FAMILY HANDBOOK 2026-2027
A WELCOME FROM THE HEAD OF SCHOOL Welcome to the 2026–2027 school year at Ridgefield Academy and Landmark Preschool! At RA|LP, we are proud to offer an intellectually rich and developmentally thoughtful educational experience for children from preschool through grade 8. Our talented faculty are experts in guiding students through every stage of childhood—from early learners to confident, capable adolescents. Learning at RA|LP is designed to be challenging, engaging, and joyful. Children’s interests shape their journey and inform our teaching. Central to our mission is helping students become lifelong learners who know how to advocate for themselves and understand who they are as people and as students. With small class sizes, meaningful relationships, and a nurturing environment that encourages healthy risk-taking and reflection, every child is seen, supported, and inspired to grow into their best self. No matter their age, your child will build a deep and broad foundation of knowledge and skills, develop critical thinking and communication abilities, gain confidence, and cultivate meaningful connections. Each year builds on the last, preparing students to thrive not only in high school, but well beyond. This Family Handbook is here to help guide you through the year. Inside, you’ll find answers to common questions, an outline of our expectations, and opportunities to connect more deeply with our school community. If you ever have questions, please don’t hesitate to reach out to me, a division head, a school administrator, or your child’s teacher. We are committed to making this an exceptional year of growth, learning, and discovery for your child. Warmest regards,
Tom Main Head of School
“[At RA|LP], Your child will build a deep and broad foundation of knowledge and skills, gain confidence, and cultivate meaningful connections.”
TABLE OF CONTENTS
Section 1 2 3 4 5 6 7 8 9 10 11 12 13 14
Our Story Mission Leadership Family-School Partnership Dress Code OUR approach to community Conduct Health & Wellness Snacks & Lunch RA|LP@Home Student Technology Patriot Portal Emergency & Weather Communications Ways to Get Involved Contact US
Section #1
OUR STORY FOUNDED IN 1975 IN WILTON, CT, RIDGEFIELD ACADEMY (THEN LANDMARK ACADEMY) WAS CREATED FROM THE IDEA THAT STUDENTS SHOULD DEVELOP NOT ONLY THEIR INTELLECT, BUT THEIR CHARACTER AS WELL. The school expanded its program in 1995 to include two early-learning centers in Redding and Westport, and began teaching preschool-aged children. The K-8 program relocated to the current campus in Ridgefield in 1999 and changed its name to Ridgefield Academy. In 2000, assisted by its first Connecticut Association of Independent Schools (CAIS) accreditation study, the school overhauled its program, highlighted by a more careful approach to academics balanced with equal attention to children's social, emotional, physical, and psychological development. An athletic program was developed, and the fine and performing arts were made available to all children on a consistent basis. In 2018, James P. Heus, who had led the school since 1998, transitioned leadership to a new Head of School, Tom Main. Jim’s love of children and strong sense of community certainly shaped the school in its early years. Since his appointment, Tom has led the school to revise its mission statement, identify a strategic brand position, renovate the James P. Heus Field turf, construct an Outdoor Campus Center and Playscape, release a five-year Strategic Plan, and create a Master Facility Plan to support the programmatic and spatial needs of the school. Through strong leadership, teacher dedication, and effective use of remotelearning technology, the School emerged from the disruption of the COVID-19 pandemic with greater financial stability and a significantly higher student population. Today, the school educates more than 500 students from 60+ zip codes and operates on three campuses. Landmark Preschool serves ages 2-5 in Westport, CT, and Bedford, NY, with the Ridgefield campus serving two-year-olds through Grade 8 students.
Section #2
MISSION The Ridgefield Academy and Landmark Preschool community celebrates childhood, pursues excellence, and cultivates kindness. Our educational program is intellectually inspiring, and we foster joyful learning and mutual respect in all that we do. We empower each student to rise to their authentic self, preparing confident graduates who shape their future with ingenuity and integrity. PHILOSOPHY & CULTURE We believe that children differ in their pace and approach to learning. RA|LP has created a program that is designed to meet a child’s interests, skills, and needs, which means that lessons are developed to spark their curiosity, nurture their individual strengths, and attend to their challenges. Students are supported to excel at their own pace. In addition to academic milestones, we believe that the Preschool through Grade 8 years are critical for developing independence, confidence, and selfassuredness. These skills and traits evolve through classroom and co-curricular interactions, managed choices, and supported risk-taking and failure. Beginning in Kindergarten, students come to expect challenges and setbacks along the journey of successful learning. They accept that it takes hard work to be good at something and that mistakes are to be expected. It is the development of this mindset—a growth mindset—which positions students to create, and hold, a lifetime love of learning.
NON-DISCRIMINATION CLAUSE Ridgefield Academy and Landmark Preschool admits students of any race, color, national and ethnic origin to all the rights, privileges, programs, and activities generally accorded or made available to students at the school. It does not discriminate on the basis of race, color, national and ethnic origin in administration of its educational policies, admissions policies, scholarship programs, and athletic and other school-administered programs.
DIVERSITY, EQUITY, INCLUSION & BELONGING At Ridgefield Academy and Landmark Preschool, we celebrate the diversity of our school community, as well as the regional and global communities beyond our campus. We prepare students to navigate a changing world with agility and to understand their responsibility to foster connections with people of different cultures, backgrounds, and perspectives. Our community provides a place for individuals to be safe as their authentic selves, to have a voice, and to be valued for who they are. Diversity, equity, inclusion, and belonging must exist as natural components of our overall educational program, cultivating a community rooted in mutual respect and kindness. We are committed to intentionally building and advancing an equitable and just community—students, their families, faculty, staff, and trustees—that models the respect and individuality that we want to see in the society around us. By working toward being fully inclusive, we strengthen our ties to each other and model ethical scholarship, leadership, and global citizenship. Endorsed by the Board of Trustees, June 2, 2021
Section #3
LEADERSHIP BOARD OF TRUSTEES 2026-2027 Rachel Sondheimer, Chair Kaye Hale, Vice-Chair Jenny Zhang, Treasurer Chelsea Thatcher ’02, Secretary Tim Birch, Honorary Trustee (ex-officio)
Isabel Lerer
Alex Bellina
Tom Main, Head of School (ex-officio)
Renea Dayton
Kelly Milton
Drosten Fisher
Brian Morgan
Jesse Fogarty
Peter Newcomb
Lynne Geaney
Alexa Pessoa
Joelle Krysa, RAPA President (ex-officio)
Roberto Redondo
Lorinn Leibrock
Kelly Ullman
Ridgefield Academy and Landmark Preschool is a not-for-profit organization, governed by a Board of Trustees, a policy-making body responsible for guiding the Academy's mission and ensuring its successful fulfillment. The Board plays a crucial role in planning for the long-term well-being of the Academy. This includes establishing school policies, developing long-range plans, and overseeing sound financial management to ensure fiscal stability. Their responsibilities encompass managing the Academy's operating budgets, capital assets, fundraising efforts, and endowment. While the Board hires, supports, and evaluates the Head of School, it does not engage in the daily operations of the Academy. Instead, the Board's primary focus is strategic and long-term, dedicated to securing a strong and prosperous future for Ridgefield Academy.
LEADERSHIP ADMINISTRATION 2026-2027 Thomas Main Head of School David Suter Associate Head of School & Director of Enrollment Management DDS Dobson-Smith Associate Head of School, Academics
Sara Abriola Director of Auxiliary Programs Ann Grasing Director of Advancement Fell Herdeg Chief Financial Officer Kate Howell Head of Middle and Upper School Stephanie Kowalski Director of Human Resources Siobhan Powers Director, Landmark Preschool (Westport) Evelyn Tangney Director, Landmark Preschool (Bedford) Brynn Turkish Head of Preschool (Ridgefield) and Lower School
Section #4
FAMILY-SCHOOL PARTNERSHIP A strong partnership between RA|LP and our families is built on open communication, shared goals, and collaborative efforts to support the child's development. This partnership fosters a sense of community and ensures consistency between home and school, ultimately benefiting the child's learning and wellbeing. Working together, we can help children focus on their learning, model relationships based upon civility, honesty, and respect, and help them to mature responsibly.
C O M M U N IC A T IO N G U ID E L IN E S
In-Person Meetings
Collaboration between school and home is central to the RA|LP student experience. We recognize that life is busy for families, students, and faculty alike, and that balancing school, work, and family can sometimes make communication feel overwhelming. With this in mind, we have established the following guidelines to foster open, respectful, and consistent dialogue. These practices are designed to streamline communication, promote productive conversations, and maximize the vital partnership between parents, teachers, and staff—ensuring that each child reaches their full potential. If you have any questions about these guidelines, please contact your division head or campus director.
Scheduled in-person meetings are the most effective way to have meaningful discussions about a child’s progress, challenges, or needs. This approach ensures that all parties are prepared, with adequate time and focus dedicated to the conversation. Teachers can also gather relevant information ahead of time to provide a more thorough response.
Email Communications Email is appropriate for sharing detailed updates about your child or family that may impact your child’s school experience. It may also be used to schedule meetings or phone calls and to inquire about general matters such as class trips or homework assignments. When school is in session, faculty and staff will respond in a timely manner, usually within 24 hours during the week and 48 hours on weekends. If you have a concern about a particular issue or incident, please use email to request a meeting. For example: “I am concerned about X and would like to meet to discuss this. Here are some times that work for me; can you suggest a convenient time for us to connect?” Discussions about student-specific matters should take place in person or over the phone.
We kindly ask that parents refrain from engaging teachers in prolonged conversations during impromptu or casual interactions, whether at drop-off, pick-up, or during the school day. If there is an immediate, brief update (e.g., “Emily didn’t sleep well last night and might be tired today,” or “Max didn’t finish breakfast this morning and could be hungry later”), feel free to share it. Please keep such updates concise, allowing teachers to focus on their students and the task at hand.
Cell Phones and Text Messaging Faculty and staff are advised to maintain professional boundaries by using only official channels for communication regarding school business. Similarly, we ask that parents use only school phone numbers or email addresses to contact faculty and staff regarding school matters. If a staff member is also a parent, any communication with other parents via cell phone or text should strictly relate to their own child, not any of their students or other schoolrelated matters.
Addressing student issues or concerns We recognize at times that student behavior may fall short of our expectations. When this happens, the school takes seriously its obligation to intervene in an age-appropriate way and impose consequences where appropriate. We ask that you trust in the school’s disciplinary process and know that situations are handled swiftly and consistently. Our school prioritizes the privacy and well-being of all students, and does not share specific disciplinary procedures or outcomes related to individual students with other parents or the broader community. Our commitment is to ensure that disciplinary matters are handled with fairness, discretion, and respect for the individuals involved, while upholding a safe and supportive environment for all. The goal for this policy is to promote an environment that is collaborative, respectful, and reflects our school’s mission. When communicating with a teacher or administrator about a concern, we ask that you start from a point of inquiry or curiosity. Students can sometimes miss nuance or context, and, therefore, their retelling of a situation may not reflect the full story. They may also not have insight into an outcome that took place separate from them, or they may be sharing a story they’ve heard second- or third-hand.
Here are a few examples for framing a discussion with your child(ren)’s teacher:
Example #1 Instead of: “Why are you giving so much homework? It’s overwhelming my child.” We suggest: “I’ve noticed that my child seems to be struggling with the recent homework assignments. Can you help me understand how they’re doing in class and if there’s anything I can do to support them at home?”
Example #2 Instead of: “You’re not keeping my child engaged in class, and that’s why they’re acting out.” We suggest: “My child mentioned they’re having trouble staying focused during lessons. Could you share what you’ve observed in class and if there’s a pattern? I’d love to work together to find some strategies to help.”
Example #3 Instead of: “My child said that their classmate pushed them in the hallway and nothing was done about it. This is unacceptable!” We suggest: “My child mentioned an incident in which their classmate pushed them in the hallway. What can you tell me about this situation?” Our goal is to ensure that all interactions are productive, healthy, and supportive of our shared mission: to nurture and guide our students in their academic and personal journeys.
C L A S S C O M P O S IT IO N
PARENT-TEACHER CONFERENCES
At Ridgefield Academy and Landmark Preschool, the construction of each class and the selection of the appropriate head teacher, particularly in the lower grades, is a thoughtful and time-consuming matter.
We dedicate two conference periods each year to meet privately with families to share insights, concerns, and suggestions. These meetings allow both parties to explore matters thoroughly with complete candor, purpose, and respect. Parent Teacher Conference dates can be found on the school calendars at landmarkpreschool.org and ridgefieldacademy.org
The school works to create balanced classes, composed of abilities, interests, and temperaments. Friendships, both existing and potential, are weighed carefully with advice from previous teachers. Parental insight is welcome, though, in the end, it is the school that will make final decisions.
D IF F E R IN G P E R S P E C T IV E S While families may not agree with every decision made by the school, it remains our goal to find enough common ground to maintain healthy communication and mutually respectful relationships with all members of the community. If, however, a situation escalates to the point of preventing a shared understanding and a family is no longer able to be a constructive participant in the community, or if a family is unable or unwilling to respect school policies, the school has the right to terminate enrollment or refuse re-enrollment.
Families on each campus will be notified when sign-ups for Parent-Teacher Conferences begin. When registration opens, they will be able to sign up for conferences via the Patriot Portal. Aside from the above-mentioned conferences, families on all campuses are encouraged to contact teachers or school administrators at any time. Teachers are happy to schedule conferences with parents/guardians at mutually convenient times throughout the year to ensure an open line of communication.
PROGRESS REPORTS Written progress reports are issued twice a year, in February and June, for all students in the Twos programs through Grade 8. All report cards will be available through the Patriot Portal. These reports, along with parent-teacher conferences, will allow you to learn about and discuss your child’s growth and development. Any Middle School or Upper School student receiving lower than a B- average will receive an Interim Report at the midpoint of each trimester (October and April). Continuous communication between families and teachers is encouraged and expected regardless of academic standing.
HOMEWORK EXPECTATIONS Lower School Homework is a valuable component of a student’s educational experience. Homework is assigned most days in the Lower School. Homework is not assigned during holidays, religious observances, and vacations. For all grade levels, family read-aloud time is always encouraged. Homework assignments generally fall into three categories: 1. Assignments that provide practice or review of concepts taught in class 2. Assignments that involve the preparation of a project or report introduced in class 3. Assignments designed to challenge and stimulate students’ thinking and curiosity The process of developing responsibility, self-discipline, good work habits, and study skills is equally important to the content of the assignment. Children work at varying rates of speed. Here is some guidance regarding the amount of time you can expect your child to spend on homework. If homework exceeds the average time recommended on a consistent basis, please speak with your child’s teacher. The following grades should generally not exceed the following time allotments:
KINDERGARTEN & GRADE 1: HOMEWORK IS COMPLETED ON AS-NEEDED BASIS GRADE 2: 30 MINUTES PER NIGHT GRADE 3: 30 MINUTES PER NIGHT Middle & Upper School
MISSING HOMEWORK
It is important to honor that children work at different paces. Here is some guidance regarding the amount of time you can expect your child to spend each evening. If homework consistently exceeds the average time, please speak with your child’s teacher or advisor.
When a student does not complete their assignments on time with regularity, the student’s advisor and/or parents/guardians will be notified. The student will be expected to complete missed assignments during their free time.
The following grades should not exceed the following time allotment:
GRADE 4: 40 MINUTES PER NIGHT GRADE 5: 20 MINUTES PER SUBJECT PER NIGHT GRADE 6-8: 20-30 MINUTES PER SUBJECT PER NIGHT
SOCIAL MEDIA PRIVACY The privacy and protection of our students and their families are a priority at Ridgefield Academy and Landmark Preschool. To that end, posting, releasing, or otherwise disclosing photos, images, videos, or information that identifies our students by their full name is strictly prohibited. While Ridgefield Academy and Landmark Preschool permits the use of video and still photography by families to record their children’s school experiences, to protect the privacy of our community as a whole, we ask that videos and photos not be placed online without privacy settings in place that prevent them from being viewable to the public. For example, videos posted on YouTube must be uploaded as Private (only the owner can view) or Unlisted (shareable with friends/family via a unique link). School policy is that faculty/staff may not follow or friend any current or former students under the age of 18.
ENROLLMENT CONTRACTS Re-enrollment contracts are offered in December/January to returning families when all financial obligations are current, and the school is generally satisfied with the student’s academic performance and behavior. Students who have needs beyond the scope of what the School can provide will meet with division directors for a planning and review meeting prior to contracts being issued for the coming school year. Families who miss the deadline for turning in their enrollment contract and non-refundable deposit, and those whose contracts are initially withheld for any reason, will typically be offered enrollment as space permits. Once an enrollment contract has been signed and accepted by the School, tuition becomes fully due and payable on June 1. At that point, parents/guardians are responsible for the full tuition for the academic year, even if they withdraw their child and regardless of the reason. Tuition refund insurance is available to cover a significant percentage of unused tuition in the event of a withdrawal. We endeavor to provide in-person education. There are times, however, when, in the best interests of the school community and due to conditions beyond the School’s reasonable control, including state and local executive and department of health orders, we may need to utilize alternative educational methods, such as remote learning, to ensure that students continue to receive the best possible education. Should such need arise, we will not be liable to refund any tuition payments made under the Enrollment Contract. Once the re-enrollment process is complete, financial accounts, including tuition and other fees, must be kept current with a family's agreed-upon payment schedule. Late fees are assessed when accounts are not paid on time. Attendance in class and other school activities is conditioned upon financial accounts being in good standing, and students with serious delinquencies may be kept from school until the account balance is made current. Official school transcripts will be released only when an account has been paid in full.
Section #5
DRESS CODE PHILOSOPHY Our Dress Code emphasizes the belief that all members of our community should be comfortable and be able to fully engage in their classroom learning. The Dress Code intends to establish consistent and predictable dress standards and to keep students focused on learning.
DAILY DRESS GUIDELINES In keeping with the traditional nature of Ridgefield Academy, all students are expected to adhere to the following guidelines: Short, skort, and skirt length may not be shorter than mid-thigh Shorts, tights, or leggings are encouraged to be worn under skirts and dresses Shirts must be worn neatly Hats are not permitted to be worn inside the classrooms or at meals Jewelry, makeup, and hair accessories should be minimal and not interfere with the learning environment
PRESCHOOL (2S-4S) Children in the 2s, 3s, and 4s programs should wear comfortable, seasonally appropriate clothing and securely fastened sneakers. Children develop a sense of competence and independence by being able to dress and undress themselves. Please choose clothing that helps your child be successful in achieving this important developmental milestone. Children who have been recently toilet-trained should wear clothing that is easy to remove. We highly recommend elastic waistbands and strongly discourage overalls or belts. A preschooler’s day frequently involves educational but very messy activities. Although we use washable products in our classrooms, stains do sometimes occur. Please keep this in mind when choosing clothing for school.
RIDGEFIELD KINDERGARTEN–GRADE 3 & WESTPORT FUNDAMENTALS Tops: Navy or white short or long sleeve polo-style shirt Solid color navy cardigan, crew neck, V-neck, or quarter-zip sweater or fleece with no excessive logo Navy, gray, or white RA|LP sweatshirt, fleece, or vest Navy jumper dress, navy short-sleeve or long-sleeve polo-style dress
Bottoms: Solid color navy pants, skirt, skort, or shorts Footwear: Solid color socks Navy or white tights Sneakers
DRESS CODE MIDDLE AND UPPER SCHOOLS (GRADES 4 - 8) Tops: White or light blue solid Oxford button-down in short or long sleeve Navy or white short-sleeve or long-sleeve polo-style shirt Solid color navy, gray, or white cardigan, crew-neck, V-neck, or quarter-zip sweater or fleece with no logos of excessive size Navy, gray, or white RA sweatshirt, fleece, or vest All sweaters, sweatshirts, vests, and fleeces must be accompanied by a blue or white collared shirt underneath Upper School students are permitted to wear team jerseys on the day of a scheduled game; these jerseys must be worn over a blue or white collared shirt Bottoms: Solid color navy or khaki tailored skirt, skort, pants, or shorts Navy short-sleeve or long-sleeve polo-style dress RA belt or other leather or cloth dress belt must be worn with shorts and pants Footwear: Solid color socks Solid navy or white tights Solid color navy, black, or brown leather shoes OR sneakers/athletic shoes. Students must wear athletic shoes on days with PE or athletics in their schedule
FIELD TRIP DRESS DOWN Depending on the nature of the trip, teachers may provide specific Dress Code guidelines. In the Upper School, this often includes a choice of jeans in place of standard Dress Code bottoms with an RA sweatshirt or otherwise-approved top.
K-8 DRESS-DOWN DAY GUIDELINES On dress-down days, students are permitted to dress out of uniform. Please help your child to choose appropriate attire that will allow them to participate fully in all school activities. The following items are not allowed on dress-down days: Clothing containing violent or offensive language or images Sandals or flip-flops Spaghetti straps Cropped or other midriff-baring tops Shorts, skirts, or dresses that fall shorter than mid-thigh
DRESS CODE DRESS CODE VENDORS ONLINE Families are welcome to purchase any brand of clothing that meets the standards above. Ridgefield Academy/Landmark Preschool partners with Lands’ End and Tommy Hilfiger to offer choices that meet these dress-code guidelines. Lands’ End - www.landsend.com (preferred school # is 900051855) Tommy Hilfiger - https://www.globalschoolwear.com/school-search (school code is RIDG01)
PRE-LOVED UNIFORMS Occasionally, the school in partnership with RAPA will offer pre-loved uniform sales at key school events such as the K-8 Social or Fall Family Day. These are an opportunity for families to donate uniforms their children have outgrown and support the Parents Association, while providing other families a chance to purchase gently used uniforms at a reduced cost. Information will be provided to families in advance of these sales.
SPIRIT WEAR Ridgefield Academy/Landmark Preschool has partnered with local retailer Custom Ts and More to produce a variety of school spirit wear. Logoed merchandise can be purchased through the school’s online store or at the Custom Ts retail location in Ridgefield, CT. Available items typically include: Athletic wear Jackets, sweatshirts, and other clothing items Branded accessories Seasonal items
Section #6
OUR APPROACH TO COMMUNITY CONDUCT At Ridgefield Academy/Landmark Preschool, we believe that learning how to engage meaningfully in a community is just as important as academic success. Rooted in our values of respect, responsibility, and service to others, our approach to community conduct equips students with the social, emotional, and ethical tools they need to navigate their world with integrity, empathy, and accountability. This work is developmentally scaffolded across all divisions and intentionally aligns with our wholechild mission. Just as we teach reading and math, we believe in explicitly teaching the skills students need to become ethical, respectful, and reflective members of a diverse and interconnected world.
GROUNDED IN OUR MISSION AND CORE VALUES We uphold Ridgefield Academy/Landmark Preschool’s mission of inspiring joyful learning, fostering integrity and resilience, and building a community of learners committed to respect and belonging. These values form the foundation of our Community Conduct approach. Ridgefield Academy/Landmark Preschool employs a multi-faceted, research-based approach to socialemotional learning (SEL) and community conduct. We draw from a variety of nationally recognized curricula and frameworks to ensure our practices are developmentally appropriate, responsive, and effective. These tools offer a shared language, structure, and set of strategies that allow us to proactively teach and support behavior across all divisions.
Our approach integrates three core resources that scaffold all proactive and responsive strategies for SEL:
CASEL’s Core Competencies A national framework outlining five key skill areas: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. This provides the scaffolding that all SEL programming at RA is built upon.
Wayfinder A purpose-driven SEL curriculum used in our K-8 classrooms that helps students explore identity, leadership, ethics, and belonging through engaging, age-appropriate lessons.
RULER An evidence-based approach developed at Yale’s Center for Emotional Intelligence that teaches students to Recognize, Understand, Label, Express, and Regulate emotions to foster emotional literacy and supportive school climates.
Supplementary materials and resources:
Social Thinking® A cognitive-based framework that supports students in understanding the impact of their behavior on others, learning perspectivetaking, and navigating social expectations.
Zones of Regulation® A self-regulation program that helps younger students identify their emotions and build strategies for managing their feelings and actions.
Responsive Classroom® A teaching approach focused on creating safe, joyful, and engaging classrooms through strategies like morning meetings, clear routines, and positive teacher language.
We are anchored in the belief that students are still learning and that mistakes are natural opportunities for growth. When missteps occur, we respond with compassion, curiosity, and structured supports that help students reflect, repair, and grow.
PROACTIVE AND RESPONSIVE APPROACHES TO SEL At Ridgefield Academy/Landmark Preschool, we prioritize a proactive approach to student conduct through intentional planning, explicit instruction, and community-wide consistency. Our SEL and behavior supports follow a clearly outlined scope and sequence that aligns with monthly school-wide themes. These themes are woven into classroom instruction, assemblies, advisory programming, and student-led initiatives, ensuring students are consistently exposed to the skills and mindsets that foster a thriving community. This proactive work is embedded into the rhythm of the school year, giving students multiple opportunities to learn about emotional regulation, inclusivity, digital citizenship, problem solving, empathy, and personal responsibility before challenges arise. Teachers, advisors, and the School Counselor collaborate to plan developmentally appropriate lessons and community-building experiences that help students internalize core values and expected behaviors. We also recognize the importance of being responsive. Students are growing and changing, and needs sometimes arise that require immediate or focused support. In these cases, the School Counselor works closely with teachers and advisors to identify the specific needs of a class, grade, or individual student. Together, they design targeted lessons, small-group supports, or classroom-based interventions to address challenges in real time. This balance of planned and responsive work allows us to remain attuned to our students’ needs while also reinforcing shared expectations and establishing a positive, supportive school climate.
RA|LP COMMUNITY CONDUCT GUIDELINES The following Community Conduct guidelines apply to all students enrolled at our school, demonstrating our belief that making thoughtful choices, reflecting on one’s actions, and taking responsibility for their impact promotes the well-being of the entire community.
Responsibilities and Rights Our Community Conduct Guidelines are focused on the rights and responsibilities of each student: I have the responsibility to help others feel safe; I have the right to feel safe. I have the responsibility to promote learning in the classroom through my preparation, participation, and behavior; I have the right to an atmosphere that promotes learning. I have the responsibility to respect the property of others; I have the right to have my property respected. I have the responsibility to be my personal best; I have the right to expect the best of others. I have the responsibility to reflect on my own behavior to learn from my mistakes; I have the right to be supported through this process by my teachers. The following standards of conduct are expected of all members of the Ridgefield Academy/Landmark Preschool community: Be honest Be mindful to practice self-control and maintain personal integrity Be responsible for your own actions Be respectful of school property and the property of others Be courteous and fair Be kind and conduct yourself appropriately in all situations
Preschool (all campuses) Preschool students are just beginning to learn what constitutes “appropriate behavior.” Teachers work with students to help them understand expectations for behavior, including what is acceptable at school and what is not. Most areas of behavioral concern are handled directly by the classroom teacher. Families should consult their classroom teacher with any questions or concerns regarding their child’s behavior or school experience. If a child demonstrates behavior that is disruptive to the classroom environment or interferes with classroom instruction, families may be contacted and an action plan established in collaboration with the Preschool Director. Solutions will take the needs of all stakeholders into consideration.
Lower School (Grades K-3) In Lower School, behavioral expectations must be established that are appropriate to the age of the children involved. The classroom teacher serves as the first step in handling misconduct in helping students navigate these "teachable moments”. Families are contacted when necessary. The list below outlines conduct that violates our Community Conduct guidelines. It is not intended to be an exhaustive list; thus, RA reserves the right to also address misconduct not listed here that disrupts the learning environment, negatively impacts our school or others, or is contrary to our policies and expectations.
LEVEL 1 MISCONDUCT
LEVEL 2 MISCONDUCT
These actions are not okay, but they may come f rom poor choices, misunderstandings, or f rustration. They still need to be addressed to keep our school safe and respectful. Minorly hurting someone’s body by accident due to unsafe behavior Severe tantrums Disrespectful behavior toward an adult or peer (including dishonesty) Use of hurtful or insensitive language Discussion of inappropriate topics/swearing Exclusionary behavior Refusal to participate in assignments or activities Damage or misuse of school property Taking someone else’s belongings Intentional misuse of technology
These are serious behaviors that are highly disruptive, and can harm the safety and well-being of an individual or the whole school community. They may also include very serious cases of Level 1 behaviors. Hurt someone’s body on purpose Severely hurt someone’s body by accident due to unsafe behavior Repeated use of language or behavior that causes identity-based harm Academic dishonesty Pulling the f ire alarm Inappropriate touch or behavior involving own or others’ private parts Bringing dangerous items or weapons to school Any behavior that is harmful to the health and safety or others, or creates a risk of harm
Potential Consequences
Potential Consequences
Loss of privilege Repair of damage Restorative conversation with another student In-school reflection At-home reflection
In-school reflection At-home reflection Implementation of behavior plan Off icial school warning Suspension f rom school Dismissal f rom school
Lower School (Grades K-3) continued If a student engages in misconduct, or there is a report of potential misconduct, the following procedures will generally be followed: 1.The Head of Lower School will be notified and the teacher and/or Head of Lower School will speak with the student(s) involved. In all conversations with students, we expect them to tell the truth and take responsibility for their actions. 2.After these conversation(s), the teacher will document what happened. Notes are shared with the Head of Lower School so everyone can work together to monitor patterns of behavior and help the student grow. 3.If the category and level of misconduct are clear, the Head of Lower School will make a decision about appropriate consequence(s) and interventions as outlined above. 4.If the category and/or level of misconduct needs to be clarified, or the student has engaged in prior misconduct that needs to be considered in determining the appropriate outcome, the Head of Lower School will collaborate with the administrative team to review the facts, conduct further investigation if warranted to determine what occurred, and made a decision about appropriate interventions or consequences. 5.If the misconduct involves another student, an adult will typically facilitate a restorative conversation between the students when appropriate. 6.Families will be contacted as necessary to discuss student misconduct and the outcome of decisions made by the School regarding consequences.
Middle & Upper School (Grades 4-8) Kindness, responsibility, and respect serve as the foundation for our Community Conduct guidelines. We recognize that, at times, Middle and Upper School students behave in ways that contradict these values. Teachers and administrators strive to help every student navigate these “teachable moments” by employing restorative practices – conversations and actions aimed to clarify the impact of behavior, repair relationships, and rebuild trust. Families are contacted when necessary. The list on the following page outlines conduct that violates our standards for community conduct. No list is comprehensive; thus, RA reserves the right to also address misconduct not listed here that disrupts the school community.
Middle & Upper School (Grades 4-8) continued
LEVEL 1 MISCONDUCT These actions are not okay, but may come f rom poor choices, misunderstandings, or f rustration. They still need to be addressed to keep our school safe and respectful. Distracting others or acting inappropriately in class Refusing to follow directions or do work Using a phone when and where it’s not allowed Choosing not to follow the dress code Discussing topics that are not appropriate for school or using inappropriate language Saying or sending unkind messages to others (including online) Making comments that make others feel uncomfortable based on gender, identity, or orientation Rough physical behavior (e.g., pushing or shoving) Pressuring someone to do something they don’t want to do Academic dishonesty and plagiarism Intentional misuse of technology Unexcused absence f rom class Being disrespectful to a teacher or staff member
Potential Consequences Loss of privilege Repair of damage Restorative conversation with another student In-school reflection At-home reflection
LEVEL 2 MISCONDUCT These are serious behaviors that are highly disruptive, and can harm the safety and well-being of an individual or the whole school community. They may also include very serious cases of Level 1 behaviors. Physically, verbally, or emotionally hurting someone Behavior deemed threatening, whether executed or not Repeated use of language or behavior that causes identity-based harm Damaging or destroying school or personal property Bringing dangerous items or weapons to school Sexual misconduct Using, selling, distributing or bringing drugs, alcohol, vape pens, or similar substances Gambling (betting money or items) Behaving in a way that damages the school’s reputation, is illegal, or creates a risk of harm or is harmful to the health and safety of another
Potential Consequences In-school reflection At-home reflection Implementation of behavior plan Off icial school warning Suspension f rom school Dismissal f rom school
Middle & Upper School (Grades 4-8) continued If a student engages in misconduct, or there is a report of potential misconduct, the following procedures will generally be followed: 1.One-on-One Conversation: Any faculty or staff member who observes a behavior that is inconsistent with the School’s behavioral expectations will typically first have a one-onone conversation with that student or with any other students involved. In all conversations with students, we expect them to tell the truth and take responsibility for their actions. 2.Teacher Reflection/Communication Sharing: Information from conversations with the student or students will be shared with the Division Head and the student’s advisor. This information may be documented in writing. Depending on the circumstance, the advisor and/or Division Head will communicate with families to ensure a clear understanding of any necessary next steps and student support is shared by all. 3.Gathering of Information: All information, including any write-ups, will be reviewed by the Division Heads, and additional information will be gathered as necessary. In the case of Level 2 offense or repeated Level 1 offenses, the MS/US Administrative Council will meet to determine the next steps, and the family will be notified. 4.Consequences are Determined: Consequences typically are of a progressive nature and will depend on the severity of the incident, the age of the child, and the classification of the offense as Level 1 or Level 2. 5.Restorative Conversation: When appropriate, students will be guided to engage in a restorative conversation with the individual(s) harmed by their misconduct.
Restorative Conversations A restorative conversation intends to support students through the process of conflict resolution. This reinforces teachable moments and allows for a student to reflect on their behavior, recognize the impact it had on others, and take responsibility. First, the adult will set the tone for the conversation to open the lines of communication between the students. Next, the student who was harmed explains the situation from their perspective, including the impact they experienced. Then, the student who caused harm responds to what they heard, offering an apology if needed. Finally, the students work together (with support from the adult) to create an agreement to move forward that addresses both students’ needs and repairs the harm that was done.
Behavior Outside of School Ridgefield Academy/Landmark Preschool’s students should feel proud to serve as representatives of our school community. It is our hope that students conduct themselves outside of school in a way that upholds our mission. Because behavior away from school may have a significant impact on the learning environment, students should expect that the school may intervene and impose consequences, including discipline, for conduct that: has a negative impact upon the school performance of any student; adversely affects the educational environment, including creating a situation that is intimidating, hostile, or offensive; creates a health and safety risk or compromises the safety of another; affects the services, honors, programs, or activities available to any student at the school; or is disruptive to the school or our school community.
Clarification of Terms It is important to note the differences among varying types of behavior to more clearly describe how one is experiencing unkindness. Signe Whitson – Certified School Social Work Specialist, national educator on Bullying Prevention, author, and COO of the Life Space Crisis Intervention Institute – defines these distinguishing terms as follows: Rude: inadvertently saying or doing something that hurts someone else; often spontaneous Mean: purposefully saying or doing something to hurt someone once (maybe twice); intent is present, often motivated by angry feelings or the misguided goal of propping themselves up Bullying: intentionally aggressive behavior, repeated over time, that involves an imbalance of power; may be verbal, physical, relational, or cyberbullying
RA|LP is committed to ensuring a productive and joyful learning environment for all students. When behavioral transgressions occur and/or are repeated, they will be addressed in the following ways: discipline appropriate to the offense, restorative practices that (re)establish respect, trust, and safety for those who experienced harm, and/or education about the underlying issues that might have contributed to the offense, so that the harm is less likely to occur again. If the student’s behaviors cannot be reduced or eliminated with intervention and support from home and school, an alternative school may be discussed.
“BULLY IS A VERB, NOT A NOUN. IT IS SOMETHING A CHILD MAKES A CHOICE TO DO BUT IT DOES NOT MEAN THAT IS WHO THEY ARE.”
TARDINESS & ABSENTEEISM Regular and punctual attendance is essential to the educational process. It is the engagement with teachers and classmates that distinguishes and underscores the true experience of our school. In Connecticut, a student can be considered "truant" if there are four unexcused absences in a month or ten unexcused absences during the school year. In order to promote accurate recording of student attendance, families are asked to adhere to the following procedures: When your child will be absent or tardy, a parent or guardian must inform the appropriate main office (Preschool/Lower, Middle/Upper School) before 9:00 a.m. It is important to note the reason for the absence. If a child accumulates enough unexcused absences such that they are considered truant, we will require a doctor's note for each subsequent health-related absence. If a child is struggling with attendance, we reserve the right to have the child meet with our school counselor. Work with us; we understand that situations arise that can be complicated and we can be most effective when we are informed and aware of how best to support you and your child.
Section #7
HEALTH & WELLNESS It is important to notify the school nurse on the Ridgefield campus, or the preschool director on the Westport or Bedford campuses, if your child is not feeling well, is being treated for a medical condition, or is taking medication for an illness. Having this information will enable the nurse or director to better assist your children.
HEALTH REQUIREMENTS FOR CT CAMPUSES CT Preschool The state of Connecticut requires physical examinations within 12 months prior to opening day for all preschool students, and the school is required to keep an Early Childhood Health Assessment form on file for each student attending our school.
Kindergarten - Grade 8 It is Connecticut state law that the school has a completed and current (less than one year from the start of school) Connecticut Health Assessment Record (CT HAR) on file for all new students, students entering kindergarten, and students entering grade 6. All students must also be immunized and provide proof of immunization in accordance with either NY or CT state law. Immunization requirements and medical and sports forms for all students on the Ridgefield Campus can be found here. Immunization requirements and medical forms for all students on the Westport Campus can be found here.
HEALTH SCREENINGS For students at the Ridgefield campus, Connecticut law requires that all students undergo certain health screenings in order to provide for early detection of potential health concerns. These screenings include an annual audiometric screening for hearing and vision screening for distance visual acuity and are conducted in students in Kindergarten, Grade 1, and Grades 3-5. A postural screening is required for (1) each female student in Grades 5 and 7, and (2) each male student in Grade 8. All required screenings will be performed by the nurse, and families will be informed of the approximate date of the screening via email.
HEALTH REQUIREMENTS FOR BEDFORD, NY, CAMPUS NY Preschool The state of New York requires physical examinations within 12 months prior to opening day for all preschool students, and the school is required to keep a health assessment form on file for each student attending our school. Immunization requirements and medical forms for all students on the Bedford Campus can be found here.
HEALTH & WELLNESS EMERGENCY INFORMATION
ILLNESS GUIDELINES
Parents/guardians are required to review and update their household profile in the Patriot Portal on an annual basis. Failure to supply this information prior to the start of the school year could result in the child being turned away from class until the information is completed.
A primary step in preventing the spread of infection is keeping your children at home when they are ill. Parents/guardians are the best observers of their children and know when they are out of sorts. It is in this early stage that children are most infectious, and it is important that they be kept out of school at this time. They will get better faster and not spread infection to others. We know this puts a burden on parents/guardians, as they may have to use time from work and scheduled activities to be with their sick children. While we are sympathetic to working parents/guardians, our first concern is the sick child and all of our other students. If a child appears to be ill, they will be taken to the school nurse or to the Main Office for evaluation. The nurse is in school daily at the Ridgefield campus from 8:20 AM – 3:40 PM.
MEDICATION ADMINISTRATION If any medication must be administered at school, an Authorization for the Administration of Medication by School Personnel form has to be completed by the parent and health care provider. If a student has a severe allergy, an Emergency Care Plan must be completed by the parent and healthcare provider, along with a completed Medication Authorization Form for each medication prescribed. Please see the nurse on the Ridgefield campus or the preschool director for these forms. Our primary goal is the safety of your children. Changes to any contact information, including phone, address, emergency contacts, and emergency pickups, should be made throughout the year on the Patriot Portal.
If you are unable to access the Patriot Portal or need assistance, please contact: Ridgef ield campus: Molly Higgins (PS/LS): 203894-1800 x106 Hillary Ashley (MS/US): 203894-1800 x134 Westport campus: Janet Wilson: 203-226-6982 Bedford campus: Sarah McKimmie: 914-2342300
Students, faculty, and staff are strongly advised to stay home if they are sick. Always consult with a healthcare professional before returning to school. Guidance for returning to school following illness (including COVID-19, RSV, Influenza, etc.): Fever – Must be fever-free for 24 hours without the use of fever-reducing medications. Vomiting or diarrhea – 24 hours since last episode and able to tolerate a regular diet. Illness requiring antibiotic therapy – Must be on antibiotic therapy for a full 24 hours prior to returning A doctor’s note of clearance may be required. These illnesses may include, but are not limited to: Chicken Pox (Varicella) · Measles · Pink Eye (Conjunctivitis) · Fifth Disease · Strep Throat · Impetigo · Influenza · Head Lice
HEALTH & WELLNESS
PHYSICAL EDUCATION (PE) REQUIREMENT PE attendance is an essential component of our curriculum and is required unless a healthcare provider gives a written excuse for the absence. If your healthcare provider writes a PE excuse, please include the reason for the exclusion as well as the first and last day of exclusion. These notes should be sent directly to the school nurse at the Ridgefield campus or to the Preschool Director in Westport or Bedford.
EMOTIONAL HEALTH RA|LP is committed to supporting the emotional health and well-being of its students. To this end, the school employs a full-time school counselor. The school counselor works directly with students to manage and navigate social and emotional issues, works with teachers and advisors to support specific student concerns or group issues that arise in a classroom setting or grade level, and institutes and leads targeted breakout sessions with student groups. They actively collaborate with parents/guardians and faculty regarding students’ social and emotional needs and lead the referral process for students in need of greater support.
HEALTH & WELLNESS FOOD ALLERGY GUIDELINES The objectives of these guidelines are to: assist an identified allergic student in avoiding exposure to allergens and to provide a supportive learning environment. Ridgefield Academy and Landmark Preschool will work with parents/guardians and students who have allergies to minimize or avoid, as much as possible, the chances of an allergic reaction that may threaten a student’s well-being. RA|LP takes what it considers to be reasonable measures to guard against any student experiencing an allergic reaction. However, the school cannot guarantee that a student will not come in contact with a product they may be allergic to in the course of a school day or during a school-related event.
A FEW EXAMPLES OF COMMON FOODS THAT CONTAIN PEANUTS OR TREE NUTS CHEX MIX CHOCOLATE BARS GIANDUJA (A NUT MIXTURE IN SOME CHOCOLATE) GRANOLA BARS MARZIPAN (ALMOND PASTE) NOUGAT NUTELLA PEANUT OIL PESTO (PINE NUTS) TRAIL MIX
The school nurse and preschool directors will work with parents/guardians, students, teacher/advisor, and Dining Services to outline a plan to address the needs related to the child’s allergies and to minimize the risk of exposure. Appropriate information and precautions will be communicated accordingly by the administration, school nurse, and/or the classroom teacher/advisor. Food allergies can be life-threatening. In some cases, the allergens need to be ingested; in other situations, they can be airborne or the result of physical contact (“touch-sensitive”). For this reason, students, faculty, staff, and parents are asked not to bring any peanuts, peanut products, tree nuts, or tree nut products to the campus or on school-sponsored excursions, including athletic events. This includes, but is not limited to, birdseed, granola bars, coffee that may contain nut products, certain scented hand lotion, etc. Signage is posted throughout each campus that indicates we promote a nut-aware environment. The risk of accidental exposure can be reduced if everyone in our school community works to minimize risks and provide for a safe environment for food-allergic students. Epinephrine (with a device known as an “EpiPen”) will be available in Ridgefield Academy emergency first-aid boxes and may be used to administer emergency first aid to students who experience allergic reactions but who do not have a prior written authorization of a parent or existing medical order for an EpiPen. If needed for emergency first aid, the EpiPen would be administered according to the emergency medication protocols developed by the school nurse and consistent with applicable law. The school will administer EpiPens or other emergency medication required by students in the case of a severe allergic reaction in accordance with protocols for prescribed medications, which require parental consent and a current medical order. Parents who do not wish for their child to be administered epinephrine in emergencies may opt out by sending a written request to Nurse Laura on the Ridgefield campus or the Preschool Director on the Westport and Bedford campuses to confirm that they do not want emergency epinephrine administered to their child.
Section #8
SNACKS & LUNCH All campuses are peanut- and nut-aware to help limit exposure to these foods. All food brought from home needs to be nut-free and adhere to the Food Allergy Guidelines. For safety reasons, please do not send glass bottles, candy, or any small food items on which a child could choke. It is our goal to educate students with allergies, but also provide similar alternatives that can be enjoyed. If your child has a food allergy, please contact: Ridgefield - School Nurse, Laura Clark, RN Westport - Preschool Director, Siobhan Powers Bedford - Preschool Director, Evelyn Tangney
DUE TO THE NUMBER OF STUDENTS WITH SEVERE ALLERGIES, PARENTS SHOULD NOT SEND PEANUT OR NUT PRODUCTS IN TO SCHOOL.
PRESCHOOL SNACKS AND LUNCH Westport Students bring their own snacks and lunches to school, including beverages, napkins, and utensils (if needed). We suggest a nutritious snack and lunch to help students be at their best throughout the school day. If a student has left his or her lunch at home, the teacher will call home to see if a lunch can be brought. If not, a snack will be provided. For safety reasons, please do not send glass bottles or hard candy. Bedford Students bring their own snacks, labeled water bottle, and napkins, and utensils (if needed) to school every day. We suggest a nutritious snack to help students be at their best throughout the school day. If a child does not have a snack, one will be provided for them. Children with known food allergies are required to bring their own food, including snacks and party treats. Please speak with your child’s teacher or the Director for details. Ridgefield Parents can choose to participate in the PS lunch program and have their child receive healthy prepared foods each day for a fee. All lunches are produced on campus, from scratch. Families make their child’s lunch selections online each morning. Alternatively, PS students can bring their own lunch from home. Preschool students who bring their own lunches also should include beverages, napkins, utensils, and an ice pack. We suggest a well-balanced lunch to help students be at their best throughout the day. Snacks for Ridgefield preschool students will be provided each day. To foster healthy eating habits, our snacks consist of fruit, vegetables, and grains.
RIDGEFIELD ACADEMY LOWER, MIDDLE & UPPER SCHOOLS Snacks are available for students in Kindergarten - Grade 8, and a healthy, nutritious lunch will be provided for students daily. A variety of choices are available, and all students are encouraged to try new foods.
Section #9
RA|LP@HOME RA|LP@Home provides an option for families where there is a compelling rationale to support longer blocks of remote learning. RA|LP@Home flexibly meets the needs of students and their families by mirroring the independence and self-directed work structures that students access within our in-person classrooms. While authentic learning experiences students have with one another in person are ideal, there are many benefits of having students join their class via RA|LP@Home for portions of the day.
Circumstances that lend well to accessing @Home learning Unexpected travel for extended periods of time Extended absence due to illness, quarantine, or injury Absences more than 3 days that are not sickness related Families that need to relocate during the year and would like to continue accessing their RA|LP learning community A student athlete or performer needs to travel for competitive events or training
IF YOU ARE INTERESTED IN EXPLORING RA@HOME FOR YOUR CHILD, PLEASE CONTACT YOUR DIVISION HEAD AND/OR THE ASSOCIATE HEAD OF SCHOOL FOR ACADEMICS .
STUDENT TECHNOLOGY
Section #10
ACCEPTABLE USE POLICY This Acceptable Use Policy outlines essential guidelines to ensure that technology is used intentionally, safely, and responsibly across our school community. We take a purposeful, balanced, and developmentally appropriate approach to digital integration, empowering students to explore, create, collaborate, and think critically through active learning experiences. By demonstrating integrity, empathy, and respect online, caring for school-issued equipment, and protecting personal account credentials, students build the habits needed to become ethical, confident digital citizens. Adhering to these standards allows students, families, and staff to maintain a secure, inclusive, and supportive digital learning environment for everyone.
GENERAL GUIDELINES Digital Citizenship Be respectful, kind, and inclusive when using technology. Use appropriate language and treat others online as you would in person. Be mindful of your digital footprint and understand the impact of your actions online. Responsible Use Use technology resources provided by the school for educational purposes. Take care of One to One devices and report any damage or technical issues to a teacher or administrator. Follow the guidelines outlined in this AUP when using software and technology. One-to-One Device Usage (K-Grade 8) Handle Chromebooks/iPads with care and respect, both at school and at home. Keep the Chromebook/iPad clean and secure when not in use. Avoid placing any heavy objects on top of the Chromebook/iPad. Students are expected to treat their Chromebooks/iPads with care, and families may be asked to reimburse the school in cases of loss or extreme damage. Take-Home Policy (Grades 5-8) Chromebooks are allowed to be taken home unless a parent/guardian explicitly opts out of the Take-Home option. Take home the Chromebook only for educational purposes and under the guidance of teachers. Transport the Chromebook safely and avoid exposing it to extreme temperatures or liquids. Internet Safety Use the internet for educational purposes, under the guidance of teachers. Avoid accessing or sharing inappropriate content, including but not limited to violence, hate speech, or explicit material. Our tech department will occasionally monitor student usage of school technology and will communicate any concerns with home/school as necessary Account Usage Use your assigned Google account and login credentials provided by the school. Do not share your account credentials with others or use someone else's account. Software and App Usage Install only approved software and apps on the Chromebook. Do not attempt to modify or tamper with the Chromebook's operating system or settings. Report any technical issues or software malfunctions to a teacher or administrator.
STUDENT TECHNOLOGY PERSONAL ELECTRONIC DEVICES (PHONES & SMART WATCHES) Between 8:25 AM and 3:30 PM students may not use personal electronic devices including, but not limited to, handheld video games, cell phones, Apple or other smart watches, or any electronic devices that would interfere with the learning environment while on campus. RA does not support a “bring your own device” (BYOD) model. If a student is found using one of these electronic devices during the school day, it will be taken away from the student and given to the appropriate division head or director. The student or, in some cases, the student’s parent will be directed to retrieve the device from the division head or director at the end of the school day. Parents/guardians who wish to communicate with their children during the school day should do so through the office. Unless otherwise specified, personal electronic devices are not allowed on field trips.
SECURITY, PRIVACY, AND HARASSMENT The school’s Chromebooks, internet, and any technology provided by the school are all considered to be part of the school’s computer and are the property of the school. As such, all data residing on Ridgefield Academy/Landmark Preschool's systems are subject to inspection by the school’s administration. The school has the right to examine and evaluate any material that resides on, is created using, or is accessed through systems that the school owns. Students should not have any expectation of privacy with respect to the school’s computers, network, or systems. Students and families should also bear in mind that: Any effort to compromise network security will be considered an act of vandalism. All reasonable precautions should be taken to prevent the unauthorized use of any account. Passwords should not be shared, though teachers of some grades might keep a record of student passwords in order to help with classroom activities. At no time should anyone engage in behavior that could be interpreted as online harassment or bullying. Students are expected to abide by all school rules when using technology.
STUDENT TECHNOLOGY INTERNET ACCESS AND EMAIL All members of the school community are expected to use internet resources responsibly. Any inappropriate use of internet resources should be reported. Students should ensure that they do not – either accidentally or by design – visit sites that might contain objectionable content. A student’s intentional access to content deemed inappropriate may result in disciplinary action. The network firewall restricts access to sites based on categories of content and sometimes mistakenly flags sites as appropriate or inappropriate. If a website is mistakenly blocked or unblocked, direct any questions to Director of Technology, Kosta Myzithras, at technology@ridgefieldacademy.org, or to a classroom teacher. Although students in Grade 2 and above are given school email accounts, for our younger grades, these accounts are for accessing school-approved resources and are not used for communication. All students in Grades 5-8 are given a Ridgefield Academy account that provides access to the Google Workspace of products, including an email address that should be checked regularly for messages from teachers and other faculty members. Students should use their Ridgefield Academy email accounts to communicate with their teachers, and should not expect faculty members to return email messages to unfamiliar email addresses. To support classroom instruction and enhance digital learning, the school creates user accounts on behalf of students for essential educational platforms. These online tools include applications such as Google Workspace, Lexia, and IXL, along with any additional learning programs deemed necessary by the school. All accounts are established solely for academic purposes to ensure students have secure, uninterrupted access to their coursework throughout the school year. Students are not able to receive emails from outside our organization. Emails sent by any member of the school community with a ridgefieldacademy.org address are considered to be a direct reflection of the school. Any concerns about messages not received, misdirected, suspicious, harassing, or threatening in any way should be reported to a teacher or administrator.
STUDENT TECHNOLOGY PLAGIARISM AND COPYRIGHT INFRINGEMENT From the earliest stages of education at Ridgefield Academy/Landmark Preschool, students are taught the importance of conducting thorough research and citing information from reputable sources. We expect all members of our community to consistently demonstrate respect for intellectual property by correctly attributing any information they use in their work. As students use technology tools (i.e., Google Suite, A.I., etc) to collaborate and to develop materials and work, they should remember that each student’s work is their own, and document versioning will reflect that work.
SOCIAL NETWORKING AND AUDIO-VISUAL RECORDING Ridgefield Academy/Landmark Preschool students should be mindful of the fact that most social networking websites or apps require a minimum age of 13 to use their services. However, those that do should take care to create a positive digital footprint and be mindful that anything posted online, whether of themselves or of others, should be positive, meaningful, and constructive. Posting, releasing, or otherwise disclosing photos, images, videos, or information that identifies our students by their full name is strictly prohibited. Ridgefield Academy takes seriously its obligations to protect the privacy of its students and their families. While the school cannot prevent families from posting their own images of student performances and events online, we ask that you please make such postings private. Thank you for your understanding.
Consequences of Policy Violations Violations of this Acceptable Use Policy may result in disciplinary actions, including but not limited to loss of technology privileges, parental notification, and/or other appropriate consequences, as determined by the school administration. By using the school's one-to-one devices, including Chromebooks, along with Google Suite and YouTube, you acknowledge that you have read, understood, and agree to abide by this Acceptable Use Policy.
Ongoing Technology Developments Technology is an area that is ever-changing, and we want to ensure families have the most up-to-date information regarding technology, technology use, and our best practices. Please refer to our RA|LP Technology Website.
Section #11
PATRIOT PORTAL The Patriot Portal provides secure access to all resources for currently enrolled families. A link to the Portal can be found at the top of both the RA (www.ridgefieldacademy.org) and LP (www.landmarkpreschool.org) websites. The Patriot Portal should be used to to: sign up for clubs, events, aftercare update your family’s contact information schedule parent-teacher conferences provide or change dismissal instructions view progress reports and report cards view archived issues of the RA Weekly access invoices and make online payments for tuition, aftercare, and clubs view current health guidelines upload health documents and forms If you are unable to access the Portal, please contact: Ridgefield campus (PS/LS): Molly Higgins at 203-894-1800 x106 Ridgefield campus (MS/US): Hillary Ashley at 203-894-1800 x134 Westport campus: Janet Wilson at 203-226-6982 Bedford campus: Sarah McKimmie at 914-234-2300 For general portal questions and concerns: technology@ridgefieldacademy.org
Section #12
EMERGENCY & WEATHER COMMUNICATIONS EMERGENCY BROADCAST SYSTEM Ridgefield Academy and Landmark Preschool will text and email all households and parents/guardians in the event of an emergency, a closing, or other unplanned event. Should we, for example, lose power and have to close school early or decide to not open school due to inclement weather, we will text and email each family whose contact information has been entered into our Patriot Portal database. Cell phone numbers of parents/guardians listed in Veracross will automatically be added to this list unless otherwise requested. If you are unable to access the Portal or need assistance, please contact: Ridgefield campus (PS/LS): Molly Higgins at 203-894-1800 x106 Ridgefield campus (MS/US): Hillary Ashley at 203-894-1800 x134 Westport campus: Janet Wilson at 203-226-6982 Bedford campus: Sarah McKimmie at 914-234-2300
WEATHER-RELATED CLOSINGS AND DELAYS Weather-related decisions are guided by local town and transportation authorities, as well as considerations particular to our facilities and the towns in which they reside. Please note that closings/delays may differ from the local public schools or independent schools. In times of inclement weather, a text message and email will be sent to all families as soon as a decision regarding a change to the school schedule has been made notifying them of the change. Families can also visit the school’s websites (www.ridgefieldacademy.org and www.landmarkpreschool.org) to learn of school closings or delays.
Section #13
WAYS TO GET INVOLVED Ridgefield Academy/Landmark Preschool is a community built on meaningful connection and shared purpose. By choosing to be part of RA|LP, you’ve joined a school that values strong partnerships between home and school. Through active involvement, open communication, and thoughtful engagement, families play an essential role in shaping—and enriching—the student experience.
P H IL A N T H R O P Y Tuition contributes approximately 87% of the revenue required to educate students each year. The balance of the operating budget is derived from program income (e.g., summer camp, clubs, facility use), interest from the school’s endowment, and unrestricted donations to the Annual Fund.
Annual Fund Each year, all RA|LP families and members of our broader community are invited to make a gift to the Annual Fund in an amount that is personally meaningful. Every contribution matters. The Annual Fund plays a vital role in helping RA|LP thrive. Gifts provide essential, unrestricted support to the school’s operating budget—enhancing programs, enriching student experiences, and offering opportunities that tuition alone cannot fully cover. Ridgefield Academy/Landmark Preschool’s fiscal year runs from July 1 through June 30. To inspire community-wide participation, Annual Fund giving is often encouraged through a variety of initiatives—such as appreciation campaigns, festive mini-drives, or personal outreach from parent volunteers. Whether you give in response to a mailed appeal, an event, or a conversation with a fellow parent, your support makes a meaningful difference.
The Patriot Legacy Fund The Patriot Legacy Fund is an endowment fund that was established by the graduating Class of 2017 to provide tuition assistance for current and future RA|LP students who have demonstrated financial need. Each year, Grade 8 families are asked to support this tradition and provide for the next generation of RA|LP students by making a gift to this important fund. How is the Patriot Legacy Fund different from the Annual Fund? The Annual Fund supports students of today. The Patriot Legacy Fund supports students of tomorrow.
Fundraising Events / Benefits Each campus may hold a fundraising event or benefit whose proceeds are directed to a specific initiative, such as tuition assistance, playground equipment, or a facility enhancement. In addition to raising funds, events provide a fantastic opportunity for the community to gather together in support of a shared goal.
Major Gifts and Campaigns At various points during your family’s time at RA|LP, you may be invited to support a special fundraising initiative or capital campaign. These efforts seek larger gifts than those typically made to the Annual Fund and are often designed to be fulfilled over multiple years. Major and Campaign gifts are essential to advancing long-term, strategic priorities—whether enhancing facilities, launching new programs, or ensuring the school’s continued growth and excellence. These contributions help propel RA|LP forward toward bold, visionary goals.
WAYS TO GET INVOLVED F R E Q U E N T L Y A S K E D Q U E S T IO N S Q. Why is participation in the Annual Fund important? A. High parent participation signals strong community commitment to RA|LP’s mission. It helps us reach our fundraising goals, inspires others to give, and strengthens our case for foundation grants and outside support. It also reflects a vibrant, engaged parent community—something prospective families value when considering RA|LP. Q. Why should I give if I already pay tuition? A. Tuition covers about 87% of Ridgefield Academy/Landmark Preschool’s annual operating expenses. The remaining balance is funded through endowment income, auxiliary programs, and charitable gifts—most significantly, contributions to the Annual Fund. Your gift directly supports the people, programs, and experiences that make an RA education exceptional. Annual Fund gifts are also fully tax-deductible and help strengthen the school’s case for foundation grants and outside funding. High parent participation—regardless of gift size— demonstrates strong community support and makes a powerful statement about our shared commitment to the school.
Q. How much should I give to the Annual Fund? A. Philanthropy is a personal decision, and the right amount will look different for every family. We ask all members of the RA|LP community—parents, faculty, staff, alumni, grandparents, and friends—to give at a level that feels meaningful to them. During your time as an RA parent, we hope you’ll be as generous as you can. Last year, parent gifts ranged from $5 to more than $50,000. Every contribution, regardless of size, is valued and has a direct impact on our students, teachers, and programs. Q: How much of a difference can my gift really make? A: At a small school like RA|LP, every gift makes a meaningful impact. Your support helps keep our curriculum strong, our teachers equipped with the latest tools and training, and our classrooms rich with resources—all of which directly enhance the student experience. Your gift also provides flexibility, allowing the school to seize unexpected opportunities and respond quickly to new challenges. Simply put, your generosity helps RA|LP stay strong, innovative, and ready for whatever comes next. Q. Is RA|LP eligible for Employer Matching Gifts? A. Yes! Many companies offer a matching gift program, which is a wonderful way to double or even triple your gift amount to our school. Contact your company’s Human Resources Director to determine whether your employer offers a matching gift program. Q. Should I give if I receive Financial Aid? A. Yes—your participation matters. A gift of any size demonstrates your belief in the school’s mission and your child’s experience. Your financial aid award will not be affected by your philanthropy, and collective participation strengthens our community and supports every student.
WAYS TO GET INVOLVED VOLUNTEERISM Your child’s experience is greatly enhanced by the many parent volunteers who contribute their time and expertise to the school and its community. The benefits of volunteering are two-fold. You have the ability to impact students and the community when you volunteer. You also gain the opportunity to learn about and view the school through a different lens. Below is a sample of some current volunteer opportunities for parents/guardians. Annual Fund Class Captains RAPA (Ridgefield Academy Parents’ Association) Class Representatives Buddy Program for New Families Events Committee
Landmark Parents’ Association LPA Westport LPA Bedford
RAPA/LPA
Class Captains
All current parents are members of the Ridgefield Academy Parents’ Association (RAPA) on the Ridgefield Campus or the Landmark Parents’ Association (LPA) on the Bedford and Westport campuses.
Each year, a team of volunteers assists the Development Team efforts to help meet RA's annual fundraising goals. Our volunteers support the Annual Fund, encourage and help to increase giving participation, and provide insight for families still learning the importance of philanthropic contributions.
The directives of RAPA and LPA are: To build a strong sense of community and positive school spirit; To share the value of an RA|LP education with the greater community; To nurture parent-to-parent and parent-toschool communication; To help with special classroom and administrative needs; and To raise funds that offset RAPA/LPA expenditures, including social events, teacher appreciation week, etc. RAPA and LPA play an integral role in our school community, and participating families generously offer hundreds of volunteer hours in support of the culture and programs of the school. You can get involved by supporting a classroom teacher, attending and helping with events, and volunteering to assist with projects. Volunteer time commitments range from a few hours in the morning to a year-long role with weekly responsibilities.
Interested in learning more? Please contact Advancement Officer Janine Karbon at jkarbon@ridgefieldacademy.org or 203-8941800 x128.
Section #14
CONTACT US Below is a list of key contacts for your reference. Additionally, all school email addresses follow the same format: first initial, last name @ridgefieldacademy.org or landmarkpreschool.org. (For example, John Smith = jsmith@ridgefieldacademy.org). It is best to make initial contact with faculty via email. Faculty will typically respond to your message within 24 hours during the week and 48 hours during the weekend. Alternatively, you can leave a message with the Front Office on your respective campus.
Ridgefield Preschool-Grade 3
Brynn Turkish, Head of Preschool & Lower School
203-894-1800 x109
Ridgefield Grades 4-8
Kate Howell, Head of Middle & Upper School
203-894-1800 x116
Bedford Preschool
Evelyn Tangney, Director
914-234-2300
Westport Preschool
Siobhan Powers, Director
203-226-6982
Annual Fund
Janine Karbon, Advancement Officer
203-894-1800 x128
Athletics/PE
Beth MacInnes, Athletic Director
203-894-1800 x107
Billing
Linda LaFonte, Staff Accountant
203-894-1800 x105
Busing
Mark Nicotera, Facilities Supervisor
203-894-1800 x110
Communications
Ann Grasing, Director of Advancement
203-894-1800 x154
Extended Care, Ridgefield
Sara Abriola, Director of Auxiliary Programs
203-894-1800 x159
Extended Care, Westport
Siobhan Powers, Director
Financial Aid
David Suter, Assoc. Head of School & Director of Enrollment Management
203-894-1800 x112
Food Services
Paul Desiano, Director of Food Services
203-894-1800 x115
Fundraising
Ann Grasing, Director of Advancement
203-894-1800 x154
Maintenance
Tim Gore, Interim Director of Facilities & Security
203-894-1800 x132
Mentoring New K-8 Families
David Suter, Assoc. Head of School & Director of Enrollment Management
203-894-1800 x112
Outside Facilities Use
Sara Abriola,, Director of Auxiliary Programs
203-894-1800 x159
Security
Tim Gore, Interim Director of Facilities & Security
203-894-1800 x132
Teaching & Learning
DDS Dobson-Smith, Associate Head of School, Academics
203-894-1800 x141
Technology
Kosta Myzithras, Director of Information Technology
203-894-1800 x135
Website
Rebecca Toon, Website & Marketing Analytics Manager
203-894-1800 x168
203-226-6982
DISCLAIMER The policies and procedures set forth in this handbook do not confer any contractual rights on any student or family, but instead serve as an aid to the school in its everyday decision-making responsibilities. Please understand that no set of rules or guidelines can cover every conceivable situation that might arise at a school. These policies and procedures are intended to apply under normal circumstances. However, from time to time, there may be situations that require immediate or nonstandard responses. The Handbook may also be revised or updated periodically, even during the school year. The school will maintain the most current version of the handbook on the Patriot Portal.
WWW.RIDGEFIELDACADEMY.ORG
WWW.LANDMARKPRESCHOOL.ORG