Faculty Handbook 2016-2017

Cardigan Mountain School

Faculty Handbook

2016-2017 Edition 1

2

Breakfast

Period 1

Period 2

Period 3

Morning Break

Period 4

Period 5

Period 6

Lunch

Advisory

Study Hall

Athletics

Dinner

Study Hall

Dorm Check-In

Room Inspection

Lights-Out

7:15–7:45

7:55–8:35

8:40–9:20

9:25–10:05

10:05–10:20

10:20–11:00

11:05–11:45

11:50–12:30

12:40–1:05

1:30–1:45

1:45–2:30

3:00–5:00

6:15–6:45

7:30– 8:30/9:00

8:45

9:00–9:15

9:30 (10:00)

MON

Lights-Out

Room Inspection

Dorm Check-In

Study Hall

Dinner

Athletics

All-School Meeting 2:20–2:50

Study Hall 1:30–2:15

Lunch

Period 6

Period 5

Period 4

Morning Break

Period 3

Period 2

Period 1

Breakfast

TUES

Lights-Out

Room Inspection

Dorm Check-In 9:05

Study Hall 7:30–9:00

Buffet

Game Day

Game Day

Game Day

Game Day

Lunch

Period 6

Period 5

Period 4

Morning Break

Period 3

Period 2

Period 1

Breakfast

WED

Lights-Out

Room Inspection

Dorm Check-In 9:05

Study Hall 7:30–9:00

Dinner

Clubs 3:00–4:30

Chapel 2:00–2:40

Advisory

Lunch

Period 6

Period 5

Period 4

Morning Break

Period 3

Period 2

Period 1

Breakfast

THURS

Lights-Out

Room Inspection

Dorm Check-In

Study Hall

Buffet

Athletics

Study Hall

Advisory

Lunch

Period 6

Period 5

Period 4

Morning Break

Period 3

Period 2

Period 1

Breakfast

FRI

Daily Schedule 2016–2017 Fall and Spring Schedule

Lights-Out (11:00)

Buffet

Game Day

Game Day

Game Day

Game Day

Lunch

Period 6

Period 5

Period 4

Morning Break

Period 3

Period 2

Period 1

Breakfast

SAT

Lights-Out (9:30)

Dorm Mtg. 9:00

Inspection 8:15

Study Hall 7:00–8:00

Buffet

Brunch 11:00– 11:45

Breakfast 7:00–9:00

SUN

Athletics Study Hall B Dinner Study Hall C and D Dorm Check-In Room Inspection Lights-Out

3:30–4:15 6:15–6:45 7:30– 8:30/9:00 8:45 (C) 9:05 (D) 9:00–9:15

9:30 (10:00)

Study Hall A

Advisory

Lunch

Period 6

Period 5

Period 4

Morning Break

Period 3

Period 2

Period 1

Breakfast

1:30–7:00

1:45–2:30

1:30–1:45

12:40–1:05

11:50–12:30

11:05–11:45

10:20–11:00

10:05–10:20

9:25–10:05

8:40–9:20

7:55–8:35

7:15–7:45

MON

Lights-Out

Room Inspection

Dorm Check-In

Study Hall C and D

Dinner

Study Hall B

Athletics

Study Hall A

Advisory

Lunch

Period 6

Period 5

Period 4

Morning Break

Period 3

Period 2

Period 1

Breakfast

TUES

Lights-Out

Room Inspection

Dorm Check-In 9:05

Study Hall 7:30–9:00

Buffet

Game Day

Game Day

Game Day

Game Day

Lunch

Period 6

Period 5

Period 4

Morning Break

Period 3

Period 2

Period 1

Breakfast

WED

Lights-Out

Room Inspection

Dorm Check-In 9:05

Study Hall 7:30–9:00

Dinner

Clubs 3:00–4:30

Chapel 2:00–2:40

Advisory 1:30–1:45

All-School Mtg. 1:05–1:30

Lunch 12:40–1:05

Period 6

Period 5

Period 4

Morning Break

Period 3

Period 2

Period 1

Breakfast

THURS

Daily Schedule 2016–2017 Winter Schedule

Lights-Out

Room Inspection

Dorm Check-In

Study Hall C and D

Buffet

Study Hall B

Athletics

Study Hall A

Advisory

Lunch

Period 6

Period 5

Period 4

Morning Break

Period 3

Period 2

Period 1

Breakfast

FRI

Lights-Out (11:00)

Buffet

Game Day

Game Day

Game Day

Game Day

Lunch

Period 6

Period 5

Period 4

Morning Break

Period 3

Period 2

Period 1

Breakfast

SAT

Lights-Out (9:30)

Dorm Mtg. 9:00

Inspection 8:15

Study Hall 7:00–8:00

Buffet

Brunch 11:00– 11:45

Breakfast 7:00–9:00

SUN

Faculty Handbook This handbook has been provided as a guide to help you in your multiple roles as a faculty member at Cardigan. The handbook has sections that address school policies, academics, athletics, residential life, and other important information. In addition, you will be asked to update the handbook with current information, which will be distributed during opening faculty meetings and occasionally throughout the year. The handbook is to be reviewed and used as a reference source throughout the school year.

Every effort has been made to see that this handbook is both complete and accurate. However, situations may arise that are not covered in these pages or that require additional clarification. In these situations, faculty can pose questions directly to the dean of faculty, who will provide an answer or refer the faculty member to an appropriate source of information. The head of school reserves the right to alter or append any portion of this handbook at his sole discretion.

SECTIONS

Section Description

Starting Page

1 General Expectations

8

2 The Academic Program

15

3 Residential Life

31

4 Athletics

60

5 Health Services

93

6 Miscellaneous

100

7 Sample Forms

110

8 Cardigan Style Guide

115

3

Contents Section 1: General Expectations Cardigan Mountain School Mission.............................................................................8 Policy on Sexual Harassment........................................................................................8 Faculty Guidelines........................................................................................................9 Daily Responsibilities...................................................................................................9 Dining Hall................................................................................................................10 Dress Code.................................................................................................................11 Other Expectations and Guidelines.............................................................................12 Communication.........................................................................................................14 Section 2: The Academic Program Objectives..................................................................................................................15 Grouping and Scheduling...........................................................................................15 Teaming.....................................................................................................................16 Professionalism...........................................................................................................16 Department Chair Role..............................................................................................16 PEAKS Coach/Team Facilitator Role..........................................................................18 Teacher’s Access and Teacher-to-Advisor Communications.........................................18 Classrooms.................................................................................................................19 Library........................................................................................................................19 iPad Cart....................................................................................................................19 Supplies......................................................................................................................19 Cardigan Planbook.....................................................................................................19 Haiku Learning Webpage...........................................................................................20 Notes..........................................................................................................................20 Homework Philosophy................................................................................................20 The Cardigan Heading................................................................................................21 Citations and References.............................................................................................21 Test Days Schedule......................................................................................................21 Weekend PEAKS Appointments.................................................................................22 Afternoon PEAKS Appointments................................................................................22 Afternoon Study Hall Guidelines................................................................................22 Evening Study Hall Guidelines...................................................................................23 Honor Roll Students...................................................................................................23 Faculty Study Hall Duties ..........................................................................................23 Honor Roll Privileges..................................................................................................24 Students of Concern and Extra Help...........................................................................24 Athletic Participation..................................................................................................25 Academic Warning and Probation................................................................................25

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Absences......................................................................................................................26 Failure of an Academic Course.....................................................................................26 Teacher Expectations—Highlighted ............................................................................26 Grades and Comments.................................................................................................27 ITIP.............................................................................................................................30 Professional Development............................................................................................30 Section 3: Residential Life Start of the Year............................................................................................................31 Dorm Preparation.........................................................................................................31 Student Orientation.....................................................................................................31 Honor Code................................................................................................................33 Homesickness/Adjustment to Life Away from Home…................................................33 Daily Routine..............................................................................................................34 Daily On-Duty Responsibilities....................................................................................34 Weekend Duty Coverage Guidelines.............................................................................35 Room Inspection..........................................................................................................41 Dorm Jobs...................................................................................................................42 Rules, Guidelines, and Procedures................................................................................43 Guest–Host Policy/“Off-Bounds” ...............................................................................43 Technology..................................................................................................................43 Theft and Borrowing....................................................................................................44 Dorm Gatherings.........................................................................................................44 Noise Level..................................................................................................................44 Laundry Service...........................................................................................................45 Room Changes............................................................................................................45 Privacy/Living with Others..........................................................................................45 Dorm Meetings............................................................................................................45 Pre-Vacation/End-of-Year Procedures...........................................................................47 Day Student Procedures...............................................................................................49 Welcoming Procedure for Late-Enrolling Students.......................................................50 Discipline, Counseling, and Advising...........................................................................51 Discipline....................................................................................................................51 Consequences..............................................................................................................52 Counseling..................................................................................................................53 Advising......................................................................................................................54 Safety/Emergency.........................................................................................................56 Administrator-on-Duty (AOD) Contact......................................................................56 Fire Emergency Instructions.........................................................................................57

5

Section 4: Athletics Athletics Mission Statement........................................................................................60 Purpose and Goals......................................................................................................60 Cardigan Mountain School Sportsmanship Statement................................................60 Positive Coaching Alliance..........................................................................................60 New England Preparatory School Athletics Council (NEPSAC)..................................60 Proper Conduct and Good Sportsmanship..................................................................61 Purpose of Athletics in Our School.............................................................................61 Guidelines for Coaches................................................................................................61 Guidelines for Players..................................................................................................62 Guidelines for Spectators.............................................................................................62 Team Membership......................................................................................................62 Tryouts and Team Placement.......................................................................................62 Recreational Activities.................................................................................................63 Reserve Program.........................................................................................................63 Thirds and Fourths Teams............................................................................................63 Junior Varsity Teams...................................................................................................63 Varsity Teams..............................................................................................................63 Athletic Requirements..................................................................................................64 Athletic Commitment Exemption...............................................................................64 Athletics Participation.................................................................................................64 Outside-of-School Teams and Participation................................................................64 Attendance.................................................................................................................64 Uniforms....................................................................................................................65 Policies and Procedures...............................................................................................65 Travel.........................................................................................................................65 Special Trips...............................................................................................................65 Goal Setting and Special Programs..............................................................................66 Goal Setting................................................................................................................66 Captains’ Council.......................................................................................................66 Student-Athlete of the Week.......................................................................................66 Post-Season Assemblies, Varsity Letters, Pins, and Awards...........................................66 Practice Expectations and Responsibilities....................................................................67 Coaches......................................................................................................................67 Student-Athletes.........................................................................................................69 Game Day Expectations..............................................................................................70 Coaches......................................................................................................................70 Faculty Assistants........................................................................................................72 Student-Athlete Game Expectations............................................................................72 Travel Procedures and Expectations.............................................................................73 Sports Medicine and Athletic Training Services...........................................................74

6

Schedules...................................................................................................................76 Weather......................................................................................................................77 Webpage and Sports Line............................................................................................77 Facilities: Keys, Use, and Safety...................................................................................77 Hazing, Bullying, and Harassment..............................................................................78 Training Policies..........................................................................................................79 Athletic Department Staff...........................................................................................79 Appendices.................................................................................................................80

Appendix A: Athletic Commitment Exemption (ACE) Application‌......‌..80

Appendix B: Cardigan Mountain School Season Checklist.............................81

Appendix C: Cardigan Mountain School Daily Practice Checklist.................82

Appendix D: CMS Student-Athlete Coach/Team Evaluation.........................83

Appendix E: Cardigan Mountain School Season Wrap-up Form....................85

Appendix F: Cardigan Mountain School Home-Game Checklist...................86

Appendix G: Cardigan Mountain School Away-Game Checklist...................87

Appendix H: Cardigan Mountain School Overnight Travel Checklist.............88

Appendix I: Cardigan Mountain School Special-Trip Approval Form............89

Appendix J: Concussion Form.......................................................................90

Appendix K: Concussion/Brain Injury Return-to-Play Permission Form........91

Appendix L: Captain Run Mid-Season Check In...........................................92

Section 5: Health Services.........................................................................................................93

Section 6: Miscellaneous Activities...................................................................................................................100 Admissions...............................................................................................................100

Business Office.........................................................................................................101

Communications......................................................................................................103

Computer Network...................................................................................................104

Development Office..................................................................................................104

Facilities: Scheduling and Use...................................................................................106

Kirk Library..............................................................................................................106

Secondary School Placement.....................................................................................107

Student Travel...........................................................................................................108

Section 7: Sample Forms

Dormitory Information Sheet (Sample)....................................................................110

Room Inspection Chart (Sample)...............................................................................111

Student Accountability Checklist..............................................................................112

Checklist for Departure.............................................................................................114

Section 8: Style Guide...........................................................................................................115

7

Section 1—General Expectations Cardigan Mountain School Mission Cardigan Mountain School offers a close-knit community that prepares middle school boys—in mind, body, and spirit—for responsible and meaningful lives in a global society.

To achieve our mission, we recognize effort and accomplishment, helping each boy realize his academic, physical, and personal potential through the integration of the following core values in all aspects of daily life: •

Compassion—Be kind. Seek to understand others and go out of your way to help.

•

Integrity—Be honest. Remain true to yourself and your word.

•

Respect—Be considerate. Care for yourself, others, and Cardigan Mountain School.

•

Courage—Be brave. Face adversity with strength and persistence.

Policy on Sexual Harassment Cardigan Mountain School is a community in which all members have rights to feel both safe and respected, and to live, work, and learn in an environment that is free from sexual harassment. Inappropriate behavior of a sexual nature can undermine these rights. It is the policy of Cardigan Mountain School that no member of the school community may sexually harass another.

For the purposes of this policy, “sexual harassment” is defined as any sexual advances, requests for sexual favors, and/or other verbal, visual, written, or physical conduct of a sexual nature.

Sexual harassment may include, but is not limited to, the following actions: pressure for sexual activity; remarks to a person with sexual implications; inappropriate touching; display of sexually suggestive objects or pictures; suggesting or demanding sexual involvement accompanied by implied or explicit threats concerning one’s employment, grades, programs, or activities available at or through the School.

Violations of this policy, whether intended or not, will not be tolerated. Violations of this policy may result in discipline up to and including dismissal in the case of an employee and expulsion in the case of a student.

Students should report any violation of this policy to any trusted adult member of the school community. Employees should report any violation of this policy to any school official. Any person receiving a report of or having knowledge of a violation of this policy shall immediately file a written report with the Head of School’s Office. Any form of threat or retaliation against anyone who in good faith makes a complaint of sexual harassment is itself a violation of this policy and a cause for discipline.

Allegations of sexual harassment will be investigated promptly, and corrective actions will be taken immediately to stop any harassment.

Any questions about this policy or need for clarification of any of the above language can be directed to the assistant head of school.

8

Faculty Guidelines Support and Appreciation Faculty hired to work at Cardigan are selected with the understanding that we have much to offer and will do all that we can to further the progress of the boys in our care. We may not “like” everything the boys do, but we must remember to hold boys accountable for individual acts or misdeeds while still appreciating them for all that they are and all that can be with appropriate care and attention.

The School is most successful in its mission when everyone does his or her best to fulfill responsibilities, when we support and appreciate one another’s contributions, and when we are attuned to the progress of each boy—however gradual or hard-earned.

There is no question that much is asked of Cardigan faculty members. Days are long and exhausting, and rewards from the boys themselves sometimes come only years later in the form of a heartfelt call or note. Please know that you are indeed appreciated for your hard work and commitment to the Cardigan mission.

Consistency in Word and Deed Keep in mind our primary role as models of adult behavior for all the boys. They will all be looking to us for cues, so we must work hard to present exemplary habits and instill the Core Values in the boys. This is most effectively done by living the Core Values ourselves, and thus being consistent in word and deed.

Making a Difference Everyone here has chosen to make a difference in shaping the lives of young men. If you are serious about this, you will do all that is expected of you and look for other ways to help. Please use the information in this handbook as a set of guidelines for how to do this important work. Ask others for help and direction, do your best, and enjoy the experience of being part of a great team working toward an important goal—helping boys become men.

Daily Responsibilities Resident and Affiliate Faculty on Duty: Resident faculty and affiliate faculty on duty are expected to: • Wake up the students on their dorm floor and see that they arrive at breakfast on time, reminding them to visit the health center prior to meals and bedtime if they take daily medication.

• Supervise a table at breakfast.

• Meet all class commitments.

• Supervise a table at lunch.

• Be available during advisory and afternoon study hall.

• Meet athletics/activities commitments.

• Be visible in their dorm between the end of afternoon athletics/activities and dinner.

• Supervise a table at dinner.

• Actively supervise evening study hall.

• Be visible and active on the dorm floor, ensuring that students attend to bathroom needs and are settled in their rooms for lights-out.

• Stay present on the dorm floor one half-hour after lights-out and oversee evening room inspection.

• Be in their apartment and on call for emergencies for the remainder of the night, or, if they are dorm affiliates, check with the person providing “sleep-over” coverage before leaving the building for the night.

• Attend our weekly Chapel program.

In addition, resident and affiliate faculty are expected to:

• Attend all faculty meetings.

• Perform ancillary duties as a contributing member of the community Jobs Program.

• Provide active coverage when on duty for a weekend.

• Attend the “Head of School’s holidays”: Mountain Day, Founders’ Day/Sandwich Fair, Ski Holiday, and Headmaster’s Day.

9

Dining Hall • Faculty members are expected to demonstrate proper manners in the dining hall and supervise student manners and behavior. Proper tone in the dining room is the result of the consistent presence, active supervision, and proper role modeling by the faculty at meals. High standards for manners and dining room procedures have been spelled out for both sit-down and buffet meals in this handbook.

• The dining hall flatware, plates, cups, and so forth, should remain in the dining hall, except for pre-approved dormitory functions.

• It is not appropriate for faculty to take food out of the dining hall or ask for food from the kitchen staff as a means of supplying their own residences. On occasion, faculty may need a carton of milk if caught short, for example, but in general the practice is discouraged. Off duty faculty may take a meal back to their residences using the supplied take away containers.

• It is acceptable and encouraged for faculty to get food from the dining hall to serve to boys on their floor. Faculty members wishing to host such a party should communicate with the director of dining services well in advance to order food, and to tell him how many students will be out of the dining hall for that meal.

• Faculty members are allowed to miss four meals per week, in addition to meals during their off-duty weekends. Faculty members who are off duty for the weekend are not required to attend meals from the Saturday evening meal through the Sunday evening meal. They are expected to be at lunch on Saturday if they have a school commitment that afternoon, such as coaching a game, and to be back in the dining hall at breakfast on Monday morning.

• Faculty members who are on duty for study hall in the evening must attend the evening meal that night.

• A missed breakfast on an unscheduled morning counts as one of the four meals skipped.

• Missing a buffet meal counts as missing a meal. Faculty attending a buffet meal should help to actively supervise the waiting areas, the buffet lines, the dining process, and the cleanup of that buffet, as coordinated by the dining room AOD. • Missing a meal due to a school-mandated commitment does not count as one of the four missed meals permitted.

• Because a more formal tone is expected in the dining room for evening sit-down meals, adult supervision is especially important.

• If a faculty member’s table is cut for a meal, he/she should find an unsupervised table and relocate there, rather than sitting with a colleague.

• On-duty faculty must attend all meals on the day on which they are on duty.

• Faculty members who are on duty for the weekend are expected to attend the Saturday breakfast, Saturday lunch and evening meal, Sunday brunch, and the Sunday evening meal. This is particularly helpful to those coordinating weekend activities coverage and transportation assignments, as well as the AOD who is coordinating dorm coverage.

• Faculty members on duty are expected to eat meals in the dining hall, so town trips should be scheduled on off-duty nights. Taking students into town for a meal should be considered a special event. Advisors should monitor these offcampus trips by their advisees and limit them to approximately one every two weeks. Faculty should not feel obligated to comply with student requests to go into town for a meal or a food-buying trip and should not expect or ask students to pay for their meal, movie, transportation expense, or the like. Sometimes a parent will send money and ask a faculty member to take his/her son and friend(s) into town for a birthday meal and/or movie. This is appropriate, but should also be scheduled in advance and around student commitments. Also, the student’s advisor should be notified.

10

Dress Code The general guideline is “student plus”—faculty should be at least as well dressed as students in any situation.

Class Dress: • Men: Collared shirt, pants with a belt, dress socks, shoes (black or brown, leather or synthetic leather), or boots during inclement weather. No sandals, t-shirts, or jeans. Dress shorts with a belt when allowed.

• Women: Blouse or other appropriate top (must fully cover cleavage) with slacks, skirt (appropriate length), or dress (straps must be at least one inch wide); shoes, sandals, or boots (leather or synthetic leather). No jeans.

Dinner Dress: • Men: Dress shirt, tie, sport jacket, pants with a belt, shoes or dress boots, and dress socks (not white athletic).

• Women: Same as class dress.

Chapel Dress: • Men: White shirt, tie, Cardigan blazer with dark gray dress slacks or dark, formal suit, dark socks, brown or black leather belt, polished dress shoes (e.g., wing-tips, loafers).

• Women: Skirt (appropriate length), dress (straps must be at least one inch wide), suit, or dress slacks with blouse or other appropriate top (must fully cover cleavage); dress shoes, or sandals.

Grooming: Male faculty should be either clean-shaven or maintain a neatly trimmed beard or mustache. Hair should be consistent with expectations for students.

11

Other Expectations and Guidelines In addition to the expectation that faculty will do all they can to further the progress of boys in our care, there are several other basic behaviors that are to be expected of any adult working with children. Failure to meet these expectations carries the potential for strong action on the part of the School, including suspension or termination.

Physical Interactions with Students: While “high fives” and handshakes are part of the culture of our school, faculty must always be cognizant of differing comfort levels regarding physical interactions. In general, err on the side of caution when deciding whether to make physical contact with a student. Striking, slapping, kicking, or in any other way harming a student (whether intended or not), or the use of physical intimidation, is unacceptable and will not be tolerated.

Negligence: Leaving a class, practice, or other commitment early without prior approval or going off campus and leaving a dorm unattended are examples of negligence. When a faculty member is teaching, coaching, on duty in the dormitory, or fulfilling another commitment, the needs of students must be the top priority.

Alcohol Use: Alcohol consumption in faculty residences while off duty should not take place in the presence of students.

Residential faculty should keep in mind that they may be called upon to help a student even when off duty. Under no circumstances should alcohol be consumed while on duty.

Faculty Absences: Occasionally, faculty may have to miss a school commitment for personal reasons. Faculty should complete the absence form (available from the dean of faculty and in the faculty room).

• Faculty members should request permission for any planned absences from the dean of faculty with at least three days’ notice and arrange their own coverage for classes, practices, dorm duty, clubs, or other commitments.

• In the case of missed classes, faculty should use members of their own department or team whenever possible. Always leave specific assignments/lesson plans or practice plans for the person providing coverage.

• When asked, and if at all possible, please agree to cover classes for others. Each of us has to ask for coverage sometime during the year, and a cooperative effort and attitude is necessary.

• In the event of illness or a sudden, unplanned absence, faculty members should call the AOD phone 603.443.6252.

• It is not appropriate to have a class covered in order to leave early or return late from a weekend off.

Pets: Faculty members are expected to maintain a clean residence that is free of pet odor. A pet is to remain outside all school buildings with the exception of its (faculty) residence. Dogs are not allowed in the water when student activities are scheduled at the waterfront. Dogs must be under your direct supervision or leashed when they are outdoors. Dogs are not allowed at outdoor buffets. Dog owners must provide a copy of each pet’s rabies vaccination record and dog license to the Main Office. Pet owners are required to clean up after their animals on any groomed portion of the campus, specifically all lawns, fields, parking lots, roads, or walks. This does not apply to the wooded areas bordering the campus, although keeping well-traveled wooded pathways clear of feces is greatly appreciated by other path users!

Tobacco: The use of any tobacco product or electronic smoking device on campus is prohibited, whether in public, in a residence, or in a vehicle. Further, the use of any tobacco product or electronic smoking device while off campus representing the School or operating a school vehicle is prohibited.

Swimming: Faculty members are expected to demonstrate proper waterfront policies. Adults should swim with a buddy when going out beyond the dock area or take with them a safety belt. No swimming after dark. A certified lifeguard must be present when students are swimming.

12

Technology: Each faculty member is provided with a laptop computer and a smart phone to use and is responsible for taking care of them. The Technology Department will handle repairs themselves or outsource them, as required. If repairs are required due to negligence, teachers will be responsible for the cost. The School’s computers, smart phones, and the School’s network should be used in a professional manner. Faculty access to the Internet is filtered, but not to the same extent as student accounts. For this reason, faculty should not allow students to log on to the Internet with a faculty password.

Vehicle Use and Parking: Faculty should drive slowly on campus (10 mph in the center of campus, 20 mph on Alumni Drive or Faculty Row) and use the large lots behind Hinman Hall, Frieze House, or the Cardigan Commons for parking. Faculty should not park on sidewalks, in fire lanes, on the grass, or in any manner that blocks dorm entryways. Spaces should remain open for resident faculty near the entrances to their housing, and spaces should remain open for visitors in front of Clark-Morgan Hall.

All activity vehicles should be returned to the parking lot beside the Wakely Center, with keys returned to the key box. Faculty must drive carefully when transporting students, observing all rules of the road. Local police monitor vehicle speeds vigilantly.

All passengers must use seat belts. The number of passengers must be limited to the vehicle’s stated capacity.

Visitors and Guests: Non-family “significant others” are asked not to stay overnight in faculty residences. Visitors and guests are welcome to stay for meals. While on duty, faculty members are not to entertain guests, but rather should devote their full attention to the students under their supervision.

Campus Visitor Guidelines:  Any unidentified person or persons on campus should be warmly greeted by a Cardigan employee and asked to identify themselves and their reason for being on campus. (For example: “Hi! Can I help you find someone?”) This should be the default response for all employees.  On game days, parents and opposing team families and guests do not need to check in or wear identification.  Other than on parent/family weekend, parents on campus for an extended period of time (more than a drop in, appointment, function, or game) must wear identification. Visitor nametags can be collected from Admissions or the Business Office.  Cardigan Alumni on campus for an extended period of time (more than a drop in) must wear identification. Visitor nametags can be collected from the Alumni Office located in the garden level of the Chapel (Development Office).  Any guests of Cardigan employees visiting campus and using our facilities (water front, tennis courts, bike trails, fitness center, etc) must be accompanied by the employee or wear/have Cardigan identification.  Prospective students and their families not accompanied by a student tour guide or adult must wear identification.

Visitor nametags will be provided by Admissions or the Business Office.  All contractors and workers must wear identification. Visitor nametags will be provided by the Business Office, Facilities, Communications, Information Technology, Food Services, or the Health Center.

13

Communication Announcement Policy: Our program is highly structured and announcements at All-School Meeting, breakfast, lunch, and dinner are necessary to orient, direct, and remind both the students and faculty of upcoming events and activities.

• Announcements will be made after all sit-down breakfasts, lunches, and dinners.

• All announcements are made from one central location: Indoors: from the microphone by the doors to the Scaramucci Porch.

Outdoors: from the foot of the bank in back of Clark-Morgan Hall.

• Lost-and-found items will be displayed periodically. Individual lost-item announcements will be made at the discretion of the faculty member leading announcements.

• Announcements should pertain to a group (10 or more) of students or faculty. Smaller groups (fewer than 10) should be contacted individually or via email.

• All staff and students are to remain for announcements at both indoor and outdoor meals. Dismissal will be after announcements.

• Use of the message board location at the “junction” of Hopkins and Bronfman is encouraged to reinforce announcements.

Faculty Meetings: These are generally held on Thursdays, 5:00– 6:00 p.m., although conflicts occasionally necessitate using an alternate time (see schedule in Current Information Section).

• Structure and content of the meetings can vary from week to week, depending upon need, but generally involve announcements of particular interest to faculty.

• Additional time is set aside on Tuesday afternoons, 5:00p.m.–6:00p.m., for the faculty to work on projects in small groups.

• Major professional development meetings are held five times per year, at the beginning of the year, following Thanksgiving Recess, following Winter Vacation, and during the end-of-year faculty meetings. Outside presenters or Cardigan faculty/ administrators are invited to address the faculty and conduct workshops for the purpose of ongoing professional growth.

• A series of special faculty meetings is held in May to determine student awards recipients and student (senior) leadership positions for the following year.

Plan of the Week: The Plan of the Week (POW), a schedule of the week’s events and activities, is distributed each Tuesday and Friday and covers a full week of events and faculty coverage schedules. Items for the Plan of the Week should be submitted a week in advance to the assistant head of school or assistant director of student life.

14

Section 2—The Academic Program Objectives Cardigan Mountain School prepares boys for responsible and meaningful lives in a global society. In the academic program, the students are introduced to, and provided opportunities for, the development of the following Habits of Learning: •

Growth Mindset—Students will focus on improvement and understand that intelligence can be developed. o problem solving o resilience o open-mindedness

•

Self-Awareness—Students will manage themselves and reflect on their decisions.

•

Coexistence—Students will peacefully and productively collaborate with others.

•

Critical Thinking—Students will question and analyze information to draw conclusions.

•

Communication—Students will articulate ideas with clarity and precision through a variety of media.

•

Ownership—Students will advocate for themselves and take responsibility for their life and learning.

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Creativity—Students will explore and imagine.

To promote these Habits of Learning, Cardigan requires all students to enroll in traditional courses of study in English, history, science, mathematics, and a world language or English as a Second Language (ESL). Cardigan also offers a unique academic course called Personalized Education for the Acquisition of Knowledge and Skills (PEAKS®), which is required of all students and aims to help them become better learners and self-advocates. Beyond these courses, the School requires each boy to broaden his horizons and strengthen his scholastic preparation through additional coursework in leadership, music, art, woodworking, theater arts, technology, and the Gates Invention & Innovation program.

To facilitate academic growth, the Cardigan curriculum incorporates the following provisions: Class Size: Classes range up to 16 students; the average class size is 12 students.

Grouping and Scheduling Sixth Grade: The sixth grade is grouped heterogeneously and follows a self-contained classroom model. In the math portion of the STEM class, students will take the most appropriate course based on their ability as determined by placement tests and performance in previous courses taken. A world language sampler is also provided to help prepare students to decide which language they will focus on in the higher grades.

Seventh Grade: The seventh grade has several different heterogeneous groupings based on classroom dynamics that follow the exact same course of study. In math and world language, students will take the most appropriate course based on their ability as determined by placement tests and performance in previous courses taken.

Eighth and Ninth Grades: When possible there are two levels in each subject in grades eight and nine. In the accelerated level of each grade, more challenging texts are sometimes used, assignments are occasionally longer and more challenging, and often more emphasis is placed upon independent study and thought. The other students in eighth and ninth grade spend more time reviewing fundamentals and solidifying skills. Regular assignments and formal assessments are designed to challenge but not overwhelm students in both levels. In math and world language, students will take the most appropriate course based on their ability as determined by placement tests and performance in previous courses taken.

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Teaming Team teaching involves a core group of instructors working purposefully, regularly, and cooperatively to meet the needs of their students. At each grade level, students are organized onto a team. Student progress is closely monitored by the team and appropriate adjustments are made to best serve the boys. Other benefits of teaming include opportunities for teachers to work together on cooperative projects and align the curriculum. The grade-level teams typically involve five teachers, one from each of the following disciplines: English, history, science, PEAKS, and ESL.

Professionalism It is expected that all teachers set high standards of professionalism while conducting their classes. Given that each faculty member will be serving as a role model to the boys in his or her class, it is essential that teachers appropriately display adherence to such things as punctuality, dress code, and the like. Being prepared for class, setting high but reasonable standards, and being consistent in the enforcement of these standards is a sure way to gain the respect of the students and keep the classroom under control.

Whenever possible, consequences for inappropriate student behavior in class should be handled within the context of the classroom. When this is not possible, teachers should write up a conduct slip describing the incident and report it to both the director of student life and the director of studies. Removing a student from the classroom should be viewed as a last resort. If a teacher is having particular difficulties with a student and cannot resolve the situation in the classroom context, he or she should seek out advice and help from their department chair, the director of student life, and/or the director of studies.

Students who are late to class should be documented on a conduct slip. If a student fails to appear at a class after 10 minutes, notify the AOD via phone or email or send out an all faculty email. Repeated lateness or unexcused absence from class or other school appointments may result in Work Detail, Saturday Evening Detention, or more serious disciplinary action. The director or assistant director of student life handles all student lateness.

Department Chair Role Academic department chairs play a key role in stewarding instruction and learning in their respective departments. At the same time, they work collaboratively with the other department chairs to ensure the academic program aligns with the mission of the school. Department chairs play a key leadership role in independent schools as they often fulfill the role of teacher and administrator simultaneously.

This valuable, middle-level leadership is crucial in establishing open communication between and among departments and between administration and faculty.

1. The department chair serves as a communication liaison between faculty and administration. The chair’s role as both faculty member and administrator serves to further mutual understanding of complex issues. The department chair openly participates in dialogue with members of the department, other department chairs, and administrators to ensure that the goals and direction of the school are clearly stated and aligned with the mission of the school.

2. The department chair serves as a leader in curriculum and pedagogy in his or her respective department. The chair guides conversations about teaching and learning in each department to ensure that rigor and innovation are being pursued and good practices are being followed. The department chair leads an annual review of the curriculum in the department to ensure vertical continuity and appropriateness of content, skills, and assessment.

3. The department chair completes periodic, informal drop-in observations. This practice provides teachers the necessary feedback to better their practice and enhance the students’ learning. Department chairs also play a key role in Cardigan’s Individualized Teacher Improvement Plan (ITIP). Each year, one to two teachers from each department will begin stage one of the ongoing professional development program.

4. In order to stay in “front of the curve” of new developments and the most current pedagogy in the respective subject area, the department chair maintains relationships with local, regional, and national associations of teachers of their respective subjects. The chair attends local, regional, or national conferences in the discipline or creates the opportunity for others to do so and shares what was learned with the department. The chair seeks out new ideas and initiatives and introduces them to the department. The chair models good teaching by using a variety of teaching techniques suitable to the subject and age group as well as by incorporating a variety of tools to reach students with a wide range of learning styles.

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5. The department chair assists in hiring, training, evaluating, and supporting the faculty members in their respective department. The chair supports teachers who are new to the department or profession, teachers who might be struggling professionally or personally, and provides a first line of accountability for teachers in the department, partnering with the administration when more significant intervention is needed. The department chair conducts mid-year reviews for each teacher in his/her department.

6. During periodic meetings with the other department chairs and with the director of studies, the department chair serves as an advocate for his or her own department while at the same time supporting the wider mission of the school.

The department chair supports a culture of healthy and open discussion about school issues, while also showing active support for the school’s decisions.

7. The department chair facilitates biweekly department meetings that promote participation from all department members.

The chair keeps department meetings focused on curricular or teaching issues or needs of the students. The chair will use meetings to make sure administrative details are being attended to as well as to engage in meaningful conversation about teaching and learning.

8. The department chair should have a purposeful approach to developing his/her own leadership and collaboration skills.

The chair should participate in formal and informal efforts to strengthen and improve his or her own leadership skills and seek out feedback on his or her own leadership as often as possible.

9. Department chairs play a pivotal role in the comment writing process. They will provide guidance and feedback to individual teachers regarding their comments, as well as review and edit the department’s final comments.

Curriculum: Department chairs are expected to lead the process of updating and maintaining the curriculum for each course offering within their department. They will distribute copies of unit plans and any other curricular materials to teachers at the beginning of the academic year for their respective courses. Teachers should check in with department chairs at the beginning of the year to make sure they have the most up-to-date curriculum documents. Teachers will be asked to participate in the editing of curricula and are expected to do so throughout the academic year.

Department Meetings: Teachers will be requested to attend meetings held by their department chairs; these meetings are required.

Unit Lesson Plans: Each teacher will submit trimester unit plans for each term (and, at the beginning of the year, their grading policy) to their department chair. Unit plans are expected to include all the information as outlined in the template provided by the director of studies and department chairs. These submitted plans will be put into a binder and kept by the department chair, and regularly checked to see whether each teacher is addressing the Habits of Learning and the other objectives outlined in their curriculum guide.

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PEAKS Coach/Team Facilitator Role PEAKS coach and team facilitator responsibilities are as follows: • Organize team meetings per determined schedule.

• Ensure that team meeting notes are posted and the director of studies is informed of any issues that may have arisen during team meetings.

• Help create, update, and edit a curriculum for each class in the PEAKS Department following the appropriate Cardigan formats, under the direction of the PEAKS Department chair.

• Observe content-area classes in order to facilitate and support student learning and growth.

• Provide or help to acquire resources and materials for teachers working with your PEAKS students.

• Support and serve content-area teachers; be available daily to handle issues that may arise with your PEAKS students.

• Maintain dialogue with the PEAKS department chair, the director of studies, student advisors, and other teachers, to assure the progress of your PEAKS students.

• Create and maintain a portfolio on each of your PEAKS students, outlining their strengths, their weaknesses, their preferred learning styles, etc.

• Identify and meet with students one-on-one for academic support in the afternoons and evenings.

• Work with the PEAKS Department chair and the director of studies to outline possible student accommodations and communicate these to teachers and parents as necessary.

• Meet and communicate regularly with the director of studies in regard to team happenings and the possible needs of your team.

• With your team, organize a formal document for the director of studies to assist in the sectioning and placement of students as they move on to the next grade at Cardigan.

• Attend professional development opportunities to further your education, and help identify opportunities for other faculty members with the PEAKS Department chair.

Teacher Access and Teacher-to-Advisor Communications In order to help facilitate communication between teachers and advisors, it is essential to fully utilize the Teacher’s Access system.

Teachers are expected to check this system regularly. Teachers will see announcement reminders when they log into the system.

Logging information to reflect conversations with parents, missing assignments, recent poor test performances, and so forth helps everyone know exactly what is being done on a student’s behalf. Poor performance must be documented so that advisors have the opportunity to address deficiencies with students prior to grades closing and to communicate progress (or lack thereof ) with parents.

• Teachers will complete regular academic updates on any student with an overall average of C- or lower, or an effort grade of 2 or lower.

• Teachers will complete an academic update each time a student earns a grade in the failing or D range on any assignment.

• Teachers will complete an academic update when a significant trend, either positive or negative, becomes noticeable.

• Teachers/advisors will record all email, phone, and face-to-face contact made with parents in regard to a student’s academic progress in the contact log.

• It is the responsibility of the advisor to communicate home regarding any academic challenges a student is experiencing. These communications should also be cc’ed to the teacher and PEAKS coach to ensure open lines of communication are maintained.

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Classrooms The classroom is something that teachers should take pride in. Decorations should adorn the walls before students arrive at the beginning of the year and should be taken down only after students depart for the summer.

Fire codes require adherence to the following criteria: • Hallways in classroom buildings must remain clear of book bags, trash cans, and recycling bins.

• Flammable paper displays must not cover more than 20 percent of classroom wall surfaces.

• Decorations or other items must not be hung from ceilings or overhead lights.

• All area rugs and pillows in classrooms must be made of nonflammable materials.

• Unoccupied classrooms must be locked at all times.

There is a strict policy against food or drink in all academic spaces except the PEAKS area. The sole exception to this policy is water. Faculty members are permitted to drink tea or coffee.

Every time a teacher leaves an academic space, he/she should ensure that the following are true: • Any and all trash in the classroom has been disposed of appropriately.

• If desks were moved during the class period, they have been returned to their original configuration.

• The whiteboard is clean.

• The windows are closed.

• The lights are turned off.

• The door is locked.

Library Cardigan encourages the use of the library by faculty. If a teacher would like to bring a class to the library during the class day, he/ she simply needs to make arrangements with the librarian. Cardigan has computers in the library that are available for individual or class use. Teachers are asked to be considerate of their colleagues in signing up for and sharing this space. Please see the librarian for sign-up.

iPad Cart The iPads will be kept in the Kirk Library. Please see the librarian for sign-up procedures.

Supplies The PEAKS coaches and department chairs will handle the ordering of all student supplies.

Teachers work with their department chairs to acquire the necessary books and distribute the books in class. Teachers and department chairs are responsible for returning accurate lists to the director of studies for accurate billing purposes.

Cardigan Planbook The Cardigan planbook will be distributed to all students. Students in sixth, seventh, and eighth grades will begin the year by having their planbooks signed daily by their teacher. This practice may continue throughout the year as determined by the teaching team. The PEAKS Department oversees planbook use by the students and grades them accordingly.

The planbook has a dedicated space in which to write and compile teacher notes allowing students to use the library or study together. It is also a communication and record-keeping tool for the adults in the community.

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Haiku Learning Webpage All teachers are required to maintain an updated Haiku webpage. The page must have homework assignments posted to the calendar. For continuity between classes, please post your assignments on the day they are due. All teachers will be using Haiku’s grade keeping software. Students’ grades should be updated regularly.

Notes Students are encouraged to use either the two-column method or the outline style when taking notes. Questions as to how these note-taking systems work should be directed to PEAKS.

Homework Philosophy Homework is an integral part of a rigorous education. Students will have homework each night, unless stated otherwise by the administration. Each assignment (per subject) will be 20 to 30 minutes in length, at most. The purpose of homework is to reinforce skills learned in class or to accelerate each student’s understanding of previously taught content. It is not designed to force students to teach themselves. Homework is not assigned in all courses. Please note below those courses that may assign homework on a daily basis: 1. English 2. Math 3. History 4. Science 5. World Languages/English as a Second Language (ESL) 6. PEAKS (where applicable) With the exception of leadership, with its periodic journal-writing assignments, courses outside of the six listed above do not assign homework. Homework is assigned each day for the next class. However, teachers should not give two homework assignments in anticipation of their department’s noninstructional day.

Students are encouraged to carry a free reading book with them to afternoon and evening study hall. The lead evening study hall proctor will have access to free reading books should a student not have one. Students who complete their homework assignments early must spend the remaining time with a free reading book.

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The Cardigan Heading Students are required to use a standardized heading for all written and/or typed work. This is one simple way to eliminate confusion and provide consistency. Therefore, please require students to use the following format for headings:

Top of page – no writing US History

John Q. Cardigan

Mr. Caprow

September 17, 2016

Exercise 14, page 63 1.

Citations and References Students are required to use the MLA style for any assignment with formal citations or references. The only exception is the history research paper in Grade Nine, for which the boys will be introduced to the Chicago style of citations. The focus of these lessons should be on the importance of citations rather than the specific references’ style.

Test Days Schedule This “test days schedule” prevents students from being over-burdened with too many tests on any one day. Major tests should be given on these primary days. Students should be made aware that it is not always possible to adhere to this schedule and that daily or short quizzes do not fall under this schedule. Teachers should keep in mind that scheduling tests or projects on Saturday can be difficult due to early departures of teams and all-day tournaments, especially during the winter athletic season.

Department Primary Secondary English Math World Languages Science History

Monday Tuesday Wednesday Thursday Friday

Wednesday Thursday Friday Monday Tuesday

*Saturdays may be used if a department’s test day is missed for a school function. For example, if history students miss their test because of Ski Holiday, Saturday can be used after the teacher checks with his/her students’ other teachers to make sure that no more than two tests are given on that day. With appropriate communication, it is acceptable for teachers to trade test days if needed.

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Weekend PEAKS Appointments PEAKS appointments are required for students who are not completing assignments. It should be emphasized that these are a last resort for ensuring that work gets done. Teachers should have done the following prior to putting in a date for a PEAKS appointment: • Required students to meet with them during afternoon study hall.

• Notified advisors and filed an academic update in the Teacher’s Access system.

• Communicated with the PEAKS Department, so that PEAKS coaches may work with students as needed to get assignments completed.

When setting up a PEAKS appointment for a student, the teacher should thoroughly fill out an academic update in Teacher’s Access, and should already have checked in with the PEAKS coaches to determine how best to accomplish the assignments.

Be sure that assignments are clear, so that the supervising PEAKS coach can understand what needs to be accomplished. Some students may require a given topic to be retaught, which may need to be done over an extended period of time. Teachers must inform the student in advance that he will have a PEAKS appointment so that he will know what materials he must take with him. If additional materials, such as worksheets or workbooks are needed, these should be turned in to the PEAKS Department.

Boys should never be scheduled for PEAKS appointments for behavioral issues or for poor performance on tests. There are numerous options available to accommodate difficulties that do not warrant a PEAKS appointment, including, for example, disciplinary consequences for behavioral problems.

A list of those students with PEAKS appointments will be posted by the PEAKS Department. The PEAKS coach on duty will determine a time to work with a boy during the weekend assigned.

Teachers should make every effort to get missing work from a student by the end of the week, and thereby avoid using a PEAKS appointment. A student should only be scheduled for a PEAKS appointment when these efforts have failed.

• If a student is missing work or experiencing other academic challenges, he is a good candidate for a PEAKS appointment.

• A student should not be scheduled for a PEAKS appointment for behavioral issues or poor performance on nonhomework assessments.

Students on Academic Warning or Probation: Students on Academic Warning or Probation will be required to have a PEAKS appointment even if they do not owe specific assignments. Teachers of those students will file an academic update indicating what the student can do to address areas in need of remediation, or indicating areas on which to work to get ahead for the coming week. The PEAKS coach on duty will determine a suitable schedule for these students during the weekend assigned.

Afternoon PEAKS Appointments Afternoon PEAKS appointments have the same requirements as the weekend PEAKS appointments, but because they typically involve missing sports they have an extra layer of approval required.

• The teacher or advisor requesting that a student miss sports needs to communicate with the student’s PEAKS coach and get approval from either the director of studies or assistant director of studies.

• If a boy is going to miss sports to attend PEAKS, the following people should be notified: his (sports) coach, the director of athletics, the AOD, his advisor, and the PEAKS coaches.

Afternoon Study Hall Guidelines It is imperative that proctors adhere to guidelines so that study halls may be as productive as possible, and so that there is consistency in enforcement of standards.

• Proctors should be at the study hall location before the students. Most misbehavior takes place before the arrival of the teacher.

• Students should have all of their materials with them. Do not allow students to return to dorms.

• All students must attend afternoon study hall, regardless of “honor roll” or other status.

• Once attendance has been taken, only the following students may be dismissed:

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• Those who have a signed pass from a teacher requesting a meeting with that specific student for that study hall.

• Those who have a pass from a teacher to the library, in order to work on a specific class assignment for which library materials are needed.

• No student is allowed to check in for another student.

• The advisor or study hall proctor may write passes for his or her own students to meet with a specific teacher.

Evening Study Hall Guidelines The AOD will ring the bell at 7:20 in front of Clark-Morgan Hall to notify the students that the start of study hall is approaching.

Students are to return to their dorms to get anything they need for study hall. Students are not permitted back to the dorms after study hall begins unless the Study Hall Supervisor gives them permission.

Students are to be in their assigned locations at 7:30 p.m. sharp (7:00 p.m. on Sunday). Honor roll students in eighth and ninth grade are welcome, if they wish, to attend the group study. Advisors should encourage those boys who are on honor roll to attend if it will help their advisees.

As students enter their study hall location, attendance will be taken. Water is the only beverage allowed in study hall; food of any kind is prohibited. Students may fill their water bottles during study hall if the Study Hall Supervisor gives them permission.

Students should have a free reading book with them to read after their homework is completed.

Students are to promptly pick a location and begin studying. Students can be moved if certain individuals need to be separated.

Group work can be permitted by the study hall proctor in designated group study locations only.

Students are not allowed to listen to music on their computers. A limited supply of mp3 players with loaded music will be available for students to sign out.

General Rules • Students may use the printers in their study locations only to print out assignments.

• Honor roll students must have their doors open at all times during evening study halls.

• Students are not allowed to return to their dorms.

Honor Roll Students Grade Eight honor roll students, Grade Seven honor roll students after 8 p.m., and ninth graders are free to study in their dormitories with their floor leader supervising; a faculty roamer will also circulate through the dormitory a couple of times during study hall. Students who are not using their time wisely in the dormitory will consequently be sent to the group study hall by the faculty roamer, or by the floor leader through a report to the director of student life or the director of studies.

If honor roll students want to study in groups or do something else outside of their own dorm during study hall, they must get a note from their on-duty dorm parent prior to the start of study hall. It is expected that honor roll students will be in their own dorms during study hall unless they have a note allowing them to be somewhere else. Once it gets dark, all honor roll students should be back in their dorms unless in an indoor area supervised by an adult. Faculty roamers will check for notes for any students who are not in study hall areas during study hall.

Honor roll students should not be participating in group study until evening study hall or after 8 p.m. on Wednesdays. If an honor roll student needs to study in a group with a student not on honor roll, then the honor roll student must go to the “group study” location, or the non–honor roll student needs to acquire a note allowing him to meet the honor roll student in the library.

Faculty Study Hall Duties Study Hall Supervisors: Study Hall Supervisors are to arrive early and get study hall started promptly with the help of other faculty members. Supervisors should then check attendance Google Doc and make sure all students are present and accounted for just after the beginning of study hall (the study hall Google Doc will be updated regularly). If a student is missing, the supervisor is to let the AOD know as soon as possible. During the evening study hall and after 8:00 p.m. on Wednesdays, the “group study” spaces should be opened, and the supervisor should make an announcement to that effect.

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Students with notes for group study then have permission to go to the group locations. Any discipline problems should be reported to the director of studies or director of student life.

Study hall proctors should actively check in with students to ensure they are using their time wisely.

Group Study Monitors: Group study monitors are to make sure students are quiet and working productively on their group work. Students who are unable to effectively use this time are to be redirected to the full group study hall.

Library Supervisors: These supervisors should make sure students are using their time productively. Students need a note (with the exception of honor roll students during the evening study hall) to go to and depart from these areas. If a student is not using his time effectively in one of these spaces, he is to be returned to the full group study hall location (or to his dorm room, in the case of honor roll students).

Dorm Roamers: Dorm roamers are to roam through the assigned dorms at several intervals throughout study hall. Faculty roamers should do this at random intervals (for example, after 15 minutes, then after 10 minutes, then after 20 minutes), not on a set schedule (for example, every 15 minutes). Roamers should make sure the room doors are open for honor roll students studying in their dorm room. If a student is found misusing his study time in the dormitories, or abusing his privileges outside, then that student should be given a warning and told to return to the dorm. The name of that student must be reported to the director of studies, and his misbehavior documented in the form of a conduct slip. Students who are unable to use their time effectively in the dormitories during study hall will lose that privilege and must return to studying in the group study location.

Faculty roamers must check for notes for any students who are not in study hall areas during study hall.

Honor Roll Privileges Achievement Honor Roll: If a student achieves an overall average of 90% (3.60 GPA) or higher in his courses with no grade lower than a B-, he has attained achievement honor roll.

Effort Honor Roll: If a student earns 5s and 4s in effort in all courses, he attains the effort honor roll.

A 2 or 1 effort grade renders a student automatically ineligible to make any category of honor roll.

Honor roll students enjoy these privileges: • Free use of the evening study hall in a classroom, the honor roll student’s own room (with the door open), the gym, the weight room, The Haven, or the Wakely Center with faculty supervision and permission.

• Ability to study in the library during evening study hall with the permission of the library supervisor.

• Special honor roll dinners and parties.

All honor roll privileges are afforded at the discretion of the student’s advisor, the director of student life, and the director of studies.

Students of Concern and Extra Help Students identified as “at risk” for a variety of reasons (such as poor grades, social issues, or health issues) that might affect them academically will be put on the Students of Concern list. This list will be sent out electronically to all teachers. Certain students will be distinguished as “PEAKS Radar” students. These boys are identified as students who are being watched closely by their PEAKS coaches for various reasons. The Students of Concern list is designed to keep teachers and study hall supervisors informed of curricular or extracurricular issues that may be affecting particular students. Advisors, teachers, PEAKS coaches, and team leaders can suggest the addition of a student to this list.

Extra Help: Each teacher should make him/herself available to students during afternoon study halls, and in the evenings when possible. A specific location at which teachers will be present during these periods should be made known to the students by the teachers. A teacher should provide a student with a pass if a meeting will take place during study hall time.

Advisory/Study Hall: Teachers are to be in their advisory locations Monday, Tuesday, and Friday to meet first with advisees and then students from their classes. There is no afternoon study hall on Wednesday, Thursday, or Saturday. Students may schedule

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help at other times whenever necessary. Advisors should assist advisees in setting up meetings with teachers, obviously targeting classes where academic difficulties exist.

The following guidelines should be adhered to during advisory/study hall period: • Faculty members are asked to be punctual in attending advisory/study hall and must stay at that advisory location until the end of the period, unless attending a conflicting school commitment. If an advisory/study hall must be missed, please make arrangements for appropriate coverage for your advisees and students.

• All faculty members should meet with their advisees during this time. Only after 15 minutes should advisors send students who need assistance from a specific teacher to meet with him/her during the study hall period. This allows all teachers the benefit of some advisory time before students from their classes begin showing up.

• Faculty members should follow up on the whereabouts of their advisees to make sure they have met with the teachers they asked to see for assistance.

Advisory Suggestions: Keep a supply of reading material on hand—newspapers, magazines, paperbacks, and the like—to ensure that time is well spent if advisees have nothing to do. Consider keeping puzzle books (Sudoku, for example) for advisees to use after you have discussed any topics of concern for the day.

Athletic Participation Cardigan recognizes that athletics are a privilege and not a right. Students must keep their grades up in order to participate fully in athletics. The following academic policies are in place regarding student-athlete participation: • A student with an F in any subject will be able to practice with his team, but will not participate in athletic contests.

When the student’s teacher confirms that the student has pulled his grade up to a passing mark, the student may then return to full participation.

• A student with more than one D grade will be able to practice with his team, but will not participate in athletic contests.

When the student’s teachers confirm that the student has pulled all relevant grades up to a C- or better, the student may the return to full participation.

• Participation in athletics is at all times at the discretion of the director of studies, the director of student life, and the director of athletics. A student whose academic standing is of concern may be removed from competition even if neither of the above policies applies directly.

Academic Warning and Probation Occasionally, a student may fall well below the minimum academic standards that we expect of our students. When this occurs in one class for consecutive marking periods, or when it occurs in more than one subject during any marking period, the student may be considered “at risk” academically.

When a student reaches this status, a meeting will be held with the student, his advisor, and the director of studies. At this time, the student’s parents will be contacted by the director of studies or the student’s advisor. He will be directed to use study halls and free time more wisely. Should improvements not be seen in a reasonable amount of time, the following consequences may result: • Continued academic warning or probation status.

• Required Supervised Study Halls and/or regular PEAKS appointment. This, in turn, would limit any off-campus weekend activities.

• In the case of a ninth grader, positive recommendations from teachers to secondary schools would be jeopardized.

• In the case of underclassmen, continued failure to show progress would lessen the chances for re-invitation to enroll at Cardigan for the next school year; it would make a boy’s return for the following year conditional, based on a faculty discussion and vote at the conclusion of the school year, resulting in a recommendation to the head of school.

• A student may, as an absolute last resort, be asked to leave the School.

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Absences—Excused or Unexcused A student may miss assignments or assessments during an absence and is required to make these up in a timely fashion (defined as a period of time equal to the number of days the student missed) upon returning to school. It is the responsibility of the student to get the required assignments from his teachers. The student will work with the PEAKS Department and his advisor to complete these assignments and assessments. If the absence is excused, some or all of the assignments may be forgiven with permission of the teacher and the director of studies.

Failure of an Academic Course If an underclassman fails a course for the year, he will be required to do the following: • If the subject is English, history, math, science, or a world language, the student must attend summer school or be tutored. Documentation must be submitted, and any program must be pre-approved by the director of studies before that student will be promoted to the next grade.

• For all other subjects, the student must complete work assigned by the teacher and/or complete an alternative program approved by the director of studies.

If a ninth grader fails a class for the year, then he will receive a Certificate of Attendance rather than a regular diploma, and a note will be made on his transcript. He will have the opportunity to receive a regular diploma upon petitioning the School, if he completes one of the following: • A comparable course in a summer school situation.

• The equivalent course at his next school, as long as he receives a passing grade.

• A tutoring program in the subject that covers equivalent material.

The director of studies will confer with the family to ensure that whichever option is chosen fulfills the School’s requirements.

Any ninth grader who withdraws from school or is dismissed will not receive a diploma and will not be able to participate in Commencement exercises. A student may still have the opportunity to receive a diploma from the School if he completes both of the following: • A petition to the School to receive his diploma with a successful explanation as to why the School should grant it, such that two-thirds of the faculty still on staff at the time of his petition votes to approve it.

• His outstanding ninth-grade academic requirements, subject to the approval of the director of studies.

Receipt of the diploma does not guarantee or acknowledge that the student successfully completed academic requirements equivalent to the first year of high school.

Teacher Expectations—Highlighted Academic Update: Teachers will complete a weekly academic update on any student with an overall average of C- or lower, or an effort grade of 2 or lower. Teachers will complete an academic update each time a student earns a D-range or failing grade on any assignment. Teachers will also complete an academic update when a significant trend, either positive or negative, becomes noticeable. Teachers should communicate directly with the advisor to make sure this information is being relayed home to the family.

Classrooms: Teachers are to keep classroom spaces locked when unoccupied and will inform the director of studies of problem areas that need to be addressed. At the start of the academic year, rooms should be set up and decorated. At the conclusion of the academic year, wall hangings and belongings should be removed or secured in an appropriate place.

Contact Log: Teachers are to complete the contact log based on contacts made. Whether by email, phone call, or face-to-face visit, all contact that involves important exchange of information in regard to a student’s academics must be recorded as soon as possible.

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Email: Teachers are expected to respond to an internal email within 24 hours and external emails within 48 hours. If you are going to be unavailable for a period of time, please set up an automated response advising senders of your return date, along with instructions on whom to contact during your absence if the matter is urgent.

Grades and Comments: Teachers are expected to meet all grades-and-comments deadlines on time.

Grading Policy: Teachers will submit their grading policies (for both achievement and effort grades) to their department chairs prior to the start of the academic year. No teacher will be permitted to give a student a D, F, 2, or 1 (for the term grade) unless that teacher has made contact with the parents at least a week before the close of the marking period, logged the contact in the contact log, and informed the advisor and director of studies with a phone call, email, or face-to-face conversation.

Unit Plans: Teachers will submit unit plans to their department chairs.

Phone: Teachers will return phone calls within 48 hours, and will make every effort to return them sooner, if possible.

Teacher’s Access: Teachers are expected to check this system regularly for updates.

Haiku: Teachers will keep an updated calendar as well as use the grading software.

Grades and Comments Grades: Calculate your grades immediately at the end of the grading period. Many teachers will actually close their grade books a few days early to get a head start on the process. This is perfectly acceptable, but teachers must let students know they are doing this. Each student receives both a performance grade, given in letter form, and a numerical effort grade. Teachers are only permitted to assign the grades D, F, 2, or 1 for a marking period if they have contacted the parents at least a week before the close of that marking period, logged the contact, and informed the advisor and director of studies. The following grading scales should be used: Performance A:

94–100

A-: 90–93

B+:

C+:

77–79

C: 74–76 C-:

D-:

60–63

F: Below 60

87–89

B:

84–86

B-: 80–83

70–73 D+: 67 – 69 D: 64–66

Effort: 5. Excellent

Consistently exceeds the minimum standard.

4. Good

Occasionally exceeds the minimum standard.

3. Average

Meets the minimum standard.

2. Needs Improvement

Falls short of the minimum standard.

1. Unsatisfactory

Does not attempt to meet the minimum standard.

Grade Calculations: The sixth and seventh grades do not have exams. Therefore, to calculate their grades, an exam worth no more than 10 percent may be included at the close of each term. To calculate the end-of-year grade, term grades are added together and divided by three.

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Eighth and ninth graders may have term exams and end-of-year exams. A cumulative average should be indicated in the winter midterm comment. At the end of the year, grades are calculated as the sum of the end-of-year exam, twice the value of the spring term grade, twice the value of the winter term grade, and twice the value of the fall term grade, divided by seven.

Grading Guidelines: At the midterms, every teacher will be writing an introductory paragraph and narrative comment relating to each of his/her students. The midterm narrative comments should provide direct feedback regarding the student’s performance and indicate his current achievement and effort grade. At the end of the winter and spring terms, the report card will include only the achievement and effort grades. Guidelines for grades and comments are consistent all year long, and the director of studies will distribute memos or emails before each due date. These guidelines should be given careful attention in both the writing and editing of comments.

Deadlines for Grades: The deadlines for grades, comments, and introductory paragraphs are listed on the master calendar distributed by the assistant head of school. Teachers are expected to meet these deadlines; the director of studies will send out reminders prior to each date.

Everything should be entered into the Teacher’s Access module by the deadline on the appropriate date. The process for preparing for the mailing and posting of grades—as well as for Parents’ Weekends—is a time-sensitive one; attention to these deadlines is therefore both important and appreciated. The system will lock at the deadline; if the deadline is missed, it will be necessary to contact the director of studies directly.

Changes in Grades: Once the deadline passes, teachers may log back into their Teacher’s Access module to view their comments but will not be able to change or edit anything. However, if a change needs to be made, a teacher may submit it to the director of studies along with his/her name, the full name of the student, and the full name of the course, as soon as possible.

Names: Spelling each student’s name correctly in the comment is essential. Even short, simple names can be misspelled (for example, “Brain” instead of “Brian”), and the system will not be able to detect these errors. A nickname should not be used unless it is in the file as the student’s accepted name or a commonly accepted nickname. Also, teachers should take care to spell the international student names correctly. We often have international students with very similar names.

Content: While teachers may copy and paste certain aspects of their comments, such material should not overshadow the individualized assessment expected in the teachers’ comment section. In individualizing comments, as many of the following should be adhered to as possible, when appropriate. The teacher should: 1. Be informative and constructive, maintaining a professional perspective and tone. Teacher assessments represent the Cardigan Mountain School to parents, to teachers, to administrators at other schools, and to educational consultants who refer families to Cardigan.

2. Mention specific student goals, and substantiate those goals with specific examples of student accomplishment.

3. Assess the student’s performance and needs in the curriculum areas he or she covered.

4. Refer to specific book titles and texts used (titles should be italicized or underlined).

5. Mention class projects as warranted, and discuss that particular student’s contribution to them.

6. Start or end the comment on a positive note.

Mechanical Standards for Grading: It is important that teachers’ comments be mechanically clean. The comments will be proofed by the Academic Committee to ensure this, but teachers must make every effort to catch errors themselves.

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Please make particular note of the four areas below: 1. Spelling—All words in the list below have repeatedly appeared misspelled in recent teacher comments. The spell-check should call attention to most of the errors, but there are some the computer cannot or may not recognize.academically acquaintance

enthusiasm

intelligent

possessing

a lot [two words]

error

interaction

privilege

catalog (or catalogue)

etc. [not ect.]

interest

quizzes

challenge

excel

intern

receive

composition

excellent

involve

regimen [not regiment]

conscientious

exercise

legible

routine

conscious

facet

limerick

sentence

consistent

focus

manual

separate

cooperative

generosity

misspell

speech

courteous

grammar

occasion

success

despite

helpful

occasional

successful

develop

imaginative

occurred

tendency

diagramming

improving

occurrence

then/than

diligent

improvement

persistence

there/their

embarrass

incredible

pleasant

to/too

English [Cap.]

independent

possess

2. CMS Spelling—There are certain “Cardigan” words and phrases that should be uniform in their spelling and are often misspelled. Here they are correctly spelled: planbook; midterm; Parents’ Weekend; honor roll; fall term (or fall trimester), etc.

3. However—The word “however” is an adverb, not a conjunction. It cannot be used to join two sentences. The examples that follow may help illuminate this distinction.

INCORRECT: Bobby is a weak soccer player, however, his passing is improving.

CORRECT: Bobby is a weak soccer player. His passing, however, is improving.

CORRECT: Bobby is a weak soccer player; however, his passing is improving.

4. Punctuation for titles—Book titles must be italicized or underlined. This includes textbooks and workbooks.

5. Punctuation inside quotation marks—Periods and commas are always placed inside quotation marks. For example: Mr. Day said, “Staff and guests are excused,” and everyone exited the dining hall. [Comma inside the quotation mark.] The position of other punctuation marks (in relation to quotation marks) depends on the context of the quotation itself. For example: I was tired of all his “gibberish”! [Exclamation point outside of quotation mark.] BUT: He cried “Dammit!” too often. [Exclamation point inside quotation mark, as it is part of the exclamation itself.]

6. Punctuation for author and title—No comma is used when the author’s name is in the possessive. For example: Jim has read J.D. Salinger’s Catcher in the Rye. For phrasal possessives, however, the possessive phrase should be set off by commas. For example: Catcher in the Rye, by J.D. Salinger, will be Tim’s next summer reading book.

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ITIP Cardigan will be utilizing a professional development model called the ITIP, which stands for Individualized Teacher Improvement Plan. This system was adopted from University Prep in Seattle, WA. The teaching domains for the system are based on Charlotte Danielson’s model. This system is designed to help teachers grow professionally and improve as educators. The ITIP program is a three-year cycle. The first year will involve personal reflection, goal setting, formal observations, and the creation of the ITIP team. The ITIP team will be composed of the director or assistant director of studies, the department chair, and one faculty member chosen by the teacher. Year two focuses on professional development in a particular domain identified by the teacher and his/her ITIP team. In the third year, the teacher will put together a portfolio and present what he/she has learned to his/her ITIP team and department. The ITIP model will also be used to evaluate department chairs and administrators. If teachers would like to request an observation of any kind, they may do so by inquiring with the director of studies.

Professional Development It is expected that teachers will take steps to grow professionally while employed at Cardigan Mountain School. There is a professional development bulletin board in the faculty room; this will be maintained by the assistant head of school and the director of studies, who will also alert faculty to professional development opportunities from time to time via email and during faculty meetings. Faculty should feel welcome to inquire about opportunities, or pass along information about professional development opportunities for the bulletin board. This bulletin board should be used solely for professional development purposes.

Proposals may be written by teachers and submitted to the assistant head of school for funds for professional development use.

Distribution of funds is at the discretion of the assistant head of school. Interested faculty should see the assistant head of school or the director of studies with any questions concerning professional development.

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Section 3—Residential Life Start of the Year Dorm Preparation Each faculty member needs to make sure the following are done to prepare his or her dorm for students: • Room condition reports are completed.

• Needs for each student room (furnishings, lights, etc.) are assessed, and lists of needed items are submitted to the facilities director, Steve Muszynski, as soon as possible.

• Dorm coverage rotations are determined and submitted to the dean of faculty and assistant director of student life prior to students’ arrival.

• Dorm floor plan with room residents listed is posted, and student names are put on doors.

• Early student arrivals are prepared for: laundry ready, beds made (the list of early arrivals has been distributed by the student travel coordinator.

• Email is checked frequently for notices, room changes, etc.

• Signs are posted on all entrances to the floor announcing guest/host policy.

• The rotating schedule for dorm parents (Mon.–Sat.) is assigned and posted.

• Floor/house common room and hallway are decorated with posters, etc.

• Dorm bulletin boards have been spruced up; fire drill procedure, dress code, study hall guidelines, etc., are posted.

• Fireboard is prepared and in place.

• Space for day-student lockers in the common room is made available where applicable.

• Together with the floor leader, a banner welcoming residents to the dormitory is created.

Student files are available in the director of studies’ office. It is helpful to know about a boy’s potential needs before meeting him for the first time.

Student Orientation Opening Days: It is especially important for faculty members to get off to a good start with the boys in the dorm by getting to know them, and vice versa. Faculty must set firm expectations and make sure students understand the expectations in the first few days. To that end, faculty should please adhere to the following guidelines: • Spend as much time as possible with floor residents.

• Adhere to “all on duty” model—no split coverage. It is very important to establish group continuity and consistency.

• Involve students in dorm meetings, but ensure that business gets taken care of (see notes that follow).

• Establish mood, routine, responsibilities, and friendships.

• Identify any concerns for further follow-up (homesickness, special medical or emotional needs).

• Remind them to visit the health center for necessary medications.

• Make sure that by the first Sunday inspection, all is unpacked and organized in student rooms.

• Do not allow students to swap, remove, or store dorm furniture.

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Opening Dorm Meetings: The following are important things to cover in the opening dorm meetings: First and foremost—Students should seek help from a student (senior) leader, dorm parent, or administrator if they have problems of any type at any time.

Core Values • Thorough discussion of core values will set the stage for a later, more-detailed review of specific rules and expectations.

• Create a Full Value Contract or dorm constitution based on discussion of core values.

Dorm Rules • No visitors on the hallway except on weekends and then only with a host. The host is responsible for the guest while he is on the floor.

• Phones: no cell phones, and no calls during study hall. No phone calls after lights-out without dorm parent permission.

• Boiler rooms, laundry rooms, housekeeping closets, and storage areas are off limits to students at all times.

• Students may not leave their dormitory between 9:00 p.m. and 6:00 a.m. without written permission from a dorm parent, unless it is for a scheduled meeting or activity.

• Dormitories are off limits during the class day, except at Morning Break and before and after lunch.

Procedures • Distribute student handbooks—review how to find information in them by explaining the sections of the handbook (academics, daily life, expectations, etc.).

• Review and post fire drill and emergency procedures.

• Review daily and Sunday inspection standards and procedures.

• Remind them to report all damage immediately to faculty on the floor or to other dorm parents.

• Remind them to keep their dormitory and the grounds around it neat and clean at all times.

• Have the students complete inventory sheets, accounting for personal belongings.

• Post name of dorm parent on duty. Discuss how students should contact on-duty dorm parent when there is a late-night emergency.

• Remind them that students are responsible for keeping track of their book bags and planbooks at all times. They are to be kept in their rooms except during class and study hall hours.

• Provide indelible markers for labeling belongings to help prevent mix-ups or theft.

• Remind them that all students are strongly advised to keep no more than $50.00 in their possession at any time. Large sums of money should be kept in the School Bank.

• Have them turn in all cell phones, tickets, and passports, and remit them to the travel coordinator.

Respect for others (discuss) • Appropriate noise levels—walk and talk in the dormitory, run and shout outdoors.

• Music must be played softly—it should not bother others in the hall.

• Musical instruments may be played in rooms only if they do not disturb others.

• Be considerate and respectful of others and their property at all times.

• Being in another student’s room against his wishes or in his absence is a serious offense.

•

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Room Set-up • Room furniture arrangement—neatest, safest arrangement. Do not rearrange without dorm parent’s permission. When possible, desks should be arranged so that computer screens are visible from the doorway.

• Keep screens closed at all times. Students are not to hang items out the window.

• Posters and other decorations are to be tacked on wooden moldings only or hung using Plastitack (adhesive available in the school store). Posters, etc., cannot be offensive in any way.

• A trunk may be kept in a student’s room, provided it is neat and available for faculty inspection at any time.

• Athletic gear is to be kept in gym lockers or in gym storage areas—not in rooms. Exceptions include the following: baseball mitt, lacrosse stick, football, and the like. All items must be labeled with the student’s name.

• Bicycles should be kept in assigned areas, not in rooms.

• Be sure all equipment and clothing is marked and kept in a safe place.

• All suitcases and other luggage are to be kept in attics and storage areas.

• Students may only enter/use attics and storage areas with dorm parent present.

Safety • Only original wiring on lamps, clocks, and so forth, is allowed, as well as heavy-gauge, commercially made extension cords and surge protectors (available in the school store). No “octopus” outlets are allowed.

Honor Code After reading, discussing, and digesting the Student Handbook, each student and his advisor are required to co-sign the School’s Honor Code. The Honor Code spells out the values and standards for moral conduct that are expected at Cardigan. It is very important to emphasize these values and standards during your dorm orientation meetings, to have the students sign the Code with their advisors, and to refer to the Code throughout the school year.

The Honor Code: -

I will be honest, and I will respect myself and other members of the Cardigan community.

-

I will put forth my best effort in all areas of school life, including, but not limited to: academic endeavors, extracurricular activities, and dormitory living.

-

I will support the standards of Cardigan Mountain School, and I will encourage others to do the same.

Homesickness/Adjustment to Life away from Home All people experience moments when they are uncertain of their ability to handle a new situation. For young adolescents, this uncertainty is exacerbated by the physical, emotional, and social growth they are undergoing, which suddenly takes on a new importance in their lives. With a changing family structure and a society in flux, young people today may lack many of the coping skills necessary to handle change. In a boarding school setting, we have the opportunity to create an environment in which young people can feel comfortable enough to risk “growing.”

Being in loco parentis, dorm parents share with the parents the responsibility for helping young people develop and master these coping skills. As middle school students’ need for self-awareness comes at the same time that their self-image is at a fragile stage, our challenge is to both build a sense of belonging and simultaneously foster increased independence and self-assurance. Since everyone who is having difficulty will not be immediately apparent to us, we must be concerned not only with those who call attention to themselves, but also with the student who appears withdrawn, uninvolved, or uninterested in himself or others.

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Here are some thoughts on handling homesickness and adjustment issues: • Empathize and reflect feelings back without judgment or attempting to offer solutions. When we are too quick to offer solutions, we are not hearing what the student is trying to communicate. Reaffirm his feelings. Let him know that he is not alone in experiencing these concerns. Identify a peer and an adult on campus—anchors in whom the student can confide on a regular basis.

• Most homesick children are not used to relying upon themselves. Whenever possible, turn the focus back to the student’s own capabilities. We need to foster independence not only from parents, but from us as well. If we step too quickly into the breach to rescue a young person from failing, then we are not empowering that student to take control of his own life. In the true educational model, that is what we are here to do.

• Encourage the student to work with us in finding an active means of addressing his concerns. Rather than overwhelm him with many approaches, focus on one or two achievable objectives (short-term targets). Stay at hand to provide guidance and reassurance as he takes new risks.

• Take the initiative. Contact the parent(s) with an ongoing update and assessment. Many times, without realizing it, parents can create more anxiety and less independence in their sons, rather than the reverse. Work with the parents and the student to establish a reasonable limit on the number of calls to/from home and family members. If possible, get them to agree to certain preset times and days. Ask the parents to redirect any contact or question back to one of us. In order for us to have any sustainable impact, the student must come to accept and look for our input.

• Within reason, do not relinquish structure. Although the young person may be highly resistant at first to accepting new limitations, our guidance is exactly what he needs to get on with his life. Be firm and fair with clear expectations. He will know that we care by the way we follow through, and he will come to respect the fact that he must communicate with rather than manipulate us. Keep the student active and involved in all aspects of the program: academics, activities, dorm life, and social interaction with peers and adults.

• Work together. Every opportunity you have to engage another adult while still maintaining a student’s ability to relate to you in confidence enhances our ability to help that student acclimate. Teamwork will establish consistency in dealing with his needs. It will also give you the opportunity to establish necessary breathing room for yourself. Communicate your concerns with all who work with the student, and share strategies that each of you will regularly employ in working with him. If there are any physical complaints or ongoing emotional concerns, refer the individual to the director of health services. It is also advisable to keep the director of student life informed of your progress.

• Establish your own space. We need personal room not only to keep the homesick student’s situation in perspective, but also to balance our commitment to the other students on the floor who need us as well. We owe it to them and to ourselves to maintain our energy so we can approach each person and situation with enthusiasm and interests.

Daily Routine Daily On-Duty Responsibilities All on-duty faculty members are expected to be active and present throughout the day. Affiliates who do not share a residence with students should plan to be an active presence on the floor for the day during scheduled duty times, as well as during unscheduled times. An on-duty day consists of: • Waking boys up for breakfast.

• Getting students off to class.

• Getting students off to their afternoon activities.

• Being present on the floor during the time between activities and dinner.

• Attending dinner that night.

• Overseeing preparations for study hall.

• Actively supervising the evening study hall or fulfilling other duties as assigned (e.g., dorm roamer).

• Supervising dorm jobs, room inspection, and the preparations for bedtime.

• Being present in the hallway for one half hour following lights-out.

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• Remaining on campus overnight in case of emergency, unless another dorm person will be on the floor.

• Remind students to visit the health center before meals and after evening study hall for routine medications.

Unscheduled Times—A Need for Active Presence: Following afternoon activities, rowdiness can develop on unsupervised floors.

From 9:00 p.m. to 10:00 p.m., there is also the potential for significant misbehavior, especially in the older boys’ residences.

Students must recognize that it is a privilege, not a right, to stay up after study hall. There should be no racing up and down the hallways, voices should be kept low, and the dorm parent on duty must be present and active during this time.

Weekend Duty Coverage Guidelines Saturday: Lunch

Cover table in dining hall.

Afternoon

Assigned to activity coverage or sport. If not off-campus for a school-sponsored activity, make time periodically to walk through your residence.

5:00 p.m.– 6:00 p.m.

Cover dorm floor. Coverage means being visible on the floor or having another faculty member cover for you.

6:00 p.m.

On duty at Saturday evening buffet. Assist faculty on duty in dining room procedure, including the following: • Crowd control in waiting areas.

• Student sign-in.

• Dress code monitoring.

• Student table manners.

• Cleanup and setup.

7:00 p.m.–7:30 p.m.

Cover dorm floor.

7:30 p.m.– 9:30 p.m.

Assigned to activity coverage. If not, cover dorm floor. After assigned activity (9:30 p.m.), supervise dorm floor.

9:45 p.m.

Attendance check.

10:00 p.m.

Call the AOD to report any students who are unaccounted for. If in doubt as to a student’s whereabouts, call the AOD, who may have information about a late-returning trip or unexpected change in a boy’s plans.

11:00 p.m.

Lights-out, final bed check.

11:30 p.m.

Affiliates go off duty if all students are settled in. At least one dorm parent must spend the night in each building or arrange with affiliate to spend the night.

Sunday: 10:00 a.m.–11:00 a.m.

Cover dorm floor.

11:00 a.m.

On duty at Sunday brunch (same duties as Saturday evening buffet).

12:00 p.m.–6:00 p.m.

Assigned to activity or cover dorm floor.

5:30 p.m. – 6:00 p.m.

Supervise student preparation for Sunday inspection.

6:15 p.m. – 6:45 p.m.

On duty at Sunday evening meal.

7:00 p.m. –8:00 p.m.

Study Hall

8:15 p.m.

Perform Sunday Room Inspection

9:00 p.m.

Dorm Meeting

9:30 p.m.

Lights-out for all.

10:00 p.m.

Affiliates go off duty after all students are settled in.

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Activities Descriptions and Expectations Each weekend that you are on duty, you will be assigned to various tasks. For all activities, arrive 10 minutes prior to scheduled start time to set up facility.

Saturday Night: Catholic Mass • Meet in the dining hall.

• Early dinner.

• Escorting the students to the local church in Canaan. Must be in class dress.

Saturday Evening Detention • The director of student life will send a list of students, and he will communicate writing prompts for the boys.

• Your job is to check students in and maintain a silent environment for the span of SED. • Students should either be sitting quietly or writing their reflections.

• SED takes place in Stoddard 103.

• Dress is class dress.

Gym • Take out and open the ball bin for the students.

• Prevent students from throwing balls at lights or windows.

• If the students need something from the storage room, go get it for them.

• Students should not wear street shoes on the court.

• No food or drink is allowed in the gym.

• Put all balls away and lock storage room when shift is complete.

• Feel free to join the kids in games.

• Once finished playing, sweep floors with dry mop from storage room.

• Turn off all lights and lock all doors.

Johnson–Wakely Fitness Center • An adult must be willing to supervise in the fitness center for students to be inside.

• Students must be in proper work out attire (shorts, t-shirt) with clean sneakers.

• Feel free to work-out at the same time, but you must monitor the students.

• Make sure that all weights are returned to correct locations (e.g., dumbbells on the rack, weights on the weight rack, balls in the ball rack.)

• All benches and equipment used should be wiped down.

• Be sure to check with Kristen Tobin if you have questions.

• All fitness center rules must be enforced at all times.

• Students should follow prescribed workout plan unless otherwise stated by the strength and conditioning coach.

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Wakely Center • Lights on the back wall need to be turned on and balls are in the storage container against the far wall.

• Either sit and supervise or play in the activities going on in the Wakely Center.

• Soccer, lacrosse (with tennis balls), tennis, Wiffleball and touch football are permitted. Hockey and free skate when the ice is down in the winter.

• Pick up any equipment left around the court.

• No food or drink inside the Turner Arena.

During the winter: • One person is to be on the ice or in the penalty box, and one person is in the locker room area monitoring.

• On-ice person needs to get puck bucket from coaches’ locker room.

• Only students allowed in a locker room are those from locker room’s assigned team.

• No sharing of pads unless student (owner) is there to give permission.

• If pucks are in use on the ice, full pads must be worn.

• Walk around the glass to pick up all pucks that may have left the ice.

• Place puck bucket in the coaches’ locker room.

• Turn off lights and lock doors before leaving.

Cardigan Café Movie (Klein Theater) • Get movie from AOD at dinner.

• Arrive 10 minutes early to set up.

• Turn on the projector by pressing “display on” and DVD on the wall controls.

• Turn on the DVD player in the closet in the walkway between The Haven and the Klein Theater.

• Press Play on the DVD player • Watch the movie and supervise the students.

• Yes, food and drink are permitted in this space.

• Once the movie is over, make sure all chairs are neatly lined up.

• Make sure all trash is cleaned up.

• Turn off the DVD player by pressing the power button on the DVD player.

• Turn off the projector by pressing the “display off” button on the wall controls.

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The Haven

Snack Bar: • Get money box from AOD on Saturday evening at dinner.

• Pull up the door to unveil the snack bar.

• Sell candy, soda, and ice cream using price list.

• Control all money that goes into and out of the box, but one or two students may help at your discretion.

• On Saturday evening, pizza that boys have ordered ahead of time will arrive around 8:00 p.m. Boys may then pick up their pizza (check the pizza list for names). Extra pizzas are ordered for impulse purchase and sold to boys who are not on the list.

• At the end of the evening, check the bottom cabinets for additional supplies, and restock the refrigerator and candy display.

• Make a list of candy and soda that needs to be purchased.

• Clean up any messes that were created in the snack bar area.

• Give money box to AOD at the end of the evening.

Equipment sign-out: • Supervise the sign-out of all games and equipment needed for various student center activities.

• If lawn games are signed out, collateral is needed to ensure return.

• Controllers and Xbox games cannot be handed to another user until returned and then signed back out.

• Keep one set of paddles at the ping pong table and two ping pong balls in the holder.

• Keep two air hockey paddles and air hockey puck on the table.

• Feel free to play the games with the boys.

• At the end of the evening, make sure all games are returned to their proper case and all controllers are charging on the chargers.

• Prior to leaving, make sure the office is neatly organized.

Student Center Roamer:  Facilitate sign-in into the student center. All students must enter from the door closest to the school store.  Walk through the student center checking for respect of space: o People sharing games.

o People sitting in chairs, not on arms.

o Trash/recycling items are being thrown in proper places.  Feel free to play games with the boys.  All spills must be cleaned up immediately with product in the kitchen drawer next to the refrigerator.  At the end of the evening, make sure all trash is cleaned up and all chairs are returned to their proper location.  Turn off all lights.

Cougar Climbing Cave • Facilitate and supervise the use of this climbing space (a.k.a. the Cave).

• Students must take off street shoes and use climbing shoes.

• No food or drink in the Cave.

• Turn off all lights, close the window, and lock the doors when you are finished.

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Roaming: • Walk through dorms to ensure safety of students.

• Knock on each student’s door and enter if the door is closed.

• Check off-bounds dorms to make sure no students from other dorm floors are in the space.

Sunday Morning/Afternoon:

Sunday Morning Work Detail: • The director of student life will send out a list of boys on work detail by Friday afternoon.

• You should come up with a work detail activity on your own, but if you need suggestions, the student life office can provide a work detail job.

• Boys meet at 6:45am in the Kenly dining hall.

Morning Student Center: • Please refer to the aforementioned duties of the “student center roamer” and “equipment sign-out” roles.

• One person performs both of these duties on Sunday a.m.

Restricted Activities: Restricted activities are one of three weekend consequences used (SED and Work Detail being the other two). Of the three, this is the least intense consequence and is meant to accomplish two main goals: 1. Restrict students from attending Sunday off-campus activities.

2. Keep students out of their rooms on Sunday afternoon.

As the adult presence we should keep in mind that we want to ensure the safety of the boys and to make sure they are not going to spaces that do not have supervision. If any questions arise, always direct them to the AOD.

Restricted Activities Expectations: • Students should arrive at the gym by 1 p.m. and check in with the adult on duty.

• Students may use the gym.

• Students may sign out of the gym to go to Turner Arena or Wakely in order to use the indoor spaces there (they may use the fitness center if it is supervised).

• Students may also sign out in order to use the outside tennis courts.

• With a prior PEAKS appointment, students may sign out for a portion of the restricted activities period.

• Students must check out of the gym no earlier than 5 p.m.

Students May Not: • Go to Peaks without a prior appointment.

• Use their computers.

• Go into the classrooms in Marrion.

• Use Marrion Field or the Back 40 fields.

• Use the Wakely Lobby.

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Gym • See duties listed in Saturday section.

• Restricted Activities expectations determined by Student Life Office.

Wakely Center • See duties listed in Saturday section.

Johnson–Wakely Fitness Center • See duties listed in Saturday section.

Afternoon Student Center • Please refer to Saturday evening duties.

• One person facilitates the snack bar, and one person assumes the duties of both “student center roamer” and “equipment sign-out.”

Papa Z’s Store Trip (two trips) • Pick up the students in a van at the circle (the circle around the turbine near Commons).

• Accompany them into the store.

• Constantly walk around and be the last one out the door.

• You have roughly 45 minutes per round trip.

• Drop off students in front of Clark-Morgan.

• After everyone has returned to campus, empty the trash and park the van in the van lot.

Additional comments: • Faculty members who are off duty for the weekend are technically “off” after their last commitment Saturday afternoon.

Requests for extended weekends must be cleared by the dean of faculty.

• Off-duty coaches are expected to return to CMS with their teams after away games to help with driving and locker room duties.

• For on-duty affiliates, weekends end 30 minutes after lights out on Sunday evening.

• If you are on duty but are away with a team on Saturday afternoon, ask another faculty member on duty to check your dorm floor periodically. If this is not possible, alert the AOD in advance.

• When you are assigned to cover a movie or other group activity, sit with the students in such a way that faculty are dispersed among students.

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Room Inspection Students will be evaluated on a pass–fail basis. Rooms are expected to be clean not only for inspection but throughout the day.

Keeping a clean room helps students study more effectively and feels more positive about their home on campus. Dorm privileges will be extended or denied based on a student’s attention to these areas.

Daily Expectation • The room should appear neat and organized.

• The floor is clear of trash and clothing.

• The bed is made.

• The closet is tidy.

• The desk and bureau tops are neatly arranged.

• Wastebaskets in dorm rooms and bathrooms are emptied during dorm jobs.

• Lights are turned off and windows closed when leaving room.

Sunday Inspection…Includes all of the above areas, as well as the following: • Desk, bureau, and all furniture surfaces must be cleared off and wiped clean, with personal hygiene items (dresser) and school materials (desk) separated.

• Trunks (if used for storage) must be prepared for inspection.

• All clothes should be arranged by type, neatly folded in drawers, and hung up in the closet.

• Desk drawers need to be cleared of trash; papers/books/items should be in order.

• Sheets on bed should be changed.

• Book bags should be cleaned out with all books readied for the coming week.

• Wall hangings should be in good taste and properly affixed to the wall.

• Students must be in their dorms one half hour prior to inspection time to prepare.

General Notes: All students are to remain in the dorms during the inspection time. Once their own rooms are completed, students should start their dorm jobs. Floor leaders should focus on their own rooms and dorm jobs before assisting the dorm parent.

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Dorm Jobs Please make sure you have posted the dorm job responsibilities on the dorm bulletin board. Assign rooms on a rotating basis to help with daily chores. Often dorm rooms are in good shape, but the general appearance of the dorm suffers from a lack of attention to the hallways, bathrooms, stairwells, trash bins, recycling containers, and grounds around the dorm perimeter. These areas deserve special attention. As the students take pride in their living quarters, they will see themselves as responsible for maintaining the well-being of the greater community.

Daily Jobs to Cover (Monday–Saturday): • Inspect the condition of the bathroom, hallway, and both stair landings; pick up any trash and sweep if needed.

• Empty any small trash cans in the hallway, bathroom, and common room into the main trash barrel; make sure the trash shed and the area around it are clean.

• Straighten up the common room if there is one on your floor.

• Pick up trash around the outside dorm perimeter.

• Straighten up recycling collection areas; if necessary, sort into separate containers, and discard any trash.

• It is a good idea to appoint a “green guy” who makes sure that lights are turned out, and so forth, as students leave in the morning.

• Separate trash and recycling from the bins. All recycling goes into blue plastic bags.

• All cardboard boxes are broken down and flattened.

Sunday Jobs:

• Clean room early and get inspected by dorm parent.

• Vacuum or sweep the entire hallway and stairs thoroughly.

• Pick up any trash in the bathroom and empty the wastebasket.

• Make sure common room is in excellent condition.

• Pick up around the entire outside dorm perimeter.

• Separate trash and recycling from the bins. All recycling goes into blue plastic bags.

• All cardboard boxes are broken down and flattened.

• Bring recycling collection bins from remote locations to central collection points.

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Rules, Guidelines, and Procedures Guest–Host Policy/“Off-Bounds” All floors have a host policy in effect throughout the year. To enter the floor, the nonresident must be accompanied by a member of the floor. If the host leaves, the guest must also depart. While on the floor, the guest should not enter anyone else’s room without specific permission from its residents. In other words, a nonresident is not free to roam the hallways and “inspect” others’ rooms. On-Bounds/Off-Bounds announcements are made at meals.

A faculty member may declare a dorm room “off-bounds” at any time. Used with discretion, this policy can help reinforce certain values of respect for property or persons. Remind floor residents that it is everyone’s responsibility to not only enforce these policies, but also to create a living environment wherein such restrictions are not necessary.

At certain times, possibly due to theft or the potential for theft, all floors or a specific floor will be placed “off-bounds,” meaning that the floor is open to only its residents. Typically this determination is made and announced by the assistant director of student life. During the class day, students should not return to the dorm for any reason, except with a signed note from a teacher.

Morning Break and before or after lunch are the only exceptions when students can return to their rooms to drop or exchange books. Similarly, during afternoon activities, students should not be in the dorms.

Technology Please be vigilant in ensuring that students are not misusing technology. Using technology inappropriately, or at inappropriate times, results in consequences that increase in severity with repetition of the offense. Our technology rules are in place for two reasons. First, we want to maintain student safety. Second, we want to teach our students how to use technology in an effective and efficient way. To that end, consequences for technology offenses differ based on the student, situation, and violation.

To help faculty in monitoring our students’ use of technology, Apple Remote Desktop is available to be installed on faculty computers. This program allows a faculty member to view a student’s computer screen in real time. The program is meant to be used as an educational tool for the students, not as a “gotcha” program.

Phone: Cardigan has a phone system that allows each student to have a shared phone in his room, for which a prepaid calling card is required to make outside calls. In addition, there are communal phones located in hallways or common rooms in each dorm.

• Misuse of the phones, such as placing harassing or “prank” calls, is a serious offense and will at the very least result in the loss of phone privileges.

• Circumventing the School’s billing system in any way, such as accepting collect calls inappropriately or charging toll calls to someone else’s account, is also considered a serious offense.

• Prepaid phone cards are available in the Pfeffer–Beach Family Student Store.

Internet: Administrative filters are in place to prevent students from viewing inappropriate material, but they are imperfect. Be vigilant in checking computer screens during free time. There are tricks to see where a student has been going.

• Whenever possible, have students orient desks and computers so that screens face the door.

• Have Apple Remote Desktop installed on your computer to aid in supervising student activity on the Internet.

• If you have any questions about appropriate use of a computer, contact the Technology Department or another techsavvy faculty member to help you search the hard drive, history, cookies, etc., to evaluate what students have been looking at.

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Gaming/Videos: Boys are allowed to watch videos or play computer or video games on weekends (after lunch on Saturday until dinner on Sunday) and from 5:00 to 7:00 p.m. Monday through Friday.

• Gaming systems (Xbox, PlayStation, Wii, and the like) are prohibited from dorm rooms and must be used only in common spaces with the consent of the director of student life.

• Movies should be rated PG-13 or below.

• Games (for online play or through game systems) should be rated “teen” or below and should not be first-person shooter games.

Theft and Borrowing Students are responsible for their own possessions. Many times an item reported “stolen” has simply been misplaced; check into this before engaging in an involved search procedure and before sending an all-school email. If the item or money does not turn up, then you may consider speaking individually with members of the floor. You may wish to put the floor off-bounds to nonresidents. Many items, unfortunately, do not turn up once they have been taken. The best method of reducing theft is prevention. Remind students not to leave valuables out and encourage them to lock up those items kept in a trunk. Any money in excess of $50 should be turned in to a dorm parent to hold or should be deposited into the student’s bank account. Also, make sure students mark their names indelibly on all possessions. A locked trunk is the best place for watches, iPods, and the like. Refer to Student’s Inventory of Valuable Items if expensive personal items are lost. The loss or theft of items of substantial value should be reported immediately to the director of student life, who will make the determination as to whether to involve the police. The recovery of an item should be reported as well.

There is a gray area with some students that exists between theft and borrowing. Boys should be aware that borrowing is a short-term arrangement; for example, using a tennis racket, with permission from its owner, on a Sunday afternoon. One-time permission is not a “season pass” to use the racket at any time. Boys also need to be reminded that they can’t lend what they don’t actually own. Often, a student will legitimately borrow an item, and then re-lend it to another student. Students should never feel compelled to lend items and should not loan items that are especially valuable or important to them, as others may not use them carefully and may break or lose them accidentally.

Dorm Gatherings Students highly appreciate it when dorm parents plan a special event or activity for the floor. Please check in with the AOD or assistant director of student life to secure permission for this ahead of time. It is essential, too, that if boys will miss all or part of their study time, an alternate time for boys to complete work is provided and proctored. For example, some dorms like to stage events on Sunday evenings when it is relatively easy to hold a full study hall in the late afternoon. On special occasions, you may allow students to watch TV or part of a movie in your residence 9:00 p.m.–9:30 p.m. (sixth–eighth graders) and 9:00 p.m.–10:00 p.m. (ninth graders). If you do this, please make sure that students prepare for bed, brush their teeth, and turn out the lights in their rooms prior to watching. The movies shown must be G, PG, or PG-13—no R-rated movies. Students must still be in bed at the appropriate time.

If you are going off campus for a special trip or meal, make sure in advance that Dining Services has been notified so they can adjust the amount they prepare and that boys are given plenty of time to withdraw money. If a trip is going to be costly, keep in mind the possible impact on boys who may be on tight budgets.

Noise Level The level of noise and rowdiness in dorms during unscheduled times, particularly after study hall and prior to bedtime, is an ongoing concern. Students on each floor must respect the dorm as a living space; misbehavior, loud voices or music, wrestling, and/or playing with sports equipment and balls in the hallways do not align with this perspective. Rollerblading and other such activities should take place outdoors. Students must not race down hallways or stairwells. Also, due to individual variation in noise tolerances, students must learn to be respectful of those individuals—peers or adults, as well as residents of adjacent floors—who do not wish to hear their pounding or shouting.

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Suggested measures to address this situation are to restrict the amount of free time during the day that certain individuals can be on the floor and to be actively present on the floor during these unstructured times. Noise levels of this nature are particularly unacceptable at bedtime. Those who cannot respect this quiet time can be restricted to their own rooms and should have an earlier bedtime. If in-dorm measures are not effective, then the students in question should be referred for disciplinary action.

Hall ball is not allowed. Active games should be played outdoors.

Laundry Service Laundry goes out during the first class period on Monday morning. Please make sure that students collect and itemize their clothes Sunday evening. Bags should be put in the designated locations on Sunday evening as part of morning inspection routine.

Laundry is returned on Thursday. Make sure students plan appropriately for the middle of the week, especially dinner and Chapel dress, so that they are not caught without appropriate apparel. As soon as possible after laundry is returned, have students check for missing items and put away their clothes. Often, items left lying around are misplaced, especially if they are underfoot all weekend.

Room Changes Much of a student’s learning experience at boarding school involves sharing space, learning how to become sensitive to the needs of others, and developing working relationships within the living community. This is especially the case with roommates, where arriving at compromises and understanding personal issues may involve skills that many of our students have not yet learned.

We strongly encourage the initially paired roommates to remain together. If conflicts arise, meet with the students individually and together with all dorm parents. Encourage the students to make an effort to communicate their needs and preferences, at first with you serving as an intermediary, then later between only themselves. A roommate contract may help to lay down specific guidelines for appropriate behavior and mutual respect. At the same time, inform the director of student life of your concerns and the measures you are taking to address them.

After all else has failed, and if a change in roommates seems to be the only solution, room changes can be made. Do not discuss possible changes with the students before you have consulted the director of student life, assistant director of student life, and advisors involved. Changes must be cleared by the director of student life and assistant director of student life. If the situation is otherwise irresolvable, it is preferable to make changes on the same dorm floor or within the house.

Privacy/Living with Others Student Rooms: Respect for the rights of others to their own living space is an important principle to communicate early and often. A student should knock before entering a room, and respect the right of refusal if the resident wishes to be left alone.

(Dorm parents should knock as well in order to reinforce this, but they do have the right to enter as needed.) Students should not enter or remain in a room if the residents are not there. Each time a student wishes to borrow something, the person from whom he is borrowing should be present and give permission. An open door is not always an invitation to walk into another’s room, even if that student is there. If a student has a roommate who does not want to be disturbed, that roommate’s request for quiet and privacy should be respected. Guests should not disturb any of the roommate’s possessions or mess up his bed.

Faculty Housing: Students should never enter a faculty housing unit without being invited in first. Only through a special arrangement with a faculty member should a student enter a faculty housing unit when the faculty member is not present—to feed a pet, for example. Entering a faculty housing unit without permission is a serious offense.

Dorm Meetings Overview: These take place during the first few days of school and regularly throughout the school year. There will be a specific focus or agenda, typically provided by the assistant director of student life, to draw out honest responses and active sharing in a supportive, nonthreatening atmosphere. The idea is to bring the dorm together on common ground to resolve issues important to the dorm community.

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Suggested Activities

Suggested Topics

trust games

adjustment to boarding (being away from home)

interdorm contests

making and keeping friends

off-campus outing

resolving conflict

clean-up around dorm

privacy and sharing in a group living environment

dorm-enhancing project

goals and perspectives

living in a shared community

risk taking Rationale: Students at the middle school level can be overwhelmed by personal, social, and family issues. A group discussion can provide them with the opportunity to learn from one another in a nonthreatening environment. Through access to available resources and exposure to situations similar to their own, students can better learn how to make appropriate daily life decisions.

Participation Guidelines: • Students must give full respect to the person who is speaking; each group member has a full and equal right to participate. At the same time, no student should be forced to contribute.

• Keep the contributions positive; this is not an opportunity to “dump” on anyone.

• When one person is contributing, try to maintain the focus on what this person is saying by reflecting back on what you have heard. Encourage others to build upon this individual’s contribution before moving on to the next contributor.

• Subjects discussed, feelings expressed, and experiences shared are confidential; they should be held within the context of the group. If a student is overly tired, disinterested, or disruptive, the dorm parent has the option to excuse that student for the evening’s discussion.

Objectives: •

To address concerns and questions about living in a residential community.

•

To further faculty/student rapport and to augment the sense of investment in each resident.

•

To foster an improved understanding of each student’s concerns and to encourage participation within the dorm and school community.

•

To strengthen the group living climate and concern for others within the dorm and the School as a whole.

•

To promote a sense of well-being and belonging.

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Pre-Vacation/End-of-Year Procedures Duty: All dorm faculty members are on duty as per the Weekend and All-On Duty Schedule. Please do not ignore this responsibility. Our combined efforts are necessary to prepare the students for departure, to prevent unnecessary damage to rooms and buildings, and to maintain good behavior and responsibility. A team effort will make the final days more safe and enjoyable for all. Be prepared to counsel students as they prepare for their return home; some feel much more ready for this transition than others.

Seasonal Needs: Encourage students to take home belongings they will not need for the coming season. Bikes may be stored in attic lockers during the winter.

Attics: Set up convenient times (e.g., before or after dinner) for the attics to be available. Students who go into the dorm attic should be accompanied by an adult at all times. Personal property belonging to students or adults may be stored in the attic, so please observe the students at all times. Each item stored should have the student’s name on it. Following your inspection, initial the boxes, suitcases, and trunks to be stored. Limit the number of students in the attic at any given time as well as the amount of time they spend there. Most of the larger attics are now equipped with individual locked storage areas. Students are required to keep these neat. Possessions should be dated and will be disposed of if left neglected for more than a year. Attics must remain locked when not supervised.

Floor Off-Bounds to Nonresidents: During the week prior to long vacations and the end of year, the floors are closed to nonresidents. This reduces the possibility of missing items, especially as students begin to set things out to be packed. This offbounds status should be clearly posted on all entry doors. This policy remains in effect until the final departure.

Accounting for Missing Belongings: Make a final note of all personal possessions that your floor residents are missing. Hopefully floor mates can help to locate missing belongings. To the extent that you can, please handle the search for missing things within your dorm floor group. Have students check the Lost-and-Found. If you determine that a case deserves special consideration (large monetary value or someone in particular is suspected), please write up an accurate description of the item, important dates and times regarding its disappearance, and names of those who have information about the loss. It is important to emphasize that only through community cooperation can these items be recovered. Designate a drop-off place where items can be returned without question if this procedure is appropriate.

Shipping Packages: All packages must be sent out the week prior to leaving at scheduled times. UPS ships only within the United States due to customs regulations. DHL, Airborne Express, and FedEx packages are shipped via the school store manager.

Packages that need to be shipped on weekends and after the Friday preceding Commencement may be taken to The UPS Store, Shaw’s Powerhouse Plaza, 10 Benning Street, West Lebanon, NH 03784, 603.298.7890 (Exit 20 off I-89).

Dorm parents need to supervise this packing. All outgoing boxes must be inspected and initialed by a dorm parent before they are sealed in your presence in order to guard against stolen material being shipped home. Students may store clearly labeled items in the attic during the last week. Items for storage should also be inspected. Only boxes with dorm parent initials will be accepted for shipping or storage. Remind those traveling by plane that they will be limited to two bags or suitcases and one carry-on due to space limitations on the bus—all else, including bikes, must be shipped or stored. This applies to students within the United States. Due to the sometimes extreme cost of shipping to foreign countries, international students should consider closely the value of the items they are shipping.

Damage Slips: Please have students sign for damages that have occurred during the year and have not been reported. (This includes missing or damaged shades.) It is important that students be held accountable prior to their departure. Please review start-of-year room condition reports before filling out the new forms. Year-end room condition reports are to be filled out during the last week.

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Room Requests: Any student who is considering returning for the following year should fill out a room request form if he wants any say in the process. Rather than a specific dorm, students may opt to request a specific dorm parent in case of faculty moves over the course of the summer. Those who do not have a roommate choice should still select their first, second, and third dormitory preferences. Keep in mind that these are only requests, and clearly communicate to the students that many variables have to be considered before decisions regarding housing are made. There are no guarantees.

Please suggest to your advisees that they consider the living situation (house or dorm) that best meets their needs. If you have concerns or thoughts on a particular student’s rooming decision, please alert the director of student life. Room decisions will be based on your recommendations, as well as relevant aspects of students’ personalities, study needs, and age/maturity. Make sure room preference sheets are filled out and submitted by the final week of school.

Travel Arrangements: Advisors should oversee their advisees’ travel plans for vacation periods and at the end of the year. If your advisee is in search of a host family for a vacation period, please alert the director of international relations or director of student life. Be sure that all tickets, passports, and travel money are accounted for before and after vacation periods, and at the beginning and end of the year.

Dismissal: In the event of dismissal for disciplinary reasons, special circumstances will surround the student’s departure. If the student does not take his belongings with him, the dorm parent must get them boxed up before taking them to Hopkins for shipping. Duffel bags cannot be shipped unless they are boxed, due to UPS insurance regulations. (Shipping via UPS is within the United States only.) See the school receptionist for instructions regarding DHL, FedEx, and Airborne Express shipping.

Dormitory Packing and Room Cleanup: Prior to the winter and spring vacations and end-of-year departure, all students must remain in the dorms during packing and cleanup. Dorm parents actively and thoroughly supervise the entire cleanup process.

Remind students that they may not leave until their rooms are completely acceptable. Students should remain in their own rooms during this time, except when given permission to leave by a dorm parent.

Empty trash as often as needed in the dumpster across from the street from the Ramos (lakeside) tennis courts or into the dump truck, typically parked behind Hinman Hall, at the end of the year. As students complete their rooms, have them work on cleaning hallways, stairwells, trash- and recycling-collection areas, bathrooms, attics or storage areas, and the outside dorm perimeter. They may also help others pack or clean. No student is to be excused early. Leave the rooms and dorms looking even better than when students arrived.

Room Inspection Day prior to departure • Sweep all floor space thoroughly after packing; use vacuum if available.

• Completely empty and clean desk and drawers; vacuum if possible; pull drawers all the way out to check for lost belongings or trash that needs to be removed.

• Remove all wall hangings, tacks, and tape from moldings and wall (at the end of year).

• Thoroughly clean the closet; inspect for damage or graffiti.

• Return all school furniture and furnishings to their original locations.

• Per the posted schedule, students should take all E&R laundry sheets, blankets, pillowcases, and towels to the designated location for collection (at the end of the year). Students will be charged for any laundry or towels belonging to E&R or CMS that are not returned properly. E&R Inventory: Return items selected at Registration (pillow is disposable).

• Per the posted schedule, all students should report to the gym to clean out lockers. Return all CMS towels to the gym and not to E&R Laundry (at the end of the year).

• Do a final room-condition check. Students must sign damage slips for any reported damages. Fill out work order slips (found on the CMS intranet) for any other areas needing repair or replacement.

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If a student has thoroughly completed all of the above packing and cleaning, he should receive a signed note, which he will then show to the director of student life at check-out time.

Students should remind their parent or guardian to report to the health center to pick up prescription/nonprescription medications.

Medication will not be mailed and medications left behind will be destroyed or discarded.

Common Areas Inspection After individual packing is completed, all students should thoroughly clean the following areas as a community effort: • Bathroom: sweep floors; pick up all clothes and personal items.

• Hallways: sweep and vacuum. Pack suitcases and boxes neatly against the wall.

• Trash-collection areas: Pick up completely inside and around; bag all extra trash and bring to large trash bins near the Maintenance facility or dump truck behind Hinman.

• Outside dorm perimeter: Pick up all trash and personal items, small or large.

• (End-of-year) collection boxes: collect all reusable school materials, clothes, athletic gear, and the like, and store neatly in common room or other gathering point.

Day Student Procedures Day Student Liaison: Assistant director of student life John Gordon is the day-student liaison and acts as the primary link in communication among day students, their parents, and the School. Mr. Gordon ensures that day-student parents are informed about schedule changes and surprise holidays. A letter from the day student liaison is sent to day-student parents prior to Registration Day to welcome them into the Cardigan family and to explain: • Day student dorm affiliation and assignment.

• Space available for day students to store their belongings on campus.

• Optional evening study hall procedure.

• Advisor assignment procedure and communication.

• Absence and lateness notification procedure.

• Regular drop-off and pickup times.

• Day student daily check-in procedure.

• The telephone pyramid and bulk email distribution list.

• Day student overnight policies.

Day Student Check-In: Day students will check in at Mr. Gordon’s office in Bronfman Hall before first period each class day.

The purpose of this check-in is to: • Take attendance and report any absences to the school receptionist before classes begin.

• Inform day students about the schedule for the day and repeat any announcements that were made at breakfast.

• Go over the Plan-of-the-Week so that advance notice about upcoming events can be passed along to parents.

• Determine whether a day student will be leaving campus early that day and, in turn, notify the school receptionist (and dorm parents if necessary).

• If a day student arrives after classes have begun, he must still check in with the school receptionist.

Day Student Pickup: Each class day at the day student check-in meeting, each day student lets the person completing check-in know if he will be departing from school early. This information is then passed on to the school receptionist. If the day student plans to remain on campus beyond the regular post-activity pickup time, or the beginning of the evening study hall period (usually 7:30 p.m.), he should inform the dorm parent on duty for that evening. If a day student elects to stay on campus into the evening, he is expected to attend dinner and to wear appropriate dress.

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Day Student Overnight Privileges: On occasion, special requests by day students’ parents for overnight privileges for their sons are granted by the School. Fees for overnight stays are assessed on a per diem basis by the Business Office, when applicable. No fee is charged in the event that the School recommends an overnight stay (e.g., for the Dawn Climb, severe weather, and the like). All requests for overnights must be cleared by the director of student life at least one day in advance. There needs to be a “special circumstance” for CMS to permit a day student to stay overnight with or without an assessed fee. A day student may be granted permission to stay at no charge a total of five evenings for the academic year (approximately once per marking period).

Welcoming Procedure for Late-Enrolling Students Enrollment Notice: • Admissions Office alerts head of school, assistant head of school, director of student life, director of studies, Business Office, and director of health services of late student enrollment.

• Assistant head of school notifies faculty job supervisor, dining hall seating coordinator, and club coordinator.

Pre-arrival: • Director of student life assigns dorm room, roommate, and advisor.

• Director of student life ensures room is ready for student’s arrival. (Admissions Office double checks this.)

• Director of studies prepares academic schedule.

• Faculty job supervisor assigns job.

• Athletic director assigns gym locker and determines activities selection (informed by the Admissions Office).

• Dining room table scheduler assigns table.

• Green Key coordinator assigns student guide to help with campus orientation.

• Clubs supervisor determines club choice (informed by the Admissions Office).

Arrival: • Admissions Office registers new student. Admissions Office meets with parents about any details or concerns. Any concerns or special requests are communicated by the Admissions Office to the appropriate faculty or staff.

• Greeting by head of school, assistant head of school, and the director of student life.

• Business Office sees parents regarding tuition, fees, accounts, etc.

• The director of health services meets with family to discuss any medical concerns listed on the health forms that need to be communicated, or whether medications, prescriptions, and so forth, need to be turned over to the health center.

• Late-entry notice is circulated to all departments by the Admissions Office.

• The director of studies meets with student to go over academic schedule and assigns a current student in the same sections to show the new student to classes.

• Admissions officer escorts family to meet with the advisor in the dorm, in order to get the student settled in.

Post-arrival: New student meets with: • Dorm parent: Goes over dorm responsibilities and Student Handbook, keeps close phone contact with parents; talks about school regulations and student life—mail, laundry, school bank, school store, weekend policy, town trips, travel, sign-out procedure, special events, leadership program, class officers, disciplinary consequences, Glee Club, and so on; assigns buddy for special trips, and the like; submits copy of student’s signature of handbook Honor Code, personal property inventory, and room-condition chart to the director of student life.

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• Director of studies: Talks about academic schedule and curricular matters, daily schedule, weekly schedule, academic honors, Sunday Supervised Study Hall, library use, and such.

• Director of athletics: Talks about CMS athletic philosophy, offerings, schedules, and so forth.

• Head of school: Welcomes new student to CMS and sends welcome letter to family, as appropriate. Has latecomer register in Chapel at the next Chapel service.

• Follow-up: • Progress report—contact between director of student life, director of studies, director of athletics, and advisor (this will occur 10 days to two weeks after enrollment).

• New student meets with director of student life for assessment of his adjustment to date.

• The director of student life reviews with admissions director, director of studies, assistant head of school, and head of school to update on new student’s progress (in staff meeting).

Discipline, Counseling, and Advising Discipline Discipline, counseling, and advising are carried out at all levels of the faculty and administration hierarchy. Each teacher, coach, club supervisor, and dorm parent should try to handle situations that call for attention in his or her own area, with the understanding that support from the next level of the hierarchy is available if the situation warrants it. If a situation is confrontational or potentially explosive, the first course of action for a faculty member should be to defuse it and separate students from the source of excitement or conflict. Once a student is separated from the “heat of the battle,” calm and constructive dialogue can take place.

Following an incident, a faculty member may choose to consult with fellow teachers, coaches, or dorm parents to get feedback on how a situation was handled and how it might be better handled in the future.

Conduct Slips: The root of the word “discipline” means “to teach.” Any significant incident should be recorded in the student’s Teacher Access record. Teachers should be precise and objective in their reporting and note any consequences that might already have been dealt out as a result of the incident. After the conduct slip is processed by the director of student life, he will make further recommendations on the slip, and the slip will be passed along to the boy’s advisor. When you receive notice of a conduct slip on one of your advisees or a student on your dorm floor, use this as a counseling opportunity to follow through with expressed concerns. We need to help the student build a bridge to a successful experience, to help him prevent the snowball effect of one bad experience leading to another. A student who receives a bad conduct slip may have used inappropriate judgment or exhibited a lack of maturity or self-control, but he is not a “bad” person. A negative conduct slip is not a character assessment; it is a description of an incident during which behavior was less than ideal. Mistakes are opportunities for personal growth, given our guidance, support, and follow-up. Good conduct slips, of course, give us a great chance to offer positive input and reinforcement.

Conduct Slip Tips: • Recount the incident as clearly as possible. This saves time for the director of student life in the investigative phase.

• If you are not sure of the cause of an incident, ask a few kids. They may be able to shed light on the issue. If not, at least provide their names so that the director of student life can talk with them later.

• Any situation that warrants a slip suggests that the author of the slip has talked to the offender, at least to call him on his behavior.

• Do not suggest what the punishment will be to the student. That is up to the director of student life. It is potentially detrimental to one’s authority to threaten a “DC” (Disciplinary Committee) only to have an “SED” (Saturday Evening Detention) issued by the director of student life.

• Even if you have resolved a situation, take the time to write a slip “for record only” (FRO), so that the director of student life is aware of the misbehavior.

• Write a “good” one now and then. It takes time, but kids appreciate it.

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Referral to a Superior: If a situation calls for a higher level of discipline or necessitates a degree of counseling or advising that the teacher does not feel qualified to provide, the issue should be referred to the next level of the hierarchy. For a teacher this would be his/her department head; for a coach, the director of athletics; for the dorm parent, the assistant director of student life; for a club supervisor, the Clubs Program director. In some instances, a violation is so severe (e.g., smoking) that it warrants an immediate call to the director of student life.

Major Violation or Crisis: In the case of a very serious offense (grounds for dismissal) or a student who is seriously endangering himself or another community member, the director of student life should be called upon immediately. (See “Crisis Intervention Protocol” in the Health Center section.)

Disciplinary Hearing: In some instances where expulsion is not a possible consequence, the head of school, assistant head of school, and the director of student life may decide to hold a Disciplinary Hearing, consisting of the directors of student life and residential life, the student in question, and his advisor. The Disciplinary Hearing is designed as a warning and a chance to create a strategy for improved behavior, rather than to lead to severe disciplinary consequences. Of course, information may come to light in a DH that necessitates convening a subsequent DC. Disciplinary Committee Meeting: The School’s Disciplinary Committee meets, as needed, to deliberate on violations of school rules that call into question a student’s continued presence at the School. Two student leaders (unless subject matter of the incident is deemed inappropriate) and two faculty members are selected on a rotating basis by the director of student life and the assistant director of student life to join them on the committee. The boy who has been called before the committee is joined by his advisor during the information-gathering portion of the proceedings, but neither the advisor nor the boy is present for the deliberations that follow. The committee hears cases and makes a recommendation for disciplinary consequences to the head of school, who makes the final decision regarding consequences.

Disciplinary Status: If a boy has committed a serious infraction, or perhaps a series of lesser infractions, the School may place a student on Disciplinary Probation in order to inform the boy, his advisor, and his parents that school expectations are not being met and immediate steps must be taken to correct misbehavior. At this time the director of student life or advisor will call to inform parents. If, while on Disciplinary Probation, a student fails to reverse an established pattern of misbehavior, repeats a serious offense, or commits any other serious offense, he will, in all likelihood, be expelled from the School. In the event of a single major violation, a boy may be expelled immediately rather than progressing through the probation stage.

Consequences Options: Work detail and Saturday Evening Detention are the consequences most commonly meted out by the director of student life. Students may be assigned to either of these for serious offenses or repeated minor offenses. Only the director of student life and the assistant director of student life may place a student on Work Detail or Saturday Evening Detention. Faculty may recommend that the director of student life assign consequences for dress code violations, lateness, or inappropriate behavior in the dining hall, theater, or chapel by submitting a conduct slip. Students who are late to five classes in any school term are assigned a consequence. Additional consequences (e.g., work around the dorm, cleaning the common room) can be handed out and administered by faculty at their discretion.

Campused: Often, when a student is placed on Disciplinary Probation, his numerous disciplinary obligations require that he be restricted to campus except for trips associated with his athletic team, his club, or a required class outing. Any discretionary off-campus trip cannot conflict with a disciplinary commitment.

Thursday Evening Detention: This consequence is served after dinner and ends before study hall (6:45-7:25 p.m.) and is used as a deterrent for minor infractions, such as arriving repeatedly late to class, being out of dress code, or having a messy room. This consequence is typically a writing exercise, but it can also consist of doing various chores.

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“In-House” Consequences: When assigning consequences, two types of punishments often serve as effective deterrents in a boarding school: curtailing a student’s free time or assigning a student to a makeup or work session under direct supervision. Try to match the punishment with the misbehavior. For example, if a student fails room inspection, have him report during Morning Break, 15 minutes before dinner, or 15 minutes before evening study hall to correct the situation. It is important that a faculty member sees that a task is done to his/her satisfaction. If a student repeatedly enters another student’s room without permission, consider placing that room off-bounds to him for one week. If this is not effective, limit his access on the dorm floor to his room only. Again, it is important to follow up and make sure that his restrictions are adhered to. In this way a teacher demonstrates an interest in the student, corrects the behavior, suggests a pattern for improved behavior, and ultimately gains respect in the eyes of the student.

Equity: Consistency and fairness are essential ingredients of a just discipline system. Faculty members should judge infractions according to their level of severity and consider the following: To what extent was harm done to people and/or property? What were the student’s intentions and his prior behavior? Was a rule broken by accident or by design? Does he show remorse or is he merely upset because he was caught in the act? By weighing these considerations and by consulting with other teachers, a faculty member should be able to decide if a situation is minor enough to be handled “in house” or serious enough to be brought to the attention of the director of student life.

Counseling Counseling takes place frequently between teachers and students, coaches and players, and dorm parents and residents. While few faculty members have formal training in this area, boys are often looking for the sort of commonsense advice they might typically receive from a parent or older sibling at home. When the need for counseling goes beyond this level, other options are available. For example, Lisa Perfield, the School’s in-house counselor, should be considered a resource.

Counseling questions arising out of health or developmental concerns may be directed to the director of health services by the student or at the suggestion of a faculty member during regular health center hours. In the case of students using medications for emotional or educational reasons, the School requires regular re-evaluation by the school psychologist or the student’s behavioral health provider at home. Periodically behavior observation forms are distributed to appropriate faculty for completion to document student behavior. These forms must be completed in a timely manner and returned to Health Services. The observation of any marked behavioral change or additional information regarding any student receiving in-house or outside counseling should be directed to the director of health services and the director of student life.

Professional Counseling: For the purposes of providing personal professional counseling, Cardigan has a contractual arrangement with Dartmouth-Hitchcock Medical Center. A DHMC psychologist provides on-site counseling to students each week in the Hamilton Family Foundation Student Health Center (generally Tuesday and/or Thursday evenings). Students are scheduled to see the psychologist by the director of student life after parental permission is secured. Faculty members, the boy’s advisor, an administrator, the director of health services, or the boy’s parents should notify the director of student life when it is felt that a boy could benefit from personal counseling beyond that which he receives from the faculty or the School’s in-house counselor, Lisa Perfield. The arrangement with DHMC allows the School’s psychologist to recommend other types of therapy through DHMC or to recommend medication that would be prescribed by a psychiatrist at DHMC, if necessary, and with the permission of the boy’s parents.

Faculty may make an appointment through the director of student life to see the school psychologist during his weekly visit to provide information on student cases or to receive suggestions in addressing the needs of students who are seeing the school psychologist. Faculty may also schedule a visit through the director of student life or the director of health services to see the school psychologist regarding their own personal concerns.

Family Tragedy: Please notify the assistant head of school or the director of student life if you become aware of a death or serious illness or injury of either a family member or close friend of a student. The appropriate person can then be called upon to deliver difficult news to students, and travel arrangements can be made if a student needs to be with his family.

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Confidentiality: Faculty may treat personal conversations with students as confidential as long as that student and other members of the school community are not deemed to be in danger in light of any information gained through those conversations (see “Crisis Intervention Protocol” in Health Center section). For example, if a student tells you in confidence that his parents are involved in divorce proceedings, this matter can be kept confidential. However, if a student tells you he is considering smoking a cigarette in the attic of his dorm, this cannot be kept confidential because it may endanger the lives of other students in the dorm.

Peer Mediation Peer mediation is a process that allows students to help their peers in issues needing conflict resolution. Peer mediators are trained by the school counselor to resolve conflicts between classmates. If the issue cannot be resolved through peer mediation, the case will advance to the director of student life. Issues resolved through peer mediation are still communicated to the Student Life Office.

Advising All faculty members serve as advisors to a group of students, generally no more than six. An advisor’s two main roles are to oversee that student’s total program and to serve as the chief liaison between Cardigan and the boy’s parents. New faculty members should seek advice from their sponsor or a veteran faculty member for a few pointers before contacting parents over the phone for the first time. In any situation where a teacher feels a parent is asking questions or pressing issues that should be directed to an administrator, refer them to the director of studies, the athletic director, or the director of student life, as appropriate.

Faculty members have time scheduled during faculty meetings before students arrive at the beginning of the school year to read the files of students who will be in their dorms or classes. Once the school year is underway, advisors are responsible for keeping up-to-date and well informed about their advisees. This process is much easier when all faculty members communicate any issues to advisors as soon as they develop. If a boy is struggling with punctuality, homework submission, or the like, his advisor should find out well before grades close so that corrective action can be taken.

Dorm parents are to prepare an information sheet (see Sample Forms section) to distribute to parents on Opening Day. This sheet should explain basic contact information for the dorm parents and suggest appropriate times to contact students. This sheet should be mailed (or emailed) to any parent who did not come to register in person. Hopefully, advisors will meet their advisees and the boys’ parents on Registration Day, but if not, advisors are asked to call the parents of their advisees to introduce themselves and open the lines of communication during the opening weekend. Communication early in the year is of paramount importance and forms an early impression with parents as to the investment of the advisor.

Advisor/advisee information is available through Teacher’s Access in Keystone. This is the best way to keep up-to-date with regard to student performance.

Advisee Assignments, Affiliates: • Advisees will be assigned by the director of student life, taking into consideration student and parent requests and teacher input. Each full-time faculty member should have between three and six advisees, except under special circumstances.

• A roster of student advisors is available through Keystone. All pertinent reports or memos, such as a memo regarding academic progress of a student, should be directed to both his advisor and the director of studies.

• In some instances, students may be advised by a dorm parent on their floor, but in many cases, an advisor will work with a boy from another dormitory.

Advisor Communication with Parents The quality of your communication with an advisee’s parent(s) is a direct reflection on you as an advisor and on Cardigan Mountain School. Your communication should be well written and informative, touching on your advisee’s academic, residential, social, and athletic/extracurricular experience. The overarching goal of your parent communication is to answer the question: How productive, happy, and healthy is this boy as a member of the Cardigan Mountain School community?

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Specific areas to be addressed may include: 1. Attitude, Effort, Dependability 2. Achievement, Citizenship, Conduct 3. Strengths, Challenges, Opportunities Remember, your written communication to parents does not need to be exhaustive. A solid paragraph with some specific statements and anecdotes is what we are looking for.

Timeline for parent communication Date Fall Term

Communication

9/2 9/7 9/9 9/10 9/12 9/23 10/14 10/21-10/22 11/11 Winter Term

Advisee Introduction Email (template provided).

Meet with senior leader advisees and parents.

Meet with new advisees and parents.

Meet with returning advisees and parents.

Call any advisees’ parents.

Call advisees’ parents with an update.

Email advisees’ parents with an update.

Meet with advisees’ parents during Parents’ Weekend Email advisees’ parents with an update.

Week of 11/29

Email advisees’ parents with any academic concerns and a plan for winter term.

Email advisees’ parents with an update.

Email advisees’ parents with an update.

Meet with advisees’ parents during Parents’ Weekend or email/call parents who did not have a weekend conference.

Email advisees’ parents with an update.

12/16 1/13 2/3–2/4 2/24 Spring Term 4/14 5/5–5/6 5/29–5/30 Due on 6/10

Email advisees’ parents with an update.

Endeavor to meet with advisees’ parents during Family Weekend, or email parents who did not attend Family Weekend.

Advisors of underclassmen share roommate preferences with parents.

End-of-year advisor reflections.

Advisor Meetings: Advisors get together with their advisees three or four times weekly (depending on season) on Monday, Tuesday, Thursday (winter), and Friday afternoons. During that time, advisors meet informally with advisees, allow them to read or complete homework with them, or, after 10 minutes of official “advisory” time, send them off to see one of their teachers for extra help during study hall.

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Team Meetings: Meetings to discuss special individual student needs can be requested by a student’s advisor, a student’s teacher, the director of studies, or the director of student life. These arrangements are coordinated by either the director of studies or the director of student life. The purpose of a team meeting is to bring together those faculty members who work closely with a student in order to address special concerns and form strategies to help the student find success. The student’s parents may be asked to join in on a team meeting as well. A team meeting may be called when an advisor observes a broad trend of misbehavior or lack of progress for one of his advisees.

Student Files: Student files are kept in a locked filing cabinet in the director of studies’ office. Occasionally it may be necessary to examine a file for one of your students, but the files should not leave the office, nor should any portions be copied and removed from the office. By law, confidential material in the file must remain in a secure location.

Working with the Challenging Student: • Reinforce the belief that being here provides a boy an ideal chance to prove himself. Rather than viewing Cardigan as a punishment for previous failures or inadequacies, advise the student to perceive our program as an opportunity to experience success in a new setting.

• Teach him how to avoid “no-win” situations where the odds are more likely that he will fail. Work on creating “win–win” situations where it is not only more possible to experience success, but also where that success will carry over into other pursuits as well.

• For a boy who fears failure and all the negative consequences that might be associated with it, build an environment in which he feels able to make mistakes because they provide a perspective on the growth yet to come. For one who avoids success and the increased expectations associated with it, build within the student an assurance that he does have the capacity within to seek and fulfill meaningful objectives.

• Work with the student to invite positive affirmation for who he is. Gradually eliminate the desire for negative attention and replace it with an interest in success-building activities.

Safety/Emergency Administrator-on-Duty (AOD) Contact The AODs (Administrators-on-Duty) work with weekend teams and are generally the people to call when any sort of campus emergency or situation arises. During the week, administrators serve as AOD on a rotating basis, and one of them should always be reachable by cell phone. The cell phone number is 603.443.6252, or 6000 from a campus phone. The phone has a voice mail feature, but in an emergency, do not count on that link. If you are unable to reach an AOD on the cell phone, try calling office or home numbers until you contact someone. Even if you reach an AOD who is not technically “on duty,” you can count on assistance.

Matt Rinkin:

O – 523.3556

C – 970.456.3448

David Perfield:

O – 523.3522

H – 523.2114

Joe Doherty:

O – 523.3527

H – 523.3584

Jarrod Caprow:

O – 523.3543

H – 523.3649

Ryan Frost:

O – 523.3533

H – 523.3537

Kristen Tobin Gordon: O – 523.3863

H – 523.3703

Josh LeRoy:

O – 523.3509

H – TBA

John Gordon:

O – 523.3574

H – 523.3703

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Fire Emergency Instructions Academic Space: In the event of a fire alarm during the academic day, students, staff, and faculty will assemble at second base on the varsity baseball field. Faculty will ask students to form a line and take attendance. The administrator on duty or the assistant director of facilities will give the all clear when it’s safe to re-enter the buildings.

Dormitories: Fire Board: Each dorm will maintain a “fire board,” a clipboard on which all residents of a floor are listed and any absences for a given night are listed. The fire board should be used when doing bed check at lights-out and should be carried from the floor in the event of a fire or drill to take attendance outside.

Alarm Tones Fire Alarm: Continuous loud sound in most dorms; new dorms and Hopkins/Bronfman have loud high-pitched pulse alarm.

Smoke Alarm: High-pitched beeping.

In the event of an alarm activation, the dorms will meet as follows: Brewster I Lawn by chapel.

Brewster II Lawn by Kenly Terrace.

Clark-Morgan Flagpole.

Dewar Hillside facing Hinman.

French I Quadrangle, by south end of dorm.

French II Stone wall near north end of the Quadrangle.

Funnell Hillside facing French.

Hinman I Quadrangle, by east entrance to dorm.

Hinman II Quadrangle, by north entrance to dorm.

Banks Hill in front of dorm.

Franklin Hill in front of dorm.

Greenwood Grass in front of Banks, next to road.

Hayward I First base, varsity baseball field.

Hayward II Second base, varsity baseball field.

McCusker I Second base, junior varsity baseball field.

McCusker II Third base, junior varsity baseball field.

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Fire Drill Protocol: • Remain calm.

• Close windows and doors.

• Turn lights ON. • Follow normal exit path from room and dorm, if clear.

• Be sure to feel door before opening; if hot, don’t open. Use window if possible; if distance to ground is too great, stay at window until help arrives.

• Stay low if smoke or heat is in the halls.

• Do not run, but walk quickly along the wall to exit.

• First student to reach exit, remain to hold door open for others.

• When outside, remain quiet, report to dorm parent, and follow instructions.

• Stay out of driveways and roadways.

• Dorm parent will give all-clear signal before students may re-enter building.

• Report all fire drills or false alarms to administrator on duty and the assistant director of facilities.

• In the event of a fire emergency, the alarm should sound and automatically dial the Fire Department. Calling 911 in addition is a good idea.

• In the event of a false alarm and when the cause of that alarm is known (e.g., burned popcorn), call the Hanover dispatcher (643.2222) to call off the fire engines. Firemen will still respond, but not at emergency speed.

Crisis Management Policy Procedure In the event of a “crisis” (rape, suicide, child abuse, fire, episode involving drugs, bomb threat, threatening person on campus, etc.) the following procedures and guidelines should be carefully and thoroughly adhered to: • Ensure the well-being of the students involved.

• In a life-threatening situation, immediately contact 911 (8911 from a campus phone) and the Administrator on duty (AOD) on 603.443.6252 (6000 from any campus phone). In a medical emergency, also call the School Nurse on 603.443.6443 (3520 from any campus phone).

• Head of School notified immediately (or either Assistant Head of School if the Head of School is away from school).

• Notify the School lawyer and Board chair and, if necessary, local police.

• Crisis Management team meets to assemble facts and determine course of action for the school.

• Enact ongoing communications plan, including plans for communicating with students, faculty/staff, parents, board members, alumni and friends of the school, and the media as needed.

• Investigate and respond to gathered facts according to procedures outlined in school handbooks, the crisis management plan, the opinion of legal counsel, and input from the Crisis Management team.

Guidelines • The safety of our students is the School’s highest priority at all times.

• All inquiries from the media should be directed to the school’s spokesperson and/or the Head of School. The School and its members should be cordial to the media but any statements and/or opinions should be referred to the Head of School.

• No student should be allowed to be interviewed or questioned without the Head of School’s and school lawyer’s approval and without one of our professional staff in attendance.

• The School will follow all necessary reporting requirements, including those related to hazing, bullying, child abuse, and Safe School Zone laws.

• The School will work to carefully balance the need to communicate accurate and up-to-date information with the privacy rights of those involved.

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Contact Name Chris Day, Head of School Matt Rinkin, Assistant Head of School & Dean of Faculty David Perfield, Assistant Head of School for External Relations Erin Drury, Assistant Director of Communciations Martin Grant, Assistant Director of Communications Josh LeRoy, Director of Student Life John Gordon, Assistant Director of Student Life Ryan Frost, Athletic Director Stephen Solberg, Director of Business Operations Tim Jennings, Director of Facilities Steve Muszynski, Assistant Director of Facilities Karen Gray, Director of Health Services Linda Johnson, Attorney Canaan Police Administrator on Duty (AOD)

Contact Number 603.523.3512 603.523.3556 or 970.456.3448 603.523.3522 603.523.3789 603.523.3623 603.523.3509 603.523.3591 603.523.3533 603.523.3518 603.523.3536 603.523.3612 603.523.3520 or School Nurse on 603.443.6443 (603) 628 1267 (Office) or linda. johnson@mclane.com (603) 523-7784 or 911 (8911 from a campus phone) 603.443.6252 (6000 from any campus phone)

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Section 4—Athletics Athletics Mission Statement The mission of Cardigan’s athletic program is to support the School’s mission in educating boys in mind, body, and spirit by promoting healthy living and an active lifestyle.

Purpose and Goals It is the purpose of the Cardigan Mountain School Athletic Department to provide all students with a unique opportunity to participate in an age-appropriate, competitive athletic program. Students choosing not to participate on a competitive team are provided other noncompetitive opportunities to develop their physical skills in the pursuit of a well-rounded education in mind, body, and spirit. The Cardigan Mountain School Athletic Department is committed to the following: • Offering a balanced and varied program of interscholastic athletics, intramurals, and activities.

• Teaching the value of ethical conduct, sportsmanship, fair play, and teamwork through dedication to the teacher–coach model.

• Modeling Cardigan Mountain School’s four core values: compassion, integrity, respect, and courage.

• Using positive coaching to address teachable moments in order to develop positive character traits on the field that translate to positive interactions off the field.

• Recognizing that a healthy athletic environment is inclusive, that every team member is equally important, and that the athletic experience should be fun for all participants, coaches, and spectators.

• Understanding that the systematic development of all athletes’ skills is a sign of thoughtful programmatic thinking.

• Embracing the idea that individual, team, and program success is not measured in individual awards, wins and losses, or championships, but in effort, progress, resilience, and the dedication to hard work, one’s team, and one’s school.

• Acknowledging that commitment to the program and individual teams is essential and involves daily participation in all practices, games, and team functions, while maintaining a healthy balance of the big picture and the overall wellrounded education in mind, body, and spirit.

Cardigan Mountain School Sportsmanship Statement Cardigan Mountain School believes sportsmanship is an essential component for the success of interscholastic athletics. Studentathletes, coaches, officials, and fans demonstrate sportsmanship by following the Cardigan core values of compassion, integrity, respect, and courage. We encourage all participants to enthusiastically support their team, recognize outstanding performance of opponents, and always exhibit good sportsmanship in their words and actions.

Positive Coaching Alliance Cardigan Mountain School has committed to a partnership with the Positive Coaching Alliance for the year 2016/2017. This partnership allows us to have a series of educational speakers on campus talking with our faculty, students, and parents. The focus of these educational speakers is to make our students better competitors, our coaches more effective leaders, and our parents stronger supporters of our program.

New England Preparatory School Athletics Council (NEPSAC) Cardigan Mountain School is a member of NEPSAC and the Lakes Region District Two. Cardigan Mountain School, as a member of NEPSAC, is committed to supporting the council’s ideas and bylaws.

As a basic principle, we believe that the lessons learned from fairly played athletics, whether interscholastic or not, and including games and practices, are of benefit to our students and our schools. The purpose of this Code of Ethics and Conduct is to define what “fairly played” means and to provide guidelines for NEPSAC athletes, coaches, officials, and spectators alike to follow.

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Proper Conduct and Good Sportsmanship At the heart of this matter lie several terms that are often hard to define, yet no more important task confronts teachers and coaches than to set standards which are fair and honorable. Throughout this Code, when such terms as “proper conduct” and “good sportsmanship” are mentioned, they refer to such standards as these: 1. Treat other persons as you know they should be treated, and as you wish them to fairly treat you.

2. Regard the rules of your game as agreements, the spirit or letter of which you should not evade or break.

3. Treat officials and opponents with respect.

4. Accept absolutely and without quarrel the final decision of any official.

5. Honor visiting teams and spectators as your own guests and treat them as such. Likewise, behave as an honored guest when you visit another school.

6. Be gracious in victory and defeat; learn especially to take defeat well.

7. Be as cooperative as you are competitive.

8. Remember that your actions on and off the field reflect on you and your school.

Purpose of Athletics in Our Schools Athletics exist primarily as an essential part of the student’s full education. As an educational process, they serve these purposes:

1. To teach and instruct students in the rules, fundamentals, and skills of various individual and team sports; to provide physical training and physical outlet for adolescent energy.

2. To provide healthy competition and cooperation within and between schools, thus inculcating in each student the best principles of good sportsmanship.

3. To develop the other aspects of good sportsmanship, which will best serve each student’s education.

4. To maintain the spirit of true amateur competition.

Middle School Spirit of Competition Along with the rules of middle school play, coaches should play with a good spirit of competition. The NEPSAC Code of Ethics provides the framework on which all game behavior should be based. Beyond that, middle school coaches should intentionally make the game a positive experience for everyone involved—players on both teams, coaches, officials, and spectators. This means taking a leadership role with your team and setting standards of behavior. Running up the score, keeping a press on in a basketball game when the outcome is clearly evident, putting your starters in as a group when the score is already lopsided, and continuing a run-and-gun style of play rather than emphasizing passing and a set offense, all represent examples of coaching strategies that do not meet the intended spirit of middle school competition.

Guidelines for Coaches

1. Coaches shall remember that school athletics are primarily part of each student’s education, not a goal in themselves. Coaches shall use athletics to help each student achieve the standards listed above.

2. Coaches shall assist each student toward developing his fullest potential in athletics.

3. Coaches shall remember that the behavior of a team can reflect the coach’s own manner, attitudes, temper, and approach to athletics, and shall conduct themselves in a way that brings credit to themselves, their team, their school, and their sport.

4. Coaches shall be responsible not only for coaching their team, but also for running games, dealing fairly and properly with officials, meeting before and after games with visiting coaches and players, and maintaining an objectivity and sense of balance commensurate with good sportsmanship. Coaches shall in particular preserve the tradition of shaking hands after games and matches.

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Guidelines for Players

1. Players shall at all times represent themselves and their school with honor, proper conduct, and good sportsmanship. Players shall understand that competitive rivalries are encouraged, but that disrespect for opponents is unsportsmanlike and lessens the value of the rivalries. They shall confine the competitiveness of the game to the field, and in particular behave properly on the sidelines and in the locker rooms both before and after games.

2. They shall comply fully with the rulings of the officials. In no way, either by voice, action, or gesture shall they demonstrate dissatisfaction with the decisions made.

3. Players shall not deface property or remove equipment of any kind from their own or another school.

Guidelines for Spectators

1. Spectators—whether students, faculty, parents, alumni, or friends—bear important responsibility to the School for the atmosphere and conduct of games, whether home or away.

2. Spectators should watch games from those areas defined by each school as spectator areas. They must not run up and down sidelines, call to players, coaches, or officials in an unsportsmanlike manner, go onto the field of play, or deface property. Any action that detracts from the ability of coaches, players, and officials to do their best is not acceptable.

3. Faculty members should remember that their responsibility for students’ discipline and behavior extends to disciplining and controlling students who misbehave as spectators.

4. The use of alcohol and illegal drugs should not be associated with any athletic event.

Team Membership Cardigan Mountain School is committed to providing each boy the opportunity to participate on an athletic team. This commitment means that in most sports there will be more than one team per sport offering. The emphasis of the Cardigan Mountain School program is on developing skills, responsibility, teamwork, and a strong work ethic. As students progress up to varsity-level teams, the level of success achieved is directly related to the physical skills developed through the program.

Tryouts and Team Placement Before the start of each new season, a meeting is held to explain to the boys the sports and activities to be offered in the coming season. The head varsity coach of each sport or activity gives a brief description of the program. After hearing about all of the offerings, boys are given the opportunity to choose the sport in which they are most interested.

The next three to seven days are reserved for tryouts. Throughout the first five days, boys are allowed to change sports if they find that the one they have chosen is not the best fit for them. Once teams are set, the Athletic Department will limit movement between teams to special situations only.

It is our goal in team placement to find opportunities for participation and success. Placing each student at the level where he can contribute physically and gain positive feelings from his efforts is the School’s focus.

Though the Athletic Department has a no-cut policy, teams such as rock climbing and mountain biking are only able to carry a certain number of athletes. Therefore, cuts may be made to ensure the highest level of safety for all student-athletes involved, and/or to prevent a negative impact on the environment.

Some disappointments are inevitable when teams are selected. During these times, it is important that students feel the support of teammates and parents as well as coaches.

Coaches should evaluate the talent and physical development of individual students with considerable thought and sensitivity.

During the tryout period, both athletic talent and potential for improvement are evaluated. In making decisions regarding team placement, the following factors are considered: speed, skill, aggressiveness, physical conditioning, knowledge of the game, past experience, dedication, and coachability. We want our students to learn the value of being on a team. Team members have responsibility to themselves, their teammates, and their coaches to learn their role on the team. Teamwork requires the development of many interpersonal skills such as: listening, following directions, accepting constructive criticism, and supporting teammates and coaches. Athletes have an obligation to participate in practice sessions and games with full commitment and enthusiasm.

At all levels, reserve through varsity, practice should present competitive situations where students vie for playing time and for starting positions.

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Recreational Activities Cardigan offers noncompetitive recreational sports each season. These teams are designed to provide an active alternative to competitive interscholastic teams and to teach students the skills involved in a variety of sports and lifetime activities without the component of interscholastic competition. Recreational teams meet during the designated sports practice time and have the same participation requirements as other sports offerings.

Reserve Program Reserve teams are designed for less-experienced, younger players and/or players of any age trying to learn a new sport. The focus of the Reserve Program is skill development, sport-specific education, and participation. Games and scrimmages are set up to maximize opportunities for participation in a few interscholastic competitions both at Cardigan and away from school. Some of the schedule is conducted at Cardigan through an intramural skill development program.

Thirds and Fourths Teams Thirds and fourths teams are primarily for less-experienced players who are more skilled and stronger in a given sport than those at the reserve level of play. The focus of all thirds and fourths teams is also skill development, sport-specific education, and participation. Games and scrimmages are set up to maximize opportunities for participation in interscholastic competition, while also striving for a winning season. Thirds and fourths team members may participate in some extra intramural play to increase their experience.

Junior Varsity Teams Junior varsity teams are for boys who are not yet physically ready or experienced enough for varsity competition, but are more skilled and experienced than thirds-, fourths- or reserve-level players. While JV participation indicates a step toward the skill needed for varsity play, it also serves the boy who enjoys competing at this level but does not have varsity aspirations. JV teams concentrate on offering a competitive level of skill development and game play with the focus on improvement, effort, participation, and competition.

Varsity Teams This is the most competitive level offered at Cardigan, and thus membership on a varsity team generally requires several years of experience in the sport, as well as advanced skill. The level of play will be more demanding both physically and mentally, because of the intensity of competition. Coaches will still strive to provide fair playing time for students; however, playing-time decisions will be based more on skill level and less on participation than at other levels of play. More emphasis will be placed on winning, while maintaining a well-rounded sense of fun in athletics.

Coaches at all levels expect Cardigan Mountain School team members to: • Measure success by what the team accomplishes over the course of the season.

• Show responsibility for school-issued equipment and uniforms.

• Be punctual and prepared for all practices and games.

• Show responsibility for academic work.

• Show respect to all coaches, teammates, opponents, officials, and spectators.

• Achieve and maintain good physical condition.

• Maintain a willingness to work hard and be attentive.

• Fulfill all responsibilities to the team.

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Athletic Requirements All students at Cardigan Mountain School are required to participate in an afternoon athletic activity during each of the three seasons. The students are allowed to choose the sport in which they would like to participate, and the School will make every effort to accommodate them within the offerings provided.

Boys must participate in a competitive team sport during at least one of the three seasons. For example, a student-athlete could choose to do rock climbing in the fall, participate in recreational skiing in the winter, and play competitive lacrosse in the spring.

That same student could not, however, choose a noncompetitive offering such as rock climbing or C.O.R.E. in the spring, as he would not have fulfilled his competitive team sports requirement for the year.

Athletic Commitment Exemption (ACE) A student-athlete can elect to focus on a sport that Cardigan does not offer—for example: fencing, figure skating, or horseback riding—during one of the three seasons in a given academic year. This must be an approved program, equaling or exceeding the physical activity time commitment of a regular Cardigan athletic season. In order to be exempt from participating in a Cardigan athletic season, an Athletic Commitment Exemption (ACE) Application (see Appendix A) must be submitted and approved. The application is due one month prior to the start of the season in which the exemption would be applied. An athletic committee will review the application for approval. If approved, the exempt student may proceed with his special athletic activity, bearing in mind that a follow-up, end-of-season presentation will be required. This option, and all associated costs and logistics are the responsibility of the student and his parents.

Athletics Participation Cardigan recognizes that athletics are a privilege and not a right. Students must keep their grades up in order to participate fully in athletics. The following academic policies are in place regarding student-athlete participation: • A student with an F in any subject will be able to practice with his team, but will not participate in athletic contests.

When the student’s teacher confirms that the student has pulled his grade up to a passing mark, the student may then return to full participation.

• A student with more than one D grade will be able to practice with his team, but will not participate in athletic contests.

When the student’s teachers confirm that the student has pulled all relevant grades up to a C- or better, the student may then return to full participation.

• Participation in athletics is at all times at the discretion of the director of studies, the director of student life, and the director of athletics. A student whose academic standing is of concern may be removed from competition even is neither of the above policies applies directly.

Outside-of-School Teams and Participation Cardigan students are encouraged to participate in outside teams during the summer months. During the school year, however, students are asked to make the commitment of putting their Cardigan team obligations before any other sports teams, programs, or camps. Attendance at all Cardigan practices and games is required as part of their participation on a team and fulfillment of the athletic portion of their Cardigan Mountain School education. Consequences for missing a team commitment for outsideof-school teams’ tryouts, games, and so forth, are at the discretion of the head coach of the team. Consequences such as loss of playing time in the next game are logical and acceptable. The director of student life and/or the athletic director may impose additional school consequences.

Attendance Practice is essential for success. All team members of each sport will attend all scheduled practices, meetings, and games. If a student will not be attending a practice, meeting, or athletic contest, the coach should be notified prior to the event being missed. If a student is injured and cannot participate fully, he should report to his team’s practice/game, where he will be asked to contribute in an appropriate manner with recommendations from the athletic trainer and team physician.

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Uniforms Athletes are responsible for uniforms and equipment issued to them. Any lost, damaged, or stolen articles will be billed to their school account at replacement cost before another item is issued. Cardigan athletic uniforms and/or warm-ups are to be worn only during interscholastic competition and are not to be used for practice or other activities. Uniforms are picked up from the equipment room prior to departure for the designated competition. After conclusion of the event or after returning to campus from an away game, students must return uniforms to the equipment room laundry hamper for cleaning and any necessary repair prior to the next competition.

Policies and Procedures Travel Cardigan Mountain School will provide transportation to all away athletic contests while school is in session. All student-athletes are expected to travel with their team to and from the competition site. If a student-athlete will not be returning to Cardigan Mountain School with the team after an away game, he may leave with his parent or with another parent only after direct contact with the coach, and only if prior arrangements have been made with the School and the School has notified the coach of these arrangements.

Varsity teams periodically have overnight trips during regular-season or post-season tournaments. Accommodations and transportation arrangements are made by the athletic director. Occasionally teams with extraordinary travel requirements (e.g., hockey and ski teams) will have an extra cost for participation charged to the student’s account. (Prior notice of these charges is given to parents before the season begins.)

The nature of team travel will require implementing room curfews, limiting or denying student separation from the group, and defining appropriate dress and behavior while our student-athletes are representing our school. All school rules will remain in effect when team travel occurs, whether school is in session or not. In or out of town, on or off the field, Cardigan Mountain School student-athletes are expected to uphold the highest standards of decorum.

Special Trips On occasion during school vacations, special athletic program trips are available for student-athletes to attend but are not required for team participation. These trip expenses are separate from the athletic budget and are paid for by the parents of the boys who choose to participate. In the past, these trips have occurred over the winter and spring breaks and have included a ski program trip to Beaver Creek, Colorado, baseball and lacrosse program trips to Florida, and a hockey program trip to Finland.

On these occasions, school rules apply at all times.

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Goal Setting and Special Programs Goal Setting At Cardigan Mountain School, goal setting has evolved into a common practice. The purpose of goal setting for student-athletes is to create realistic expectations and to help underscore the importance of the mental aspects of sport. It is understood that at the middle-school level, going through the goal-setting exercise and gaining exposure to the process is more important than the outcome. Student-athletes and coaches are expected to create individual and team goals. Goal setting occurs at the beginning of each season. Coaches are expected to read each athlete’s goal sheet and may set up a meeting time to discuss individual expectations. The hope for each athlete is that each time he creates his goals he is consistently improving the specificity of every goal using the guidelines for SMART Goals.

Goals are also crafted in terms of long-term, short-term, and daily goals.

Long-term goals (Seasonal) Athletic season.

Short-term goals (Game) One week to a month.

Daily goals (Practice)

Can repeat week to week.

*“SMART” Guidelines S – Specific: Is the goal tangible and specific? Will I know if I’ve done it?

M – Measurable: Is the goal easily measured?

A – Achievable: With hard work, is the goal in the realm of possibility?

R – Realistic / Relevant: Is the goal relevant to where I am right now?

T – Time-bound / Time-sensitive: Is there a definite completion date?

Captains’ Council The Cardigan Mountain School Athletic Department strives to teach the values and importance of leadership in the practice of sport and in life. The Captains’ Council meets five or more times each season to teach the elected captains of each team lessons regarding leadership. This process promotes individual growth and helps the boys to be more effective leaders, both in the sports they play and in their day-to-day lives at Cardigan. The goal of the Captains’ Council is to create an environment for studentathletes to continue to work on the mental aspects of their sports as they grow as team leaders through their collective experiences.

Student-Athlete of the Week The Student-Athlete-of-the-Week Award is given (weekly) to two athletes who, in the opinion of their fellow student-athletes, should be recognized for their effort, enthusiasm, sportsmanship, dedication to the team, and overall performance in practices and games. The award is given to one student-athlete from a varsity-level team and one student-athlete from a sub-varsity–level team. Student-athletes are initially nominated by their teammates and then further voted upon by the Captains’ Council.

Post-Season Assemblies, Varsity Letters, Pins, and Awards At the end of a season’s athletic awards assembly, a student-athlete speaker representing each team is chosen to give a brief speech about the season, after which the team’s coaches present pins, certificates, letters, and individual awards. All Cardigan studentathletes receive a participation pin and certificate upon completion of each season. These are presented at an athletic awards assembly honoring all of the student-athletes, their teams, and their accomplishments. Different pins are awarded based on sport and level of play. All varsity student-athletes also receive a varsity letter after completion of their first varsity season.

Guidelines for Student-Athlete Speeches and Coach’s Comments at the Athletic Awards Assembly Student-Athlete Speeches • Student-athlete speeches should be edited by a coach and practiced in the theater before the assembly.

• Keep student-athlete comments about the individuals and teams positive.

• Avoid making humorous comments about individuals; using nicknames or referring to other inside jokes that are at the expense of others or could be perceived as derogatory.

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Coach’s Comments • Coaches should be prepared and keep comments brief. Coaches should help with student-athlete speeches and coordinate with their team’s speaker to avoid repetition in the speeches.

• Coaches should split up the duties of speaking and handing out awards and certificates to expedite the process.

• Applause should be held until the end of each team’s presentation instead of erupting after each award or name.

• Each team is limited to three Coaches’ Awards. These awards can be designated as Most Valuable Player, Most Improved Player, or other such designations on the day of the awarding. Any should be approved by the athletic director prior to the awards assembly.

Practice Expectations and Responsibilities Coaches Several obligations or duties have been identified as absolute requirements for coaches and athletic administrators. These standards have evolved as a result of various case law proceedings and legal judgments against individuals and schools. It is important that all coaches, including assistants and volunteers, know and understand the following duties. This summary is not all-inclusive but is generally accepted as the “14 Legal Duties of Coaches” by the NFHS (National Federation of High Schools) and NIAAA (National Interscholastic Athletic Administrator Association).

1. Duty to Plan—A coach must demonstrate awareness of the maturity, physical development, and readiness of athletes with appropriate plans for instruction, conditioning, and supervision.

2. Duty to Supervise—A coach must be physically present, provide competent instruction, structure practices that are appropriate for the age and maturity of players, prevent foreseeable injuries and respond to injury or trauma in an approved manner. This duty requires supervisors to make sure facilities are locked and that students are denied access when a competent staff member cannot be physically present to supervise. This duty may also require coaches to control reckless player behaviors. Supervision responsibility also pertains to athletic administrators who are expected to be able to supervise coaches competently.

3. Duty to Assess Athletes’ Readiness for Practice and Competition—Athletics administrators and coaches are required to assess the health and physical or maturational readiness skills and physical condition of athletes. A progression of skill development and conditioning improvement should be apparent from practice plans. Athletes must also be medically screened in accordance with state association regulations before participating in practice or competition.

4. Duty to Maintain Safe Playing Conditions—Coaches are considered trained professionals who possess a higher level of knowledge and skill that permits them to identify foreseeable causes of injury inherent in defective indoor and outdoor facilities or hazardous environments.

5. Duty to Provide Safe Equipment—Courts have held athletic supervisors responsible to improve unsafe environments, repair or remove defective equipment, or disallow athlete access.

6. Duty to Instruct Properly—Athletic practices must be characterized by instruction that accounts for a logical sequence of fundamentals that lead to an enhanced progression of player knowledge, skill, and capability.

7. Duty to Match Athletes—Athletes should be matched with consideration for maturity skill, age, size and speed. To the degree possible, mismatches should be avoided in all categories.

8. Duty to Condition Properly—Practices must account for a progression of cardiovascular and musculoskeletal conditioning regimens that prepare athletes sequentially for more challenging practices and competitive activities.

9. Duty to Warn—Coaches are required to warn parents and athletes of unsafe practices specific to a sport and the potential for injury or death. This warning should be issued in writing and both athletes and parents should be required to provide written certification of their comprehension.

10. Duty to Ensure Athletes are Covered by Injury Insurance—Athletics administrators and coaches must screen athletes to ensure that family and/or school insurance provides basic level of medical coverage. Athletes should not be allowed to participate without injury insurance.

11. Duty to Provide Emergency Care—Coaches are expected to be able to administer standard emergency care (first aid, CPR) in response to a range of traumatic injuries.

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12. Duty to Design a Proper Emergency Response Plan—Coaches must design plans to ensure an expedited response by EMS and an effective transition to the care and supervision of emergency medical personnel.

13. Duty to Provide Proper Transportation—In general, bonded, commercial carriers should be used for out-of-town transportation. Self or family transportation for local competition may be allowed if parents have adequate insurance coverage for team members other than their family members. (Follow school district guidelines.)

14. Duty to Select, Train, and Supervise Coaches—Administrators have responsibility to ensure that appropriate skill and knowledge levels exist among members of the coaching staff to ensure appropriate levels of safety and well-being among athletes.

In taking on the responsibility of being a coach, we also take on certain obligations and responsibilities to players, spectators, officials, and other coaches. A coach, through example, must teach students to hold themselves accountable to higher standards and must model positive character traits. A coach should never place the value of a win over that of the education and safety of any of the boys on their team. A coach and his/her team are a public display of Cardigan Mountain School and thus must act and conduct themselves accordingly at all times.

Pre-Season 1. Check with the equipment room to confirm that all equipment you will need for practice and games is available and ready for use.

2. Review the game schedule online, and report any problems to the athletic director.

3. Varsity head coaches should meet with all coaches in their program to convey what they want taught and how it is to be implemented in their program. Head coaches of all teams should also meet with assistant coaches to discuss team coaching strategies and expectations.

4. All coaches should plan out practice progressions for the season, making a skeleton framework for skill development and implementation of strategies and philosophies.

5. Review school athletic policies, NEPSAC Code of Conduct, and all sport-specific rules and regulations with your student-athletes.

6. At the start of every season, once teams are set, coaching staffs should sit down with their teams and complete the team goal-setting exercise as instructed by the athletic director.

Pre-Practice 1. Head coaches should plan practices beforehand, and present written practice plans to your assistants. Instruct your

assistants on what they will be doing during practice, and make sure the entire staff is on the same page to ensure an efficient and active practice.

2. Gather all needed materials for practice, including radios, medical kits, water, water bottles, and other athletic training supplies as determined by your practice location. When asking for equipment, be courteous to the equipment-room and athletic training-room staff members. Treat them with the same respect you would ask of your student-athletes.

3. One coach from each team should check in with the athletic trainer daily to be made aware of any student-athletes out with injury or illness.

4. One coach from each team must be present in the locker room to supervise and usher student-athletes to the practice location. The other coach should be at the practice location working with and greeting students for pre-practice extra help.

5. Take attendance and report any absences to the athletic trainer.

During Practice (see Appendix C) 1. All practices should run from one and a half hours to two hours in length. Students should arrive at practice no later than 3:00 p.m. (fall and spring) and be dismissed to return to the locker room no later than 5:00 p.m. This will only deviate in the winter due to the facility constraints, field conditions compromised by the weather, or accessibility concerns. The athletic director and head coaches will work out practice schedules to avoid as many conflicts as possible.

2. Practices should be of high intensity, well organized, and inclusive to maximize repetitions. Avoid having studentathletes stand around in lines for extended periods of time.

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3. During practices, be aware of what you are asking the student-athletes to do physically. Make sure the student-athletes have proper hydration and safety equipment at all times. See the athletic trainer or strength and conditioning coach if you need help with warm-up or stretching routines.

4. Report all injuries to the athletic trainer immediately. Communicate with the athletic trainer regarding “return to play” for student-athletes. Only the athletic trainer and/or team physician can clear a student-athlete for return to play after an injury.

5. Coaches should wear Cardigan-issued practice gear. In inclement weather, coaches should dress in appropriate Cardigan foul-weather practice attire.

6. Radios and/or phones should be on and immediately accessible to a coach at all times.

Post-Practice 1. One coach should remain at the practice location to make sure that no student-athlete or equipment is left behind after practice. One coach must supervise the locker room and remain until all of his/her team’s members have left the facility.

2. Student-athletes will be told to return all practice gear on their loop with their towel so it can be cleaned and ready for the next day. Student-athletes must store equipment and shower in the locker room after practice, before returning to their dorm room.

3. All equipment should be accounted for and returned to its proper location either in the equipment room, storage area, or athletic training room. Report any problems with equipment to the equipment room staff.

4. Coaches should follow up with the athletic trainer regarding any injuries sustained by members of their team.

5. Make sure the locker room is clean and free of trash or debris before you leave. Make sure all lights are turned off and doors are closed and/or locked if you are the last adult to leave the facility. Student-athletes should never be left in the athletic facilities without proper supervision.

Post-Season 1. Return all equipment to the equipment room for inventory and reconditioning.

2. Check to make sure that all student-borrowed equipment is returned to the equipment room for inventory and reconditioning.

3. Administer, and then collect, all student-athlete evaluations of coaching staff and return them to the athletic director.

(See Appendix D) 4. Varsity coaches should consult with other head coaches in the program to create and review with the athletic director a list of programmatic needs, wants, and large-item wishes.

5. After the last game, head coaches should fill out and return Season Wrap-Up forms to the Athletic Department. (See Appendix E.) 6. Head coaches should set meetings with the athletic director to evaluate and review the season in order to help prepare for next year’s schedule and staffing adjustments.

Student-Athletes Pre-Practice 1. Players should arrive in the locker room at least 15 minutes prior to practice time, dress for practice in appropriate Cardigan-issued practice gear, and report to the assigned practice area.

2. Players needing to go to the athletic training room should arrive earlier so they can receive treatment or do rehabilitation before practice.

3. Student-athletes should use pre-practice time for extra skill work, warm-up, and extra help from coaches.

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During Practice 1. All team members are to attend all practices unless they are with the athletic trainer or nurse, or have been relieved under special circumstances by the athletic director.

2. Student-athletes should work hard, play hard, and learn all they can during practice.

3. Student-athletes should be respectful of teammates, coaches, and athletic staff at all times.

4. Student-athletes should treat all facilities and equipment with respect and care.

5. Student-athletes should wear Cardigan-issued practice clothes to all practices. In inclement weather, student-athletes should dress in appropriate Cardigan attire.

6. Student-athletes are responsible for finding a job sub if any job time conflicts with practices or games.

Post-Practice 1. Student-athletes are to return to the locker room to shower and change back into school dress. They are not to return to

the dorms before going to the locker room to shower and change back into the proper dress for their next activity period.

2. Student-athletes are to place used practice clothes on their loop and return them to the laundry, so they can be cleaned for the next day.

3. Student-athletes are to return all of their sports equipment to their locker and not take it back to their dorm room. The only exception to this would be for small items that may need adjustments before the next practice (e.g., lacrosse sticks, baseball gloves, and tennis rackets).

4. Student-athletes should not wear cleats or muddy shoes into any athletic building.

5. Student-athletes should clean the area around their locker and lock their locker before leaving the facility. Any equipment left outside of one’s locker will be placed in the lost-and-found area. Care of personal equipment is the responsibility of the student-athlete. If equipment is taken out of an unlocked or open locker it is at the unfortunate expense of the student-athlete.

Post-Season 1. Student-athletes should return all borrowed school equipment to the equipment room.

2. Student-athletes should fill out coach and program evaluation forms online or via hard copy and return them to their coach.

3. Student-athletes should prepare to transition from one season to the next by cleaning out lockers and reorganizing for the coming season. Any equipment not being used after the season should be sent home via parents or stored in dorm attics.

Game Day Expectations and Responsibilities (see Appendix F and Appendix G) Coaches Pre-Game Procedures 1. For changes to or cancellations in game schedules, check and confirm with the athletic director or assistant athletic director.

2. Check rosters and confer with the athletic trainer regarding any injuries or players not cleared to play.

3. Before leaving campus, take attendance to see that everyone is accounted for; report missing students to the athletic trainer and make every effort to find the student-athlete before leaving.

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4. Plan ahead for games that will cause you to be late or miss a meal, and coordinate this with the staff in the dining hall.

Also, make sure your players have coverage for any jobs they will miss.

5. Make sure you have checked in with Health Services for any students’ medication that may be needed while you are off campus.

6. Make sure to retrieve any needed meal money or extra travel money from the athletic director before you depart.

7. Confirm transportation with athletic director and retrieve directions from you team’s schedule page for all away contests.

8. Check to make sure you have all equipment needed and/or know where to get it.

9. Check for departure and game times and make sure everyone is clear on when and from where you will depart.

10. Arrange a time with the equipment room staff for student-athletes and coaches to pick up game-day uniforms and equipment.

11. Check with athletic training and equipment room staff to make sure all necessary game-day supplies are out and ready.

12. For home games, greet the opposing teams’ coaches and players as they arrive. Help direct them to appropriate dressing areas and game facilities. Greet officials and help direct them to changing areas and game facilities.

13. As previously stated, one coach from each team should supervise players in the locker room as they dress and prepare to either travel or play a home game. Make sure that they have all needed equipment and uniforms and are in uniform or appropriate travel attire before departing.

Game-Time Procedures 1. It is important that all student-athletes participate in each game. It is ultimately the responsibility of the head coach to determine playing time, but if a student has put in the time and hard work in practice, he should always participate in every game.

2. Coaching staffs will be allowed to coordinate their attire. Coaching staff members, with direction from the head varsity coach, will be allowed the choice of wearing either the traditional coat and tie (or the female coaching equivalent) or khaki pants and an Athletic Department–distributed polo shirt. Shirts must be tucked in at all times, and coaches must have a belt and look neat and organized. If a female coach chooses to wear a khaki skirt in place of khaki pants, it should appear neat and of a professional nature. In the event of inclement weather, coaches should wear weather-appropriate Cardigan clothes.

3. Radios and/or phones should be on and immediately accessible to the coach at all times.

Post-Game Procedures 1. At the conclusion of the game, the team should huddle with the coaches, give a cheer to the opposing team, and then shake hands while looking the other team’s players in the eye, being gracious and humble winners or losers.

2. Make sure that the field is clear of all trash for both home and away games.

3. Make sure that all game-day equipment is returned and/or stored in its proper location, including but not limited to athletic training-room equipment, horns, clocks, scoreboards, and balls/pucks.

4. Supervise student-athletes in the locker room until all student-athletes have departed to their next activity.

5. Report any game ejections, disciplinary problems, or other important happenings to the athletic director immediately (make direct contact; do not just leave a voicemail or email).

6. Report to the athletic trainer any injuries that may have occurred during any away event (make direct contact; do not just leave a voicemail or email).

7. Report all scores to the assistant athletic director via email (ktobin@cardigan.org) immediately following a game so it can be posted on the website.

8. Submit a brief game write-up (three to five sentences) via email to the assistant athletic director (ktobin@cardigan.org) by lunchtime the following day.

9. Cardigan will provide a snack to the visiting team for after the game. Please make sure your opponent gets this and is thanked for coming.

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10. If a visiting team is staying for a meal, make sure that your staff and captains escort them to (and help them throughout) the meal.

11. All coaches are expected to return to school after away games with their team unless special arrangements are made with the athletic director prior to the day of the game.

Faculty Assistants Pre-Game Procedures All faculty not assigned to a coaching position in a given season will have other duties and responsibilities. Faculty should check in with the athletic director weekly to receive their assignments. Most of these will be assigned at the beginning of the season, but they are subject to change periodically throughout the season. Consult the Plan of the Week for assignments, and arrive 10–15 minutes prior to the start of the game. Please dress appropriately for your assigned duties and go above and beyond to help make the experience the best possible for everyone involved.

Game-Time Procedure During games and/or the fulfillment of other duties that are assigned, please wear appropriate Cardigan attire. Students, coaches, and others are counting on you to fulfill your responsibilities wherever you are assigned. Please go above and beyond what is required of you to help make this event the best it can possibly be for all involved. Duties can be, but are not limited to: Officiating Bus driving Medical transportation Game-day assistance (scoring, filming, football chains, timing...)

Fitness center supervision Locker room supervision Study hall supervision Other duties, as assigned

Post-Game Procedures Help the coaches and student-athletes break down and clean up game facility. Make sure that all required duties are completed before you relieve yourself of duty.

Student-Athlete Game Expectations (Taken from student-athlete handbook for use as reference for coaches) Pre-Game Procedures 1. Pick up game-day equipment at scheduled time.

2. Remind teachers and/or dorm parents in advance if there is a planned early departure from campus or late return from an away contest. Ask your teachers for any homework or materials associated with missed classes.

3. Report to locker room at designated time for pre-game preparation or departure for away contests.

4. Make sure that all jobs are covered if a meal is to be missed.

5. Make sure parents or other spectators who are traveling to see the contest are aware of any changes in the schedule.

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Game-Time Procedures 1. Attendance is mandatory for all student-athletes, whether injured or participating. If not participating, dress in a coat and tie, or the Cardigan-issued warm-up suit.

2. Do your best on and off the field of play.

3. Always respect opponents, coaches, officials, and spectators.

4. Always be active participants in the game and avoid distractions, whether playing or observing from the sidelines.

Post-Game Procedures 1. Return to the locker room to shower and change (student-athletes are not allowed to go back to their dorms before going to the locker room).

2. Return all game-day equipment to the equipment room and/or athletic training room.

3. Help to host visiting teams.

4. Help break down and clean up the game site.

5. Check to make sure game locations, benches, buses, and locker rooms, whether home or away, are clean and neat before leaving.

Travel Procedures and Expectations Transportation The Athletic Department will arrange all transportation. Transportation lists will be distributed with scheduled departure times and assignments, including what form of transportation is to be used. Keys are to be checked out of the key lock box and returned upon arrival back to campus. Keys are not to be returned any place else other than the designated key box and should only be handled by coaches. All vans and buses should be clean of trash and mess before any team is dismissed. Coaches are responsible for making sure trash is discarded properly. Van and bus trash cans should be emptied into the receptacle near the parking lot upon returning to school. All windows should be left closed.

When driving the vans or buses, please be safe and drive with care. Follow all posted signs and speed limits. Do not load bags or equipment in the aisles or in any manner that impairs either the driver’s visibility or the passengers’ ability to exit the vehicle.

If you would like to use one of the vans for other activities, please contact the athletic director or assistant athletic director in advance to schedule use.

Upon returning to campus, please notify the athletic director of any problems with the transportation, or of any accidents that may have happened, so they can be attended to before the next trip.

All student-athletes are expected to travel with their team to and from the competition site. A student-athlete may leave with his parent—or with another student-athlete’s parents—only if prior arrangements have been made with the director of student life or director of athletics and this information has been communicated to the coach prior to the game. All student-athletes must check out with the coach prior to leaving the contest site.

Directions to Away Games Directions to all away games can be found on the team’s webpage under the particular game that you are playing. Please check for these and print them off before you pick up your keys. Double-check with the athletic director for last-minute changes to field locations due to scheduling or weather. If the scheduled field locations have changed or directions were found to be incorrect, please alert the athletic director via email upon return to campus.

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Early Dismissal and Late Returns When the schedule dictates, there are occasional times where teams will be dismissed from school early or return late. During these occurrences, special accommodations will need to be made for student-athletes ahead of time. All student jobs must be covered by a substitute. It is the responsibility of the student-athletes to do this and the responsibility of the coach to doublecheck that it has happened. Often, special meals will need to be arranged. Team rosters should be given to Dining Services ahead of time, if possible, so that arrangements can be made. When special circumstances arise that were not planned, please contact Bob Spano in the kitchen (ext. 3523) and the athletic director, Ryan Frost (832.651.6940) or the AOD (603.523.6252), so arrangements can be made for the boys to eat. (Make direct contact with the kitchen; do not just leave a voicemail.)

Travel Dress Student-athletes will travel in coat and tie to all away contests. If an away game location does not have a locker room facility teams should travel in their travel suits over game uniforms. Coaches should travel in the same dress as the students, or better.

Special Trips and Overnight Trips (see Appendix H and Appendix I) During special trips and the occasional overnight trip, all school and travel rules will apply for both coaches and student-athletes.

Special team trips during vacations or in addition to the regular schedule will be conducted and organized by the coach leading the trip. The athletic director is responsible for all transportation and scheduling of special occasion or overnight trips that have been built into the regular season schedule. Coaches will, however, be responsible for all duties associated with regular away games, including but not limited to checking with the athletic director, athletic trainer, equipment room staff, Health Services, and AOD as needed before leaving campus.

Rules and Expectations When any Cardigan Mountain School team travels during a regular season, or when there are any other team trips during which students are representing Cardigan Mountain School, all school rules and expectations apply.

Sports Medicine and Athletic Training Services Staff and Contacts

Leonard R. Angelli, Athletic Trainer Kristen M. Tobin, Athletic Trainer, Assistant Athletic Director langelli@cardigan.org ktobin@cardigan.org Office ext. 3573 Office ext. 3863 Peter Loescher MD, Team Physician Office: Sharon, VT 802.763.8000

Start of Play All Cardigan Mountain School students will have on file (with the director of Health Services) health forms indicating a pre– school year physical examination and parental emergency release authorization. These forms are collected and checked at the start of the year before school registration. Student-athletes will not be allowed to participate in tryouts, team practices, or games until these forms are on file.

ImPACT Testing and Concussion Management Before any student-athlete is allowed to participate in any athletic activity at Cardigan, he is required to have an accurate and up-to-date ImPACT baseline test. The ImPACT baseline test can later be used to help determine if a student-athlete is ready to return to play after a suspected concussion and/or brain injury.

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Student-athlete safety is the Athletic Department’s primary concern. It is expected that everyone connected with an event— coaches, officials, staff, and parents—shares responsibility in identifying any student displaying the symptoms of a concussion and/or brain injury. While it is not expected that the official, coach, or athletic staff member make the determination that a concussion/ brain injury has occurred, it is his/her responsibility to remove a student from the event if the student shows signs or symptoms including:

Signs of a Concussion: • Appears dazed or stunned.

• Moves clumsily.

• Answers questions slowly.

• Is confused about assignments or positions.

• Cannot recall events before and/or after a hit or fall.

• Shows changes in mood or behavior.

• Cannot recall game details.

• Cannot follow simple directions.

• Loses consciousness.

Symptoms of Concussion/Brain Injury: • Headache or “pressure” in head.

• Double or blurry vision.

• Concentration or memory problems.

• Nausea or vomiting.

• Feeling sluggish, hazy, foggy, or groggy.

• Not “feeling right” or “feeling down.”

• Balance problems or dizziness.

• Sensitivity to light and/or noise.

• Confusion.

The following procedure will be followed for all involved in a Cardigan athletic event (please note: steps 1–3 refer to the same day an injury or potential injury occurred and step 4 applies to the following day): 1. When a coach, official, athletic staff member, or parent suspects a student of having a concussion/brain injury, the student will be removed immediately from participation.

2. Once removed from an event, the student with a suspected concussion/brain injury may only re-enter the event after examination and clearance by one of the qualified medical professionals listed below. (See Appendix J).

3. For a student to “return to play” (RTP) on the same day, a “Concussion/ Brain Injury Return-to-Play Permission Form” (see Appendix K) must be signed by the medical professional who has ruled out that a concussion occurred. A student who has been removed for a suspected concussion/brain injury must not RTP on the same day without being evaluated and cleared by an appropriate medical professional. If no medical professional is present, then the student may not RTP. 4. If the medical professional determines that the student may not RTP that day, the student will need to have the “Concussion/Brain Injury Return-to-Play Permission Form” (Appendix K) signed by both an evaluating medical professional and a parent before the student can rejoin the team.

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Practice Procedures During practice, any injury sustained by a student-athlete, no matter how minor, should be reported to the athletic trainer. The athletic trainer and team physician are the only people qualified to evaluate injuries and clear a student-athlete for return to play.

Game Procedures All injuries that occur during home games, no matter how minor, should be reported to the athletic trainer. The athletic trainer and team physician are the only people qualified to evaluate injuries and clear a student-athlete for return to play.

During away games, make contact with the on-site athletic training staff upon arrival. Be familiar with them and notify them of any prior injuries they may need to know of prior to your team’s taking the field. Notify them of any injuries that occur during an away competition. The athletic training staff at an away contest is qualified to evaluate injuries and clear a student-athlete for return to play. Immediately after the game, notify our athletic trainer and athletic director of any injuries that may have occurred during an away contest.

Return to Play Only the Cardigan Mountain School athletic trainer and team physician are qualified to release a Cardigan Mountain School student-athlete for return to play following an injury. Should the injury occur at an away event, the on-site certified sports medicine representative is responsible for making return-to-play decisions (at that event only).

Medical Excuses If a team member suffers an injury or an illness and is consequently unable to continue competing on a team, the following policies apply: 1. The athletic trainer and coach should be notified immediately.

2. Any prescribed rehabilitation for the injured student-athlete should be coordinated and monitored by the athletic trainer and the team physician.

3. Student-athletes are required to attend team practice every day that they attend school. Exceptions will be made for students completing academic work or undergoing rehabilitation during practice.

4. Any student-athlete returning to play post injury must be cleared through Cardigan Mountain School’s team physician and athletic trainer.

Ergogenic Aids Cardigan Mountain School and its Athletic Department prohibit the use of any substance (such as Creatine or anabolic steroids) that is not approved by the United States Food and Drug Administration, by the Surgeon General of the United States, or the American Medical Association for use by children or adolescents for the purpose of increasing physical development, strength, or athletic performance. In addition, any such agent or substance banned by the NCAA or the US Olympic Committee is also prohibited. If you have questions regarding a substance or medication used by your student-athlete, please consult the athletic trainer and team physician before use.

Schedules Creation of Schedules All schedules are created and maintained by the athletic director. Schedules are arranged based on providing the best opportunity for our teams at all levels. Cardigan plays a wide variety of teams all over New England and all over the world. When creating the schedule, the Athletic Department makes every effort to maintain the Wednesday and Saturday game schedule, but due to the nature of our program, this is not always possible. Coaches should direct any problems, concerns, or suggestions about the schedule to the athletic director.

Changes to the Schedule All changes to the schedule will be made by the athletic director and communicated as soon as possible to all members of the community. Changes to the schedule will only be made when all other possibilities have been exhausted. The rescheduling of canceled games, when possible, will only be done by the athletic director.

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Weather The athletic director and athletic trainer will make all decisions regarding cancellations and/or delays in practices and games due to the weather. They will also determine “return to play” after a weather interruption. Coaches are not to resume practice and/or games after weather delays without proper clearance.

If immediate shelter from the weather is needed, you will hear three horn blasts or appropriate siren notification, meaning that all fields need to be evacuated; seek the following locations: •

Williams Field users report to Funnell House.

•

Marrion Field users report to the Marrion Athletic Center.

•

Users of Back 40 fields and Upper Tennis Courts report to the Wakely Center.

•

Teams using other facility areas should report to the nearest building.

Webpage and Sportsline The most up-to-date version of the schedule will always be posted on the webpage and be active on the Sports Line (Extension: 3625). If there is any confusion in the game schedule, please refer to the webpage and the Sports Line first, then any hard copy of the schedule next.

Facilities: Keys, Use, and Safety Facilities All Cardigan Mountain School facilities and means of transportation are for the use of Cardigan students, employees, and employee families. Cardigan has a vast physical plant with many special facilities. All facilities should be used with the utmost care and respect so that they can be maintained and enjoyed by all for years to come. Please return all facilities and means of transportation to their proper state after any use. Students are faculty children wanting to use the facilities must have adult supervision. No facility should be used without proper supervision. Transportation use requests outside assigned use must be made to the director or assistant director of athletics. Cardigan Mountain School facilities include, but are not limited to: •

Marrion, Williams, and the Back 40 Fields.

•

Edilberto C. Ramos Courts and Upper Tennis Courts.

•

Marrion Athletic Center.

•

Wakely Center.

•

Turner Arena.

•

Johnson-Wakely Fitness Center.

•

Bouldering Room (The Cave).

•

Wrestling/Multipurpose Room.

•

Johnson-Wakely Locker Rooms.

•

Waterfront.

•

Boat House.

•

Faculty Beach.

•

Point Shed.

•

Jouko Jokinen Sauna.

•

Rifle Range (currently closed).

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•

Trap Range (currently closed for the 2016-2017 school year).

•

Clancy Sledding Hill.

•

Mountain Bike, Nordic Skiing, and Cross-Country Running Trails.

•

C.O.R.E. House.

•

Clark Pond Cabin.

•

Low Ropes Course.

•

Activities Vehicles, Vans, Buses, Trucks, Golf Carts, or Boats.

Keys Keys to all facilities and transportation can be found in the key box located in the stairwell just outside the Female Faculty Locker Room in the Marrion Athletic Center. Sign-out sheets are available for checking out and returning all keys. Before checking out any keys, please check all scheduled transportation (and facility usage) on the Plan of the Week and on the lock box to avoid conflicts. Transportation use requests must be made in advance through the director or assistant director of athletics. When checking out a key, please list your name, the key you are taking, when you are taking it, when you anticipate returning it, and what you are borring it for. When returning keys, please check them back in and return them to the box. Keys should not be left any place other than the key box and should be returned immediately after use. Please be sure, after you use your key, to return the facility and/or means of transportation to the proper state for the next person or group to use. Keys to some special equipment and special areas will be kept by the athletic director and must be directly checked out through him. These include, but are not limited to, all motorized boats, special athletic department vehicles, and all fire arms. Keys and combinations are not to be given to any students, faculty children, or anyone who is not authorized to use the facilities.

Hazing, Bullying, and Harassment Cardigan Mountain School forbids any form of hazing, bullying, or harassment.

Hazing Hazing is defined in the Student Handbook as any forced or required, intentional or negligent action, situation, or activity that recklessly places any person at risk of physical injury, mental distress, or personal indignity, or that requires or encourages violation of any federal, state, local, or school law for the purpose of initiation into, or affiliation with, any organization affiliated with Cardigan Mountain School. This mandate applies regardless of the willingness of the participant to participate.

Bullying Bullying as defined in the Student Handbook occurs when a student is the target of negative actions in the form of intentional, repeated, and harmful acts or words in person or via the Internet (on or off campus). Behaviors such as intimidation, name calling, or threats are unacceptable. Social alienation, such as shunning or spreading rumors, and physical aggression, such as spitting or pushing, violate proper conduct.

Harassment Harassment is defined in the Student Handbook as humiliating or intimidating others with racist comments, cruel personal jokes, teasing, or derogatory comments about religion. No one is permitted to harass others based on their sexual orientation, gender, race, color, national origin, disability, or ethnic background.

The School and the Athletic Department will respond to any action considered detrimental to the School with appropriate steps to rectify the situation.

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Training Policies The Athletic Department has adopted the following training policies: At all times, student-athletes are prohibited from using illicit drugs, alcohol, or tobacco in any form. A student-athlete using illicit drugs, who is not dismissed from the School, will still be subject to disciplinary action by the Athletic Department.

A student-athlete who violates the Athletic Department’s prohibition of alcohol or tobacco use will be subject to the following sanctions:

• Minimum penalty: suspension from one contest. A student-athlete who has violated training rules may participate in team practice during the time of suspension at the discretion of the athletic director.

• Dismissal from the team for the remainder of the season.

• Suspension from all athletic teams for the remainder of the school year.

Students who are dismissed from a team for the season or the year will be required to participate in a separate regimen of physical activity to replace the physical education portion of their school day.

Athletic Department Staff Ryan E. Frost

Director of Athletics

Kristen M. Tobin Gordon

Assistant Director of Athletics

Leonard Angelli

Athletic Trainer

Peter Loescher

Team Physician

Nancy Moye

Athletic Department Administrative Assistant

Allen Dunham

Athletic Facilities Manager

Ben Adams

Athletic Equipment Manager

Kevin Drury

Athletic Facilities and Equipment Assistant Manager

“Find something that you love to do and you’ll never have to work a day in your life.” ~Harvey MacKay, author “Good coaching may be defined as the development of character, personality and habits of players, plus the teaching of fundamentals and team play.” ~Clair Bee, Hall of Fame basketball coach “To me, the coaching profession is one of the noblest and far-reaching in building (adulthood). No (one) is too good to be an athletic coach for youth.” ~Amos Alonzo Stagg, Hall of Fame football and basketball coach “Coaching is a profession of love. You can’t coach people unless you love them.” ~Eddie Robinson “Inspire and motivate your players with praise. Ten years from now, it won’t matter what your record was. Will your kids love you or hate you?” ~Jim Harrick “I hear sometimes that to be a good coach you have to be mean. I disagree, because the essential quality of a good coach is to be a good teacher.” ~Marv Levy

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Appendix A: Athletic Commitment Exemption (ACE) Application In order to be excused from participating in a Cardigan Mountain School athletic program, you must write a detailed proposal outlining your planned activity (what, where, when, and how) as well as your weekly schedule. This proposal should be typewritten and attached to this form before you obtain your signatures. All ACEs require a faculty sponsor who will be responsible for ensuring that you meet your commitments and with whom you must meet at least once a week. Further, a student may not take advantage of more than one ACE per school year.

It is expected that an ACE will occupy roughly 8–12 hours per week over the course of the typical days that we offer sports (Monday, Tuesday, Wednesday, Friday, and Saturday) during a given week. For approval, the ACE must fall into one of two categories: an athletic activity not offered by the School, in which the student has proven commitment and a significant level of achievement, or a “once-in-a-lifetime opportunity.”

Upon completion of the season, the student-athlete will be required to make a presentation to the School, demonstrating and/or conveying what he has been working on over the course of the season.

To complete the application for an ACE, please attach a typewritten proposal to this sheet, obtain the following signatures in the order in which they are listed, and turn in the form to the athletic director.

Student Name_______________________________________________ Grade_______ Signature: __________________________________________________ Date________ Faculty Sponsor____________________________________________________________ Signature: __________________________________________________ Date________ Athletic Director___________________________________________________________ Signature: __________________________________________________ Date_______

Athletic Committee Chair___________________________________________________ Signature: __________________________________________________ Date________

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Appendix B: Cardigan Mountain School Season Checklist Pre-Season • Check with the equipment room to confirm that all equipment you will need for practice and games is available and ready for use. (This must be done at least one week prior to the start of your season.)

• Review game schedule online, and report any problems to the athletic director.

• Varsity head coaches should meet with all coaches in their program to convey what they want taught and how it is to be implemented in their program.

• All coaches should plan out practice progressions for the season, making a skeleton framework for skill development and implementation of strategies and philosophies.

• Review school athletic policies, NEPSAC Code of Conduct, and all sport-specific rules and regulations with your student-athletes.

Post-Season • Return all equipment to the equipment room for inventory and reconditioning.

• Check to make sure that all student-borrowed equipment is returned to the equipment room for inventory and reconditioning.

• Pass out, administer, and collect all student evaluations of coaching staff and return them to the director of athletics.

(See Appendix D.) • Varsity coaches review program needs for the next year. Create and review with the athletic director a list of programmatic needs, wants, and large-item wishes.

• Head coaches should fill out and return Season Wrap-Up forms to the Athletic Department after last game. (See Appendix E.) • Head coaches set meeting to review season and evaluations with the athletic director to help prepare for next year’s schedule and staffing adjustments.

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Appendix C: Cardigan Mountain School Daily Practice Checklist • Prepare a written practice plan each day and have copies for your coaching staff outlining the plan for a two-hour maximum practice, including warm-up and wrap-up.

• Review the practice plan with coaches and make sure everyone understands his/her responsibilities and what the expectations are for each segment of practice.

• Make sure you have all of the equipment you will need for practice. Check that the practice facility is set to start practice. As student-athletes arrive, have equipment out and ready so they can improve skills and do individual work.

• At least one coach must be at the locker room and the practice location before student-athletes arrive to ensure proper supervision at all times.

• Check in with the athletic trainer to make sure that all student-athletes on your team are cleared to participate.

• Sign out safety equipment from the athletic training room.

- Radio/phone - Medical kit - Water bottles - Other equipment as needed

• Start practices with any announcements and a dynamic warm-up.

• Take attendance and report any missing student-athletes to the athletic trainer.

• End practice with a team meeting and any important reminders.

- Review and wrap up practice.

- Remind student-athletes of upcoming games and things they need to know.

- Remind student-athletes of the next practice and the time and location for it.

- Give other reminders as needed.

• After practices make sure the practice facility is clean and ready for the next day.

• Return all equipment to the athletic training room or its proper location.

• One coach must stay at the practice location until all student-athletes depart.

• One coach must actively watch the locker room after practice and check student-athletes out after they have showered, turned in their loops, cleaned, and locked their lockers.

• The last coach to leave any practice area and/or locker room must check to make sure it is in proper order, the lights are off, the doors are locked, and all keys are returned to the key box.

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Appendix D: Student-Athlete Coach/Team Evaluation Team: ____________________________ Head Coach: _________________________

Asst. Coach A: ________________________

Asst. Coach B: ________________________

Asst. Coach C: ________________________ Please evaluate the statements below using the following scale:

1 2 3 4 5 Strongly Agree Agree Neutral Disagree Strongly Disagree

Head Coach: 1. _____ 2. _____ 3. _____ 4. _____ 5. _____ 6. _____ 7. _____ 8. _____ 9. _____ 10. ____

My coach demonstrates strong sport-specific knowledge (rules and skills).

My coach demonstrates a strong ability to teach developmentally appropriate skills and concepts.

My coach demonstrates and promotes sportsmanship and ethical conduct in all settings.

My coach offered consistent constructive feedback about strengths and weaknesses.

My coach is always prepared for practices and games.

My coach is a strong leader, demonstrating good character and high integrity.

My coach provides a safe environment for all players.

Practices are well-organized and engaging.

My coach tries his/her best to make sure every athlete plays in games.

My coach uses appropriate language.

Assistant Coach: A B C 1. ___ ___ ___ My coach demonstrates strong sport-specific knowledge (rules and skills).

2. ___ ___ ___ My coach demonstrates a strong ability to teach developmentally appropriate skills and concepts.

3. ___ ___ ___ My coach demonstrates and promotes sportsmanship and ethical conduct in all settings.

4. ___ ___ ___ My coach offered consistent constructive feedback about strengths and

weaknesses.

5. ___ ___ ___ My coach uses appropriate language.

Athlete/Team:

1. ____ I model good sportsmanship at all times.

2. ____ The team models good sportsmanship at all times.

3. ____ I enjoyed playing with this team this season.

4. ____ Team rules are established and high standards are enforced.

5. ____ The team communicates well with each other.

6. ____ I improved throughout the season.

7. ____ The team improved throughout the season.

8. ____ I supported the coaching staff.

9. ____ The team supported the coaching staff.

10. ____ I put forth my best effort this season.

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Please answer the following in the space provided: 1. What would you change about the season if you could change something?

2. What was the most memorable experience of the season?

3. Please provide any additional comments.

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Appendix E: Cardigan Mountain School Season Wrap-up Form Date:________________ Team:_____________________________________________________________________________________________

Coaches:___________________________________________________________________________________________ Record:_____________________ Eaglebrook Game Scores: _________________________________________________ Captains:__________________________________________________________________________________________ First-Year Letter Recipients:____________________________________________________________________________ __________________________________________________________________________________________________ Coaches’ Award Winners:______________________________________________________________________________ Sports Assembly Speaker:______________________________________________________________________________ Student Athletes of the Week Nominees and Winners:________________________________________________________ __________________________________________________________________________________________________ Season Highlight Wrap-up: ____________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ Anything else you would like me to know about the season: ___________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________

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Appendix F: Cardigan Mountain School Home-Game Checklist • Check to make sure all necessary game-day supplies are out and ready.

• Greet opposing teams’ coaches and players as they arrive. Help direct them to appropriate dressing areas and game facilities. Greet officials and help direct them to changing areas and game facilities.

• One coach from the team must supervise the student-athletes as they dress and prepare for the game in the locker room.

• Take attendance; report missing students to the athletic training room.

• Plan ahead for games that will cause you to be late or miss a meal, and coordinate with Dining Services. Also, make sure your players have coverage for any jobs they will miss.

• Coaching staffs should coordinate their attire: either a coat and tie or a Cardigan Mountain School coaching polo and khaki pants (or appropriate khaki skirt, if desired, for female coaches).

• Radios and/or phones should be on and in immediate accessibility of the coach at all times.

• At the conclusion of the game, the team should huddle with the coaches and give a cheer to the opposing team and then shake hands while looking members of the other team in the eye and being gracious and humble winners or losers.

• Make sure that the field is clear of all trash after the game.

• Make sure that all game-day equipment is returned and/or stored in its proper location, including but not limited to athletic training room equipment, horns, clocks, scorebooks, and balls/pucks.

• Supervise student-athletes in the locker room after the game until everyone has departed.

• Report any game ejections, disciplinary problems, or other important happenings to the athletic director immediately.

• Report to the athletic trainer any injuries that may have occurred during a home event.

• Report all scores to the assistant athletic director via email immediately following a game.

• Submit a brief game write-up (three to five sentences) via email to the assistant athletic director (Kristen Tobin: ktobin@ cardigan.org) by lunchtime the following day.

• Cardigan will provide a snack to the visiting team for after the game. Please make sure your opponent gets this and is thanked for coming.

• If a visiting team is staying for a meal, make sure that your staff and captains escort them to (and help them throughout) the meal.

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Appendix G: Cardigan Mountain School Away-Game Checklist • Pick up and take all necessary game-day supplies: - Radio/phone, med kit, water and water bottles, health forms and checklist, and other materials as needed.

• Check with the health center for any student medication that may be needed.

• Confirm transportation with athletic director and retrieve directions from the Internet for all away contests.

• Give the athletic director and athletic trainer any contact information for you while you are away. Radios and/or phones should be on and in immediate accessibility of the coach at all times.

• Plan ahead for games that will cause you to be late or miss a meal, and coordinate with Dining Services. Make sure your players have coverage for any jobs they will miss. Make sure to retrieve any needed meal money or extra travel money from the athletic director before you depart.

• Check to make sure you have all equipment needed, uniforms, scorebooks, and balls.

• Coaching staff should coordinate their attire: either a coat and tie or a Cardigan Mountain coaching polo and khaki pants (or appropriate khaki skirt, if desired, for female coaches). Travel attire should match students or better.

• Meet players in locker room and supervise them as they prepare to travel. Make sure that they have all needed equipment and are in appropriate travel attire before departing.

• Take attendance before you leave to see that everyone is accounted for; report missing student-athletes to the athletic training room. Check and make an effort to find missing students before leaving.

• At the conclusion of the game, the team should huddle with the coaches and give a cheer to the opposing team and then shake hands while looking members of the other team in the eye and being gracious and humble winners or losers.

• Make sure that the field is clear of all trash before leaving.

• Report any game ejections, disciplinary problems, or other important happenings to the athletic director immediately.

(Make direct contact; do not just leave a voicemail or email.)

• Report to the athletic trainer, athletic director, and/or the AOD any injuries that may have occurred during an away event. (Make direct contact; do not just leave a voicemail or email if you do not reach the athletic trainer).

• Report all scores to the assistant athletic director via email immediately following a game.

• Submit a brief game write-up (three to five sentences) via email to the assistant athletic director (Kristen Tobin: ktobin@ cardigan.org) by lunchtime the following day.

• All coaches are expected to return to school after away games with their team unless special arrangements are made with the athletic director prior to the day of the game.

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Appendix H: Cardigan Mountain School Overnight Travel Checklist • Follow all protocols for “away” game-day travel.

• Confirm all accommodations and transportation with the athletic director.

• Prepare and turn in to the athletic director an itinerary, including: • Departure and arrival times for all destinations.

• Game times.

• Meal times.

• Study hall times, if study halls are being missed on campus.

• Bed check and lights-out times.

• Packing list for student-athletes.

• All contact information.

• Make sure all parents and players have contact information for coaching staff and the address of the accommodations for the team.

• Check with Health Services and arrange for any needed student medication while on trip.

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Appendix I: Cardigan Mountain School Special-Trip Approval Form Please create a paragraph detailing the purpose of the trip and benefits to Cardigan students. The trip leader should briefly indicate his/her expertise or experience with the planned destination or program. At the bottom of this paragraph, include proposed dates, costs, number of students (both minimum and maximum number), and other faculty chaperones who might be joining. Once approved, a more detailed form with additional information will be required.

NOTE: Every trip must have a minimum of two Cardigan faculty members with students at all times. A ration of faculty to students should be at least 1:6 for international trips and 1:10 for domestic trips. Parents or spouses do not count as chaperones.

Please submit to Ryan Sinclair via email on or before October 1. The Cardigan Administrative Team will review the proposal and trip leaders will be notified shortly after.

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Appendix J: Concussion Form Student safety is the Athletic Department’s primary concern. It is expected that everyone connected with an event—coaches, officials, athletic staff, and parents—shares responsibility in identifying any student displaying the symptoms of a concussion and/or brain injury. While it is not expected that the official, coach, or athletic staff member make the determination that a concussion/brain injury has occurred, it is his/her responsibility to remove a student from the event, as outlined in the procedure below, if the student shows signs or symptoms listed at the bottom of this page.

The following procedure will be followed for all involved in a Cardigan athletic event (please note: steps 1–3 refer to the same day an injury or potential injury occurred, and step 4 applies the following day): 1. When a coach, official, athletic staff member, or parent suspects a student of having a concussion/brain injury, the student will be removed immediately from participation.

2. Once removed from an event, the student with a suspected concussion/brain injury may only re-enter the event after examination and clearance by one of the qualified medical professionals listed below.

3. For a student to “return to play” (RTP) on the same day, a “Concussion/Brain Injury Return-to-Play Permission Form” must be signed by the medical professional who has ruled out that a concussion occurred. A student who has been removed for suspected concussion/brain injury may not RTP on the same day without being evaluated and cleared by an appropriate medical professional.

If no medical professional is present, then the student may not RTP. 4. If the medical professional determines that the student may not RTP that day, the student will need to have the “Concussion/Brain Injury Return-to-Play Permission Form” signed by Cardigan’s evaluating medical professional.

Qualified Medical Professional: For the purposes of this policy, an approved medical professional means one of the following (who are assumed to have proper licenses and certifications and are trained in identifying and treating concussions/head injuries).

If none of these medical professionals is present and a concussion/brain injury is suspected, then the student should be sent for medical treatment. RTP must not occur for any reason until approved medical clearance is obtained.

•

Cardigan’s certified athletic trainer.

•

Cardigan’s licensed team physician.

•

Cardigan’s registered nurse.

•

The acting medical representative at away contests.

Signs of a Concussion: • • • • • • • •

Appears dazed or stunned.

Is confused about assignments or positions.

Cannot recall game details; cannot follow directions.

Moves clumsily.

Cannot recall events prior to and/or after a hit or fall.

Answers questions slowly.

Shows changes in mood or behavior.

Loses consciousness.

Symptoms of a Concussion/Brain Injury: • • • • • • • •

Headache or “pressure” in head.

Nausea or vomiting.

Balance problems or dizziness.

Double or blurry vision.

Feeling sluggish, hazy, foggy, or groggy.

Sensitivity to light and/or noise.

Concentration or memory problems.

Not “feeling right” or “feeling down.”

•

Confusion.

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Appendix K: Concussion/Brain Injury Return-to-Play Permission Form This form must be completed in order for a student to return play after a suspected concussion/brain injury. This form must be completed by one of the following: Cardigan’s certified athletic trainer, Cardigan’s licensed team physician or Cardigan’s registered nurse. The form must be returned to the Cardigan Athletic Department .

62 Alumni Dr. Canaan, NH 03741 Phone: 603.523.3533 Fax: 603.523.3505.

______________________________(Student Name) has been evaluated on ____________(Date) and has been found clear _____ or not clear _____ to continue to play/participate.

Please list any restrictions that must be followed in order for the student to return to play: ____________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ Additional Comments or Concerns: __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ Signature of Evaluating Medical Professional________________________________________________________________ Date______________________________________________________________________________________________

Medical Professional’s Printed Name and Title_______________________________________________________________ __________________________________________________________________________________________________ Phone Number_______________________________________________________________________________________

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Appendix L: Captain Run Mid-Season Check In 1. Strongly Agree

2. Agree

3. Neutral

4. Disagree

5. Strongly Disagree

Please use the above rating scale to evaluate your season thus far:

Team I am enjoying playing with my team this season The team communicates well and supports each other I have put forth my best effort this season.

My captain helps promote a positive team culture.

My captain is a strong positive leader for our team.

1 1 1 1 1

2 2 2 2 2

3 3 3 3 3

4 4 4 4 4

5 5 5 5 5

1 1 1

2 2 2

3 3 3

4 4 4

5 5 5

1 1 1

2 2 2

3 3 3

4 4 4

5 5 5

Coach My coaches promote a positive team culture.

My coaches promote and demonstrate good sportsmanship at all times.

My coaches offer consistent constructive feedback about my strengths and weaknesses.

My coach is approachable for questions and concerns.

My coaches provide a safe environment for all players.

My coaches are always prepared for practices and games.

Please answer the following questions in an open and honest manner: If you could change one thing before the end of the season what would it be? __________________________________________________________________________________________ What has been your favorite part of the season so far? __________________________________________________________________________________________ __________________________________________________________________________________________ Please provide any additional comments that might help your team, captains, or the coaches improve between now and the end of the season: __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________

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Section 5 - Health Services: Hamilton Family Foundation Student Health Center Communication: An email address titled “Health Center” (healthcenter@cardigan.org) will allow you to communicate via email with Health Center staff. It is best to direct your communication through this address to ensure that the staff member(s) actually in the health center for the day receive(s) your information. You may also use individual email addresses as listed in the staff email directory.

For Medical Emergencies: (severe injuries, respiratory distress, severe allergic reactions, loss of consciousness): • From a school phone, call 8911 and follow the instructions.

• From a private phone during the business day, call 603.523.4321, ask to be connected to 8911. Follow the instructions.

For Urgent Medical Needs: • Nurse Emergency Phone: 603.443.6443.

• From any phone, call 603.443.6443 to reach the nurse on duty/on call.

• Please use this for urgent medical needs.

For Non emergencies: • From a school phone, call ext. 3545.

• From a private phone, call 603.523.3545.

To Reach the Director of Health Services: • From a school phone, call ext. 3520.

• From a private phone, call 603.523.3520.

Requirements: Health care cannot be provided nor can a student participate in athletics or other activities until all required health forms are received by Health Services.

Health Center Visits: The Hamilton Family Foundation Student Health Center (located in the lower level of Hinman) is available to students for visits during the day from 6:30 a.m. to 10:00 p.m. Medication distribution is planned before each meal and at bedtime. The hours are posted in the Student Handbook, and by the entrance to the health center.

Students must follow the proper procedure in order to receive care and be accounted for. If a student feels sick, he must notify his teacher, coach, or dorm parent. When school is in session, a registered nurse is available by telephone for consultation between 6:00 a.m. and 10:00 p.m., and for emergency consultation from 10 p.m. to 6:00 a.m. Students are not to remain in their rooms when feeling ill, without first being seen by a nurse or the director of health services at the health center. A student who is late for or excused from school obligations for health reasons will be given a specific pass (i.e., late pass, or activity restriction pass), which includes the stamped date and time he left the health center. Please do not accept verbal excuses from students. Please check with the nurse on duty.

Medications: Students requiring daily or regularly scheduled medication will receive them at the health center. Distribution is done before each meal and at bedtime, Monday through Saturday, and before brunch and dinner and at bedtime on Sunday.

Students should not be late for meals due to taking medication. If you know a student will be late for receiving his medication, please give him a signed note or send an email to the health center.

Parents are informed of the policy that requires them to give medication/prescriptions directly to Health Services. Most medications, prescription and nonprescription, are not allowed in students’ rooms. Exceptions: some medications used to treat

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an illness or injury (e.g., self-injectables, EPI-pens, rescue inhalers, and topicals such as acne ointment). These all need to be approved by the Director of health services first.

Dorm parents should not accept prescription or over-the-counter medications from a student or parent. Please direct the parent to the health center or call the on-duty nurse first! If you find medication, vitamins, or supplements, including protein powders, in a student’s room, please bring these to the health center promptly. Please protect the students and yourselves by following these policies.

Confinement: The health center is primarily an outpatient health care facility; however, there are a limited number of beds in the health center to house sick or injured students. Students will be monitored in the health center until such time as they are cleared to return to their class, activities, or dorm. Students may be monitored overnight in the health center should it be necessary.

Dorm Parents: If a student states he is too ill in the morning to make a health center visit, his dorm parent must contact the nurse on duty to receive instructions. If a dorm parent witnesses severe symptoms (e.g., lips turning blue and difficulty breathing, vomiting obvious blood, thermometer reading of 104 or greater, or similar emergency conditions), he/she should call 8911 and follow the instructions. Dorm parents must visibly check all rooms for students remaining in bed after breakfast. Dorm parents should remind students taking daily medications to report to the health center at the appropriate time for medication distribution.

Daily Student Health Information: Each day a call, email, or injury report will be sent regarding the following: • Students confined to the health center.

• Students who will miss commitments for medical reasons and appointments.

• Students who are on restricted activities or sports for medical reasons.

Faculty must check their email to verify whether a student is excused from a school obligation for medical reasons.

First-Aid Kits: A mini first-aid kit is available for each dorm parent. It must be secured to allow access only to dorm parents.

Each kit contains supplies such as Tylenol (acetaminophen), Advil/Motrin (ibuprofen), regular and large Band-Aids, antibiotic ointment, and a pair of non-latex gloves. Returning dorm parents may bring their mini first-aid kit to the health center to replenish items. If a student has an injury or illness that you believe you can comfortably handle, the kit may be used, but the student should visit the health center for a recheck. Remember, it is always prudent to inform the nurse on duty of any care you provide. Never give aspirin to a student. Under certain conditions, this could lead to the development of Reye’s syndrome, which is potentially fatal.

Student Trips: If you will be taking a group of students off campus through a meal period or overnight, please notify Health Services a day prior with the list of students. We would like to have any necessary student medications that need to be distributed ready for you in advance.

Off-Hours Assistance: If a student needs medical assistance during the night, the student must alert the dorm parent first.

The dorm parent will assess the situation, and if needed, contact the nurse on duty/on call or the director of health services.

Remember, you are not expected to act as a medically trained person but as a nonmedical person acting as a parent. Even if you have had some type of medical training, you must not provide any care beyond the limits of your ability or authorization. If you are comfortable with a decision to utilize your first-aid kit and wait until morning, you may do so. If there is some question in your mind as to what you should do, please call the nurse on duty/on call.

Faculty and Health Questions: At times, faculty members will be given, as deemed necessary by a nurse, some health information or instructions regarding the health and/or care of a student, but faculty are not responsible for a student’s health care. Faculty members must neither counsel parents on medical issues nor give advice. Please do not let yourselves be pressured or cajoled into breaking this policy. Direct the parent/guardian to contact the nurse regarding the health status and ongoing care of a student.

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Health Appointments and Transportation Off Campus: Health appointments are scheduled as soon as possible if a student needs health care at an off-site facility for a nonemergency situation. The student is transported by the routine medical driver.

At the appropriate meal, on the date of the appointment, an appointment slip will be placed at the student’s table with the time and place of the appointment.

Infection/Illness Prevention: There are many ways to prevent the spread of illness within our school community. As faculty you have another opportunity to instill skills that will serve our students for a lifetime.

Covering a cough or sneeze into the bend of your arm reduces the spread of droplets that can share germs. Set an example and teach the boys good hand washing, especially before and after meals and when using the restroom. Use hand sanitizer as appropriate.

Help the boys make healthy food choices, knowing that guidance for students is needed for portion control and reducing wasted food, especially when they are new to American cuisine.

Hydration is very important in overall health but especially with very busy, active students. Students should be encouraged to carry water bottles and to use them throughout the day. Keep them well hydrated. Pass the pitcher of water at each meal. Newest recommendations are that boys 9–13 need 2.4L (10 cups); boys 14–18 need 3.3L (13 cups) of fluids daily.

Do not let the boys return to the servery with the plate or cup they have just used. Remember good buffet rules… use a clean plate at each revisit. Tapping the utensils on their used plate when serving the main meal can spread germs around a table quickly.

Cleanliness plays a major role in the prevention of illness. Enforcing the rule of clean rooms with no garbage is an excellent preventative measure, and during room inspection you could open a window in each room for 5 to 10 minutes. Not only will this make the rooms smell better, but you may inhibit the growth of organisms.

Have good sleep hygiene in your dorms. Establish a routine with prep before lights out, including limiting caffeinated food and drinks, encouraging quiet activities, perhaps playing quiet music, and encouraging (non-scary) storytelling. End your good night to the students with a positive statement about them that will make them happy.

And of course, encourage a visit to the health center when a student is ill. Keep in mind, too, that working ill only promotes the spread of germs in our community. If you are ill, please visit the health center as well.

Medical Drivers: There are two types of medical drivers: • Health Center/Routine Medical Driver—Will drive students to medical appointments when available.

• Emergency Driver—Will transport students in need of urgent care, but not serious enough to require an ambulance; will provide transport when the Health Center/Routine Medical Driver is unavailable.

Note: There are times where others may be asked to help out if the other drivers are already on medical trips.

Medical Emergencies: A student being transported to a medical facility by ambulance must be accompanied by a faculty member. If you are at the site of a serious situation, you may be instructed by a coach or the nurse on duty or the director of health services to accompany the student to the hospital and be the student’s advocate, acting in loco parentis until a replacement can be found. If you have another commitment, tell the director of health services or another faculty member where you should be and when. The AOD will be notified and arrange coverage. Health Services nursing staff will accompany the student when available. After a student is assessed at a medical facility, the advocate should call the director of health services. You must make every reasonable effort to remain with the student. Most facilities are very amenable to this arrangement and will give instructions when you must leave the student’s side for things such as X-rays and the like.

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Health Services Passes: There are two types of preprinted, dated and timed passes issued to students by Health Services.

• Late Pass—issued to a student who is late for a school obligation due to health reasons.

• Restricted Activity—issued to a student who is to be limited in any aspect of school participation. A new pass is issued each day, only after the student has been seen by the nurse on duty.

Never accept verbal excuses from students, or from other students speaking on their behalf. If a student is missing from a class, activity, or other school commitment, report the absence immediately to the director of student life or AOD. Please do not presume a student is at the health center.

Counseling Services The school counselor plays an integral role in supporting students’ academic, social, and emotional growth at Cardigan. Early adolescence is a time during which students face both personal and developmental challenges that have an impact on their academic growth, and the school counselor works with students to help develop a plan to navigate life’s daily challenges. The mission of the school counselor is to implement a comprehensive, developmental school counseling program aligned with the School’s mission to prepare boys—in mind, body, and spirit—for responsible and meaningful lives in a global society. To achieve this, the school counselor meets with students on an individual basis, as well as in a group setting.

Individual services and referrals The school counselor works collaboratively with administrators and faculty to identify students who would benefit from individual counseling sessions. In these sessions the counselor will work with students to develop strategies to address social-emotional issues that may be caused by a variety of different reasons, including but not limited to academic, family, and peer issues. Students can be referred by an administrator, faculty member, or parents, and they can also self-refer. If the school counselor feels a student needs regular, long-term therapeutic counseling, she will work with the director of health services and the student’s family to refer the student to the School’s consulting mental health counselor. If a student entering Cardigan already has an established counseling relationship, the director of health services can facilitate private sessions via Skype, if appropriate. The school counselor will then be a liaison between the mental health provider and the student’s immediate team to coordinate how to best support the student at Cardigan.

Groups and Wellness Curriculum Part of a comprehensive, developmental school counseling program is offering group work to students. Throughout the year, all students will participate in classroom guidance. The curriculum is emergent and will be based on the needs of each class. Topics include transitions, stress management, friendship, conflict resolution, and communication. The counselor may also be called upon to assist in creating an educational curriculum to enhance the residential life programs.

Reasons a student may want/need to see a school counselor: • Sharing good news.

• Homesickness.

• Friendship/peer problems.

• Worry/anxiety.

• Anger.

• Loss of a loved one.

• Changing family (marriage, divorce, separation, new sibling birth/adoption).

• Sadness.

• Self-esteem.

• Schoolwork challenges (outside of PEAKS coaches).

• Seeking help with a family concern.

• Being teased or bullied.

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• Seeking tools to make good decisions.

• Goal setting.

• Stress management.

• Disappointment.

• Suicidal thoughts.

• Self-harming behaviors.

Why should a faculty member refer a student to the school counselor?

• Provides students with more one-on-one help, support, and intervention.

• Increases specificity of interventions and supports and tailors them to the student.

• Removes the student from the situation or circumstance to discuss solutions.

• Reduces anxiety and pressure on student to talk with someone outside of situation/everyday school life.

• Increases privacy for the student.

When should a faculty member refer a student to the school counselor?

• When the needs of the student(s) are greater than the help a teacher/advisor can provide.

• When students are overemotional and cannot calm down in an appropriate and brief amount of time.

• When a student requires more support and attention to address or solve a problem, issues, etc.

• When students need more specific and individualized help, solutions, and plans in order to address issues.

How do I refer a student?

• Use the referral form provided on Google Drive from the school counselor, or from Health Services.

• Email form to the school counselor, or fold it (confidentially) and place it in the “Health Center” mailbox.

• If you are unable to use the form because you are in a hurry or can’t find it, please email the school counselor with a short description of what is going on with the student and let her know if the student is aware of the referral. It is helpful if the student knows about a referral beforehand. It lets the student know people are concerned and why, which allows for a more productive conversation with the school counselor.

If a student is in crisis and needs immediate attention, contact the AOD, who will be in contact with the school counselor and/or director of health services: Identification: Faculty members may become aware of a student who is dealing with situations or exhibiting behaviors that are cause for concern by: • Personal observation.

• Something written in an assignment.

• Concern expressed by a friend.

• An overheard conversation.

• Admission by the student.

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A crisis is defined by the following situations: • A student intentionally inflicting injuries to himself.

• A student intentionally inflicting injury on another person without any provocation.

• Any talk of, gesture, suggestion, or attempt at suicide.

• Uncontrolled aggressive behavior.

• Loss of a sibling or a parent or other primary caretaker (acute grief reaction).

• Expressions of past or present mental, physical, or sexual abuse done to/by the student.

• Fire setting.

• Delirium, hallucinations, sudden personality change, bizarre behavior, incoherent or bizarre speech, disorientation, and agitation.

Report any of the above to the school counselor and the director of health services. The student will be evaluated by the team and, if necessary, calls may be made to parents, advisors, and/or school psychologist or a consulting psychiatrist.

Management: For crisis situations, the student must be considered at risk, and the adult making the report must maintain physical custody of the student until relieved of responsibility by the school counselor or the director of health services. The school psychologist will be consulted. Contact may be made with a treatment facility, if needed.

The school counselor and/or psychologist may decide the student is not at risk and will not require overnight monitoring, but would benefit from the usually restful environment of the heath center. Consultation will be done with the director of health services to determine if this is possible. The school counselor will keep the director of student life informed of the student’s status and will be in contact with the student’s advisor in order to assess whom should be apprised of the student’s condition on a needto-know basis.

Transportation: If evidence suggests the student is a risk for self-injury, the student must be brought to the health center, and accompanied by an AOD or faculty member until he is in the care of the health center staff.

Resolution and Evaluation: The at-risk student will be evaluated by the school counselor and health center staff. The school counselor will work with the director of health services, director of student life, and the school psychologist to create a treatment plan for the student. If a student needs to be further evaluated by a treatment facility or hospital, the treatment facility will contact the school psychologist with discharge information. He will communicate with the school counselor, director of health services, and the director of student life, who in turn will notify the assistant head of school or head of school. If the parents wish to have their child return to Cardigan, the administration will meet and review the situation. Every reasonable effort will be made to balance the facility’s recommendations, family’s wishes, and the needs of the student and the School. The team will meet after resolution is complete and evaluate how the identification, management, transportation, and resolution were handled.

Health Care for Employees: The primary function of the health center is the health care of the students. However, there are some health services offered to employees: • Emergency health care is offered to all employees of CMS when a nurse is on duty during normal hours of operation when school is in session.

• Nonemergency care (e.g., blood pressure checks, flu vaccines, and such are also available).

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House calls: Time and staffing do not allow for residence visits. Employees may visit the health center for advice but ultimately must call their physicians. For medical emergencies (e.g., loss of consciousness, chest pain, and the like), call 8911 and follow instructions. Anyone requesting medical attention at school may contact the director of health services or the nurse on duty/on call, if one is available, to arrange a visit at the health center. Otherwise, you may try your physician, the Immediate Care Center at Alice Peck Day Memorial Hospital, or the Walk-in Clinic at DHMC, both of which are in Lebanon. If you cannot drive or walk, ask a colleague or spouse to provide transportation.

Medications: If an employee becomes ill while on campus and is being treated by Cardigan’s Health Services, the first three doses of a medication are usually provided to use as directed (this is not an endorsement of these products). Thereafter, it is the employee’s responsibility to obtain his/her own medication. Prescription medications cannot be ordered or picked up at the pharmacy for employees.

Work-Related Health Concerns: If you have any work-related medical concerns, you should notify the director of business operations immediately and schedule an appointment with the Workman’s Compensation physician. Medical concerns discussed outside of the health center are not considered official consultations, and no written record is made of these discussions. This may be an issue if the medical concern is work related. If you have been injured, you will be asked to complete an accident/injury report.

Confidentiality: Professional contact regarding health matters between a patient and medical personnel is confidential, except concerns or reports of alleged child abuse, which must be reported. Health issues that affect a student’s ability to function in school may be discussed with the appropriate faculty members on a need-to-know basis. The faculty members are bound by the same rules of confidentiality. Professional encounters with faculty, their spouses, and/or their children are confidential. However, if medical personnel are given information by a patient suggesting that the patient is a risk to self or others, it will be reported to the medical director, or his designee, for further evaluation. The medical director will make a determination in his best judgment as to the best course of action. If the patient refuses to follow the medical director’s recommendations, confidentiality may be broken.

Faculty Updates: Faculty will be informed, at an appropriate time, regarding the essential aspects of a student’s health situation, so that they can be sensitive and responsive in their interactions with the student. However, just as it is important for the faculty to have accurate information, so, too, it is very important not to break confidentiality in responding to other students’ questions or concerns. These things must be discussed with the student in question first.

Visitors: Only emergency triage is offered when the health center is open.

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Section 6 – Miscellaneous Activities Shannon Gahagan oversees the Thursday Clubs Program with responsibility for getting faculty to offer a diverse range of clubs each season. She also manages the process by which students select clubs and is responsible for weekly attendance. Further, Shannon determines the process by which students may change clubs and makes recommendations to the director of student life as to any disciplinary action that might be required when students misbehave during clubs.

Director of Student Activities Ethan Gordon plans weekend activities and several special events, such as Ski Holiday and Headmaster’s Day. He works in cooperation with the assistant athletic director, organizing transportation, and with the weekend AODs to determine appropriate events to schedule. Matt Rinkin, assistant head of school, has primary responsibility for assigning faculty coverage for special events and weekend activities.

Admissions General: The Admissions Office is responsible for enrollment management (i.e., coordinating the efforts of the entire Cardigan community in recruiting and retaining appropriate students).

Recruitment: The Admissions Office directs the School’s effort to identify and enroll new students. This includes all of the most visible activities of the office: responding to phone, mail, and online inquiries; interviewing candidates and their families; giving campus tours; and so on. It also includes many other functions: organizing and attending area gatherings of prospective parents/students and alumni/parents; putting together national and international mailings of promotional materials; preparing the publication of all promotional materials; maintaining contact with and visiting school officials and educational consultants in the U.S. and abroad; administering the financial aid program; conducting various advertising campaigns; placing and updating Cardigan’s entries in the various educational handbooks; attending school fairs to promote our programs; and other diverse activities.

Retention: The Admissions Office coordinates in a general manner the School’s overall efforts to retain its currently enrolled students, both throughout the school year and from one school year to the next. Of course, the assistant head of school, director of student life, and the director of studies are the people most directly responsible for tracking individual student progress and acting proactively before a student gets into a situation where withdrawal, expulsion, or a change of school might become necessary. Retention of our currently enrolled students is one of the highest priorities for all members of the school community and requires the active participation of all faculty members if we are to be successful.

Faculty Children: Sons of faculty and staff are allowed to attend Cardigan Mountain School for grades six through nine with tuition fully waived. Candidates must submit to the full application process, taking the SSAT required of all applicants, completing an interview and a written application, submitting a transcript and all teacher recommendations, and so on. Faculty boys live with their parents and attend as day students. If space is available in the dormitories, they may choose to attend as boarders during their ninth-grade year. If they wish to pursue this option, they must inform both the Admissions Office and director of student life of their intention prior to the leadership selection process (spring of their eighth-grade year).

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Business Office Business Office Staff Stephen Solberg Director of Business Operations. General oversight of all financial issues, as well as supervision of all nonacademic staff.

Sandra Kinne Student Accounts. Student charges and billing.

Jill Cavalieri Comptroller. All matters relating to payroll and benefits.

Erzi Willems Receptionist/Travel Coordinator. In charge of all aspects of vacation travel, monitoring attendance, answering main switchboard.

Kimmy Wennik School Store, Mail Room.

Diane Hines Saturday Receptionist.

Nancy Moye Athletics Administrative Assistant. All matters concerning team rosters, schedules, and other sporting event questions.

Hours of Operation

The Business Office is usually open Monday through Friday, 8:00 a.m.–4:00 p.m.

• Purchasing Policy/Procedures: Department purchasing should be done by the department chair and approved by the director of studies. Purchase orders should be obtained by the department chair from the Business Office for all purchases. Purchase orders must be returned to the Business Office as soon as the order is placed. Please see Purchasing Procedures for further detail. NOTE: Any purchases made by faculty without having secured proper approval vouchers and/or purchase orders will be charged to the individual making the order.

• Supplies: Most normal, expendable classroom supplies may be obtained through our approved office supply vendors.

These purchases must first be approved by the appropriate department chair and the director of studies. For any other items, please see “Purchasing Policy/Procedures” above.

• Faculty Charging Policy: Faculty members may charge personal purchases at the school store at cost. Faculty will be billed through our normal billing cycle and are required to pay their bills within 30 days of receipt.

• Student Charging Policy/Debit Cards: Generally students may purchase items at the school store and charge various trips and special events to their accounts as long as there are funds in their accounts to cover these charges. Parents must make arrangements through the Business Office for any unusual purchases or cash requests exceeding funds available in the student’s bank account. Faculty should ask parents to call the Business Office to arrange for the purchase of extraordinary items. Every student is issued a photo identification debit card shortly after registration. This card contains a barcode that keeps a running account of the funds he has available in his bank account. Students are responsible for keeping track of their debit card expenses. In order to make purchases at the school store, to sign up for a trip that requires an extra fee, or to take money from the school bank, students must present their debit cards. The cost for a replacement debit card is $10.00.

• Payroll Information: All school employees are required to fill out a W-4, an I-9 form, and an authorization form for a criminal background check before they receive their first paycheck.

• Drivers’ Licenses: Any employee who drives, or might possibly drive a school vehicle, must present a photocopy of his/ her valid U.S. driver’s license to the Business Office before driving a school vehicle.

• Accident Reports: All accidents involving school vehicles must be immediately reported to the police and then to the Business Office as soon as it is practical. Any accident on school property, whether or not a school vehicle was involved, should be reported to the Business Office as soon as it is practical.

• Job-Related Injuries: Any type of injury, regardless of how large or small, must be reported to the Business Office within 24 hours. It is very important that we file an accident report with the State of New Hampshire.

Benefits: • Health Insurance: A health insurance plan is available to faculty and their families at group rates through the School.

The School pays 80% of single membership for all full-time employees hired after 7-1-08 and 50% of two-person and family plans. Employee cost of coverage is made by payroll reduction.

• Dental Insurance: A dental insurance plan is available to faculty and their families at group rates through the School.

The School pays $100 a year per employee. The remainder of the premium is paid through payroll deduction.

• Flexible Spending Account: Faculty can opt to have money deducted from paychecks to cover certain medical and dental expenses, and child care. That money is nontaxable, but it is forfeited if not spent within the year.

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• Long-Term and Short-Term Disability Insurance: This insurance benefit is fully paid for all full-time employees by the School.

• Life Insurance: Group life insurance in the amount of two times salary with a minimum of $50,000 is fully paid by the School for all full-time employees.

• Retirement: Full-time employees are required to participate in the Cardigan Mountain School Defined Contribution Retirement Plan after completion of one year of service. The School contributes 8 percent of gross salary to this pension plan, and the employee contributes 5 percent of gross salary. Retirement contracts are fully vested from the beginning and are the property of the employee. Since a large number of independent schools and colleges have this plan, participation is not necessarily interrupted if an employee comes to us from another school or leaves Cardigan to go to another school.

• Sick Time: A maximum of three weeks’ sick time with pay is generally allowed at the discretion of the head of school.

• Social Security: The School contributes the required amount of each employee’s salary to the Social Security system— currently 7.65 percent. This is in addition to the amount the employee must contribute.

• Children’s Tuition: Upon acceptance by the Admissions Office, children of full-time employees may attend Cardigan with no charge for tuition. The only costs are for miscellaneous expenses. Ninth-grade faculty children have an opportunity to reside in a dormitory, depending on room availability.

• Secondary School Tuition Assistance: Full-time employees having completed three years of service at Cardigan are eligible to receive tuition assistance for their children enrolled at educational institutions besides Cardigan Mountain School. Tuition assistance will be made available to children of faculty and staff who are employed by Cardigan Mountain School to attend secondary school (or for employees hired before February 22, 1991, post-secondary schools) under these conditions: - Benefit is available to faculty and staff after three years of full-time continuous service.

- Assistance up to $3,000 per employee per year for a maximum of three years.

- Benefit is limited to a maximum of $6,000 per family per year.

- Payment will be made only to the school the student is attending in two payments: one half in August and one half in December.

- The benefit may be discontinued at any time by the vote of the trustees.

- Cardigan Mountain School has reached an agreement with Kimball Union Academy for tuition relief for a limited number of day students annually. Please see the Head of School for additional information.

• Meals: Cardigan provides meals for members of the faculty and their families during the time school is in session. Guests of the faculty are also invited to meals when they are on campus.

• Special Programs and Movies: Faculty and their families are invited to all special programs and movies held on campus and presented by the School at no charge.

Maternity/Paternity Leave Policies In addition to time afforded by the Family and Medical Leave Act (FMLA), Cardigan Mountain School offers the following for maternity and paternity leave: Maternity Leave Cardigan Mountain School will extend 100 percent of regular per diem pay for eligible employees for four weeks’ time from the day following the birth of a child. If, upon the written diagnosis of the employee’s attending physician, advisability of disability leave is determined, disability pay will be rendered following the four weeks of normal leave. Combined maternity leave and short-term disability cannot exceed a total of 90 calendar days. If a child is born on a date that results in the first four weeks of life being included in a school vacation period, this is considered part of the maternity leave. In the case of adoption, the employee will be granted a leave of four weeks from the date of adoption. An eligible employee is defined as one who has completed one full contract year at Cardigan Mountain School prior to the date of the leave request and has a full-time contract for the year during which the leave is requested.

Paternity Leave Cardigan Mountain School will extend 100 percent of regular per diem pay for eligible male employees for two weeks’ time from the day following the birth or adoption of a child. An eligible employee is defined as one who has completed one full contract year at Cardigan Mountain School prior to the date of the leave request and has a full-time contract for the year during which the leave is requested.

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Communications Communications Office Staff Erin Drury

Assistant Director of Communications

Martin Grant

Assistant Director of Communications

Plan of the Week: Matt Rinkin, assistant head of school, will have primary responsibility for generating the “Plan of the Week” bulletin circulated to faculty, students, and parents.

To the Point: A newsletter created by the Communications Office is distributed electronically to all members of the Cardigan community who wish to receive it. The newsletter serves to update the community on current events at Cardigan, as well as to keep everyone connected through both photo and video albums.

Master Calendar: The Master Calendar is created by Matt Rinkin and is distributed as a shared Google Calendar through Gmail. It is updated throughout the year as necessary.

Website and Social Media: • • • • • •

www.cardigan.org www.facebook.com/Cardigan.Mountain.School www.twitter.com/CardiganMtnSchl www.twitter.com/CMSSports www.instagram.com/CardiganMountainSchool www.youtube.com/Cardigan2ThePoint

Contact the Communications Office if you have photos or feature stories you would like to contribute.

Photos The Communications Office is responsible for taking photos of on-campus happenings throughout the year. All photos are available for viewing, downloading, and purchasing at www.cardigan.smugmug.com. Faculty members are encouraged to inform the Communications Office when they have a class or event in the future (or happening in the moment) that might be photoworthy so that they might document such event in photo and/or video format. The Office also encourages faculty members to share photos they have taken on their own so that they can be shared with the community.

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Computer Network General: Cardigan Mountain School has a campus0wide network in place that supports both Ethernet and wireless connectivity.

The network provides access to necessary resources such as file-sharing, printing, applications, email, and internet access.

Technology Office: The technology support team can assist you with any issues related to school-provided technologies. This includes your laptop, smartphone, apartment telephone, audio/visual equipment, network, and software. The technology office is located in the basement of Brewster in suite 007. They can be reached via email at support@cardigan.org or by phone at 603.523.3808.

Keystone: From a faculty perspective, the most frequently used portion of the campus network is Teacher’s Access in the Keystone program. This is used for maintaining the student database, generating grades, and more. Most faculty members are becoming fairly proficient in using this program, but the director of studies and the registrar are the principal experts.

Development Office The Cardigan Mountain School Development Team cultivates and fosters lifelong relationships within our global community— and seeks to secure the resources necessary for the advancement of the School’s goals.

The Development Office is responsible for the following programs: • Fundraising: -The Annual Fund for Cardigan -The Campaign for Cardigan 2020 -Capital projects and endowment -Cardigan’s Annual Auction -The Heritage Society (planned giving) -Foundations and corporate giving • Stewarding Relationships -On-campus events -Regional events in the United States and abroad -Upper Valley and Canaan community involvement -Alumni Association -Alumni Board -Parents’ Association

Development Staff David Perfield

Assistant Head of School for External Relations

Joe Burnett

Director of International Relations

Barbara Frazier

Database Manager

Kathryn Holland

Auction Director & Development Associate

Sandra Hollingsworth

Campaign Director

Kellie Houston

Director of Annual Giving

Mary Ledoux

Event Coordinator

Kate O’Connor

Administrative Assistant

Jeremiah Shipman

Director of Alumni Programs

Pamela Susi

Associate Director of Development

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Alumni Association The Cardigan Mountain School Alumni Association (CMSAA) aims to keep Cardigan alumni connected with one another and involved in the life of the School. It is governed by the Alumni Board and overseen by the director of alumni programs.

Additionally, through its Alumni Chapter Program, the CMSAA encourages and facilitates regional alumni networking. Elected chapter chairs are responsible for organizing periodic chapter functions with the assistance of the Alumni Office. There currently are four chartered alumni chapters in the CMSAA—Boston, Mexico City, Mid-Atlantic, and New York City.

Parents’ Association The Parents’ Association was formed in 1989 to encourage parents to become more involved in the life of the School and develop closer ties within the Cardigan community. Parents are the essence of this association, and all parents or legal guardians of Cardigan students are invited to be active members.

Aside from playing a role with the annual Cardigan Auction, the Parents’ Association sponsors Faculty Appreciation Day and other events that support the community.

Policy on Faculty and Staff Involvement with Fundraising When interacting with constituents, Cardigan faculty and staff may learn of a constituent’s (e.g., a parent’s, an alumnus’s, a trustee’s, or a grandparent’s) interest in supporting a specific program or area of school life. Employees are strongly discouraged from proceeding with conversations pertaining to support for the School (or for their specific program area). Instead, employees should graciously thank the constituent for his/her interest and direct him/her to the assistant head of school for external relations or any other member of the Development Office. The employee should inform the Development Office of the constituent’s interest so he/she and the Development Office can then work together to ensure that the best interest of the School is being considered, as well as appropriately acknowledging any gift received.

Therefore, the following guidelines has been established to improve the flow of information between employees who are the recipients of gifts (or proposed gifts) from Cardigan constituents and the Development Office—to ensure proper gift recognition and acknowledgment to donors: • Faculty members and staff must immediately notify the Development Office via email (and share copies of any related correspondence with a donor/prospective donor) of any [proposed] gift for their programs or activities. This note should include the amount donated or the amount discussed to be donated.

• Contributors should be instructed to make checks payable to Cardigan Mountain School, noting the specific purpose of the gift in the memo section.

• For gifts-in-kind received, the employee should provide a written description via of the donation to the Development Office. (i.e., Mr. and Mrs. Smith provided a team pizza feed following a game). The Development Office will send the donor an official gift acknowledgment letter. Faculty and staff may also be asked to write their own personal “thank you” notes.

• Any monetary gift received should be submitted to the Development Office for processing (a gift acknowledgment letter will be sent to the donor.

At times, faculty members, administrators, and staff develop ideas for programs that would require equipment or money to fund them. Often these are excellent ideas. However, before approaching any funding sources formally (individuals or foundations), faculty and staff should first develop, and submit to the assistant head of school for external relations, a proposal on the program and funding required.

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Faculty and Staff Involvement with Cardigan’s Annual Auction Traditionally, Cardigan boys are enthusiastic about faculty and staff offerings within the annual Auction (e.g., Mr. and Mrs. Smith will take one student and a friend to dinner and two rounds of mini-golf ). Faculty and staff are encouraged to participate in the Auction and will receive gift-in-kind recognition for their contributions. However, at this time no financial reimbursement will be given by the School to a faculty or staff member for expenses incurred through an auction offering.

Faculty and staff are encouraged to bid on Silent Auction items and participate in the 50/50 raffle. In addition, faculty and staff may be eligible to participate in bidding on Live Auction items on a limited basis.

Faculty Assistance Faculty may be asked to offer timely feedback when a member of the Development Office will be traveling and has plans to meet with a current parent. More specifically, the advisor of the constituent’s child may be asked to provide updated information on the boy’s overall performance/experience during the academic year.

Facilities—Scheduling and Use The authorization of scheduling and use of school facilities should be cleared through the following people for the areas indicated: Athletic Conference Room:

Athletic Director

Chapel:

Business Office/Director of Spiritual Life

Chapel Conference Room:

Associate Director of Development

Clark Pond Cabin:

Athletic Director

C.O.R.E. Cabin:

Athletic Director/Director of Summer Programs

Classrooms: Director of Studies Powers Room:

Director of Studies

Peck Room:

Director of Studies

Dormitories: Business Office Gillette Room:

Director of Studies

Gymnasium: Athletic Director Haffenreffer Room:

Admissions Office

Humann Theatre:

Director of Studies

Marrion Athletic Center:

Athletic Director

Playing Fields: Athletic Director Student Center (Haven):

Assistant Head of School

Tennis Courts: Athletic Director Turner Area: Athletic Director Johnson–Wakely Fitness Center:

Assistant Athletic Director

Waterfront: Athletic Director

Kirk Library The Kirk Library, located in the Stoddard Center, contains more than 10,000 volumes as well as immediate technological access to articles in newspapers, magazines, and encyclopedias to augment the print collection. Group work spaces offer students areas where they can work collaboratively with their peers to create multimedia content, as well as efficient breakout areas.

Materials are supplemented from local area schools and public libraries.

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Access: The facility is open from the beginning to the end of classes each day and Sunday through Friday evenings. It is utilized by the entire Cardigan community. The library’s online database is accessible across multiple devices and can be searched both on and off campus. ebooks are being implemented, and students have the ability to check out Kindles to read electronic content.

Each student’s computer is configured with an application for reading eBooks, too. A student must have a pass from his teacher requiring library work in order to leave his regularly scheduled study hall. All materials, except those specifically marked otherwise, may be borrowed.

Technology: The library offers students both laptops and desktops for students to utilize. In addition, students may check out Kindles to read electronic books through the library’s online database. Further, students may utilize online databases and subscriptions for electronic content. Subscriptions include Worldbook Online, EBSCO services through the New Hampshire State Library, Easybib, and Gale’s World History in Context database. Teachers work with the library staff to educate and train students how to become efficient researchers and online consumers.

Use by Classes: The library offers flexible scheduling for the convenience of faculty members who need work time in the library for their class assignments. The library is often reserved for such specific class use by prearrangement between teachers and the library staff. All faculty and staff members have open access to the facility.

Gifts to the library are accepted on the condition that curriculum needs must be the first consideration in their retention. Such decisions rest with the librarian; in the case of excess materials, efforts will be made to place them in other libraries or places of need.

Guidelines for Library Evening Study Hall: • The library is open six nights per week from 7:30 to 9:00 p.m. (7:00–8:00 p.m. on Sunday).

• Students who wish to use the library need to obtain a pass from a teacher who has assigned work that requires use of the library. Honor roll students should check in with their dorm parent and let them know they will be in the library.

• In the event that the library becomes overcrowded, those specifically doing library research will be granted priority and others will be sent back to their assigned study hall or their rooms.

• Students who have difficulty studying quietly or are disruptive will be asked to return to their regularly assigned evening study hall.

Secondary School Placement

Role of the Placement Office: The Placement Office at Cardigan assists students and their parents in the process of selecting a secondary school to attend following graduation from Cardigan. Assistance will also be provided, to the extent that we can, in selecting schools for boys who are asked to leave Cardigan.

Working with input from students, parents, teachers, and dorm parents, a list of appropriate schools is compiled and sent to parents in the summer preceding a student’s ninth-grade year. Parents and their sons then work with the Placement Office to choose a list of schools to visit, and finally a list of schools to apply to. Students are assisted in the preparation of their applications by staff and by the director of placement, and they work with their families to complete the application process during school vacations. The director of placement is also responsible for assembling and mailing a “placement packet” for each student, which includes recommendations from teachers, grades, SSAT scores, and a general recommendation drafted jointly by the head of school and the director of placement.

Role of the Faculty in the Placement Process: The faculty can be very helpful in this process in many ways. Most of you will have at least one advisee in the ninth grade, and close contact with him (them) can help him stay on top of applications and make an informed choice of schools. Feel free to assist students in preparing applications, but be sure that the application accurately reflects the student’s writing strengths, not your own! Chatting with the boys about the schools they visit can also be helpful.

Help them assess what it was they liked or disliked about a certain school and, with some discretion, share any additional current information you may have about the schools they are considering.

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Communicate freely with the Placement Office to share your concerns about students. Information suggesting that a student is showing improvement in your class or dorm may solidify his chances at his top pick. Don’t be afraid to remind seniors that their actions certainly can have a negative or positive impact upon their school choices. Please do not make school suggestions to a student without solid knowledge of his entire profile, including testing, or without discussing these recommendations first with the director of secondary school placement.

Visitation Policy—Off Campus: Seniors are to conduct the bulk of their visits over the Fall Term Long Weekend and have the opportunity to return with their parents to Cardigan Thursday night, a day after the underclassmen return. In addition, the Monday of Columbus Day weekend is also an approved day to visit schools, as Cardigan does not hold classes that day. Similarly, the week following Thanksgiving vacation is an approved time to visit schools, although classes will be in session and the boys will be responsible for all work missed during that time. As stated in Cardigan’s attendance policy, any other days missed beyond the above for secondary school visits will be considered unexcused absences. All arrangements for visits should be communicated with the Secondary School Placement Office.

Visitation Policy—On Campus: During the fall, representatives from schools will visit here to talk with interested students during our secondary school fairs. Some evening presentations are scheduled as well. Students are required to attend these meetings. If a meeting interferes with another commitment for a boy, he must get permission to miss his primary obligation.

Student Travel Cardigan provides transportation for Cardigan students traveling to and from Logan Airport in Boston, and to and from New York City, at the beginning and end of extended vacation periods during the school year. Before the start of school in the fall, forms for travel plans are sent electronically to parents. The travel coordinator keeps a file of the completed travel forms and generates rosters for student travel prior to each occasion that requires school transportation. The assistant director of student life works with the travel coordinator in generating these lists for student travel and coordinates the faculty supervision of Cardigan transportation trips to Boston and New York City.

Advisors should stay abreast of their advisees’ travel plans and report any changes to the travel coordinator. Dorm parents should collect return tickets and passports from students on their dorm floor when they return from vacations or arrive at the beginning of the school year, and they should turn them in to the travel coordinator for safekeeping.

Faculty supervising Cardigan transportation will be briefed by the lead person for that particular bus run and apprised of their various responsibilities. Faculty should wear clothing with the School’s name visible on the front (and/or a CMS hat) and wear a Cardigan nametag, especially for the initial pickup in September.

Logan Airport Departures: • Students need to be awakened for early breakfast on the day of their departure by their dorm parents.

• Students are limited to two pieces of luggage and one carry-on bag.

• Parents must request travel money for their son through the travel coordinator in advance.

• The lead faculty supervisor will arrange to pick up all tickets, passports, student travel money, and travel rosters from the travel coordinator, and telephone credit cards, faculty expense money, and emergency money from the Business Office the afternoon prior to departure.

• The lead faculty supervisor accounts for all students on the roster prior to departure, and advises the travel coordinator of any changes to the roster.

• In the event of a trip requiring two buses, the lead faculty supervisor will divide students based on their terminal of departure.

• Faculty will distribute tickets, passports, and travel money to students on the bus—on the way to the airport (preferably when they are close to the airport).

• Faculty direct students to and check on students at their flight gates and verify that they are assigned a seat on the plane.

• Faculty turn over students with unaccompanied minor status to the airline.

• Faculty members remain at the airport until all students are airborne.

• The lead faculty member submits a list of students who used school transportation to the travel coordinator.

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Logan Airport Arrivals: • Cardigan faculty, wearing dinner dress and a nametag, meet students at their gates or the baggage claim area in all terminals; direct students to gather in the baggage claim area on the lower level of Terminal A. This is where faculty will load students on chartered buses for the trip to Cardigan. Students need to check in with the Cardigan teacher assigned to this location and be ready to leave on the bus at the appointed time.

• A school activity vehicle remains late to pick up students on delayed flights and/or to bring extra luggage.

• The lead faculty member submits a list of students who used school transportation, as well as the collected return tickets and passports, to the travel coordinator, along with an accounting of faculty and emergency expenses to the Business Office.

NYC Bus, Outgoing: • The faculty supervisor gets the student roster, travel money, and so on, from the travel coordinator the day before departure.

• Dorm parents awaken students for early breakfast.

• The faculty supervisor accounts for all students on the roster prior to departure and checks that requested bus stops are correct.

• The faculty supervisor is responsible for ensuring that students get off at the proper stop.

• The faculty supervisor calls the travel coordinator at each stop to report delays and calls to suggest any changes to the roster at the conclusion of the trip.

NYC Bus, Incoming: • The faculty supervisor gets the student roster from the travel coordinator prior to vacation period.

• The faculty supervisor calls the travel coordinator to update the roster on the day of the trip.

• Once all students are accounted for, the faculty supervisor calls the AOD to inform the School that either the bus is ready to depart from NYC or that delays are anticipated.

• The faculty supervisor is responsible for making certain that students board the bus at stops as listed. The bus waits only 15 minutes past the scheduled time for departure from a stop.

• The faculty supervisor calls the AOD if a student is not accounted for at any stop.

• The faculty members collect any tickets and passports to be turned in to the travel coordinator.

• The faculty supervisor submits a list of students who used the school transportation, as well as the collected tickets and passports, to the travel coordinator the next day and accounts for use of emergency money, if any, to the Business Office.

Bus Coverage—General: • Be sure boys are properly dressed (dinner dress) when boarding bus and leaving. Report names of boys who do not comply with dress requirements to the director of student life.

• Maintain quiet and orderly conduct on bus at all times.

• Circulate regularly with a trash bag to keep trash off the floor.

• Be sure bus is clean when you leave it.

• If there is any question of missing students or unsafe travel conditions, call the School.

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Section 7—Sample Forms Dormitory Information Sheet—Sample Dear Parents, Welcome to Cardigan Mountain School and Dewar House. As dorm parents, teachers, and coaches, we are delighted to have the opportunity to work with your sons this year. We recognize that you may have many questions about the Cardigan program and concerns about how your son is adjusting to life in the dorm. Please feel free to contact us at any time if we can be of help.

You can reach us via e-mail or telephone: Eric Escalante 603.523.3647 eescalante@cardigan.org Another Dorm Parent 603.523.xxxx xxxxxxxxxx@cardigan.org Another Dorm Parent 603.523.xxxx xxxxxxxxxx@cardigan.org Other Important Contact Numbers Head of School—Mr. Day:

(Office) 603.523.3512 (Home) 603.523.3525

Assistant Head of School—Mr. Rinkin:

603.523.3556

Director of Student Life—Mr. LeRoy:

603.523.3509

Assistant Director of Student Life —Mr. Gordon

603.523.3591

Director of Studies—Mr. Doherty:

603.523.3527

Athletic Director —Mr. Frost:

603.523.3533

Director of Health Services—Ms. Gray:

603.523.3520

Athletic Sports Line: 603.523.3625 Website: www.cardigan.org School Main Number:

603.523.4321 (during regular business hours)

After Hours: AOD Phone (Admin.-on-Duty):

603.443.6252

We look forward to keeping you informed of your son’s progress throughout the next nine months. Here’s to a terrific school year!

Best Wishes, Eric Escalante Dewar House Dorm Parent

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Room Inspection Chart—Sample Funnell House Room Inspection Chart Expectations: 1. General appearance 2. Bed made 3. Floor clean 4. Desk and dresser tops neat 5. Hanging clothes neat 6. Closet floor and shelves neat 7. Waste basket empty

Dorm Assistants: If your name is circled, you are a dorm assistant for the week.

Assistant 1: Bring in trash barrel from trash area. Return barrel after inspection.

Assistant 2: Tidy up upstairs and downstairs hallways. Pick up common room. Pick up bathroom. Clean off counters, empty trash. Score:

1–6: Fail 7–10: Pass

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Student Accountability Checklist

• Makes effort to be attentive.

In the event that a student is struggling to meet his academic responsibilities, instituting a checklist system may be of value.

Either the student can use such a device to self-monitor his progress, or it can be completed by each of the boy’s teachers.

• Constructively participates in discussion/activities.

Classroom Guidelines

• Maintains positive peer interaction.

• Follows directions/guidelines.

• Organizes notebook, book bag, class materials.

Evening Study Time

• Arrives to class on time.

• Arrives on time.

• Brings books, pen/pencil, and school materials.

• Brings books, pen/pencil, and school materials.

• Submits completed assignment.

• Works diligently on task.

• Work is done neatly and legibly.

• If applicable: uses computer for lengthy written assignments.

• Writes assignment in planbook and has it initialed by teacher (write in “no homework” and initial when appropriate).

• Work is done neatly and legibly.

• Transitions well from one task to next.

• Uses time efficiently.

• Occupies any free time at end by reading, catching up, or getting ahead in work.

SUNDAY Room

Student

M

T

W

TH F

S

General Floor Expectations Vacuumed

101 101 102 102 103 103 201 201 202 202 203

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Sheets Changes

Closet Neatness

Surfaces Dusted

Trash Drawers Emptied (Clothes Folded)

Total

Follow-up: In the event that the student does not respond to the checklist, the following are possible ways to encourage his academic progress.

• Increased use of afternoon study hall periods for extra help.

• Supervised use of free time for academic purposes.

• Supervised Study Hall.

• Peer tutoring.

• Outside tutoring (additional fee required).

Often, organizational difficulties exist outside the scope of academic responsibilities. In such cases, using all or part of the following checklist may be of value:

Dormitory/General • Pays attention to personal hygiene.

• Gets up early to shower; for medication: sees nurse prior to breakfast/dinner.

• Passes room inspection (7 or above) on time.

• Gets to first period on time with proper materials and assignments.

• Maintains clean room throughout the day.

• Interacts positively with peers in living space.

• Makes effort to be sensitive to the needs of others.

• Cooperates with floor leader, dorm parent.

• Maintains a reasonable noise and activity level.

• Prepares for and arrives at study hall on time.

• Works quietly and productively during study period.

• Cleans room before going to bed.

• Puts dirty clothes into laundry bag.

• Maintains organization of clothes/items in drawers.

• Gets to bed on time and quietly goes to sleep.

Follow-up: In the event that the student does not respond to the checklist, the following are possible consequences that may serve as reminders to fulfill his responsibilities in the future.

• In-dorm restrictions.

• Loss of free time.

• Dorm room off-bounds.

• Dorm duties.

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Checklist for Departure Advisors should be sure the following things have been taken care of by all advisees prior to departure. If a student is departing early, it is important that you go over all the details below with him in person. The following checklist may be helpful.

Student: ________________________ Departure Date/Time:____________/___________

Travel Plans—Check with the office to determine the following: • The exact time and arrangements.

• Whether a seat on bus is reserved.

• Whether travel money and tickets are with receptionist.

• Whether return travel plans are set.

Academic • All assignments are turned in.

• Library books have been returned.

• (End of year) Reusable textbooks, class materials, or clothing should be set aside for recycling pick up.

Packing/Shipping • Boxes packed, initialed, and taken to Hopkins for shipping.

• Bus/airline luggage limited to two checked bags and one carry-on.

• Labeled belongings may be stored in attics; boxes for storage checked and initialed by a dorm parent.

Laundry (End of Year) • E&R linen needs to be put in one laundry bag, tied securely, brought to the basement of Brewster and stacked neatly prior to departure. (E&R pillows cannot be returned.)

• Extra metal hangers can be placed neatly on recycling racks (“hanger holders”) in dorms.

Dormitory • Restore room to original layout with regard to beds, desks, and the like.

• Review old room condition report and fill out the end-of-session report with the student present. Fill out damage slips as necessary.

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Section 8—Cardigan Style Guide

STYLE GUIDE Cardigan Mountain School 2016-2017 A Guide for Faculty and Staff In an effort to demonstrate consistency in the use, spelling, and capitalization of certain words and phrases, as well as consistency in matters of punctuation, key points of grammar, numerical style, and Cardigan-specific terminology, we provide the following guidelines for your reference. In addition, publication guidelines for logos, fonts, and such, are included in this document.

It is our hope that all Cardigan communications pieces (any printed piece of communication to our external constituents) conform to these guidelines. Please feel free to bring your questions or suggestions to our director of communications.

Capitalization I. Regarding the word “school”: •• Cardigan Mountain School •• the School (when Cardigan Mountain School is implicit), BUT: our school •• the Cardigan Mountain School faculty, students, parents •• the Cardigan Mountain School campus •• the Cardigan Mountain School Parents’ Association •• “The Parents’ Association supports the School,” but: “The school year started in August.”

Note: When shortening our school’s name from the full “Cardigan Mountain School,” use simply “Cardigan,” not “Cardigan Mountain.”

II. Grades, class years, and such: •• In a written piece (text): “The School provides an education for boys in grades six through nine.” In an ad, it might make more sense to save space: “…provides an education for boys in grades 6–9.” (Note the use of an en dash, not hyphen, to show range. See later section on hyphens and dashes for more details.)

•• A sixth grader is a unique being. (n. = no hyphen) •• The sixth-grade math students are studying fractions. (adj. = hyphenated) •• The sixth grade goes to Cape Cod. (n. = no hyphen) •• Tony is a member of the Class of 1993 (or:) …of the Class of ’93.

•• Owen loves his English class.

•• Alex Gray, who teaches an eighth-grade English class, told us he was happy with his students. (i.e., The class is an eighth-grade class. But we wouldn’t want to think Alex was IN the eighth grade by saying “Alex Gray, an eighth-grade English teacher…” so he can instead be listed as a Grade Eight English teacher!)

•• Likewise: Mark Holt, our Grade Six lead teacher, adores his 12 students; Rick Exton, a Grade Nine advisor, spoke to students about next year’s plans.

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III. Names of courses: (Use upper case for course titles on the subject line of a comment form; use lower case—as appropriate—in the text area of a comment form or in the body of an article, etc. Also, the general subject can be lower case in text, but a specific course title should be upper case.) art (but: Art for Credit), athletics, biology, drama, English, French, Global Leadership, PEAKS, ESL, shop, math (but: Algebra II), Spanish, Latin, history (but: American History or World History), music (but: History of Jazz), religion (but: World Religions)…

IV. Seasons/terms, and such: (NOTE: Please remember we function on a trimester schedule—our various academic terms should not be referred to as “semesters.”)

Seasons and academic terms generally appear in lower case: winter, the winter term, and the winter trimester, unless these are headings at the top of something such as grades and comments: Winter Term Grades and Comments. BUT: I think we’ll cover that topic in the winter term. The fields should be pretty muddy this spring. Leaves fall in the fall (or autumn). He’s been working hard since the midterm; the fall midterm has come and gone.

We do now have some official names of Cardigan-specific breaks, which can be capitalized: We are approaching Spring Vacation soon, and we hope the students all return!

Also: Winter Vacation, Fall Term Long Weekend, Winter Term Long Weekend, and Thanksgiving Recess.

BUT: I think I’ll take a spring vacation this year instead of taking one in the heat of summer. [generic] V. Departments, offices, and committees: (generally capitalized) •• She is a member of the Arts Department; he works in the Business Office (a reference to our Cardigan Business Office). BUT: He works in a business office of some sort in New London.

•• She teaches art. (the general subject) He works in business. (the field) •• David Auerbach, chair of the Arts Department, held a meeting about course offerings with his department members. OR: David Auerbach, Arts Department chair, held a meeting about course offerings with his department members.

•• Kathryn Holland and Mary Ledoux are key people on the Auction Committee.

•• Chip Audett, who heads up the Admissions Office, will be attending. (department) •• The brochures can be found in the admissions office. (location) •• The students should pick up their medication at the health center. (location) •• The Health Center administers medications when appropriate. (department) •• This formal communication came from the Head of School’s Office. (department) •• I left my umbrella in the head of school’s office. (literally the room/location) VI. Professional titles: (Use lower case unless immediately preceding the name—even with the president!)

•• We spoke to the head of school, and he said it was fine.

•• Christopher Day P’12,’13, Cardigan’s head of school, is thrilled to be back. BUT: Head of School Christopher Day P’12,’13 loves the School.

•• Marty Wennik, the English Department chair, will join us. BUT: English Department Chair Marty Wennik will be there.

•• Chip Audett, our director of admissions, plays an important role in arranging student housing assignments. BUT: Director of Admissions Chip Audett looks exhausted from many late-night meetings about student housing.

•• Hillary Clinton, who is hoping to become the president, has worked tirelessly on her campaign. Barack Obama, who is president of the United States, is preparing for transition. BUT: It’s true that President Obama will be

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transitioning soon.

•• Michael Garrison ’67, P’94,’96 chair of the Finance Committee, was here a lot this fall. AND: Our Finance Committee chair for next year has not been announced. BUT: Finance Committee Chair Michael Garrison ’67, P’94,’96 oversaw many meetings on campus.

•• The Development Office is led by Asst. Head of School for External Relations David Perfield.

VII. Terms specific to Cardigan: •• The faculty is an important constituency at any private school. (singular) BUT: Members of the faculty are planning to arrive at 5:00 p.m.; the students will arrive at 6:00 p.m.

•• I am an advisor and I have five students in my advisor group. They are my advisees.

•• AOD = administrator-on-duty •• POW = Plan of the Week •• AY = academic year (He’s an AY student!)

•• Core Values... Please adhere to the Core Values. [Cardigan-specific values are implicit.]

BUT: Our core values, just like the core values of any other school, are central to our programming.

•• The Point = our campus’s nickname. We hope our alumni will return to The Point in the fall. (both words capitalized in this special reference) •• Several things point us to the Cardigan Way when we consider the issues. (Note the italics used for “Cardigan Way” but not for its preceding “the,” which, in addition, remains lowercase.)

•• Cardigan Mountain School Parents’ Association or simply the Parents’ Association (if referring to Cardigan’s).

BUT: …A parents’ association can provide terrific partnership in support of a school’s events. (generic reference) •• Board of Trustees; Cardigan Mountain School’s Board of Trustees, Cardigan’s Board of Trustees. BUT, when alone: the trustees, the board. SO: The Board of Trustees will meet in April. BUT: The board will meet in April, with most trustees attending. (Both are right.)

•• Parents’ Weekend had a tremendous turnout. The Cardigan Auction raises a lot of much-needed money for the School. ALSO: I want to donate things to the Auction [referring to Cardigan’s]… BUT: He thinks using an auction for fundraising purposes can be lucrative. [general] •• All-School Meetings take place in Humann Theatre. (Note: there should not be a “the” before “Humann,” and its official name uses the British spelling of “Theatre”!)

BUT: The meetings will take place in the theater.

•• Once again, he made both the Achievement Honor Roll and the Effort Honor Roll [referring to ours here at Cardigan]. BUT: Jimmy is pretty consistently an honor roll student [general].

•• Five seniors will not be with us at Commencement [official title of the graduation ceremony]. If you went through the graduation [general] process at one school, going through it again here might seem different.

•• Dormitories: Stowell House, French I and II, Hinman I and II, Hayward I and II, Clark-Morgan II and III (or CM II and CM III), Brewster I and II, Franklin House, Banks House, Greenwood House, Dewar, Funnell, and McCusker Hall. (Let’s stick to roman numerals for French, Hinman, Clark-Morgan, Hayward, and Brewster.)

•• The chapel [lower case when referring to the building itself ] is in the center of campus. We attend Chapel on Thursdays. [Capitalize when it’s a reference to name of the service itself.]

•• Other commonly referred to places/departments/programs: •• Hamilton Family Foundation Student Health Center BUT: the health center [lowercase location] or Health Center [re: department, as in “I’m filling out Health Center forms for my son.”]

•• the faculty room.

•• Charles C. Gates Innovation in Design, Engineering, and the Arts (I.D.E.A.) Shop OR: the I.D.E.A. Shop; Charles C. Gates Invention & Innovation Competition program; the Gates program; the Gates Lab; PEAKS® (Personalized Education for the Acquisition of Knowledge and Skills)*; Engineering Possibilities Innovation & Creativity (E.P.I.C.) Center.

•• *Please note that only the first instance of “PEAKS” in a document or section need to be followed by the Registered Trademark symbol ®.

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•• Some STEM (science, technology, engineering, and mathematics) concepts have become a big part of the

sixth-grade curriculum. [Note: We’ve decided on no periods for this acronym.]

•• Marrion Athletic Center; Johnson–Wakely Fitness Center [note the en dash between “Johnson” and “Wakely”; not a hyphen]; the Johnson–Wakely Locker Room; the Wakely Center [where rink is located]; Turner Arena [the specific name of the rink]; Marrion Field; the Back 40 fields; Cotting Rock; the Quad; Williams Field; the Cave; the Upper Courts; the Edilberto C. Ramos Tennis Courts. BUT: [when generic or shortened] …meet me at the football field; the soccer fields; the gym; the fitness center; Marrion; Wakely; Turner; the gym; the rink; the courts; the fitness center; the locker room; the Ramos courts; etc.

•• Bronfman, Hopkins Hall, Stoddard Center, Gillette Room, the Cardigan Commons, Williams Wood

Shop [BUT: the woodshop teacher], Humann Theatre [note British spelling and no “The”; BUT: “the theater” (generic)]; Kirk Library; The Pfeffer–Beach Student Store [note the en dash].

OR SIMPLY: meet me at… the health center, Humann, the theater, the library, the school store, the woodshop, the faculty room, the Commons, etc.

•• Admissions Office, Business Office, Development Office, Summer Programs Office, Technology Office,

Student Life Office, Housekeeping, Maintenance [departments]. ALSO use caps in reference to a specific Cardigan program: The Student Life program this year made use of the Chapel program’s repeated seafaring imagery. BUT lowercase when referring to various locations or when referring to fields generically: I have worked in an admissions office elsewhere. (OR: I have worked in admissions at other schools.) Please put the candles out in the chapel. Ask Housekeeping [department] for a pail when a student is sick. See Tim Jennings in Maintenance [department] if you have an issue. BUT: A school’s maintenance staff [general] will often work overtime on snowy days.

•• Use the “Visitor Parking” spots [referring to designated area marked by signs] in front of the admissions office [location]. BUT: The Admissions Office [department] will invite interested families to campus and reserve a few spaces near their office where visitors may park.

•• Annual Fund [when referring to Cardigan’s]; a school’s annual fund [general]. Please consider giving to The Annual Fund for Cardigan [official title of Cardigan’s annual fundraising effort] or to The Campaign for Cardigan 2020 [official title of the specific capital campaign we are currently immersed in; note that we are choosing to capitalize the “T” in “The” at the beginning of each of these titles]. We hope you will please give to both the Campaign and the Annual Fund this year [again: the fact that these are Cardigan specific is implied].

•• I would like to save my giving for the Auction. [a reference to the Cardigan-specific fundraiser] OR: I have saved the dates for the Cardigan Auction. [Note: This fundraiser is no longer titled the Parents’ Auction.]

BUT: An auction can be helpful when you are trying to close the fundraising gap! [generic] •• The Strategic Plan for Cardigan 2020 (etc.) (no italics for the title of the visionary plan itself, which is actually even longer than this)…BUT: We should all refer to pages xx–xx in The Strategic Plan for Cardigan 2020…[etc.] [Put the title in italics when referring to the name of the document.]

•• Summer Session (official name of the six-week summer program on campus).

Cardigan Outdoor Recreation Expeditions (C.O.R.E.); this is one of our summer offerings that runs concurrently with Summer Session, at least for part of the time.

Cardigan Mountain Lacrosse Camp (a separate entity/program that makes use of our facilities, but is not run by our school. It is not Cardigan Mountain School Lacrosse Camp, as people sometimes mistakenly call it).

The Summer Programs Office (comprising essentially one guy: Devin Clifford!) ensures the happy intersection of all of these summer offerings.

•• Cardigan Teams: Varsity, Junior Varsity or JV, Thirds, Reserve. Capitalize when referring to the official Cardigan team name: He plays on the Varsity Basketball Team. Reserve Hockey will be dismissed early from lunch to be in the locker room by 1:00 p.m. BUT: He plays the sport at the varsity level. OR: He’s about a thirds-level athlete. [generic reference to level of play] Note: “JV” is always capped, but “junior varsity” when spelled out depends on the context.

•• Dress: class dress, Chapel dress [reference to dress worn during the Chapel program], dinner dress, town dress, travel dress, buffet dress.

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VIII. Technology references: email, Internet, website, webpage, World Wide Web, the Web, online [adj., adv.], log in [v.], log-in [n., adj.], smartphone, e-newsletter.

•• •• •• •• •• •• •• ••

I love to send emails late at night, and often I use the Internet.

Many boys wish they could make use of their smartphones on campus.

More and more, the boys need to cite various websites as their sources for information.

The best place to find information is on the World Wide Web. I often refer to the Web when I need to know something.

We can find great deals online [adv.] all the time; the online [adj.] information updates are the most accurate.

When I log in, I have trouble seeing the icons; maybe my log-in procedure needs to be looked at. e-newsletter. [electronic newsletter]

IX. Publications: (Note italics for many publication titles or titles of works) •• Cardigan Chronicle [official]. When mentioned in shortened form in text: “This will appear in the next issue of the Chronicle…” When making a reference to the official (longer) title in text, be sure to keep the “the” in roman type (not italicized) and lower case: “That picture you took is worthy of an appearance in the Cardigan Chronicle, I think!”

•• The Family–Student Directory, the Student Handbook, the Blaze, To the Point [e-newsletter], and so on.

•• In general, titles of larger or serial publications (newspapers, magazines, books, etc.) are in italics. Specific article or chapter titles in those publications are in quotes: His article, “Reading for Fun,” in the last issue of Newsweek was terrific.

•• Names of TV series, movies, plays, CDs (a.k.a. albums) appear in italics. Song titles, play scenes, episodes, and so on, would be in quotes: The upbeat song “Mary’s Place,” on one of Springsteen’s more recent CDs, The Rising, is an all-time favorite. I wasn’t fond of the Law & Order (TV series) episode titled “Never Again.”

Tom Cruise is the star of the film Risky Business.

X. Academic credentials: •• She has her master’s degree in elementary education.

•• He has a Master of Science in Chemistry [official title]. (BUT: He has a master’s in chemistry.)

•• Abbreviations: BA (or AB), PhD, MS, MAT, MBA, MEd XI. Postal abbreviations, geography, and such: •• In all text, spell out names of states completely, or use abbreviations meant for text, such as Mass., N.H., Conn., Vt. (as opposed to the two-letter postal abbreviations, such as MA, NH, CT, VT, which should only be used when addressing envelopes or listing mailing addresses).

•• Be consistent about either spelling out or appropriately abbreviating within one letter, one section of a magazine, one article, and so forth: She joins us from Bethel, Maine, where she played on a polo team, but her family resided in Houston, Texas, when she was a little girl.

OR: He hails from Dorset, Vt., where the maple syrup is incredible, and she comes to us from Dorchester, Mass., where she spent many years.

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••

BUT: Address listings should always makes use of the two-letter postal abbreviations...

Please mail your checks to our school address: Cardigan Mountain School 62 Alumni Dr Canaan, NH 03741 [Note use of the state’s two-letter postal abbreviation in this case.]

••

Refer to table that follows for both types of state abbreviations:

State [or territory] Alabama Alaska Arizona Arkansas California Colorodo Connecticut Delaware [District of Columbia] Florida Georgia [Guam] Hawaii Idaho Illinois Indiana Iowa Kansas Kentucky Louisiana Maine Maryland Massachusetts Michigan Minnesota Mississippi

Abbreviation in text Ala. Alaska Ariz.

Ark. Calif.

Colo.

Conn.

Del. D.C.

Two-Letter postal abbreviation AL AK AZ AR CA CO CT DE DC

Fla. Ga. Guam Hawaii Idaho Ill. Ind. Iowa Kans.

Ky. La. Maine Md. Mass.

Mich.

Minn.

Miss.

FL GA GU HI ID IL IN IA KS KY LA ME MD MA MI MN MS 120

State [or territory] Missouri Montana Nebraska Nevada New Hampshire New Jersey New Mexico New York North Carolina North Dakota Ohio Oklahoma Oregon Pennsylvania Rhode Island South Carolina South Dakota Tennessee Texas Utah Vermont [Virgin Islands] Virginia Washington West Virginia Wisconsin Wyoming

Abbreviation in text Mo. Mont.

Neb. or Nebr.

Nev. N.H. N.J. N.Mex. N.Y. N.C. N.Dak. Ohio Okla.

Ore. or Oreg.

Pa. R.I. S.C. S. Dak. Tenn.

Tex. Utah Vt. V.I. Va. Wash.

W.Va. Wis. or Wisc.

Wyo.

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Two-Letter postal abbreviation MO MT NE NV NH NJ NM NY NC ND OH OK OR PA RI SC SD TN TX UT VT VI VA WA WV WI WY

Numbers I. In text: •• In text (generally), spell out numbers under 10: one, two, three…nine. (There were four students who made it to the final round of the geography bee.) Use Arabic numerals (generally) for numbers 10 and above. (There are 49 desks available for use in the Gillette Room.)

•• In a list of items, if one requires a numeral (because it is 10 or more), then others in the same category (i.e., referring to the same noun or same implied noun) should be numerals regardless (I have 12 orange blouses, 4 red blouses, and six black sweaters.). Note here that “sweater” is a different noun than “blouse,” so the “six” is spelled out thanks to the regular “under 10” rule.

II. As numerals: Express numbers with numerals when they are years, addresses, dates, measurements, decimal values, and other numbers-as-identifiers. (He lives at 278 Delaware Avenue. The slab of wood he used is for 4’ x 8’ and very thick.)

III. Commas in: Use a comma with figures in thousands, except for years, addresses, and page numbers. (I counted 1,497 jelly beans in 2007. On page 4876 of the Guinness Book of World Records, there are some incredible pictures of the world’s tallest man, who lives at 1285 Delaware Avenue, Washington, D.C.) IV. Phone numbers: Phone numbers “CMS style”—use periods when possible: 603.523.4321 If there is an extension listed, follow phone number with a comma and “ext.”: 617.867.5309, ext. 2 V. Times: To show a “from–to” range in time, use an en dash (–), rather than a hyphen (-) or em dash (—).

ALSO: Use lower case and periods for a.m. and p.m., and only use a single “a.m.” or “p.m.” if the same is implied for the first number in the range: 4–6 p.m.

Otherwise, use both the “a.m.” and the “p.m.”: 10 a.m.–9 p.m.

In a range situation, the words from and to may also be used, but don’t mix this option with the en dash.

These are OK: The program runs from 10:15 a.m. to about 4 p.m.

They allow children ages 6–12.

BUT NOT: It runs from 40–50 feet in length. (The range should be expressed as EITHER “from 40 to 50 feet” OR “40–50 feet”!)

VI. Dates: •• Use a comma in dates containing month, day, and year (July 4, 1992, was a beautiful day), but not in a date with a month and year only (December 1992 was a good month). Note the additional comma after the year in the first example; this is necessary when a day is included and the sentence continues after the year.

•• Registration is on September 12, 2015, for all returning students. OR: It will take place on the 12th of September. But NOT: September 12th, 2015.

•• On an invitation: Please join us for dinner and dancing at the Cardigan Commons Monday, June 6

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OR: Please join us for dinner and dancing at the Cardigan Commons on Monday, the sixth of June (OR: the 6th of June) But NOT: Monday, June 6th VII. Years: •• The 1990s (or the ’90s—watch apostrophe direction), BUT: in the Roaring Twenties (a special designation for that decade).

VIII. Fractions: •• Spell out fractions (use hyphen: three-fourths), centuries (twentieth century) unless numerals are part of an organization’s official name (20th Century Fox), and numbers that begin a sentence (Fourteen of those teenagers were participating in the Walk for Hunger.).

IX. Percents: •• Spell out the word percent in text (He was 90 percent accurate about the eight percent tuition hike), rather than using a percent symbol (%). In a table, however, the symbol is appropriate.

Punctuation I. Commas: •• John L. Hall II (no comma); Mr. John Q. Public, Jr. •• Tim Fleming ’70; David J. McCusker, Jr. ’80 (comma before “Jr.” or “Sr.,” but no comma before an alumnus’s class year; be sure the apostrophe faces the correct way).

•• Use a comma with figures in thousands, except for years, addresses, and page numbers. (I counted 1,497 jelly beans in 2007. On page 4876 of the Guinness Book of World Records, there are some incredible pictures of the world’s tallest man, who lives at 1285 Delaware Avenue, Washington, D.C.) •• Use a comma in dates containing month, day, and year (July 4, 1992, was a beautiful day), but not in a date with a month and year only (December 1992 was a good month). Note the comma after the year in the first example; this is necessary when a day is included and the sentence continues after the year.

•• Use a series comma. This means that in a list or series, you should include the final comma: We had chicken, rice, and salad for lunch.

Pick one, two, or more.

We went to the dining hall, ate lunch quickly, and headed to the locker room.

II. Apostrophes: •• Pay close attention to the direction of the apostrophe in class years or when shortening decades; these apostrophes should look just like possessive apostrophes [’]: Richard Clancy ’67 returned to teach here in the in the ’70s.

[NOT: ‘67 or ‘70s] •• Possessive apostrophes: Henry’s shoe; Charles’s book; the people’s gathering [people is already plural]; the members’ rules [referring to the rules of more than one member]; Parents’ Weekend; the puppies’ tails; the Joneses’ cat [yes, it’s true—that is the way you would spell and punctuate it when the cat belongs to the many members of the Jones family!].

With joint possession: my aunt and uncle’s house [both own same house]; my daughter’s and son’s friends [each has a separate group of friends].

•• Examples of unique plurals (some with apostrophes, most without): CDs; DVDs; SSATs; SOCs; the 1990s;

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the ’90s; He earned A’s and B’s last term; Mind your p’s and q’s! I’m tired of all of his “maybes”! [There is no longer an apostrophe encouraged when making a quoted word plural.]

III. Semicolons: •• Semicolons can be used when two sentences are very closely related—like cause and effect, for example. The semicolon should take the place of a period and capital or replace the combination of a comma and an “and” (or similar conjunction). For example: Wim didn’t want any more ice cream; he was too full. Virginia wasn’t too happy with the way she’d written the first chapter; however, she decided to move forward with the second chapter regardless.

•• Semicolons may also take the place of commas when a list is full of complicated items that already have commas within them. For example: Ryan thought about all the things he had to do: take out the garbage; empty the sink of plates, cups, and silverware; scrub the floors; and do the laundry.

IV. Periods: •• Lists (bulleted lists, for example) should have each item begin with a capital letter and end in a period (even if the item is not a complete sentence), unless all list items have fewer than four words each (in which case no end punctuation is necessary). Example: We need to take these steps before leaving: -Tie our shoes -Start our cars -Thank our parents BUT: We need to take these steps before leaving: -Tie our shoes.

-Start our cars.

-Say thank you to our parents.

•• RSVP (not R.S.V.P.). Also, it’s redundant to say “Please RSVP”; use “Kindly RSVP” (which is only a little less redundant) or simply: “RSVP by March 21” V. Ellipses: •• When using . . . to indicate a lapse or break in quotation (or someone’s speech trailing off midsentence), use three dots and four spaces—or four dots (with no space prior to the first) to indicate a period at the end of the sentence. . . .

VI. Parentheses and quotation marks: •• (If words inside parentheses form a complete sentence, put the period—or other end punctuation—inside the closing parenthesis.) Otherwise (like right now!), the parenthetical punctuation depends on context.

•• With quotations, commas and periods always fall inside the closing quotation mark, regardless of context.

With other punctuation, it depends on whether the punctuation is part of the quote or not: His final instructions included making sure “all books are put away before leaving.”

If you like jelly beans, “whoopie pies,” and apples, this is the picnic for you!

He said “Darn it!” before she could stop him. (Note the exclamation point inside quotation mark in this case, but:) I will not tolerate your so-called “words of frustration”! (Note the exclamation point outside the quotation mark.)

Here are the questions we are considering regarding Cardigan’s “student culture”: Where does our program fall short? What are we doing well? [etc.] (Note the colon outside the quotation marks.)

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VII. Following bold or italic text: •• All punctuation following an italic or bold word or phrase is also italic or bold: He used the term variable, and then explained its meaning. (Note that the comma following “variable” is italicized.)

VIII. Hyphens and dashes: •• Do not hyphenate words beginning with prefixes such as non, pre, co, re, over, post, semi, sub, super, and multi (multilateral, nonathlete, prereading, etc.). Exceptions: if the word looks awkward without a hyphen (coworker, non-nuclear, co-owner) or if the word that follows is capitalized (trans-Atlantic, non-European allies) or is a numeral (pre-1990).

•• Always hyphenate words beginning with self (self-evident, self-confidence).

•• Do not hyphenate words ending in wide or hood (nationwide, schoolwide, motherhood).

•• Do not precede like with a hyphen unless the letter l will be tripled (businesslike, but doll-like).

•• Do not hyphenate care words as either adjectives or nouns (day care, health care, child care).

•• Hyphenated adjectives: Liam is staying at school this afternoon because he has after-school sports. BUT: He has sports after school. That student is the most-loved boy on the floor. BUT: That boy is the one on the floor who is most loved.

•• Do not hyphenate an -ly word: The barely felt tremor only registered 1.5 on the Richter scale.

•• To indicate a range, use an en dash (–), which is smaller than an em dash (—), but bigger than a hyphen (-): 30–40 feet in length. A hyphen will suffice if an en dash doesn’t exist in your computer program; however, dashes do exist in Microsoft Word in the “Symbols” palette (edit>insert>symbol).

•• To indicate a relationship of equally important parts, use an en dash: The Johnson–Wakely Fitness Center (both names important; a hyphen might suggest simply a hyphenated last name). The student–faculty ratio here is exceptional. (en dash) The Family–Student Directory is a valuable resource. (en dash) •• Hyphenate the “name” of an academic year: The 2016-2017 school year.

BUT: Use an en dash to indicate a range of years, such as the length of time someone has been working here: Coach Marrion worked here 1977–2014.

•• In a range situation, use an en dash alone, OR the words from and to, but don’t mix the two options. These are OK: The program runs from 10:15 a.m. to about 4 p.m.

They allow children ages 6–12.

BUT NOT: It runs from 40–50 feet in length. (The range should be expressed as EITHER “from 40 to 50 feet” OR “40–50 feet”!)

•• ••

•• ••

Use an en dash for teams’ records, but a hyphen for game scores: Our season ended 14–3 (wins–losses), and our best game was our 2-1 victory against Eaglebrook.

An em dash (—) is bigger than both the hyphen and the en dash. It is essentially the equivalent of two consecutive hyphens: -This longer dash typically precedes (or a pair of em dashes can enclose) a parenthetical-type phrase or an “aside.”

Wim Hart—fond of playing the bass whenever he has the chance—might just have the answers to all of your rock’n’roll questions.

OR: We have all the tools for supporting students who need organizational assistance—if they want the help, that is.

If you cannot get your software program to create an em dash (for example, in the body of an email message), a double hyphen (two consecutive hyphens) will suffice.

Our style is to close up the spaces before and after en and em dashes:

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The boys enrolled here are most typically ages 11–16.

Sunny days—if not too hot—really lift my spirits.

BUT NOT: The boys enrolled here are most typically ages 11 – 16.

AND NOT: Sunny days — if not too hot — really lift my spirits.

Other random things to watch out for . . .

•• •• •• ••

Avoid misspelling judgment and acknowledgment [no “e” after “g”], as well as accommodations [use two “m’s”].

Type all Latin and foreign phrases in italics (magna cum laude).

The l is preferably not doubled in canceled, traveled, scheduled, totaled, and so on.

When an acronym is used in text, give the full form at first use in the text, followed by the acronym in parentheses. From then on, it would be appropriate to use the acronym alone: The Central Intelligence Agency (CIA) will take over the case. The CIA has a somewhat-controversial reputation in these matters.

If you want to know which location you should be supervising, you should check the Plan of the Week (POW). All of the weekend activity offerings on the POW are now accurate.

[An exception for us would be PEAKS®. Let’s use the trademarked acronym first and offer its full name one time in parentheses following.] Every student here reaps the benefits of having PEAKS® (Personalized Education for the Acquisition of Knowledge and Skills) as a course on his schedule.

Commonly misused terms to watch out for . . .

•• •• •• ••

The changes may greatly affect (v.) you, or they may have a minimal effect. (n.)

It’s is short for it is; its is actually possessive. (It’s raining out. The sign was large, and its message was clear.)

None is singular. We hope none of the boys gets in trouble this winter.

Further/farther: Farther means physical, measurable distance. (Boston is farther from here than is Lebanon.) Further is more figurative. (He is curious and would like to pursue the matter further.)

•• Less/fewer: Fewer refers to numbers so is generally used when things can be counted individually. (Fewer than nine students showed up. There was less snow than usual last December.) Note: Snow can’t be counted, but feet of snow can: Fewer feet of snow fell last year, than this year.

•• Between/among: Between is typically used when there are just two things/people in question; among for more than two. That’s between you and him. The secrets among the five of them were well maintained.

•• That/which: That defines or restricts: The shovel that is broken is in the garage, but there’s another one downstairs. (That tells specifically which one.)

Which is nondefining, nonrestricting, and it is used for clauses requiring commas. Our shovel, which is broken, is in the garage. (Which adds a fact about the only shovel in question [ours].) **See special sidebar on this topic on the next page!

•• Lie/lay: Please lie [rest self ] down on the training table.

I will lay my coffee mug [put or set something else down] on the counter in the faculty room.

Tenses: lie, lay, lain

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(I lie down; I lay down yesterday; I have lain here before.) lay, laid, laid (I lay things on the counter every day; I laid the keys there yesterday; I have laid them there before.)

•• “I” and “me”: It was a happy evening for Kim and me. (objects of preposition “for”) That is between him and me! (objects of preposition “between”) Dave and I will attend that function. (subjects) The people who should handle it are Matt and I. (linking verb requires subject forms to follow) •• Comprise (should only be used when its subject is bigger than the parts composing it; the “of ” is implied): The student body comprises [= “is composed of ”] boys from many different states and countries.

It would be incorrect to say: Nine boys comprise the English class. Instead you could say: Nine boys make up that English class.

**SIDEBAR: Quick lesson on clauses using that, which, and who . . .

The essential “that”!

1. The book that we were reading in the fall challenged the students tremendously.

[Without the “that” clause, the sentence lacks context and doesn’t make a lot of sense: The book challenged the students tremendously. We don’t know the specific book being referred to. The “that” clause is essential to its meaning.]

2. The assignment that he is missing is a lengthy one.

3. The only game that they lost was to Holderness.

1.

2.

3.

1.

2.

3.

4.

If the clause is “nonessential” (i.e., if you could remove it and the sentence would still make sense), a “which” would be appropriate. Always use a comma before “which” (and if the sentence continues beyond the “which” clause, another comma will be required to indicate the end of the clause): Justin’s English book, which had fallen out of his backpack earlier in the fall, has finally been located.

[With this clause removed, the sentence becomes: Justin’s English book has finally been located.]

His midterm grade, which has dropped due to lack of participation, is now a B. I finally received his apology note, which didn’t seem sincere.

Always use “who” when referring to a person. Whether a comma is used will depend on whether the “who” clause is essential [no commas] or nonessential [commas]: The boy who rooms with him is a great listener. [essential] His roommate, who is a great listener, will be returning in the fall. [nonessential] The dog who bit him earlier this year has been banished from the campus. [essential] The Thurston family’s dog, who was beloved by all, ultimately became the School’s mascot. [nonessential]

•• e.g./i.e./etc.: Both e.g. and i.e. should have commas following them. The abbreviation etc. should have a comma preceding it. They should generally be used parenthetically, with e.g. translating roughly to mean “for example,” i.e. translating roughly to mean “in other words,” and etc. translating roughly to mean “and so on.”

•• Remains from a variety of large animals (e.g., horses, cows, buffalo, and so forth) were found in the yard.

•• He told me he was no longer happy (i.e., he wanted out of the relationship).

Avoid using etc. in the same parenthetical phrase or clause in which e.g. or i.e. was used; “and so forth” makes a nice substitute (see the animal sentence above).

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Cardigan Publications Guide I. Images to use

Cardigan Seal

Cardigan Cougar Alumni Logo

Cardigan Cougar & Cardigan “C”

Cardigan Wordmark Logo

II. Colors to use

-Green: Pantone 350 (C-79/M-0/Y-100/K-75, or R-0/G-71/B-18)

-Gray: Pantone 2

-Black: Pantone 6 III. Text to use

-Font: Garamond (Adobe Garamond if you have it!)

-Description: Junior boarding school for boys in grades six through nine.

-Signature block in email: Name Title

Cardigan Mountain School

62 Alumni Drive

Canaan, New Hampshire 03741

603.523.XXXX phone number

603.523.XXXX fax number www.cardigan.org Cardigan Mountain School offers a close-knit community that prepares middle school boys— in mind, body, and spirit—for responsible and meaningful lives in a global society.

Compiled and updated over the years by:

Steff McCusker P’09,’10, Former Free Safety, Kim Holt P’16, former Director of Communications, Joy Clancy P’17, former Director of Communications Reference Works Used: Chicago Manual of Style, University of Chicago Press, various editions, The Elements of Style, Strunk and White, MacMillan Publishing Co., Merriam-Webster’s Collegiate Dictionary, Some in-house style sheets from Richard D. Irwin, Inc.; from The Park School, Brookline, Mass.; and from UMass Amherst’s Communications Department.

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Also, avoid using etc. in text as much as possible. (In a parenthetical sentence like this, it is more acceptable, etc.)

Note that it is preceded by a comma.

•• Cannot (= one word): I cannot make it to your party.

•• “regardless” (NOT: “irregardless”) •• alumnus (singular, male); alumni (plural male); alumna (singular female), alumnae (plural female); alumnus’s (singular, male, possessive)…The alumnus’s tie was inadvertently left on the stage after the Tie Ceremony.

***SIDEBAR: Quick lesson on the use of “however” in a sentence . . .

(Note: The punctuation can be tricky!)

X INCORRECT: --“Gabe did well, however, he needs to try even harder.”

CORRECT: --“Gabe did well; however, he needs to try even harder.” [note semicolon} --“Gabe did well. However, he needs to try even harder.”

ALSO CORRECT:

X INCORRECT: --“Diego typically struggles with writing however. The story he wrote in this half of the term contained all the elements we had gone over in class.”

CORRECT: --“Diego typically struggles with writing. However, the story he wrote in this half of the term contained all the elements we’d gone over in class.”

ALSO CORRECT: --“Diego typically struggles with writing; however, the story he wrote …”

X INCORRECT: --“Hugo loves French. He hesitates to speak it however.”

CORRECT: --“Hugo loves French. He hesitates to speak it, however.”

ALSO CORRECT: --“Hugo loves French; however, he hesitates to speak it.”

ALSO CORRECT: --“Although Hugo loves French, he hesitates to speak it.” [completely reworded]

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