TAWCS 2022-24 School Manual and Curriculum

2021-24 Academic Year

52 Bridge Street Brooklyn, New York 11201-2004

Table of Contents

TAWCS Mission Statement

The Art of Words Community School (TAWCS) is a K to 8th grade independent school that believes children learn best through hands on experiences, diverse text, and a quality curriculum. We feel that these teaching and learning methods contributes to a child’s understanding of the world in which they live, which is diverse physically, linguistically, and culturally. The tenants of our school and its curriculum, in our opinion cannot be measured through traditional school methods; rather, our assessment model is based on how the real world assesses its citizens, through their words, actions and contributions.

How are we different?

Our school provides a project-based educational program and environment that is sorely missing from traditional programs. We provide a diverse curriculum that include subjects such as art, music, creative writing, global history; subjects that are often missing from traditional schools. We also infuse multiple elements of progressive, equity and community-based education throughout the curriculum.

We feel that these teaching and learning methods contribute to a child’s understanding of the world in which they live, which is diverse physically, linguistically, and culturally. The tenants of our school and its curriculum, in our opinion, cannot be measured through traditional school methods; rather, our assessment model is based on how the real world assesses its citizens, through their words, actions and contributions.

Our goal create an environment where children love coming to school and learning new things.

7:30-8:30 a.m. Drop off/Open Play/Breakfast

8:30-9:15 a.m. Math (Pure and Applied)

9:30-10:15 a.m. Literacy (Pure and Applied)

10:30 -11:00 a.m. Break

3:00-3:30 p.m. Reflection/Dismissal

Our Curriculum

Your child will receive a personalized, engaging curriculum at The Art of Words Community School (TAWCS). From Kindergarten through 8th grade, our curriculum will present students with rich opportunities for intellectual, creative, physical, emotional, and social growth. We emphasize hands-on exploration and meaningful problem-solving in an engaging, stimulating environment that is both challenging and supportive.

Intellectual and personal discovery as well as the development of critical thinking skills are vital parts of our school curriculum. We nurture natural curiosity by encouraging students to ask and respond to meaningful essential questions, and then give students the tools and resources they need to begin to discover, or uncover, their own answers. In this way, our students build their critical thinking and high-order reasoning skills, along with their ability to become independent learners ready to succeed and flourish throughout their lives.

All grade levels will have elements of our CLAP Curriculum. CLAP stands for Community, Literacy, Art, and Project-based learning. This curriculums’ methodology uses art, literature, connections to its “community” and project-based activities to reinforce a child’s understanding of the content.

Lower School (Grades K-5)

Language Arts

Reading comprehension, writing mechanics, writing skills, verbal reasoning, and vocabulary are developed throughout our lower school. Students will interact with literature through diverse methods such a checking out a book at the school or local library, to challenge and advance their reading skills, listening to an audio book or utilizing our learning management system to research information on a particular topic of interest. Whether writing a novel, researching for a presentation, or reading aloud among classmates, students will gain essential skills to prepare them as lifelong learners.

Math

Our lower school math courses give students the opportunity to apply problemsolving skills, mathematical reasoning, and mathematical knowledge. The curriculum is organized into numbers/number relationships, number systems/theory, geometry/spatial sense, measurement, statistics/probability, math communication, and quantitative reasoning. Cognitively Guided Instruction (CGI) is a supplemental approach used with the math curriculum in the classroom and is a way of listening to students, asking smart questions, and engaging with their thinking—all with the goal of uncovering and expanding every student's mathematical understanding.

Social Studies

The social studies program is designed to help students understand the world today by building an awareness of its history and geography. The integration of community studies as part of our curricula provides opportunities to center on the "concerns" of communities. These concerns topics such as immigration, ethnicity, gender, identity, the environment, poverty, homelessness, and other psycho-social aspects that contributes to the development or peril of a community. Through our teaching approaches that integrates art and literature, we create an environment for students to get in-depth understandings of the curriculum presented.

Science

Our enhanced and highly engaging science curriculum instills an understanding of the natural world and a comprehension of scientific inquiry. Themes of cause and effect, the scientific method, and engineering and design are infused throughout the curriculum, which is informed by the standards as set forth by the Next Generation Science Standards (NGSS).

Spanish

Our l Spanish program is based on the Storytelling method of teaching. The objective of the program is to prepare students for an advanced understanding of the language, (both written and oral) through a heavy emphasis on speaking, reading, and understanding language in context.

Technology

We prepare children to become tech-savvy adults. They learn how to best utilize computer technology for a more enriching learning experience. Every classroom is fully equipped with iPads for student use. Students are provided with robust opportunities to utilize technology in the classroom to enhance their learning through a wide range of resources.

Our graduates are responsible digital citizens that have mastered the four C's of technology – creativity, critical thinking, communication, and collaboration – and are prepared to be active participants in tomorrow's global community.

Citizenry

TAWCS makes the cultural development and cultural awareness of its students a top priority. Social skills such as teamwork and leadership are taught through lessons on communication, inclusivity, diversity awareness, and relationship building.

The Arts

Our fine arts program is an essential component of the educational experience we provide. We believe that teaching artistic skills and techniques provides a pathway to help students develop as individuals while providing venues for students to express themselves and demonstrate their academic learning. Art and its elements are integrated in most if not all subjects.

Physical Education

All lower school students participate in physical education classes three times per week. In addition, all students will have 1-2 hours of outdoor activity daily at a local park or playground. Exceptions will be made for all students on rainy days, and/or days where weather will not permit a safe environment were students can participate in an outdoor activity.

Middle School Program

GRADES 6-8

The Middle School program is a combination of rigorous content and vigorous skill development. Each grade level is unified around a central theme which serves to connect the experiences in the core curriculum of Social Studies, English, Science, and Math. The teachers in these four major disciplines have a positive impact on the delivery of instruction and enhances the close coordination of curriculum, skills development, and response to individual student needs. The program is designed to help students develop the organizational, academic, and personal skills they will need to meet the challenges of our Middle School and our Upper School collegepreparatory course of study. The teaching of reading and writing skills, study skills, organizational skills, and note-taking skills, for example, occur in a coordinated manner throughout the student’s school day and throughout the student’s Middle School experience.

All teachers employ a teaching method called Project Based Learning (PBL). In PBL units, students gain knowledge and skills by working for an extended period to investigate and respond to an engaging, real-world problem. During the various units, which take place at every grade level in each subject, students engage in highlevel research, deep inquiry, and substantive rigorous content, along with process skills such as collaboration, creativity, and critical thinking. The students’ final products are often real-life solutions to real-life issues.

GRADE 6

The program includes the core curriculum of social studies, English, science, and mathematics. In addition, all students take Spanish, studio Art, and health and wellness. They also can participate in extracurricular team sports, a Middle School play, or a variety of Middle School clubs (all developed by middle school students and their interest).

At the same time, students have opportunities to make choices and to develop independence. An independent reading period is part of each week.

The unifying theme of Grade 6 is “What makes us who we are?” and is centered on hands-on experiences and projects, some of which are interdisciplinary. In sixth grade, students begin to follow the service-learning thread that runs through the middle school years.

GRADE 7

“How do you connect to the world around you?” is the organizing theme connecting math, English, social studies, and science that all seventh graders are required to study. Whether exploring environmental conservation in science or global conflicts in Social Studies, students are asked to use reason and empathy to broaden their perspectives and see how they affect and are affected by our complex and diverse world. The core subjects complement their focus on academic skill

development, so crucial during these years, with an emphasis on learning by doing projects.

Besides the aforesaid classes, seventh graders study a language. All students also participate in courses offered through the Health and Wellness Program, which incorporates a four-week unit of health in its yearlong course; they also take one semester of studio art and one semester of theatre arts.

GRADE 8

The core curriculum of Social Studies, English, Science, and Mathematics is complemented with a continuation from 7th grade of one or two of our offered languages of Spanish and Latin. Drawing from the school’s mission statement, the question “How do we face the challenges of a changing world?” steers the 8th Grade curriculum. The curriculum challenges students to listen and understand differing perspectives or solutions in all their courses. The 8th grade team of teachers works closely with each other so that the connections among their disciplines can occur when meaningful and appropriate. Additionally, teachers continue to foster a student’s ability to convey their ideas and advocate for their beliefs. Because the final year of middle school is a bridge to the Upper School, teachers encourage students to become more independent learners while giving them the skills and strategies to strengthen their work ethic and grow as individuals.

LANGUAGE ARTS

Grade 6 INDIVIDUALITY AND IDENTITY (LA/II)

Content Covered: How does a person become a unique individual? What can we learn from characters as they forge their own paths towards discovering their true identities?

In sixth grade English, students examine these questions in their quest to become critical readers and writers. Reading instruction emphasizes drawing inferences, finding evidence, and deriving meaning from the texts. Through the Junior Great Books anthology and works such as The Giver and The Lions of Little Rock, students will explore the theme of individuality versus conformity, taking note of diverse voices and experiences, and the ways individuals can affect the world in which they live. Through the workshop approach, the writing program emphasizes paragraph development, with a gradual transition to multi-paragraph essays. Students are asked to respond critically to the texts they are reading and to support their arguments with evidence, inferences, and quotations.

Grade 7 LIVING BETWEEN THE LINES (LA/LBL)

Content Covered: How do literature and poetry connect us to one another? How does reading help us learn about different perspectives? How can we communicate our own perspectives with the world around us? These are the kinds of questions that shape our students’ work in 7th grade English. The course structure is based on research that good reading and writing skills are developed through mentorship and practice, practice, practice. Class often begins with a brief lesson that focuses on a specific skill or aspect of literature, which students can apply directly to what they are currently reading or writing. They are then given time during class to work independently or in groups and to conference one-on-one with the teacher.

Throughout the year, students read classic and contemporary coming-of- age texts that explore issues of cultural diversity, identity, and bias. Titles may include The DistanceBetweenUs:YoungReader’sEditionby Reyna Grande,AStepfromHeaven by An Na, Legendby Marie Lu, OtherWordsforHomeby Jasmine Warga, and The Outsidersby S.E. Hinton. Through debate and analytical writing sparked by these narratives, students work on developing their oral and written argumentation skills. The coursework also includes opportunities for students to practice creative writing through studies of dystopian literature and memoir. The school year culminates in an event we call “The 7th Grade Poetry Cafe,” where students perform original poetry that they have written throughout the course.

Grade 8

THE COURAGE OF OUR CONVICTIONS (LA/COC)

Content Covered: How should we form convictions? How is defending our convictions an act of courage? The eighth-grade English course uses the theme of

standing up for one’s beliefs to give the year coherence and a strong interdisciplinary connection to eighth grade history. The course continues the Middle School focus on reading, writing, and speaking. Using the workshop model, students continue their work on the five-paragraph literary essay, with an emphasis on deepening the thesis statement and more effectively integrating and analyzing evidence from the text. A final portfolio brings together the year’s work, both expository and creative, and demonstrates a student’s improvement in revision skills, grammatical usage, and self-reflection. Students explore the year’s theme and hone their critical reading abilities with works that may include TheHouseonMangoStreet,Fahrenheit 451,andRomeoandJuliet . The year’s program also offers several opportunities for students to stand up and exercise their own courage through such vehicles as the Living Wax Museum, a personal “Dream Speech” inspired by Martin Luther King, Jr.’s famous address, and a grade-wide festival of poetry.

HISTORY

Grade 6

HISTORY: CREATING CULTURES (H/CC)

The sixth-grade social studies program is titled Creating Cultures and it aims to explore the development of human civilizations. It begins with a study of early hominids and explores the development of human cultures through the study of ancient Egypt and Greece. The theme of this course is “power” how humans gained power over their environment in prehistory, how the concentration of resources allowed power to be focused on one person in Egypt, and then how small groups of people experimented with different political power structures in ancient Greece. Skill development is emphasized through the year, with special attention paid to writing, research, oral presentation, collaborative work, and student self-reflection. Writing is taught in combination with English with a focus on creating a thesis and supporting it with parenthetically cited evidence. Additionally, each unit offers opportunities for students to be evaluated using creative projects where students can use their own passions and interests to show what they have learned in class.

Grade 7

HISTORY: WORLD ISSUES (H/WI)

This course is framed around key concepts that examine world issues. Using historical and contemporary case studies to build context, we examine concepts such as conflict, perspective, oppression, migration, and development. Each unit is also constructed around essential questions including: Why do we fight? How do people resist oppression? And are we moving towards a better world? Students demonstrate their understanding of these essential questions through assessments and projects including the Migration Children’s Book and UN Global Goals "TED" Talk. Major readings include WhenMyNameWasKeoko,Refugee,Why

DoWeFight?and Boxers . In our unit evaluating the United Nations Sustainable Development Goals, students choose to read one of the following books: I Am Malala,IWillAlwaysWriteBack,andTheBoyWhoHarnessedtheWind.

In addition, students read and write about current events throughout the year. The core of each unit develops the twenty-first century skills of collaboration, communication, critical thinking, and creativity. These skills are fostered through class simulations, analyzing texts, research, discussion, analytical writing, and reflection. The goal is for students to leave the course understanding their connection to the world as a global citizen.

Grade 8

HISTORY: REVOLUTION, THE POWER OF IDEAS, WORDS, AND TECHNOLOGY (H/RPWT)

Access and the flow of information have shaped most revolutions that have come to define the world we live in today. Students in eighth grade history will explore how to fully understand information with a strong focus on America and the idea of “Democracy”. Moving from Gutenberg’s Information Revolution (1904) to the Revolutionary War and Civil War to our current Technological Revolution, students will develop their critical thinking and writing skills.

Crucial to this concept of a revolution of self-government, students will tackle the difficult questions of what is an American and what it means to be an American. Essential to their learning will be the ability to view and skills in history from multiple perspectives. Through a process of sustained inquiry students will explore how access to technology and information can be used to inform and bring about change. Students will see how the choices made in the past affect our present world and how each of them has a role to play in shaping our future.

MATH

Grade 6

MATHEMATICAL IDEAS (M/MI6)

The sixth-grade mathematics program focuses on understanding mathematical ideas using logical thinking, and effectively communicating them using a variety of tools. There is an emphasis on number sense, estimation, mental computation, algebraic thinking, and problem solving. Students learn concepts and participate in activities that show math connections to their everyday lives; they work individually as well as in small groups to discuss and solve problems. This course builds upon the ideas of fractions and decimals to lay a foundation for the concepts of ratio, proportion, and percent. Geometric ideas are also explored.

ADVANCED MATH(M/AP6)

The Advanced class covers many of the same topics as the Math 6 course with the

important addition of a problem-based approach. Problem-solving is taught and emphasized in this course. Computation skills such as operations on fractions and decimals are emphasized and a certain level of mastery of these skills are assumed for students in the Advanced class. Students work in small groups and present their work to their classmates in class on a regular basis.

Grade 7

MATHMATICAL IDEAS (M/MI7)

The course has two primary themes: the strengthening of those computational and algebraic skills that are required for future math courses, and problem solving. The course includes problems from algebra, geometry, integers, ratios, and proportions.

ADVANCED MATH (M/AP7)

The Advanced class in 7th grade covers proportional thinking, linear functions and solving equations from real-world problems and applications. Hands-on activities and labs deepen student understanding of concepts covered.

Grade 8

MATHMATICAL IDEAS (M/ MI8)

This course has the goal of having students master algebraic and geometric skills while strengthening the arithmetic accuracy which will lead to success in future math courses. Students learn algebraic skills through direct instruction, group work and problem solving, and geometric concepts such as volume and surface area through the study of density in their science class.

ADVANCED MATH (M/AP8)

This course shares the goal of the MI8 course of having students master algebraic and geometric skills which will lead to success in future math courses. There is a much heavier concentration on topics from Algebra I in this class and real-world applications abound. Geometric concepts such as volume and surface area is encountered through the study of density in their science class.

SCIENCE

Grade 6

SCIENCE CONCEPTS & APPLICATION (S/APP)

In sixth grade, there is an emphasis on the hands-on exploration of scientific concepts and the way science is related to everyday life. Students use laboratory activities and projects to develop an understanding of concepts and vocabulary. They apply the scientific method with a focus on asking questions, forming hypotheses, analyzing data, and using and identifying variables in experiments. Application of reading and writing skills, interdisciplinary work and awareness of current issues are also part of the 6th grade curriculum. Specific curricular

topics include evolution, an introduction to chemistry, An Introduction to Physics, A Cross-Curricular Identity Unit, and a culminating unit called experimental design and data analysis.

Grade 7 ECO SCIENCE (S/ECO)

Eco Science continues to further students’ understanding of the scientific process through investigations and hands-on experiences. Students will analyze the environmental interactions, ecological impacts, and the interconnectivity of all living things. Students apply acquired knowledge and skills to real-world environmental issues. Key topics include the water cycle, biomes, food webs, trophic levels, lab skills, and problem solving. Introduction to fieldwork takes advantage of several local environments

Students exercise choice and passion when researching, creating, and presenting extensive studies including a look at endangered, threatened, or invasive species, an investigation of major water quality issues in the area, and the emerging technological solutions to solve the world’s ecological problems. Students leave the year with an enthusiasm for getting involved and making a difference in the world around them.

Grade 8 PHYSICAL SCIENCE (S/PS)

Energy is the capacity to perform work, or in other words, create some sort of change. Through the study of astronomy, chemistry, physics, and robotics, the eighth grade science curriculum looks at the importance of energy in our world, how it manifests, where we can observe it, and where we cannot. Students will hone their skills in observation, questioning and analysis, as they begin to understand the role that energy plays in our daily activities, our society, the world, and our universe. Their curiosity about the physical and natural world is cultivated with a hands-on approach to science. Students will take data and measurements, analyze and interpret their results, and practice communicating their results through writing, speaking, creating data tables, and graphing. As the role of energy is central to understanding the universe as well as everyday phenomena, it will serve as a thematic backdrop to each concept covered.

LANGUAGES

All students in the Middle School are required to take one language. Students who demonstrate a proficiency in languages may elect to take a second language beginning in the 7th grade

Grades 6-7

LATIN

6, AND 7 (L/6,7)

The Latin program in the Middle School serves to introduce students to material at once familiar and foreign. Students will find numerous similarities between Latin and English vocabulary words; based on these similarities, they will begin a study of word construction that builds a strong foundation for their study of modern languages and facilitates acquisition of a complex and sophisticated English vocabulary. In the study of Latin sentence structure, they will develop their metacognitive skills by exploring the possibilities of an inflected language, as well as reinforcing their understanding of basic language structure. Through the continuous reading of Latin texts, as well as supplementary materials in English, students become acquainted with Roman daily life, history, and culture.

Grade 8 LATIN 8 (L/8)

This is a course for eighth grade students who have never studied Latin. The course completes the first year of Upper School Latin. Visual aids such as music and songs, as well as recorded exercises, drills and testing materials, maps and slides. Target language videos and videotaping, film and Internet are also used as aids in instruction. These aids also help to create an atmosphere of the target language and of cultural immersion within the classroom.

This language course teaches and reinforce grammatical structures and vocabulary, involve students in the practical use of the language in everyday situations and acquaint students with the cultures of French and Spanish speaking countries.

ART

Grade 6

STUDIO ART (A/SA6)

Through creation of projects, students are exposed to the basic elements and principles of art including line, shape, form, texture, space, depth, proportion, and volume. Cooperative learning and interdisciplinary projects are strong components of this yearlong course that focuses on two-dimensional work during the first semester and three-dimensional work during the second semester. Presentations and discussions related to ongoing projects allow students to study relevant, contemporary, and historical artists and their works. Viewing the

artwork of others and evaluating one’s own work introduces the idea and process of critique.

Grade 7

STUDIO ART (A/SA7)

This semester course challenges students to build on the skills and terms introduced in SA6. Students will discover, through the manipulation of different media, the physical and conceptual properties of the elements and principles of art and their use to communicate themes with others. This course places a strong emphasis on developing drawing skills and the ability to design and construct three-dimensional forms. The development of aesthetic awareness and the vocabulary for critical analysis is developed through study of the student’s own work and the work of contemporary and historical artists – through presentations and discussions.

Grades 7 - 8 THEATER ARTS 7 AND 8 (A/TA)

Students focus on a progressive series of activities, exercises, and projects designed to foster the capabilities of each student. In 7th grade Theatre Arts, the emphasis is on the development of the individual student as a collaborator in the group creative process through original play writing and traditional scene work.

In 8th grade, we hone-in on sharpening individual presentation skills through original spoken word poetry and more advanced, creative media projects. Mindfulness practice is introduced in both grade levels as a medium for stress reduction. The courses are designed to teach skills that support school widecurriculum.

HEALTH AND WELLNESS

HEALTH AND WELLNESS Grades 6-8

The overarching themes of Health and Wellness include many components. Among the most important are those that develop positive lifestyle behaviors and attitudes. Taking responsibility for one’s personal health requires a balance of active physical activity, optimal nutritional habits, positive relationships, and a strong sense of mind and body (mindfulness.) Complementing these objectives are the theme-based activities offered through the physical education program. The Middle School Health and Wellness program is designed to promote a healthy lifestyle through active participation in a wide variety of activities and sports.

Essential connections to Wellness continue through our Health Education units, which are required beginning in Grade 6 and extending through Grade 9. While students at the Middle School level may exhibit varying levels of maturity, we recognize that socially and developmentally they are not ready for adult relationships. These courses enable students to make better and more responsible decisions concerning their feelings, attitudes, beliefs, and most importantly, their actions. Throughout the Middle School years, students will be engaged in a variety of topics that range from puberty and hygiene to character development and personal wellness. Students will learn about the dangers and consequences of tobacco, illegal drugs, and alcohol use, as well as decision making and peer pressure. Students will also be introduced to reproductive anatomy and physiology, fertilization and pregnancy, contraception, and sexually transmitted diseases.

How TAWCS assesses learning?

TAWCS assesses students and their understanding of content through their projects, writings, and discussions. We assess our students based on their subject matter competency. We want all our students to have a clear understanding of the major elements of the subject taught, and to be able to make connections to their world, community, and self.

A competency-based curriculum focuses less on what learners need to know and more on how learners apply their knowledge, skills, and attitudes to the real-world environment. As a result, a competency-based curriculum helps learners to develop specific and generic competencies required to progress in their education. Our ultimate goals are to

• build upon demonstrated mastery of subject knowledge

• demonstrate their ability to transfer learning between different environments (this can include tasks where learners are asked to demonstrate their knowledge but do not receive a final or formal grade and is known as ‘formative assessment’ or assessment for learning)

• complete assessments that are meaningful and relevant to the skills required in the workplace

• develop and apply skills and dispositions needed for successful employment.

Parental Involvement

Children with engaged parents are more likely to:

• Earn higher grades or test scores

• Graduate from high school and attend post-secondary education

• Develop self-confidence and motivation in the classroom

• Have better social skills and classroom behavior

They are also less likely to:

• Have low self-esteem

• Need redirection in the classroom

• Develop behavioral issues

Across fifty different studies on parental engagement, educational researchers found a connection between family involvement and academic achievement. And the earlier educators establish parent engagement, the more effective they are in raising student performance. Parent partnerships formed during elementary school years build a strong foundation for student success and future engagement opportunities.

Parent engagement also decreases chronic absenteeism or missing more than twenty days of a school year. When teachers engaged with parents through home visits, for example, student absences dropped by 20%. Even after accounting for grade level and previous absences, students with engaged parents report less days of school missed overall. Two-way communication between parents and teachers commits students to daily attendance and raises class participation levels.

All Parents Are Responsible For

1. Sending their child to school ready to learn.

2. Ensuring that their child attends school regularly and arrives on time

3. Being aware of their child’s work, progress, and problems by reading school notices, talking to their child about school, reviewing their child’s work and progress reports, and meeting with school staff.

4. Maintaining verbal and/or written contact with their child’s teachers and head of school about the progress of their child’s education.

5. Adhering to all school policies.

6. Responding in a timely manner to communications from their child’s school.

7. Attending all meetings and conferences requested by the school that pertain to their child.

8. Entering the school building in a respectful manner, refraining from disruptive behavior, and treating all members of the school community with courtesy and respect.

9. Ensuring that the school is updated with accurate contact information (e.g., home address, telephone number).

Student Cell Phone Policies and Procedures

USE OF ELECTRONIC DEVICES

Although it is not recommended, students are permitted to bring the following electronic items to school: cell phones; and/or laptops, tablets, iPads and other similar computing devices; and/or portable music and entertainment systems. The student is responsible for the safety and security of the device and must be aware that facilities are not available to charge said devices in school.

PERMITTED USE OF ELECTRONIC DEVICES

Cell phones, computing devices, and portable music and entertainment systems may be used: before 8:00 am or after 3:35 pm anywhere in the building where it will not serve as a distraction to educational activities during lunch in the cafeteria or at the discretion of school faculty and/or staff in office settings.

PROHIBITED USE OF ELECTRONIC DEVICES

Cell phones, computing devices, and portable music and entertainment systems may not: be turned on or used during instructional time, except for instructional and educational purposes with the explicit approval of the teacher. be turned on or used during the administration of any school quiz, test, or examination, except where such use has been explicitly authorized by the school or is contained in an Individualized Education Program or Section 504 Accommodation Plan be turned on or used during school fire drills or other emergency preparedness exercises; and/or be used in violation of any provision of the DOE’s Discipline Code, the school’s policy, Chancellor’s Regulation A-413, and/or the DOE’s Internet Acceptable Use and Safety Policy (“IAUSP”).

VIOLATIONS FOR USE OF ELECTRONIC DEVICES

Violations of this policy will be subject to disciplinary action which may include:

Device Confiscation - Confiscated items will only be returned to the parent/legal guardian following a behavioral conference regarding the violation of the school discipline code; and/or Privilege Revocation – Students may lose the privilege to bring electronic items to school.

Attendance

Attendance and Punctuality:

Regular and prompt attendance is mandatory since daily participation in class and handing in homework are essential elements of this course. When a student is absent, she/he must bring an excuse note on the day of return. Determinations of passing or failing in a course will be based primarily on how well students master the subject matter, concepts, content, and skills addressed in the class as defined in this syllabus. Absent students will be given at least one opportunity within a reasonable amount of time to make up any graded classwork, homework, assignments, or assessments. On the day of the student’s return, the teacher and student will schedule a date for the completion of the missed assignment. Made-up work missed due to documented absences (i.e., notification from parent/guardian, medical professionals, etc.) will not be penalized. Unexplained absences can lead to a grade penalty of up to twenty-five percent on the made-up classwork, homework, assignments, or assessments.

Class Participation, Homework, and Projects

Class Participation: You are required to take notes, as they will be one of your only sources to prepare yourself for the material to be discussed and examinations. Class participation is the biggest indicator of your knowledge and grasp of the subject matter.

Homework: Students are required to complete all assignments; at times, students will need to submit a homework assignment to reinforce a specific skill the student had difficulty understanding during class.

Projects: Students may be required to submit projects for the marking period, term, or course. Details on the content, research technique and format of the project(s) will be provided by the teacher.

Grades

Behavioral Expectations

RULES

1. Respect - be kind to everyone and everything

*We will follow directions the first time given.

*We will be respectful to the teacher(s), classmates, and all classroom materials.

* We will keep hands, feet, and all other objects to ourselves.

* We will be respectful of individuals of who speak languages other than English, cultures outside of the United States, and individuals who are of a different race, class, or gender identity.

2. Organization - be prepared

*We will bring all necessary materials to class daily.

3. Attitude - be happy and work hard

*We will bring a positive attitude to class.

*We will be cooperative group members.

4. Responsibility - make good choices for yourself

*We will allow the teacher to teach and other students to learn.

*We will keep our workspaces neat and tidy.

TAWCS Discipline Policies

Discipline Policy

The goal of our discipline program is to promote responsible decision making, respect for self and others, respect for property and pride in appropriate behavior. One of our primary responsibilities as a school is to promote a safe, productive learning environment, and it is our belief that communication and teamwork between the home and the school are important in promoting good citizenship and a secure school.

Teachers will present basic rules and regulations for the classrooms and playground. Our rules involve creating a safe and orderly working environment for all and will include the following: treating others with respect and as you would wish to be treated; playing safely with no rough play, fighting, or play fighting at any time; and using language that is appropriate to the school setting - there is to be no profanity or demeaning name calling.

Our complete Discipline Plan is outlined below and includes specific school rules.

TAWCS Discipline Plan

We believe that together, we will promote an academically, physically, socially, and emotionally safe environment in which every individual accepts personal responsibility for making a positive contribution to the harmony and welfare of the school as a whole.

We strive to have excellent character and good citizenship!

Integrity

Make a choice to be your best; be honest, be loyal, honor your commitments; and keep your word.

Respect

Make a choice to treat others with courtesy and respect.

Kindness and Compassion

Make a choice to be thoughtful of others, always striving to be kind and considerate.

Responsibility

Make a choice to think before you act; consider consequences; and be accountable.

Citizenship

Make a choice to play by the rules; do your share; and be charitable.

We play by the rules!

• Be in class, on time and ready to learn

• Treat others as you wish to be treated

• Be courteous, kind, and positive.

• Be trustworthy

• Keep your hands, feet, and unkind words to yourself

• Follow directions

• Take responsibility for your actions

• Take the initiative to solve problems positively

• Show pride and loyalty for yourself and your surroundings

We accept responsibility....

As students, we will…

• Show courtesy, trust, caring, respect, and fairness

• Abide by the guiding principles

• Uphold the school standards

• Accept responsibility for our decisions and actions

As parents, we will…

• Model courtesy, trust, caring, and respect

• Support our student(s) in being in school, ready to learn.

• Participate actively as members of the school community

• Be informed about school policies and events

• Work as partners with the teachers and staff in the problem-solving processes

• Hold high expectations for our children’s productive, responsible behavior.

As teachers, we will…

• Maintain professionalism as we model courtesy, trust, caring, respect, and fairness

• Provide a well-organized instructional period and engaging work to facilitate good study habits and independence.

• Properly supervise students.

• Be primarily responsible for managing discipline in our classrooms.

• Maintain high expectations for productive, responsible behavior.

• Set responsible and reasonable limits, make fair judgments, and follow through with appropriate procedures for rewards and/or consequences for behavior.

• Cooperate with students, parents, and administration in a positive problemsolving process.

• Facilitate home-school communication and parent participation in problem solving.

• Refer students to the appropriate support staff after appropriate measures to manage disruptive behavior have been unsuccessful.

As the Head of School, I will…

• Facilitate collaborative development of school-wide procedures and programs that promote a safe, respectful learning environment.

• Maintain professionalism as I model courtesy, caring, respect, and fairness.

• Provide support for the staff in the implementation of the disciple plan.

• Provide strong, positive leadership in the development, implementation, and evaluation of the TAWCS Code of Conduct.

• Uphold all Board of Education Policies and laws of the State of New York.

• Provide leadership in maintaining a healthy, safe, productive, and content environment.

• Accept ultimate responsibility for resolution of conflicts at the school site-level.

• Research and mobilize school-community resources to develop activities that encourage students to feel good about themselves and their school.

• Be an effective school-community liaison.

TAWCS children are productive students!

Occasionally, a student may behave in a manner that is counterproductive to a wellordered, positive learning environment focused on teaching and learning. In each of these incidents, there is a unique opportunity for a child to learn decision-making and problem-solving skills in lessons that are a foundation for lifelong productive behavior.

In the classroom, consequences for unproductive behavior will include a variety of actions depending on the situation including but not limited to the following: warning, teacher-student conference, a teacher-parent-student problem solving phone call or conference, and/or other classroom-interventions that are the natural consequence for the specific behavior. For example, if an assignment is not

completed, the child may be asked to finish the work during playtime; or if a student is disruptive, his/her seat may be moved to a place where the disruption is no longer possible.

If the problem continues, the teacher may hold a conference with the parent, the child, and the head of school to construct a contract that outlines the behavior to be improved and rewards and consequences for changing or continuing.

The teachers with children who have special needs are fully aware of each child's Individual Education Plan or 504 Plan contents and will seek support from the case carrier as part of the plan to address issues arising in students with disabilities.

Our staff uses “teachable moments” of discipline situations to support changes in behavior and to build problem solving skills. The following problem-solving skills are appropriate to address these “teachable moments” when misbehavior occurs.

• To truthfully describe the problem concisely

• To be able to view the problem from a personal and broader perspective

• To have empathy and compassion when appropriate

• Respect the personal space of others.

• To access and use strategies for problem resolution

• To access and use strategies to calm down prior to responding

• To plan to seek adult assistance when appropriate

• To be responsible and accountable for one’s role in the problem

• To cease future behavior that caused or exacerbated the problem.

• Accept consequences as appropriate.

Strategies and Consequences to address unsafe or disrespectful behavior

In or out of the classroom unsafe or disrespectful behavior must be immediately addressed. The goal is to use the problem as an opportunity for the misbehaving child to effect positive change at this teachable moment and to provide an appropriate consequence.

Unsafe or disrespectful behavior must be taken seriously. It is important to remember that there is no one right way to address this type of behavior in that the circumstances, frequency, complexity, and special needs are all considerations when determining appropriate consequences. At the same time the following guide provides a starting point for determining a suitable strategy to extinguish unwanted behavior, encourage appropriate social conduct and provide an appropriate consequence.

Progressive Discipline

School is an important place for children to learn the social skills they will need to be successful in life. Misbehavior is an opportunity to teach the child kindness, selfdiscipline, trustworthiness, and respect. To make a difference in helping the child to develop a conscience to guide them in future life, the consequence is most effectively related to the misbehavior.

At TAWCS we follow a progressive discipline plan where discipline interventions begin at the least intrusive level and work up to more restrictive and punitive levels if a student continues to repeat poor choices and inappropriate behaviors.

Flexibility and effective action are the keys. First and foremost, the consequence must be related to the misbehavior, considering any special needs the child may have.

Consequences for misbehavior may include the following:

• Student assigned a "time out" to sit and think about the situation and/or find alternative solutions. Playground infractions could result in an immediate "time out" or referral to the lunch recess "time out location".

• Student is redirected to another activity.

• Student receives a written discipline notice to the teacher or principal.

• Student will complete in writing a "Think Time" sheet to describe the situation and reflect on future appropriate behavior choices.

• Student will write an apology note or verbal apology to students or staff members involved.

• A discipline notice is sent home to be signed by parent and returned to school.

• A phone contact with parent by teacher or principal.

• Conference with the principal

• Conference with the student, parent, teacher, and principal

• In-house, short- or long-term suspension

Any serious act of disrespect, physical aggression, bullying, hate, alcohol/drugs, vandalism, or stealing must be referred immediately to the principal. These are some of the behaviors described in the Education Code that commands serious consequences that may include suspension or expulsion.

TAWCS School Rules

Hallways/Walkways

• Move through the hallways without talking- silence in the hallways.

• Always Walk- no running, skipping or speed walking.

• Alone, with friends, or as a class always walk safely facing forward.

• Watch where you are going and walk in a single file line.

• Be respectful of classes in the hallway and recognize the right of way.

• Be cautious near doors/entrances and walk outside of the yellow doorway circles.

• Don't cut others off- give special consideration to younger students who move slowly.

• Walk directly to your destination. Do not stop to play, hide etc.

Recess/Playground

• Respect all staff on the playground.

• Follow directions the first time they are given.

• When a whistle blows during play STOP, LOOK and LISTEN.

• Eat snacks only while sitting at the tables in the lunch court or on the playground.

• Running is not allowed on the blacktop area except as part of play.

• No tackle football, play fighting or playing rough.

• Respect others- keep your hands and feet to yourself.

• Use all play equipment properly and appropriately as instructed.

• Share equipment and take turns.

• Return equipment that you have checked out.

• Play by game rules.

• Don't argue if you are called out.

• Try to solve problems by talking it out- get help if you need it from playground staff.

• Stay within the playground boundaries.

• Tag games are not allowed on the playground, hallways, bathrooms, or cafeteria.

• Listen for the "End of Recess" call and follow these directions:

0. Safely get down immediately from all play equipment.

1. STOP. Remain in place, stop all talking, and wait.

2. Collect and return any equipment you are using.

3. Line up in an orderly fashion quickly and quietly.

Be safe, be respectful, be responsible, be a problem-solver

4. Walk back to the school quietly in line.

5. Walk to your classroom. Remember to be silent when you enter the hallways.

6. Enter your classroom quietly and be ready to learn.

Lunch/Snacks

• Lunch brought from home must be eaten in the classroom or cafeteria.

• Enter the cafeteria quietly and orderly.

• While you are eating, sit quietly facing your table and focusing on eating your food.

• Talk in an appropriate conversation voice only to the people sitting on either side of you and in front of you in your table group.

• Do not trade, share, or give away any food.

• Leave your seats only to throw away trash or to use the restroom. Students may not go to other table groups for conversations during lunch time.

• Stay at your table until dismissed by the lunch supervisors.

• Use good table manners and clean crumbs, spills, trash, and messes in your area before you leave the table.

Restrooms

• Always respect the privacy of others.

• Use restroom equipment appropriately.

• Flush the toilet.

• Wash your hands.

• Throw the paper towel in the trash.

• Use appropriate voice volume.

• Do not play or take time visiting in the bathroom.

• Return immediately to your assigned area- playground, classroom etc.

Afternoon Dismissal

• Walk and move safely in the hallway and pick-up areas.

• Follow all directions from staff the first time they are given.

• No horse play in or on the way to the pick-up areas. (Chasing, running, swinging backpacks, playing tag).

• Wait only in designated areas at each pick-up location Sit on the benches, stay in your seat on the bench and pay attention.

• Listen attentively for your name to be called when your parent arrives.