present for the meeting. Reasonable effort will be made to ensure that the CHB members in attendance represent the appropriate range of identity lenses as are pertinent to the case.

The CHB Meeting

● Meetings of the CHB are not formal hearings but rather an opportunity for members of the CHB to hear from the student involved and to propose resolutions that uphold the values underlying the Honor Code.

● The CHB meeting will be attended by the student involved, their CHB advisor, and members of the CHB. Parents/guardians and other students are not permitted at the meeting.

● Before the student joins the meeting, CHB members will read the written summary prepared by the administrator as well as any written response or evidence submitted by the student involved and ask questions of the Dean of Student Life as needed.

● When the student joins the meeting, the CHB leaders will briefly introduce the proceedings and the role of the CHB as well as the issue to be considered.

● CHB members may ask the student questions to ensure they have a clear understanding of the case. They will also give the student the opportunity to make a statement beyond what they had submitted in writing. The student's CHB advisor can also provide information and answer questions to clarify the situation.

● The CHB will then excuse the student to begin deliberations. The CHB will discuss possible consequences to repair the harm and come to a consensus about a response to recommend to the Head of School.The CHB may consider consequences including the following:

o Personal restorative work (ex. counseling, reflection, off campus programming)

o Interpersonal restorative work (ex restorative circles with any individuals who have been harmed by the infraction)

o Institutional restorative work (ex Interaction with or teaching to various groups in the community)

o Restorative work in the larger community outside Branson

o Physical work on campus (example: removal of graffiti, repair of any destruction caused by the student)

o Specific academic consequences related to the assignment or the course (restorative → ex. redo the assignment; or punitive → ex. receive no credit. OR, a combination → ex. redo the assignment for reduced credit)

● The CHB's recommendation is confidential as are the deliberations. CHB members are protected from retaliation for participating in a CHB proceeding.

After the CHB Meeting

● The Dean of Student Life will communicate the CHB’s recommendation to the Head of School, who will make a final determination of an appropriate response to the infraction after considering the CHB recommendation, the summary prepared by the administrator, the student's written response and any other information available to the Head of School.

● The responsible administrator will communicate the final decision to the student, and will notify their parents/guardians as well.

● The student and parents/guardians will receive a follow-up letter from the administrator confirming the School's determination. The student’s advisor and class dean will also receive a copy of the letter for the student’s file. Depending on the nature of the case and its outcome, one or more of these employees will work with the student to ensure that all parts of the recommendation are satisfactorily completed in a timely fashion.

College Reporting Policy

Any student who goes before the Community Honor Board is expected to engage productively and whole-heartedly in the resulting restorative consequences As such, once that process is complete, Branson will not require the student to report the case as part of the college application process and, provided that the student remains in good standing post-violation, the college counseling office will submit a statement of full support for the student

Note: At the discretion of the Head of School, Branson may still require the student to report a first violation to colleges that ask for this information, depending on the nature and severity of the offense

In instances where students do not engage fully or successfully with the consequences recommended by the CHB, or if they have a second CHB case of any nature, Branson will require students to report that case to colleges. This expectation applies to students at any point in their Branson career, including after the application process is over. It is our expectation that students will answer questions about disciplinary history honestly on all college applications.

As always, the College Counseling office will work closely with the student and family in any and all communications regarding college reporting There will be space on the application for the

student to explain the event and share what lessons have been learned. While disciplinary matters are certainly of concern to colleges, our experience tells us that they understand young people make mistakes. A mature and graceful response to a discipline infraction can illustrate a student’s growth and development as a young adult.

A third incident of academic dishonesty will likely lead to dismissal from the school

Should a student or family member have any questions about this policy, please do not hesitate to contact the College Counseling team or the Dean of Student Life

V. STUDENT HEALTH AND WELL-BEING

A. Health Information

Required Documentation

Every year, Branson parents/guardians will be asked to review and/or complete a variety of forms and agreements All forms and agreements are available through the Magnus Health portal, which is accessed via MyBranson (our Blackbaud SIS), and parents/guardians are responsible for making sure that these forms and agreements are completed appropriately and in a timely manner Families will receive instructions and information about logging into the Magnus Health portal and required deadlines

Information required during enrollment and re-enrollment includes: doctors’ and insurance information; life-threatening allergies/medical conditions; current and allowed medications, family and emergency contact information; student transportation consent and release; consent to treat forms; concussion policy and impact testing information; extracurricular waiver; photo use permission form; sign-up to play form and athletic liability release. Additional information and documentation may be required by families and all necessary documentation can be found on the Magnus Health portal or MyBranson.

Due to potential conflict of interest, students need to be examined by non-family/relatives ONLY. Physicals are good for one calendar year from the date of physician's signature

Students will not be allowed to attend school and/or extracurricular activities, including August sports practices, until all information has been correctly submitted

Prescription Medications

If a student needs to take any prescribed medication during school hours, parents/guardians must submit an Administration of Medication During School Hours form, which is available on the Magnus Health portal. This form gives authorization for school personnel to administer or assist in administering prescription medication and also allows for the authorization of students to self-administer medication during school hours.

In the event of an emergency or disaster, students may be required to stay at school for an extended period of time. Therefore, students who require daily medications during school hours must provide a 72-hour supply of their prescribed medication to the school. Medications need to be given to the school in an original prescription container and should be delivered directly to the Administrative Assistant and Attendance Coordinator in the lobby of Richardson Hall

Over-the-Counter Medications

Branson keeps over the counter medications Tylenol and Advil with the Administrative Assistant and Attendance Officer in Richardson Hall. OTC medication will only be administered when parents/guardians have given express permission on the Administration of OTC Medication During School Hours form, which is available on the Magnus Health portal

Students with Disabilities or Medical Conditions

The Branson School is committed to providing equal educational opportunities to students with disabilities and complies with state and federal disability laws by reasonably accommodating students and/or their parents/guardians with disabilities The school will make accommodations to allow students and their families to participate in the School’s programs, unless such accommodations would impose an undue hardship on the School or fundamentally alter the nature of the School’s educational program. Each accommodation request will be handled on a case-by-case basis. If a student has a disability or a medical condition that may affect the student's ability to participate in the school’s programs, the student and or the student's parents/guardians should contact the Dean of Student Life.The student and parents/guardians’ cooperation will be required for the school to evaluate possible accommodations. Such cooperation may include providing medical and other information that the school deems necessary or consulting with the school on possible accommodations. Working together in this way, parents/guardians and the school will try to ensure the student's well-being and enable the student to participate successfully in the school's programs

B. Communicable Diseases

A communicable disease is an illness caused by an infectious agent or its toxins that occurs through the direct or indirect transmission of the infectious agent or its products from an infected individual or via an animal, vector or the inanimate environment to a susceptible animal or human host.

Given the mutable nature of existing viruses and diseases and the regular emergence of new ones, Branson will respond to communicable disease according to the guidance provided by the Marin Health and Human Services Public Health office, the California Department of Health, the Centers for Disease Control (CDC) and other such local, state, or federal health organizations as appropriate

Branson shall comply with all local, state and federal laws with regards to reporting and preventing the spread of communicable diseases, and it expects the same of families and students. For more information on communicable disease protocol, please visit the California Department of Health Division of Communicable Disease Control.

If a community member acquires or is exposed to a known communicable disease, the school must be notified. Parents/guardians should immediately contact Branson’s CFOO and Dean of Student Life.

Covid-19

Branson follows the guidance of Marin County Public Health, the California Department of Public Health, and the Centers for Disease Control (CDC) in its policies and practices concerning Covid-19 prevention and contact tracing Students and families must comply with all of Branson’s Covid guidance and policies, and should be aware that this guidance may change Questions should be directed to covid@branson org

C. Serious and Foreseeable Harm to Self or Others

The safety and well-being of Branson students is paramount. For this reason, if the school learns that a student may pose a risk of harm to themselves or others, the school will take appropriate action Parents or guardians will be contacted as soon as possible, unless doing so would exacerbate the situation In the event of imminent risk, the parents or guardians will be expected to come to campus immediately to pick their child up and obtain the support recommended by the school Depending on the circumstances, the student may be placed on a leave of absence and/or their return to school may be conditioned on completion of ongoing treatment plan, additional medical/psychiatric assessment, a reduction in classes or activities, or any other modification as deemed necessary by the Branson’s Leave Committee, which is composed of the Head of School, the Assistant Head of School for Academics, the Director of Counseling, and the Dean of Student Life.

D. Drug and Alcohol Policy

It is forbidden and illegal for minors to use, possess, deal, sell or supply illegal drugs, alcohol, marijuana, or tobacco products or to be in possession of attendant paraphernalia at any time “Illegal drugs” includes not just controlled substances but also includes prescription and over-the-counter drugs that are obtained or used contrary to a doctor’s instructions “Tobacco products” includes cigarettes, tobacco chewing, dipping, or being in possession/use of any kind of nicotine or e-cigarette (e g vape or Juul)

Because Branson students are expected to conduct themselves in a manner consistent with the school’s guidelines at all times, students will be subject to discipline if they possess, use, supply, or are under the influence of illegal drugs, alcohol or tobacco products at any time when at school or participating in any Branson related activity If the school becomes aware of situations

occurring off campus at non-Branson events that involve our students and the use of drugs and/or alcohol, the school reserves the right to intervene as needed in the interest of student safety.

Violation of these policies will likely result in a case with the Community Honor Board. Such situations could result in a variety of disciplinary responses, which may include but are not limited to mandated treatment or the immediate removal from Branson. Additionally, the school may require students to have an outside professional drug/alcohol assessment and will expect the student to follow any recommendations made from the assessment.

Involvement with drugs and alcohol and the misuse of both prescription and over-the-counter medications are possible threats to psychological or physical health. These rules are rooted in the goal of protecting each individual within the community and the community as a whole. No student who seeks assistance from Branson regarding substance abuse will be subject to disciplinary consequences, provided the student is not otherwise in violation of a school rule

E. Transgender and Gender Non-binary Student Policy

Branson seeks to create a profound sense of belonging in all of its members As such, we are committed to ensuring the safety, comfort, and healthy development of transgender and gender non-binary students, while maximizing each student’s social integration and minimizing stigmatization.

In order to foster an educational and athletic environment that is safe and free from discrimination for all students, students will be permitted to participate in sex-segrated school programs, activities, and use facilities consistent with their gender identity.

Privacy

As recognized by the California Department of Education, “A transgender or gender nonconforming student may not express their gender identity openly in all contexts, including at home Revealing a student’s gender identity or expression to others may compromise the student’s safety Thus, preserving a student’s privacy is of the utmost importance ” To ensure the safety and well-being of the student, school staff shall not disclose any information that may reveal a student’s transgender status to others, including parents or guardians and other school staff, unless legally required to do so or unless the student has authorized such disclosure The fact that a student may have selectively disclosed their transgender status to some individuals does not affect the student’s right to maintain the confidentiality of the information with others.

Names/Pronouns

Branson believes that every student has the right to be addressed by a name and pronouns that correspond to the student’s gender identity. Students do not need to legally change their name or gender as a prerequisite to being addressed by the name and pronoun that corresponds to their gender identity

Official Records

Branson maintains a permanent pupil record that includes the student’s legal name and gender Branson will change a student’s permanent pupil record to reflect a change in legal name or gender upon receipt of documentation, such as a court order or an amendment to a state or federally issued identification Even if the student has not provided documentation of legal name or gender change, at a student’s request, Branson will update unofficial school records (e g attendance sheets, school IDs, report cards) to reflect the student’s name and gender marker that is consistent with the student’s gender identity. In situations where school staff or administrators are required by law to use or to report a transgender student’s legal name or gender, such as for purposes of standardized testing, school staff and administrators shall adopt practices to avoid the inadvertent disclosure of such confidential information.

Restroom Accessibility

Students shall have access to the restroom that corresponds to the gender with which they identify If a student prefers, gender-neutral bathrooms are available in the following locations:

1 Rand Center at Study Hall building

2 Upstairs in the Gym Hallway

3 Upstairs in New House

4 First floor of Crossways

5 Librarian’s office in the Library Please check with the Librarian before using this bathroom since access is through their office

Locker Room Accessibility

Students who identify as transgender or gender non-binary may request an alternate locker room or changing space, which will be considered on a case-by-case basis with the goal of ensuring the student’s safety and comfort while also maximizing the student’s participation.

Any student who has a need or desire for increased privacy will be provided with a reasonable alternative changing area such as the use of a private areas (e g a nearby restroom stall with a door, a gender neutral restroom) or with a separate changing schedule (e g using the locker room that corresponds to their gender identity before or after other students)

Overnight Activities and Off-Campus Trips

Branson will make every effort to ensure the safety and comfort of all students while participating in overnight activities or on off campus school-sponsored trips. In most cases, students who identify as transgender or gender non-binary will share overnight accommodations with students that share the student’s gender identity asserted at school Branson will work, on a case-by-case basis, to create overnight environments that ensure student safety, comfort, while maximizing social interaction and equal opportunity for participation

F. Policy Against Harassment

General Policy

Branson strives to be a community in which every individual is treated with respect, courtesy, and sensitivity. It is the policy of the school to provide a learning environment that is free from all forms of discrimination or harassment.

The school will not tolerate discrimination or harassment by students, their family members, the School’s employees or contractors or harassment based on an individual’s race, religion, national origin, sex, sexual orientation, gender identity, gender expression or disability

This policy applies to conduct between Branson students and conduct by members of the Branson community toward Branson students at any time, whether on or off school property and whether or not during school activities Additionally, the school forbids retaliation of any kind against any individual who reports an incident of harassment

Violation of these policies constitutes just and reasonable cause for appropriate disciplinary action Such action will be in accordance with disciplinary policies outlined in this Handbook, in alignment with the Major Rules and Expectations, and may be subject to change as determined by the senior administration.

Harassment Defined

Examples of prohibited harassment may include but are not limited to the following:

● Epithets, derogatory jokes, slurs, or any other verbal behavior that causes disturbance, that is unwelcome, and/or is coercive.

● Micro/macroaggressions based on race, gender, sexual orientation, nationality, religion, language, etc.

● Cyberbullying of any kind

● The sending of sexually explicit or nude photos by any means

● Visual displays, written communication, or gestures that defame, denigrate or in any way discriminates against an individual or group of individuals

● Unwanted physical conduct and/or threatening behavior

Sexual Harassment Defined

In addition to the examples of harassment described above, for the purposes of this policy, sexual harassment is defined to also include:

Adult-to-student interaction: any sexual advances, requests for sexual favors, and other verbal, visual, or physical conduct of a sexual nature

Student-to-student interaction: unwelcome sexual advances, requests for sexual favors, and other verbal, written, visual, or physical conduct of a sexual nature This includes but is not limited to when:

1 such conduct has a negative impact upon the recipient student’s school performance;

2 such conduct adversely affects the educational environment including creating an educational environment that is intimidating, hostile, or offensive; and

3. such conduct affects the services, honors, programs, or activities available to any student at the school.

Student to student sexual harassment is not social or courting behavior The overriding factor in student to student sexual harassment is that the behavior is uninvited and unwanted and often an assertion of power. Sexual harassment may include:

● physical assault, including rape

● coerced sexual relations

● inappropriate personal questions of a sexual nature

● sexually explicit or suggestive remarks about a person's body, clothing, or sexual activity

● sexually stereotyped or sexually charged insults, humor, or verbal abuse

● public display of sexually explicit, offensive or demeaning objects, photographs, or cartoons

● leering or ogling at a person's body

● unnecessary touching in any form

● demanding sexual favors, accompanied by promises, hints, or threats concerning one's academic status or opportunities

● subtle pressure for sexual activity

● repeated expressions of sexual or "romantic" interest after being informed that the interest is unwelcome

Reporting Harassment Procedures

Adult-to-Student Harassment

Any student or guardian that believes a student has been subject to harassment by any adult member of the school’s community, including employees, contractors, volunteers, trustees or family members of other students, should immediately bring this to the attention of the Class Dean, the Dean of Student Life, or the Head of School

The School will lead an immediate investigation and will take corrective action as appropriate, including, but not limited to, possible disciplinary actions against employees of the school The school will advise the student subjected to harassment and the student’s parents/guardians of the disposition of the complaint

Student-to-Student Harassment

Harassment between students will not be tolerated. Any student who believes that they have been harassed should tell the offending student or students to stop. If a student does not feel comfortable doing this or is unable to do so, they should make their concern known to their advisor, Class Dean, or the Dean of Student Life who will take prompt corrective investigative and disciplinary action.

The Class Dean or Dean of Student Life will notify the student who made the complaint and their parents or guardians of the disposition of the complaint as appropriate

Confidentiality

Records of all complaint resolution proceedings will be maintained by the Head of School and will be kept confidential except as necessary to investigate and take action on complaints, to provide education about or enforce this policy, or as required by law

Branson’s Protocol for Responding to Suspected Sexual Abuse of Branson Students

The Branson School prioritizes the safety and wellbeing of students through the cultivation of a supportive and educational environment We want our students to understand how Branson will respond if a student discloses that they have been the victim of sexual abuse.

If you or another student has been the victim of sexual abuse, we encourage you to consider letting someone at the school know Our aim is to offer support and guidance about ‘next steps,’ answer any questions, and ensure that we are doing everything possible to create a safe environment for all of our students.

We know that disclosing such sensitive information can be difficult, so we’ve created the following guide to help explain what happens when a student discloses sexual abuse.

While this guide is created with the intent of being as encompassing as possible, each case brings unique circumstances that may necessitate a response that is slightly or altogether different than below.

Regardless of the circumstances, however, our goal is to empower and support students who make reports or who are concerned about others and we will do everything we are able to keep the process transparent to all parties involved.

What is Sexual Abuse?

The focus of the following protocol is sexual abuse, which includes sexual assault, attempted sexual assault or sexual exploitation Branson has separate policies in this Handbook that provide procedures for addressing bullying and harassment by and of students that does not rise to the level of sexual abuse.

The Branson School prioritizes the safety and well-being of all students and recognizes that sexual misconduct is not limited to heterosexual interactions In this protocol, we will use the pronoun “they” to avoid heteronormative stereotypes.

Disclosing Sexual Abuse

Step 1: Disclosing Sexual Abuse to Branson

● If a student has been subjected to sexual abuse or is aware of sexual abuse of another student, the student may disclose the sexual abuse to an employee of their choice

● Students are not obligated to disclose more than they want to the Branson employee and are always allowed to have a friend or family member present with them when disclosing

Step 2: Branson’s Response to Disclosure

● When a Branson employee receives a report of sexual abuse of a Branson student, that employee will help the student find support and resources To do so, the Branson employee may contact the School Counselor, Dean of Student Life and/or the Head of School for assistance.

● Branson will keep the student’s disclosure as confidential as possible, except as necessary to provide support to the student or to comply with legal duties to report sexual abuse of minors.

Step 3: Mandated Reporting

● If a student who is a minor discloses sexual abuse to a Branson employee, the Branson employee will have a duty to call law enforcement or a child protective services agency to report the sexual abuse, because all employees of Branson are “mandated reporters.” As mandated reporters, Branson employees are required to report suspected neglect or abuse of a minor, including sexual abuse.

● A mandated reporter is required to report suspected abuse of a minor they encounter as part of their job to the appropriate agency when the reporter has sufficient information to reasonably suspect that abuse may have occurred, generally on the same day the reporter receives a report of abuse If more than one mandated reporter at the school is aware of suspected abuse, only one report must be made

● Once a mandated reporter has reported sexual abuse, the agency (and not Branson) will determine the agency that should conduct an investigation If an agency conducts an investigation, a representative of the agency may want to speak directly to the student(s) involved This can happen at school, at the student’s home, or at the agency location If the agency interviews a student on campus, the student is allowed to have a Branson employee or family member present for support

● Unless doing so would endanger the welfare of the student(s) or interfere with an agency investigation, Branson will notify parents or guardians immediately upon learning that an agency (Child Protective Services, police, etc.) would like to interview or communicate with their child.

● Under California law, mandated reports are confidential, so Branson may not be able to share information about the report or whether a report has been filed, even to the student’s family. In some cases, the investigating agency does not want information about the report disclosed because that may interfere with its ability to conduct an investigation

● In some cases, a student may want to report the sexual abuse to law enforcement themselves Branson will support a student in doing so, and if the student prefers, a Branson employee may be present when the student reports

● The school is committed to providing support to its students and will encourage students and families to seek out counseling options either through the school counselor or outside of Branson options

Step 4: Action Within Branson for Sexual Abuse involving other Branson Students

In addition to following the above protocols, the school will take other steps to address sexual abuse of Branson students where it is reported that other Branson students were responsible for the abuse

● If a student reports that another Branson student was involved in the sexual abuse, the school will address the other student’s conduct by following its disciplinary policies, except that the matter will not be referred to the Community Honor Board The school

will notify parents/guardians of all students involved, unless doing so would endanger the welfare of a student or interfere with an active agency investigation.

● If law enforcement or child protective services is investigating the sexual abuse the school may need to defer taking action while the agency investigation is pending in order to avoid interfering with the agency investigation or the rights of the students involved

● In order to ensure that the learning environment remains safe for students involved while an agency or internal investigation is pending, Branson may take interim measures to ensure that the learning environment is not impacted Interim measures may include, but are not limited to, adjusting students’ course schedule or activities to minimize their contact with each other

G. Bullying

Branson prohibits students from engaging in any bullying behavior toward other students Threatening statements, aggressive behavior, belittling comments, and insults based on identity have no place in a community based on mutual respect.

Bullying is defined as recurring negative or aggressive behaviors consciously initiated by one or more students in order to intimidate, belittle, or threaten another student or group of students physically or psychologically. Negative behaviors may include but are not limited to: physical, verbal, or cyber actions.

Social media activity may constitute or contribute to bullying Students who access social network sites from any location, on or off campus, should act responsibly and show respect for the rights and feelings of others Hurtful, libelous, demeaning, or derogatory gossip, insults, harassment, threats, pictures or comments about others, especially students, faculty, staff and the school, are strictly prohibited

Included in this definition are initiation and hazing rites, for they tend to be inherently humiliating, exclusive and victimizing and are therefore forbidden Because such behavior is diametrically opposed to Branson’s values, students are not permitted to participate in, orchestrate, encourage, or support such activities, even if the recipients are willing to participate. Failure to follow these rules will result in disciplinary action.

H. Boundary Policy for Faculty and Staff

As of January 1, 2018, California law requires schools to share their student/employee interaction policy in their employee handbooks, on their school websites, and in writing to all parents/guardians at the beginning of the school year. The following is the policy published in Branson’s employee handbook and online at branson.org. Parents, guardians, or students who have a concern as to an employee’s compliance with this policy should report the concern to the Head of School or the Chair of the Board of Trustees.

The school encourages close but appropriate relationships between students and school faculty and staff At the same time, it is important that each employee’s conduct is at all times professional In order to best serve the well-being of the school’s students and to avoid confusing communications and to prevent sexual misconduct, the school requires all employees and other adults in the school’s community to maintain appropriate boundaries between themselves and students to ensure that they avoid even the perception of inappropriate conduct or favoritism Some activities may seem innocent from an employee’s perspective but can be perceived as flirtation or sexual insinuation from the perspective of a student or parent or guardian

Note, this boundary policy applies to conduct toward current students, applicants for admission, and any former students under the age of 21

All employees are expected to adhere to the following guidelines and practices:

● When using a social media site, employees may not include current students or former students under the age of 21 as “friends,” “followers,” or any other similar terminology used by various sites. Also be aware of inappropriate use of social media about students.

● Avoid telephone calls or text conversations with individual students and instead use the school’s email and communication systems. Only use group text if it is necessary for student safety while off campus for a class or other school-sponsored activity. If texting an individual student is necessary make sure to include another adult in the messaging.

● Avoid communications with others containing inappropriate information if there is the likelihood that the receiving party will share it with a student; for example, sending content to a former student who is likely to share it with a current student

● Avoid sending communications to students of a personal nature or not about school activities

● Avoid giving gifts to an individual student that are of a personal or intimate nature

● Avoid sharing or inquiring about overly personal details of a student's private relationships

● Do not have unnecessary physical contact with a student in either public or private situations. This includes touching students in areas that would normally be covered by a bathing suit. Always defer to a side shoulder hug if a hug is appropriate.

● Respect a student’s right not to be touched or looked at in ways that make them feel uncomfortable

● One-on-one meetings with students on campus should happen in public or visible places If you find yourself alone in a space with a student, make sure that the space is visible to the public or that the door is open Otherwise, move to a more public location If a space with adequate visibility is not available, find another adult to be present When a student’s privacy needs to be preserved and no appropriate location is available, consider delaying the meeting

● Intentionally being alone with a student off campus without parent/guardian and supervisor knowledge or permission is prohibited This includes meeting with individual students at your home, over coffee, socially or otherwise

● Advisory activities are only to take place during the school day. Advisors may take students off campus for an advisory lunch but must notify their supervisor and parents/guardians in advance.

● Avoid contact with a student away from school for activities not related to school without parent/guardian and supervisor knowledge and permission. This includes babysitting.

● As with anyone in the school community, do not share or participate in sexually inappropriate or culturally insensitive comments, stories, or jokes with students.

● Do not seek emotional involvement with a student for an employee’s benefit

● Do not discuss an employee’s own personal troubles or intimate issues with a student

● Do not become involved with a student so that a reasonable person may suspect inappropriate behavior

● Avoid excessive attention toward a particular student or group of students

● Do not drive alone with a student except in emergency situations The employee must inform the student’s parents/guardians and the employee’s supervisor within a reasonable time of such a circumstance

● Keep parents/guardians and supervisor informed when a significant issue develops about a student

School employees have an obligation to report to the Head of School any behavior they deem inappropriate between an adult employee and a student The school has the right and responsibility to investigate adult compliance with this boundary policy even if no report has been made

Duty to Report

If an employee finds themselves in a difficult situation related to boundaries, the employee should ask for advice from a supervisor or the Head of School When an employee becomes aware of another employee crossing appropriate boundaries with a student, the employee must report the matter to the Head of School as soon as possible If the Head of School is not

available, contact the counselor or the appropriate Class Dean. In some circumstances, employees will also have the duty to report such conduct in accordance with mandated reporter requirements.

Students and parents/guardians who have concerns about boundaries between Branson employees and students should contact the Head of School or the Chair of the Board of Trustees.

The school will not retaliate against anyone who reports conduct that may violate this boundary policy An employee who retaliates against an individual who makes a report under this policy will be subject to discipline

VI. ACADEMIC PROGRAM

Branson’s academic program is designed to give students a well-rounded and rigorous training in skills and habits of mind that will be valuable for them in college and throughout their lives A Branson education naturally builds upon the content acquisition skills students have already begun (problem-solving, critical thinking, analytical reasoning, quantitative analysis) It also strives to provide students the skills and competencies below so that they can utilize our four core values of courage, kindness, honor, and purpose at Branson and beyond

1. Community Creator:

Someone who helps build and lead communities that are inclusive and reliably learn and work well together

● Practices generous, engaged listening and synthesizing of others’ ideas

● Help create safe and welcoming spaces

● Create confidence in others

● Give and receive feedback humbly and thoughtfully

● Open to creative problem solving

2. Curious Contributor:

Someone who searches for transformational learning as a perpetual process

● Intellectually and emotionally curious about learning; doesn’t just “do” it

● Perseveres through tough questions and topics to search for greater understanding

● Open-minded and adaptable, yet balanced with a constructive and respectful skepticism

● Searches for imaginative, inventive ways of thinking

● Understands the four years at Branson as a journey with overall growth as the goal

3. Inspiring Communicator:

Someone who can collaborate, listen, and speak with a diverse set of people

● Searches for cultural understanding and authentic connection across multiple identities and lenses

● Strives to have the awareness to identify and interrogate cultural influence and impact

● Can express “me” and “we” ideas in formal and informal spaces

● Can navigate and create a hopeful / joyful space in multiple environments

● Can self-regulate and show empathy when communicating with others

A. Requirements for Graduation

In order to graduate from Branson, students must complete a minimum of sixty-one (61) units of academic credit and the required hours of community engagement work as listed below Unless otherwise indicated, year-long courses receive 3 units of credit and semester-long courses receive 1 5 units of credit

Minimum Course Load

Each student must be enrolled in at least five Branson academic courses each term A Branson course is defined as a course offered in the Branson Curriculum Guide except for the College and Community and Human Development courses. For a sixth course, students may take a regular Branson course, a course offered through the Bay Area BlendEd Consortium * (see below), or some other rigorous semester or year-long course offered outside the school and approved by the Assistant Head of School for Academics. In order to remain competitive in college admissions, the school recommends that students carry a load of six courses at all times.

Graduation Requirements by Department

BRANSON GRADUATION REQUIREMENTS BY DEPARTMENT

ARTS

9 units (3 years)

COLLEGE AND COMMUNITY

1 5 units (1 5 years)

ENGLISH

12 units (4 years)

HISTORY

9 units (3 years)

HUMAN DEVELOPMENT

1 5 units (3 years)

Students complete three years of coursework in the Arts department (Applies beginning with the Class of 2027)

All students take College Counseling I in the spring of eleventh grade, College Counseling II in the fall of senior year, and Civic Leadership in the spring of senior year

All students take English I in the ninth grade and English II in the tenth grade. In the eleventh and twelfth grade, students choose from semester electives and must take an English class each semester.

All students take Modern World History in the ninth grade and U S History in the tenth grade, and select a minimum of two semester-long seminars during the eleventh and twelfth grade

All students take The Developing Mind in the ninth grade, Healthy Sexuality in the tenth grade, and Leadership and Scholarship in the eleventh grade Each class is one semester in length

LANGUAGE

9 units (3 years) of one language

MATHEMATICS

9 units (3 years) and completion of Algebra II

SCIENCE

9 units (3 years) that includes Physics, Chemistry, and Biology

GENERAL ELECTIVES 1 5 units (optional)

PHYSICAL EDUCATION

4 units (1 unit each year)

COMMUNITY ENGAGEMENT

90 hours

IMMERSIVES

2 units (spring term in Grades 9-12)

Students are welcome to sign up for any first-year language, or take a placement assessment to determine placement into a higher level Students will complete three years of language study, including the successful completion of a level 3 course (Applies beginning with the Class of 2027)

The core curriculum of the Mathematics program follows the sequence of Algebra I, Geometry, Algebra II, Precalculus, and Calculus. Students enter the program in the course that best suits their ability and background. Regardless of where they begin, all students must complete at least three years of math, and they must complete all courses through Algebra II

All students take Physics in the ninth grade, Chemistry in the tenth grade, and Biology in the eleventh grade Students may take elective courses in Science during the junior or senior year, and they may take advanced courses in Science during their senior year with approval of the Science Department

General elective courses are UC-approved electives that do not fall within an academic department While they do not fulfill a specific graduation requirement, they ask the same academic commitment as any junior/senior level elective, receive a letter grade, and are equivalent to any other academic course

Students must complete at least 36 hours of Physical Education each year. This requirement can be fulfilled by playing on a school-sponsored team, or completing an Alternate Activity Program (AAP). Alternative Activity Programs must be school approved, and seniors must complete all AAPs by April 1 of their senior year.

Students must complete 5 Core and 10 Support hours in the ninth grade, and 15 Core and 10 Support hours in each of the tenth, eleventh, and twelfth grades School service hours can fulfill 10 Support hours for ninth graders and up to 5 Support hours for tenth, eleventh, and twelfth graders

Students must complete 2 units by taking one immersive course every spring in the ninth, tenth, eleventh and twelfth grade (Applies beginning with the Class of 2026)

* The Bay Area BlendEd Consortium is an alliance of seven Bay Area independent schools in which each school offers selected courses that students from any member school can take. The Consortium includes The Athenian School, The College Preparatory School, Lick-Wilmerding High School, Marin Academy, The Urban School, San Francisco University High School, and Branson All BlendEd courses mix online instruction and face to face meeting time In addition, all BlendEd courses are UC approved and considered regular Branson courses Consequently, all grades received in BlendEd courses will appear on the student’s transcript and be included in Branson’s GPA calculations

Promotion

Promotion to the next grade level is not automatic. Students must satisfactorily complete all academic, physical education and community engagement requirements each year and abide by the Rules of Community Behavior and Conduct in order to be promoted to the next grade level Failure to complete any of these requirements will typically result in assigned summer work and a formal plan for completing outstanding requirements Students will not be eligible to begin the next school year until all requirements from the prior year are met

Graduation

If a student has not completed all of the Requirements for Graduation, before the arrival of Graduation Day they will receive a Certificate of Attendance at graduation, and they will be expected to meet with their Class Dean and the Assistant Head of School for Academics to make a plan and timeline for completing all outstanding requirements.

B. Grades

Students receive letter grades on a scale of A to F for work completed in all academic classes, and they receive grades of P(ass) or F(ail) for their Physical Education, Human Development, College and Community, and Immersive requirements Students are not given grades for their Community Engagement hours For academic classes, a grade of D is considered a passing mark, but it is not necessarily sufficient for promotion Please consult the Branson Curriculum Guide for details about prerequisites for promotion

The symbols used in grading are as follows:

“A” The student’s work embodies a creative spirit, exhibits command of the content, and demonstrates proficient communication of the ideas discussed The work is also thorough and turned in on time.

“B” The student’s work exhibits an understanding of the course content and clear communication of the ideas discussed. The work is also complete and turned in on time.

“C” The student’s work exhibits inconsistent understanding of the content and partial communication of the ideas discussed. The work may also be incomplete and/or turned in late

“D” The student’s work reveals a problematic understanding of the content and significant difficulty communicating of the ideas discussed The work may also be incomplete and/or turned in late

“F” The student’s work exhibits no understanding of the content and a failure to communicate the ideas discussed. An “F” grade at Branson is also usually the result of a significant amount of missing or unfinished work. Rarely do students who complete all work in a course receive an “F.”

Teachers are experts in assessing the quality of student work in the contexts of the class, the discipline, the school, the department, and the teacher’s experience, and a teacher’s assessment of student work is authoritative While we are always happy to discuss a student’s development, or to correct a computational or clerical error, we will not negotiate grades

It is, of course, the responsibility of faculty members to explain both the school’s standards and their own policies and decisions Discussing the teacher’s evaluation of a student’s work is another opportunity for the student to learn Those conversations are very different from arguments about the number of points awarded or whether a paper deserves an A- rather than a B+. Again, we are always happy to help students learn the difference between a growth and fixed mindset in relation to their performance.

Branson Grading Scale

Below is a summary of the scale used at Branson to convert grade percentages into corresponding letter grades.

Explaining the “A+” : The A+ grade may be given at the discretion of the teacher for outstanding work that demonstrates independent thought, critical reflection, extraordinary

classroom presence, and mastery of the subject. To receive an A+ a student must demonstrate complete command of the subject and considerable originality. Such performance exceeds the highest expectations, is exceptionally well done and presented, and done without errors/mistakes. The A+ cannot be achieved with extra credit or as a result of make-up work/assessment

Other Grades

In addition to the letter grades shown above, Branson supports several other grades and grade indicators

Inc - Incomplete

If the end of a grading period arrives and a student has not been able to finish all of the work for a course due to illness, emergency or some other circumstance, the teacher may elect to give the student a grade of Incomplete (Inc ) If a teacher elects to give a grade of Incomplete, the teacher will also work with the student to create a plan and deadlines for completing any outstanding work. If the student does not meet that deadline, they will not receive credit for any work not completed and their grade will be determined accordingly. Though deadlines may vary, an Incomplete grade may not extend past the end of the next grading period. Adjustments may be made if the Incomplete is in connection with a leave of absence. A grade of Inc. is temporary, and must be resolved to a letter grade once the student has either turned in or failed to turn in outstanding assignments.

IP - In Progress

It sometimes happens that a student is in a class at the end of a marking period and the teacher feels that the student simply does not have enough assignments in their record to give them a meaningful grade This commonly occurs when a student switches from an honors math class to a regular math class late in the marking period and has not been present for many assessments, or when a student goes on a leave or has an extended absence and has been excused from a number of assignments In such cases, it will be possible to calculate a grade in the future as more work is turned in, so a grade calculation is “in progress,” but there is no way to give the student a grade for that particular marking period. Their report card will reflect an IP instead.

P - Passing

In rare cases, a student may take an academic course on a pass/fail basis rather than receiving a letter grade (See “Taking a Course for a Grade of Pass or Fail” below for guidelines) In such cases, a P indicates that the student passed the course and successfully completed all of the course requirements Note that all Human Development, Immersive, and Physical Education requirements are graded on a pass/fail basis

W/P - Withdraw/Passing

In very rare circumstances a student may choose to drop a course after the end of the add-drop period even though they are passing the class In such cases, their transcript will show a W/P to indicate that the student withdrew from the course and had a passing grade at the time of the withdrawal

W - Withdraw

In cases where a student has a failing grade in a course and decides to withdraw from it after the end of the add-drop period, their transcript will show a W to indicate that the student had a failing grade at the time of the withdrawal

Student Progress Reports

Progress reports are sent home four times a year: in the middle and at the end of each semester Written comments for each student are included with the mid-semester grades

Objectives-Based Grading (OBG)

In 9th grade core classes, (Dance I, Music I, Beginning Acting, Survey Of Visual Arts, English I, Modern World History, Mandarin I, Spanish I, Algebra I, and Physics I) students receive OBG-style feedback in the first semester, and then both OBG feedback and traditional grades in the second semester OBG uses language instead of numbers to articulate student performance Rather than offering students a traditional numerical grade on assessments, OBG utilizes learning objectives and rubrics so that students have a clear map of their performance on an assessment A rubric is an evaluation guide that uses performance criteria and a rating scale to give students feedback on their work

OBG offers a more equitable 9th grade experience for all of our students, and helps students be less outcome-focused and more process-focused from the start of their high school careers. Every OBG course is guided by a series of learning objectives (usually around 20): some objectives are yearlong and aspirational, some more concrete and specific. These objectives are evaluated on a four-level verbal scale (again, there are no numbers in OBG): beginning, developing, proficient, advanced. The goal for every student is to reach the “proficient” level of every objective by the end of the year: the advanced level allows motivated students to work beyond the course’s expectations. Students receive multiple reassessment opportunities for every objective

In the second semester, the calculations to a letter grade follow this rough guideline:

● Mostly proficient objectives (roughly 80% proficient and greater): A range

● Many proficient objectives (roughly 50% proficient and greater): B range

● Mostly developing in objectives (fewer than 50% proficient and lower): C range

● No proficient objectives: D range

These categories are deliberately broad so that individual teachers have the ability to ensure that students receive the most accurate and appropriate grade for their work in the course while also agreeing across disciplines to a unifying standard

Grade Point Averages (GPA’s)

GPA’s for students appear on the Branson transcript and are computed using a standard unweighted averaging of the letter grades a student has received in their Branson academic classes (including Art) during their time at Branson. Branson does not include in the GPA calculation grades received for coursework completed at other institutions. Also, Branson does not rank students

The system for computing a grade point average (GPA) utilizes the following values for each letter grade:

Taking a Course for a Grade of Pass or Fail

Students taking a course for credit in excess of the graduation requirements may request to receive a grade of pass or fail for the class in lieu of a letter grade The student must submit a written petition to the Assistant Head of School for Academics during the first two weeks of a term-long class or before the first narrative report for year-long classes, and the petition must be approved by the Department Chairs Committee. Petitions submitted after these deadlines will not be considered. Students are discouraged from pursuing this option.

Transcripts

Both unofficial and official transcripts of a student’s academic record can be produced at any time. Transcript request forms are available on Blackbaud/ MyBranson. Questions regarding transcripts should be directed to the Registrar

C. Academic Intervention

Throughout a student’s time at Branson, moments may arise when a student needs additional academic support Even more rarely, it becomes necessary to review whether a student should continue their studies at Branson, and even to encourage or require that they pursue their studies elsewhere While the guidelines below are almost always followed, each student’s situation is treated uniquely

Academic Agreements

If a Class Dean becomes concerned about a student’s academic performance, or if a student receives a C in 2 or more classes in any grading period or a D or below in one or more classes in any grading period, the Class Dean will design a support plan in consultation with the student, the student’s mentor or advisor, the student’s teachers, and the Assistant Head of School for Academics, Academic Agreements are generally in place at least until the end of the following grading period, but the plan may be different for a given student, depending on their particular situation. Once the plan is created, the family will be notified of its contents and the Class Dean will be available to answer any questions. The Class Dean oversees the implementation of the plan and will make adjustments as needed, including determining when the plan is no longer needed

Academic Probation

If it becomes apparent that an Academic Agreement is not leading to improved performance for a student, or if concerns about a student’s academic performance continue or increase, the Assistant Head of School for Academics, in consultation with the Class Dean, may place the student on Academic Probation An Academic Probation Plan includes specific improvements the student must make and the duration of the probationary period over which those improvements must be made.

Once the Academic Probation Plan is created, a meeting will be scheduled between the Assistant Head of School for Academics, the Class Dean, the student, their advisor or mentor, and their family to discuss the plan and make sure that all parties understand its provisions. When a student fulfills the requirements of their Academic Probation Plan they will be taken off of Academic Probation, with an Academic Agreement potentially kept in place to help provide continued support If a student on Academic Probation reaches the end of the probationary period and has not successfully met the terms of their Academic Probation Plan, the Assistant Head of School for Academics will call a meeting with the student and their family to discuss the student’s future at the school

Families should be aware that the school may ask a student to withdraw from the school at any time.

D. Course Selection and Registration

Registration Process and Timeline

Branson’s registration process begins in March, when the Curriculum Guide for the coming school year is released and students have approximately a month to identify the courses they would like to take the following year Once students submit their course requests, Branson creates a master schedule that best accommodates everyone’s preferences and then creates schedules for individual students Students wishing to take seven academic courses should consult with their advisor and receive permission from the Assistant Head of School for Academics.

Managing Scheduling Conflicts

Although every effort is made to give students all of the courses that they request, it is not always possible to offer as many sections of a course as needed to meet demand. In such cases preference will be given to rising seniors In addition, it often happens that two desired courses are scheduled to meet at the same time, in which case students must make choices, sometimes difficult, about which courses to take Please note that Branson does not register students according to their preference for teacher

Taking Seven Academic Classes

The Branson schedule has eight blocks, which means that during any given semester it is possible for a student to take up to eight classes Such a course load can be demanding, however, so students who would like to take seven academic classes are encouraged to confer with their advisor first They then must petition the Assistant Head of School for Academics for permission, who will confer with the student’s support team as needed

Add/Drop Policy

Should a student need to add or drop a class in a particular subject area, students have a two week period at the beginning of the school year for year-long classes, and a two-week period at the beginning of each semester for semester-long classes, during which they may drop a class and have no record of the class appear on the transcript. Students should seek advice from advisors and teachers in making this decision. After this grace period, a W/P (withdraw/passing) or a W (withdraw) will appear on the transcript. Students have the right to petition the Assistant Head of School for Academics to have a W/P removed from their transcript.

Policy for Switching Course Levels

Branson offers a wide range of courses, including honors and non-honors classes, and encourages all students to challenge themselves at the highest level. Occasionally, after the school year is underway, it becomes clear that a particular student’s needs will be best served by a different level of the course they are taking, and it is necessary to make a change

A student may switch levels in their course up until the end of the first marking period of the fall semester without penalty All grades from the previous course will be discarded, and the student will receive a single year-end grade for the new course Students are encouraged to consult their teacher right away if they are considering a switch, and to work closely with their teacher to determine whether and when a switch should take place

After the end of the first marking period of the fall semester, a student may not switch levels in a course without conferring with the teacher, the department chair, and the Assistant Head of School for Academics.

E. Homework and Assessments

The following policies outline what students can expect in terms of homework and assessments

Homework Policy

As a general guideline, teachers assign 30 minutes of homework per class meeting in ninth grade courses and 40 minutes per class meeting in sophomore, junior and senior level courses Advanced level courses, however, may occasionally require more time from students If a student regularly requires more time to complete their homework than these general guidelines suggest, the student should see the teacher of the course to discuss support and learning strategies.

Assessments

Teachers give tests, quizzes, projects, and other major assignments and assessments at their discretion, and they are expected to give students adequate notice and information regarding subject matter and format. All scheduled tests, projects, essays, term papers, performances, and field trips will appear on a course’s Blackbaud page As a rule, no more than two major assessments can be scheduled for any student on one day In the event that a student has more than two major assessments in one day, the student can speak with those teachers and reschedule one of the assessments When a religious holiday falls midweek, teachers will not assign homework or plan major assessments for the next day

Extended Time Testing

Branson is happy to support fair and reasonable accommodations for students with documented learning differences. Frequently, such accommodations include giving students extra time on assessments At the beginning of each academic year the Rand Center Coordinator will inform teachers about students with documented learning differences, as well as advise and collaborate with teachers on appropriate accommodations for those students If a student wishes to take advantage of an extra time accommodation, it is their responsibility to make arrangements with the Rand Center and the classroom teacher at least 24 business hours before the test Extended time testing may never conflict with another class

In general, any student without documented learning differences may request to have extra time to complete a test It is the student’s responsibility to make such a request to the teacher at least 24 business hours before the test The decision to grant the request is solely up to the teacher, and only extends to that particular test.

F. Tutoring

Occasionally students need extra academic support The student’s first course of action should always be to meet with the teacher of the course and to set up a regular meeting schedule if sustained support is needed If a student needs additional support, parents/guardians may ask department chairs or the Assistant Head of School for Academics to recommend tutors When a family provides additional support for a student, the Branson Policy for Receiving Academic Support applies (see below) It is not appropriate for Branson faculty to be compensated for tutoring Branson students during the school year

On-Campus Tutoring

As a convenience, students may schedule to meet with a tutor in the Branson Library (subject to Branson’s guidelines for on-campus visitors). All tutors must be registered on an annual basis and complete a background check in order to tutor on campus, and they must inform the school of each student they tutor. Any tutor wishing to tutor on campus who has not already been registered should contact the Assistant Head of School for Academics in order to complete the registration process.

Branson Policy for Receiving Academic Support

Branson recognizes that access to additional, individual attention from tutors, peers, parents/guardians, siblings and others outside the Branson classroom can help some students attain a more thorough mastery of the course material Such additional instruction is most effective when all involved understand each other’s expectations Students are expected to tell

teachers when they are working with an outside tutor, and communication between the teacher and tutor can be very effective. Importantly, a tutor’s assistance may not be so significant that it results in a student turning in work that is not their own. That will constitute a violation of the Honor Code, and in those instances, we will ask the students to find someone else to assist them The school maintains a short list of tutors who have been vetted by the Assistant Head of School for Academics

G. Branson’s Artificial Intelligence (AI) Policy

Since many of our recent Community Honor Board cases have involved AI, we include our AI policy here as well:

Branson’s Artificial Intelligence (AI) policy, just like the tools themselves, is subject to revision and change. The policy listed below is our standard one, but may be altered by teachers in their individual classes.

Teachers are required to have an AI policy for their class, and they will include it in their syllabus and/or course description Use will vary from class to class, and from assessment to assessment, and therefore students should make sure they are clear BEFORE using any AI tools for every assignment If a student feels that AI may help them meet the learning objectives in an assignment, they should feel free to discuss the matter with the teacher, but always prior to using the tool

Speaking generally, we do not allow the use of AI when its use will impede or prevent students from mastering essential skills and competencies, and we do allow it when its use might enhance and support the development of those skills

Concerning assessments for which AI is not allowed: If a teacher does not allow AI for an assignment or assessment, the student should not use AI at all, and its use will be considered a violation of the Honor Code.

Concerning assessments for which AI is allowed:

In moments when students' learning may be aided or enhanced by the use of AI, teachers will review with the class how to use AI effectively (using AI to advance learning and to meet learning objectives), critically (evaluating the value and accuracy of the content created by AI), ethically (following school and teacher policies), and responsibly (owning the impact of your use of AI) Students should NOT use AI until they are clear about the parameters of its use that the teacher has set If a student is not sure about how they should or shouldn’t use AI to help them with an activity or assignment, they should discuss the matter with the teacher prior to using the tool ALL uses of AI must be cited and explained; otherwise, its use will be considered a violation of the Honor Code

H. Coursework Outside of Branson’s Curriculum Offerings

In general, coursework completed at outside institutions does not count toward Branson graduation requirements, is not included in GPA calculations, and does not appear on the Branson transcript However, students are welcome to submit copies of transcripts received from other institutions for attachment to their Branson transcript All such transcripts should be submitted to the Registrar

Note that courses taken through the Bay Area BlendEd Consortium, as well as certain semester or year-long equivalent courses offered through the Branson Summer Session, are considered regular Branson courses As such, these courses will appear on the Branson transcript and grades received in them will be included in the student’s GPA calculation.

Independent Study

Occasionally a student may wish to pursue an independent study project in subject matter that is not covered by an existing Branson course. The student should begin by identifying a teacher who will serve as their supervisor for their independent study project, and then, in consultation with that supervisor and the Assistant Head of School for Academics, develop a formal written proposal for the independent study that includes a syllabus outlining work to be done and a timeline for completing that work The student must submit their proposal to the Assistant Head of School for Academics for approval Note that independent study projects will be graded on a pass/fail basis

Study Away Programs

To support our students’ desire to study other cultures and languages, or to pursue specialized study or athletic training not available at Branson, we do our best to collaborate with institutions that offer semester and year-long study-away programs Families interested in pursuing these opportunities should contact the Assistant Head of School for Academics first In recent years, Branson students have enrolled in the following programs:

● School Year Abroad: Italy, France, Spain and China

● The Island School (The Bahamas)

● CityTerm (New York City)

● The School for Ethics and Global Leadership (Washington, D C )

● The Mountain School (Vershire, Vermont)

● Sugar Bowl Academy (Norden, CA)

● The Community School (Sun Valley, Idaho)

● The International School of Florence (Florence, Italy)

● The American School in London

● St Stephen’s School (Rome, Italy)

I. Community Engagement

Community Engagement Graduation Requirement

9th grade students must complete five Core and ten Support hours, and 10th-12th grade students must complete fifteen Core and ten Support hours this year For Core hours, students work directly with people in need; for Support hours, students indirectly help those in need All school service is counted as support The Community Engagement Coordinators, the Director of Community Engagement, and the Director of Diversity, Equity and Inclusion can answer any questions about these categories

Summer Hours

Rising sophomores, juniors and seniors are encouraged to work on a project or with an organization during the summer. These experiences can count towards their requirement for the upcoming school year.

Incoming students (freshmen or transfers) will participate in an orientation in the fall to introduce and familiarize themselves with the Community Engagement programs and offerings They may not apply summer hours to their yearly graduation requirement

Mid-Year Check-In

Students are expected to have completed and recorded at least half of their annual Community Engagement hours by early January and to be prepared to share their experiences as part of their January conference with their family and advisor Students who are behind in fulfilling their hours will work with their advisor to develop a plan for the spring semester

Missed Deadlines and Requirements

Students who do not complete their Community Engagement requirement before the end of a given school year will meet with the Director of Community Engagement and the Director of Diversity, Equity, and Inclusion to develop a plan for catching up over the summer. Students might not be allowed to attend classes in the fall if they have not completed their hours from the previous year.

Graduating 12th grade students must complete their hours by May 1 of their senior year Students who miss this deadline will meet with the Director of Community Engagement and the Director of Diversity, Equity, and Inclusion to develop a plan for finishing their required hours

J. School-Sponsored Travel

Students are offered many opportunities to enjoy the varied recreational, cultural, and educational opportunities of the Bay Area and beyond Some field trips are class-specific and some are open to the entire community For any trip, the faculty and staff organizers will follow Branson’s official protocol for off-campus travel, and students must have emergency information on file and complete the appropriate forms in order to participate In addition, all school rules and expectations apply to students for the duration of the trip

Class-Specific Field Trips

Teachers will announce course-specific trips during class and provide students with details and permission slips. Students must obtain permission from their parents/guardians to participate. Students also must obtain permission, at least one week in advance, from any teacher whose class they will miss because of the field trip. Note that the school reserves the right to deny participation in a field trip to any student for whom it feels missing class would not be in their best interest. Students are responsible for making up any work they miss because of a field trip.

K. Standardized Testing

Branson students take a limited amount of standardized testing during their time at the school

To give students practice with standardized tests, the school orders and proctors the PSAT/NMSQT (Preliminary Scholastic Aptitude Test/National Merit Scholarship Qualifying Test) for all sophomores and juniors each October

Except in rare circumstances, Branson does not order or administer the SAT or ACT for Branson students, nor does Branson guarantee spaces at authorized test sites. Registration for these tests is the responsibility of students and their families. Questions should be directed to College Counseling.

Branson’s code number for registration and reporting purposes is 052695.

Finally, if a student is interested in taking an AP exam, they can receive registration support from the College Counseling Office

VII. STUDENT SUPPORT

In keeping with the school’s mission and values, Branson students have access to a variety of resources on campus that can help them get the most out of their time in our community. Each student has an advisor, whose primary role is to advocate for that student and support and guide their academic and personal growth. In addition, the Class Dean can serve as an extra source of support for individual students and also determines and implements activities and initiatives that encourage the holistic development of students, both in and out of the classroom environment. The Class Dean also serves as an important conduit of communication between students, parents/guardians, teachers, and administrators

Both advisors and Class Deans are available to parents and guardians as well, to discuss concerns and answer questions as needed

A. The Allen Rand Learning Center

The Allen Rand Learning Center is Branson’s learning center, and was established to promote, support and enhance effective study skills necessary for academic success. Below is a summary of services provided by the Rand Center:

1. Work on a one-on-one basis with students to help them with organization, self-advocacy and general study skills.

2. Help identify students who are candidates for diagnostic testing for learning differences.

3. Develop learning support plans for students with documented learning differences.

4. Proctor school tests for students who qualify, based on documented learning differences and other physical or mental health impairments for extended time or quiet test location accommodations

5 Prepare and submit applications for standardized testing for students with diagnosed learning differences (and current documentation) and other physical or mental health impairments

6 Provide ongoing academic support for students with documented learning differences

The Rand Center does not perform diagnostic testing for learning differences but will be happy to provide references for families who would like to pursue such testing Families who already have the results of diagnostic testing are encouraged to share those results with the Rand Center. Families who are considering having diagnostic testing done are encouraged to contact the Rand Center for guidance and support. In general, the Rand Center will require a supporting (DSM-5) diagnosis in order to grant accommodations.

Students with documented learning differences are eligible to receive accommodations (e.g. 50% extended time, quiet testing location, etc.) but not program modifications (e.g. shortened homework assignments, fewer assignments, etc.)

B. Counseling Services

The Branson School Counseling Department consists of a licensed marriage and family therapist and a marriage family therapist intern Services are offered to any student who self-refers and to those who may be identified in need of additional support The school counselors serve as vital members of the Deans’ Group, Student Support Team and remain deeply connected to the holistic life of students at the school

The counseling office is open 5 days a week and is a comfortable, safe, and inviting environment for students to talk about issues affecting them at school and elsewhere. Students may drop in or make an appointment via email.

The counseling sessions are confidential unless the student presents a danger to self or others, child abuse/neglect is suspected, or sexual assault has been reported. The counselor may share violations of Branson’s Honor Code with the Dean of Student Life at their discretion. Confidentiality can also be waived in other circumstances, such as, but not limited to requests made by the school to speak to an outside therapist (in writing) or by the student to share relevant information to other Branson adults in support of their well-being

The School Counselor also plays a role in assessment of individual and collective student mental health If a student requires long-term counseling services, the School Counselor will evaluate the need for continued care on campus and referral to additional services which may be recommended or required Parents/guardians will be contacted by the counselor or appropriate administrator to discuss students’ needs and to disclose any of the above stated concerns

C. The Brenda Brown Library

Branson’s library has a collection of over 12,000 books, scripts, reserve textbooks, DVDs, magazines and newspapers, supplemented by access to dozens of online databases and electronic reference books The librarians are happy to assist students in locating a book or resources for class use, using online databases, or seeking a suggestion for leisure reading

Library Hours

Typically, the library is staffed from 7:30 am to 5:30 pm Monday through Thursday, and 7:30 am to 4:30 pm on Friday

Library Borrowing

Students are permitted to check out books from the library collection.

1 Enter both first and last names on the book card Put the date in the date column

2 Hand the card to one of the librarians

3 So that they will be available for student use, reference materials and magazines may only be borrowed with the librarian's permission

4 Textbooks and books reserved for class projects are for in-library use only

Students are encouraged to be thoughtful of fellow students and use library materials promptly; then return them for others' use If a student loses any library material, they will be expected to pay for it

Technology in the Library

The library has a number of desktop computers and a supervised multi-function copier available for student use. Students are expected to use all of these devices responsibly and bear in mind that their use is covered by Branson’s Technology Acceptable Use Policy.

Expectations for Student Behavior in the Library

The library is a place for research and study Group work in the Main Reading Room is encouraged, if students are respectful of others studying nearby Study carrels are available on the Quiet Porch for solitary, silent studying

To protect books, computers and furniture, no food or open containers are allowed in the library

D. Technology

Any and all use of Branson technology systems or platforms must adhere to the tenets of the Acceptable Use Policy.

Bring Your Own Device (BYOD) Program

At Branson, we believe that a student’s own device is the best device to facilitate learning, which led us to adopt a BYOD (Bring Your Own Device) program The details of the program are listed here and will ensure all students have access to technology appropriate to the academic and co-curricular requirements at Branson Foremost on our minds is a commitment to digital equity The section on financial aid at the end of this document details this commitment to ensure no Branson student is at a technological disadvantage

General Program Philosophy

The Branson BYOD program was developed with digital equity in mind. We felt it was important to ensure all Branson students had access to appropriate, late model devices regardless of income

Requirements

The following are the minimum requirements for any device:

● The device needs to be a late-model Apple laptop with a minimum screen size of 13 inches Late-model is defined as less than 3 years old If you have any questions regarding the purchase of an appropriate device, please reach out directly to the technology department

● The device must come to school each day fully charged and be available to the student in the evenings for homework (no shared devices).

● Branson provides institution Google accounts that will suffice for the student's need to create documents, presentations, etc.

Special Note: Students will be required to participate in the Branson-sponsored anti-virus program and will need to enroll their device in the Branson School device management system. Software will be provided by Branson for the student machines free of charge.

Recommendations

The following, though not required, are strongly recommended to ensure a positive technology experience:

● A robust protective case for the device to guard against cracked screens and other damage, which can be very expensive and frustrating issues to deal with

● We strongly recommend that your device is covered by AppleCare or an equivalent protection plan from a different vendor

Special Note: Although Branson does provide Google accounts for all students, these accounts are not designed for storage of personal data (e.g., photos, movies, music, etc.). Students should have a way of backing up this material on their own.

On-site Support

We are happy to assist students with their devices to the extent we are able. This includes minor troubleshooting and fine tuning the devices to work with Branson networks and systems, providing loaner laptops, if available, and helping send computers for repairs covered by AppleCare or other programs We are not able to conduct major repairs, services, or upgrades On occasion, Branson will license and distribute software deemed necessary for all students to have

Financial Aid

Students on financial aid may access additional aid, if needed, based on the following criteria:

● Students on financial aid, who do not already possess a compatible device, are eligible to access financial aid for a new, school-purchased, Apple laptop The device will also come with an insurance policy

● Students may access this aid once during their time at Branson

● Access to additional financial aid for repairs or for a replacement machine will be considered on a case-by-case basis

● Students are typically eligible for financial aid based on the percentage of tuition already covered by their financial aid package At 75% financial aid and above, the student will be eligible for full coverage of the device purchase

● If you would like to participate in this program or if you have questions regarding financial aid, please email financial aid@branson org

If you have any technical questions or questions about the requirements of the BYOD program, please feel free to contact the Technology Department at tech dept@branson.org.

Google Applications

Branson is a Google Apps For Education school, which means that students have access to and are encouraged to use Gmail, Google Docs (Google Drive) and the Google Calendar for all school related communications and work

Use of the Branson Google domain must be in alignment with the student Technology Acceptable Use Policy and any other guidelines and policies set forth in this handbook Additionally, the Branson Google domain is not intended to be used for personal business, (e g personal photos, videos, etc ) Branson students are expected to create personal accounts with preferred services in order to manage personal items

Note: Information within Branson Google accounts, (i e , email, Drive, etc ) is not under the sole supervision of Branson and, therefore, Branson cannot guarantee the security and privacy of this information.

Blackbaud/”MyBranson”

Branson uses Blackbaud SIS (“MyBranson”) as its learning management system. All students, upon logging in to MyBranson, will see their academic courses and will be able to access roster information, grades, general course information and specific course content Parents and guardians will also have Blackbaud accounts enabling them to access such things as grade-level information, report cards, and general Branson community updates and information

Email

Members of the Branson community generally receive a large quantity of email each day. In order to maximize the effectiveness of this form of communication here at Branson, students and families are expected to adhere to Branson’s Technology Acceptable Use Policy when sending emails All Branson community members are responsible for the information that they receive via email They are therefore expected to check it regularly

Printing and Photocopying

Branson provides access to printing on campus in the library Students are expected to use the copier responsibly Whenever possible, copies should be printed in black and white and double-sided Branson students wishing to make copies of paper documents are encouraged to make their copies in the library They may not use other copiers around the campus; however, they may request that faculty or staff members make copies for them.

E. College Counseling

The College Counseling Office at Branson is responsible for helping students and Branson families navigate the college search and application process The two primary goals of the College Counseling office are to ensure that each student has good choices for attending college at the end of the process and to alleviate some of the stress that is often associated with college admissions To this end, the College Counseling Office offers a comprehensive program that aims to guide and support students and families through the process

The program consists of several major components:

● Family College Nights

● Individual appointments with students and families

● List construction, balancing, and application strategy

● Cultivating relationships with colleges

● College Counseling bus trip

● Comprehensive essay writing help and a summer essay writing workshop

VIII. ATHLETIC PROGRAM

Physical activity, exercise, and wellness are essential to the Branson experience We want each student to develop an appreciation for an active lifestyle, good character, and a positive self-image Through physical education, participation on an interscholastic sport or club team, or an alternate activity, our students develop:

● Lifelong habits that contribute to health and well-being

● Team building and sportsmanship

● Leadership skills

● The ability to cooperate in a shared effort to accomplish goals

We challenge students to raise their fitness levels and develop an understanding of the relationship between fitness and lifelong physical and mental wellness

Branson athletics plays a prominent role in the Branson student experience The program serves the mission of the school, strives for competitive success, and promotes the development of athletic skills, leadership, and sportsmanship. Over 75% of the student body participates in athletics throughout the academic year. The athletic program encompasses 26 varsity, junior varsity and freshman interscholastic teams and two club teams. Our teams compete in the Marin County Athletic League (MCAL).

A. Athletics Program and Requirements

Students must complete at least one term of Physical Education each year This can be done by playing on a school-sponsored team, taking a strength and conditioning class with Branson’s Strength and Conditioning Coach, or completing an Alternate Activity Program

Interscholastic Sports and Club Sports

The Branson Bulls play in the North Coast Section and, since 2000, have competed in the Marin County Athletic League (MCAL). Each year we are proud to send graduating athletes off to play at the collegiate level, and we are just as proud to accommodate an equal number who are trying a sport for the first time. There is a team and level for everyone in our athletic program.

To earn credit for participation, students are required to attend all games and practices as outlined by the Head Coach and Athletic Department. Practice times are not more than two hours on weekdays and two hours on Saturdays, and there are no practices on Sundays Start dates for each season vary throughout the year Fall athletes are expected to attend practices in

early August. Winter athletes will begin to practice in late October, and Spring athletes will begin in early February. In many cases, full participation for student athletes includes a commitment to the sport beyond the trimester of the regular season.

Branson typically fields the following opportunities for interscholastic competition each year All sports have a varsity-level team and sports with large enrollments have a junior varsity team and, when needed, a freshman team

8-Person Football

Boys’ and Girls’ Cross Country

Girls’ Golf

Girls’ Tennis

Girls’ Volleyball

Boys’ and Girls’ Basketball

Boys’ and Girls’ Soccer Baseball Boys’ Golf

Boys’ and Girls’ Lacrosse

Boys’ and Girls’ Swimming & Diving

Boys’ Tennis

Boys’ and Girls’ Track & Field

Boys’ Volleyball

Branson also offers the following club sports:

Fencing (fall and winter)

Girls’ Beach Volleyball (spring)

Mountain Biking (winter and spring)

Pickleball (winter)

Strength and Conditioning Program

Branson offers physical training with our Strength and Conditioning Coach as an option to fulfill the PE requirement. Students can choose:

● Athletic Performance Training Track - Develop strength, explosiveness, speed, and quickness needed in athletic competition

● Physical Fitness Program – Engage in individually designed full body workouts to promote healthy and fit lifestyles

This course is 36 hours.

Alternate Activity Program

The Alternate Activity Program (AAP) is an independent study program designed to provide students the opportunity to pursue physical fitness outside of the school Common pursuits

include ballet, horseback riding, martial arts, crew, sailing, and competitive dance. Students must select their AAP during the normal class registration period. AAPs must be approved and are monitored by the Athletic Department. Each course must be 36 hours total, as logged by the instructor.

B. Athletic Codes of Conduct

Branson is a member of the North Coast Section, a regional subset of the California Interscholastic Federation, and has adopted in full the North Coast Section policies for student-athlete, parent/guardian, and spectator conduct, as follows:

SPORTSMANSHIP, ETHICS, AND INTEGRITY

Student-Athletes: Doing What’s Right

What You Can Do...

➢ Accept seriously the responsibility and privilege of representing the school and community.

➢ Live up to the standards of sportsmanship established by the school administration and the coaching staff.

➢ Treat opponents with the respect that is due them as guests and fellow humans.

➢ Shake hands with opponents and wish them good luck before the contest.

➢ Exercise self-control at all times, accepting decisions and abiding by them

➢ Respect the judgment of the officials and their interpretations of the rules Never argue or make gestures indicating dislike for a decision The officials are doing their best to help promote you and your sport

➢ Only the captain should communicate with the officials regarding the clarification of a ruling

➢ Refrain from making any kind of derogatory remarks to your opponents during the game, especially comments of ethnic, racial or sexual nature.

➢ Accept both victory and defeat with pride and compassion, never being boastful or bitter.

➢ Congratulate the opponents in a sincere manner following either victory or defeat.

➢ Cooperate with the coach and fellow athletes in trying to promote sportsmanship

➢ Win with humility; lose with grace Do both with dignity

➢ Welcome the opportunity to discuss the rules and strategies of the contest with parents/guardians and friends so they can better understand and appreciate the finer points of the game

PROMOTE SPORTSMANSHIP

Parents/Guardians & Fans

In order for sport to serve a purpose in the educational system, students must obtain positive educational benefits from athletics such as: responsibility, self discipline, sportsmanship, teamwork, work ethic, integrity, and personal sacrifice for the good of others.

What You Can Do. . .

✓ Fan behavior, whether at home or away at athletic contests, reflects on the entire community. Home fans should treat visitors with respect.

✓ Realize that a ticket is a privilege to observe a contest and support high school activities, not a license to verbally assault others or be generally obnoxious.

✓ Know and demonstrate good sportsmanship

✓ Be positive Cheer for your team rather than against the opposition

✓ Do not enter restricted areas of the venue Stay outside of fenced or marked areas and always obey instructions from game management personnel

✓ Refrain from booing and name calling Never address any athlete directly, whether from the home or visiting school

✓ Respect the decision made by the contest officials.

✓ Be an exemplary role model by positively supporting teams in every manner possible, including the content of cheers and signs

✓ Respect the fans, coaches and participants from opposing schools

PROMOTE SPORTSMANSHIP

Spectator’s Code

What Spectators Can Do to Promote Good Sportsmanship

✓ Remember that student athletes play organized sports for their own fun. They are not pro athletes.

✓ Be on your best behavior. Don’t use profane language or harass players, coaches or officials.

✓ Applaud good plays by your own team and the visiting team

✓ Show respect for your team’s opponents Without them there would be no games

✓ Never criticize a student athlete for making a mistake during a competition

✓ Condemn the use of violence in all forms

✓ Respect officials’ decisions

✓ Encourage players to always play according to the rules.

✓ Never berate your opponent’s school or mascot

✓ Never create or display negative signs

✓

Never enter the playing area before, during or after a contest without permission of game management personnel.

C. Concussions

The Branson Athletic program takes all reasonable measures to ensure that athletes are safe during both practices and competitions In particular, Branson maintains a robust Concussion Protocol Policy pursuant to California state law and guidelines from the Marin County Office of Education and the California Interscholastic Federation

A concussion is a type of traumatic brain injury (TBI) that results from a bump, blow, or jolt to the head (or by a hit to the body) that causes the head and brain to move rapidly back and forth This sudden movement can cause the brain to bounce around or twist in the skull, stretching and damaging the brain cells and creating chemical changes in the brain.

Concussions affect everyone differently, and recovery is different person to person. Children and adolescents are more susceptible to concussions and take longer than adults to recover. While some research shows that the young brain can be resilient, it may also be more susceptible to the chemical changes that occur in the brain after a concussion. These changes can lead to a set of symptoms affecting the student’s cognitive, physical, emotional, and sleep functions Most concussions get better with rest, and over 90% of students fully recover However, all concussions should be considered serious

Branson seeks to ensure students experience a safe return to classroom activity as well as to all forms of physical activities (including athletics and dance) after a concussion To respond to these injuries effectively and consistently, Branson has established a Concussion Management Protocol to provide concussion education and procedures for students, parents/guardians, and school employees to follow in managing head injuries This protocol outlines the return to academics and return to play steps after a TBI following the CIF Return to Learn (RTL) and Return to Play (RTP) guidelines.

Concussion Management Protocol

Any student who has sustained a head injury or who has any of the symptoms listed below should contact Branson’s Athletic Trainer, who is the case manager for any concussion situation, regardless of whether it has occurred during a Branson athletic event or not. After the student has been evaluated by a doctor, the student’s class dean and the Director of the Rand Learning Center will work together with the Athletic Trainer to develop a plan for the student’s gradual and safe return to full participation in academics and campus life

All Branson students are baseline tested using ImPACT, a computer based program that tests the student’s neurocognitive functioning In the event a student is suspected of having a

concussion, a post-injury ImPACT test will be administered by the Athletic Trainer within the first 24 - 72 hours post-injury or within the first two days after the student returns to school. Both the baseline and the post-injury test will be compared as an evaluation tool, and the results will be printed and sent with the student to their doctor’s appointment. Follow-up tests will be given to the student periodically to help determine progress For athletes with a concussion, a final ImPACT test will be given before return-to-play

Signs and Symptoms

Symptoms reported by the student:

● Headache or ‘pressure’ in head

● Nausea or vomiting

● Neck pain

● Trouble standing or walking

● Balance problems or dizziness

● Blurred, double or fuzzy vision

● Bothered by light or noise

● Feeling sluggish or slowed down

● Feeling foggy or groggy

● Loss of memory

● Complaints of “just don’t feel right”

● Tired or low energy

● Sadness

● Nervousness or feeling on edge

● Irritability

● More emotional

● Confused

● Concentration or memory problems

● Repeating same question or comment

● Drowsiness

● Changes in sleep patterns

Signs observed by faculty, teammates, parents/guardians, and coaches:

● Looks dizzy or spaced out

● Is confused about assignment, play, or position

● Forgets an instruction or play

● Is unsure of location, what they were doing, game, score, opponent

● Moves clumsily or awkwardly

● Answers questions slowly

● Has slurred speech

● Loses consciousness (even briefly) or passes out

● Shows change in typical mood, behavior, or personality

● Can’t recall events before or after hit or fall

Symptoms that constitute an emergency:

● One pupil is larger than the other

● Is drowsy and cannot be awakened

● A headache that does not go away and that gets worse

● Weakness, numbness, or decreased coordination

● Repeated vomiting or nausea

● Slurred speech

● Convulsions or seizures

● Cannot recognize people or places

● Becomes increasingly confused, restless, or agitated

● Has unusual behavior

● Loses consciousness (even a brief loss of consciousness should be taken seriously)

In accordance with the California Education Code Section 49475 (and California Laws AB-2007 and AB-2127), all schools that offer athletic programs are required as follows:

● To recognize signs of concussion, immediately remove the athlete from the activity for the remainder of the day, and not permit the athlete to return to play until they receive written clearance to return by a licensed healthcare provider

● Each athlete shall complete a graduated return-to-play protocol of no less than seven days in duration, under the supervision of a licensed healthcare provider.

● The graduated return-to-play protocol applies to all concussions that occur at school (athletics, physical education, other activity) and concussions that occur outside of school.

● The incident should be documented, with all forms filled out, delivered to, and signed by the respective parties.

● Parent/guardian must collect the student (The student should not drive ) Forms should be provided to the parent/guardian

● The student should be examined and diagnosed by a licensed healthcare provider Due to potential conflict of interest, students need to be examined by non-family/relatives ONLY

Marin County Schools’ protocol for students with possible concussions includes standard reporting and tracking forms The supervising adult starts the process, with the Athletic Trainer as the main informational point of contact A student who has begun the concussion protocol must not participate in any athletics or physical activity until they have received written clearance from their licensed healthcare provider.

Standard Reporting and Tracking Forms

Return to Learn Protocol

When a student has sustained a concussion or is believed to have sustained a concussion, the School will approve their return to classroom instruction is not automatic and will be based on the medical guidance received from healthcare providers Medical professionals will be asked to evaluate the student and stage the student’s concussion according to the chart below The stage of concussion dictates the rate at which, and the degree to which, a student can return to classroom instruction

Return to Play Protocol

Schools will send the end Return to Play Progress form to the student’s licensed healthcare provider and begin a gradual return to activity based on a licensed healthcare provider’s instructions.

Schools may accept the Return to Play Prescription or other form signed by student’s licensed healthcare provider as clearance as long as they do not permit return to play earlier than the district’s own Return to Play Clearance form.

The Return to Play Protocol progression is adapted from the International Concussion Consensus Guidelines and CIF Concussion Return to Play Protocol Summary is described in Stages 1-4, below:

● A student’s medical provider may recommend more restrictions, but not fewer restrictions

● If the student’s medical provider recommends fewer restrictions than Stages 1-4 below, Branson’s Head Athletic Trainer will contact the medical provider for clarification and further documentation.

● Each student must be kept from any exertive activity beyond 15 minutes of walking (Step 1) for the first and second day after the concussion

● The student may not resume any physical activity beyond 15 minutes of walking until the student tolerates normal academics Exception: If back-to-normal academics have not been achieved by two weeks post-concussion, a physical activity program can be prescribed by the student’s managing physician in conjunction with school health, physical education and athletic staff

The progression for physical activity cannot exceed the following steps:

Stage 1 Limited activity for 5-10 minutes that is designed to increase the student’s heart rate (e g , exercise bike, walking, light jogging); No weight lifting, jumping or hard running As the student will be resting at home for at least 24 hours after experiencing symptoms of concussion, do not start Stage 1 until at least 48 hours after head injury with symptoms of concussion.

Stage 2A Light aerobic activity. Student can attempt 10-15 minutes of brisk walking or stationary biking under direct supervision by the designated school representative

Stage 2B Moderate activity, with limited body and head movement May go 20-30 minutes, but be reduced from typical routine for age (e g , moderate jogging, brief running, moderate intensity stationary biking, and moderate intensity weightlifting)

Stage 2C Strenuous aerobic activity including running or stationary biking for 30-45 minutes or weight lifting up to 50% of max weight

Stage 2D Heavy, non-contact activity (closer to what would be in the student’s typical routine), but non-contact. (e.g., running, high-intensity stationary biking, regular weightlifting routine, non-contact sport-specific drills). At this stage, the student may add some cognitive component to practice

Stage 3 Begin with limited contact practice Controlled contact drills are allowed, but no scrimmaging Then progress to full contact practice but no competition Prior to beginning this stage, make sure that student receives written licensed healthcare provider approval.

Stage 4 Full contact and full activity can be resumed Then, after written clearance from student’s licensed healthcare provider, student may return to competition

No student is permitted to move from one stage to the next, unless there has been an absence of symptoms or signs. Refer to CIF Return to Play Protocol for details.

1. Athletic Trainer will document performance in each stage and report this to Administrative Designees Athletic Trainer may communicate with the student’s licensed healthcare provider, as necessary

2 If symptoms or signs are experienced, then withhold activity until there are no symptoms for 24 hours, and then return to the previous step

3 On weekends and days where there is no trained school staff member or physician to document successful progression from one step to the next, school may take parent/guardian and student history

4 If a student fails to achieve any step on three occasions, refer the student to the managing physician with this information

D. Athletics Online

Branson maintains an up-to-date website at all times: branson.org/athletics. Please consult the website for team opportunities, schedules, and current news and highlights. Internal information is also available on the Athletics resource tile in Blackbaud (MyBranson). Individual teams communicate between coaches, players, and families using the TeamSnap app

IX. SAFETY & EMERGENCY PREPAREDNESS

We believe that providing a safe environment for our students, faculty and staff is of paramount importance To that end, we have a comprehensive program addressing safety and emergency preparedness in all aspects of Branson life, both on campus and beyond The following is a summary of the major ongoing initiatives If you have questions regarding these or any other safety-related programs, please contact our Safety Director

A. Incident Command Team

The Branson Incident Command Team (formerly the Safety Team) leads and manages the school’s response in case of an emergency, in accordance with standard protocols set forth by the Federal Emergency Management Agency (FEMA) and followed by first responders nationally. The team meets monthly to discuss ongoing safety initiatives and to discuss any policies, procedures, training and equipment needed to enhance safety and emergency preparedness at Branson

B. Emergency Operations Plans

Branson maintains several Emergency Operations Plans, (EOPs), which thoroughly document the policies and procedures for emergency situations. These plans include procedures for specific emergencies such as fire, earthquake, violent intruder, etc. Additionally, they include campus evacuation maps and relevant emergency contact information. Each plan is tailored to its particular scope and audience All plans are currently maintained online and distributed via smartphone app

Currently, Branson has the following plans:

● Branson EOP: This plan is provided to all faculty and staff and contains complete instructions for all emergency scenarios as well as detailed information on all safety policies.

● Summer Safety: This plan is tailored for the summer and is provided to groups conducting programs on the Branson campus

● Crisis Communications Plan: This plan covers the various policies and procedures for crisis communications including the various communication systems available and when to use them It is a thorough guide for all faculty and staff

C. Annual Safety Training

The faculty and staff at Branson are certified in the following:

● First Aid/CPR - This training is renewed every 2 years All faculty and staff are required to have this training In addition, all graduating seniors participate in this training annually This enables each student to provide enhanced first-responder care in their communities should the need arise

● Violent Intruder Training - Annually, Branson provides updated training on how to respond to a potential violent intruder on campus Faculty and staff are required to complete this training

● Student and Faculty/Staff Training – At the beginning of each year, general safety training is conducted for faculty, staff, and students covering drills, updates to policies and procedures, etc.

D. Medical Resources

Branson maintains first aid kits in each classroom and program area that also contain tourniquets and celox gauze to stop major bleeding These kits are checked and updated annually We also have 3 automated external defibrillators (AEDs) on campus; these are checked monthly

For emergency medications, we maintain epinephrine injectors around campus in 4 locations as well as a backup stock in the main office in Richardson Hall Along with epinephrine, we also maintain naloxone spray (“Narcan”) to reverse opioid overdoses

All student medications are stored in the Richardson Hall office and all non-prescription over-the-counter (OTC) medications are available from the Richardson Hall office, as well as from the library

E. Emergency Communication Resources

Branson believes that having the appropriate emergency communication tools is essential. We maintain the following on campus, and we constantly evaluate communication equipment and protocols for alignment with best practices:

● First Net Cell Phones: All Incident Command team members are connected to First Net with their cell phones to ensure access to a more robust network in crisis situations.

● Informacast: This system includes on-site speakers for campus-wide broadcasts and alerts as well as the ability to send voice, text and email alerts to all members of the Branson community, including parents, for a variety of emergency situations.

● Satellite Phone: We maintain a satellite phone on campus to send with field trips that take students to locations where cell service may not be reliable or even available.

F. Visitor Registration System

Branson requires that all visitors to campus register and wear a visitor badge during their visit Visitors are checked against two federal sex offender databases prior to being allowed on campus

G. Drills

Each year, Branson conducts several drills covering the following situations:

● Earthquake

● Fire

● Violent Intruder

● Lockdown and Shelter In Place

All faculty, staff and students participate in these drills which are updated annually to reflect best practices.

X. SCHOOL FACILITIES AND TRANSPORTATION

A. School Property, Maintenance and Use

The Branson School operates under the terms of a Use Permit granted by the Ross Town Council Certain conditions govern the Use Permit, and all faculty/staff members, parents/guardians, students, and alumni are urged to familiarize themselves with and to adhere scrupulously to these conditions The following key conditions are summarized here for particular emphasis:

1 Assuming proper compliance with the 2022 CUP amendment, school enrollment will grow to 420 by the 2025-26 school year

2 The school must use its best efforts to prevent disruption of the peace, quiet, comfort, and safety of the immediate neighborhood

3 The school must discourage parking on streets adjacent to the school by all persons connected with the school.

4. The school should discourage access to the campus via Hillgirt Drive.

5. Use of all school facilities must be limited to use only by current school personnel, organized visiting teams, and certain local groups, nonprofit in nature, that, by tradition, have used the facilities in the past.

6. Any exception to conditions #5 (above) can be made only with formal permission of the Town Council.

7 The Transportation Demand Management Plan (TDMP) and Transportation Handbook must be followed by all employees, students, parents/guardians, and visitors

For a number of reasons, including liability and security, school property and facilities may be used only by current Branson students, faculty and staff members, and their student guests All unaccompanied strangers should be asked if they need assistance and then be helped if possible If persons are interfering with school programs or appear likely to do so (i e , using or damaging the tennis courts, fields, lawns, or buildings), they should be advised that the campus is not a public area and be asked to leave If they do not leave willingly and time appears to be of the essence, the Ross Police Department should be called; otherwise, a Class Dean, the Business Office, the CFOO, or Head of School should be promptly notified.

B. Personal Use of School Property

Personal use of school property is prohibited by the Trustee policy that all school property is to be utilized exclusively for school purposes

The reason for this policy is a legal one, i.e., real and personal school properties are exempt from property tax only because they are used for educational purposes. Property used "...by any...persons so as to benefit any officer, trustee,...employee,...contributor, or bondholder of (the school) or any other person...through the more advantageous pursuit of his business or profession" is not eligible for exemption from property tax

C. Search and Confiscation of Student Property

To maintain order on school property and at school-related events and to protect the safety and welfare of students and school personnel, Branson reserves the right to conduct searches and confiscate student property at any time, without advance notice to students or parents/guardians Such searches may include, but are not limited to, personal searches of any student, student belongings, electronic devices or items in the possession of a student, any locker or any vehicle located on or near school property or at any school related event. Moreover, the school may check the content of students’ electronic devices, including phones and iPads/tablets/PCs, without parental/guardian consent. A student’s failure to provide the school access to check the content of electronic devices may lead to discipline.

D. Breakage and Damage

In the event that a student breaks school property or causes damage to occur, whenever practical the student will be allowed to repair promptly (in most cases within the week) the breakage or damage under supervision If such repair is not practical or has not been accomplished when scheduled or within the week, the student will be charged for the approximate cost of the repair as determined by the Business Office Accidental breakage or damage will be considered in the light of the individual circumstance and may or may not result in a charge and/or disciplinary action depending upon the situation

E. Athletic Facilities and Tennis Courts

The Branson School’s athletic facilities, field, and tennis courts are not for public use. Their use is limited by the conditions governing the school Use Permit, which states that these facilities may be used only by current students and current faculty/staff members and their personally accompanied guests (with permission and subject to the school’s protocols) People who do not fall into these categories should be asked politely to leave If trespassers create an emergency or unpleasant situation, the Ross Police may be called for immediate assistance

F. Traffic and Parking

All rules and policies covering transportation to and from school, including pickup and drop off, and parking on campus or at school authorized locations, are covered by the Branson Transportation Handbook, which is posted on the Transportation tile in MyBranson/Blackbaud. Families and students should familiarize themselves with these rules and policies.

G. Non-Solicitation Policy

School communication channels (email including “AllBranson” access, newsletter, social media, etc ) may not be used to solicit funds for personal projects and/or business from members of our community This includes student projects and crowdfunding sites

XI. APPENDIX: Additional Agreements for Parents/Guardians and Families

A. Tuition and Enrollment

No tuition reduction will be made for a student's absence, illness, late arrival, voluntary withdrawal, suspension, expulsion or absence(s) due to Covid-19 or similar illnesses Those students whose parents or guardians fail to pay charges when due, may not be admitted to classes, allowed to return to classes, or may be required to withdraw from Branson without a refund of tuition and fees. A student may not be re-enrolled unless all previous charges on their account have been settled in full.

B. Force Majeure

The closure of the School for force majeure events – including but not limited to natural disaster, fire, flooding, power outage, pandemic, war, governmental action, acts of terrorism, Covid-19 or other pandemic-related issues, or any other event beyond Branson's control – does not relieve parents/guardians of their financial obligations to the School or entitle these parents/guardians to a refund In response to a closure due to a force majeure event, Branson may, but is not required to, relocate and/or reschedule its operations either in-person or remotely, including extending the school year or abbreviating or extending scheduled breaks and/or scheduled days of no classes

C. Infectious Diseases and COVID-19

All parents/guardians agree that their student and their family will adhere to Branson’s infectious disease policies, including Covid-19 policies, which may be updated by the school from time to time. Branson’s infectious disease policies may include, but are not limited to, pre-screening, testing, vaccinations, boosters, safety, use of personal protective equipment, quarantining and return-to-school protocols In the event of an infectious disease exposure, or failure to comply with the School’s infectious disease policies and protocols, your Student may be required to learn from home and/or take a leave of absence, at the sole discretion of the School Parents/guardians are required to inform Branson whenever their student tests positive for any infectious disease, including Covid-19

D. Positive Family Relationship

Branson believes that a positive and constructive working relationship between Branson, its students, and their families is essential to the fulfillment of the school's mission Accordingly, the School reserves the right to suspend or dismiss any student if the School concludes, in its sole discretion, that the student's progress, conduct, or influence are not in keeping with the School's standards Further, the School reserves the right to terminate the enrollment of a student, or to decline to offer re-enrollment to a student, if the School, in its sole discretion, decides that the actions or inactions of a student's parents (or guardians) prevent a positive working relationship or interferes in any way with the accomplishment of the School's mission

E. Recordings of Classes

From time to time the School may record classes for educational use and purposes. Parents/guardians affirm that they give permission to the School to engage in class recordings with my child, unless they affirmatively opt out in writing to the Dean of Student Life, Head of School, and/or the Chief Financial and Operating Officer

F. Campus Camera System

For the security of our employees, students and visitors, Branson maintains a state-of-the-art camera system across campus By signing this handbook, you acknowledge and understand that, while on campus, you will be monitored by these cameras In the event of an emergency or safety situation, our camera data may be shared with local law enforcement authorities

Branson develops students who make a positive impact in the world by leading lives of integrity, purpose, learning, and joy.