Upper School Handbook 17-18

UPPER SCHOOL STUDENT HANDBOOK 2017-18

Tower Hill School

Th e Towe r Hill M ission S t ate m e nt Tower Hill School prepares students from diverse backgrounds for full and creative engagement with a dynamic world. Each student is provided with an educational experience that

emphasizes the development of an inquisitive, discerning

and critical mind; the value of being creative and aesthetically sensitive; the appreciation of physical well being; the ability to

collaborate and to function as part of a team; and the growth of character.

C ONT E N T S Welcome 3 A Day in the Life of a Tower Hill Student A School Day

4

Academic Technology 37 On-Site Technology Guidelines Personal and School Safety Guidelines Administrative Guidelines Responses to Violations

The Rules 10 Honor Code Student Leadership/Involvement 40 Disciplinary System Student/Faculty Council Attendance Clubs Medical Leave Theater Concussion Policy Service Lateness Check-out Procedures Your Support Team - Resources 44 Behavior Student Support Extended Time/Tutoring What to Wear - Dress Code 26 College Counseling Boys Advisory Girls Parent Resources Dress Down/Jeans Day Academics and Achievements 30 Course Credits, Academic Load, Requirements Report Cards Grading and GPAs Academic Distinction Homework Testing/Exams Incomplete Work, Course Failure, Academic Probation and Blackouts

2

The Tower Hill Mission Statement

Welcome to the Tower Hill Upper School Handbook Welcome to the Upper School at Tower Hill! We believe in our motto Multa Bene Facta (Many Things Done Well) in the classroom, on stage, on the field, track or court.

Through vibrant curricular and extracurricular opportunities, the pursuit of scholarship, the exploration of leadership, interests and passions are all areas in which we place equal importance. The development of strong character is integral to our mission and program. Our holistic approach is to offer the best possible experience for learning, discovery and growth. This handbook provides a 360-degree view of that experience with additional guidelines, policies and information of what it means to be a member of the Tower Hill community.

Our expectations are simple: We ask that each member of our community live by the core values of respect, honesty and responsibility. We are committed to helping each student develop and grow academically and personally. Our Honor Code sets the standard that achievement by an individual or as a school in academics, athletics or the arts is meaningless without integrity, and we expect all members of our community to abide by this code.

Each year, students are required to have a solid understanding of the expectations as they are outlined in this handbook. Each student signs a pledge affirming they have both read and will commit to the Honor Code and standards set forth in this handbook.

If you have any questions about any part of our program, please don’t hesitate to contact me or Mr. Art Hall, Assistant Head of School and Dean of Student Life. We are looking forward to a great year!

All my best,

Megan Cover Head of Upper School Welcome to the Tower Hill Upper School Handbook

3

A DAY IN THE LI F E O F A TO W ER HILL S T U DENT THE S CHOOL DAY

4

A Day in the Life of a Tower Hill Student - The School Day

The School Day School begins at 8:30 a.m. on Monday through Friday. While classes may end earlier depending on your schedule, the academic day lasts until 3 p.m., with athletic practices running 3:45-5:45 p.m.

Monday through Friday.

School Closings and Delays School closes or delays occasionally for emergency situations, such as unsafe driving conditions and inclement weather. Students and families will be notified through Tower Hill’s Alert Now system, which will contact you through home phone, cell phone, email and text. Any information about delays or closings will also be posted at towerhill.org.

Attendance Please see Attendance for policies regarding unexcused/excused absences and unexcused/excused lateness.

Features of the Schedule The Upper School uses an eight-day rotating schedule, which includes a morning assembly, class time, free periods and breaks for snack after the first two classes, lunch at 1 p.m. and office hours from 7:45 to 8:20 a.m. and from 2:45 to 3:15 p.m. A formal assembly period is at 12:05 -12:45 p.m. on every Day 8 for 40 minutes.

Morning Assembly We begin most school days at assembly in the theater at 8:30 a.m. sharp with one day a week reserved for Homeroom/Class Meetings. During morning assembly, we make relevant announcements and/or allow time for Senior Speeches. Classes begin 10 minutes later.

Classes The Upper School uses an eight-day rotating schedule with a typical class length of 60 minutes. There are five academic periods scheduled each day. Major academic classes meet 5 out of 8 days in the schedule.

Free Periods When you do not have a class scheduled, your time is generally yours to use as you see fit. You must remain on campus and should behave appropriately. Free periods are a great time to get some homework done, meet with a teacher or relax and socialize with friends between classes. In the first semester, ninth-graders and upperclassmen in academic difficulty are scheduled into a study hall during their open periods.

After the first semester, if your grades are in good standing, the study hall becomes a free period.

Students of any grade who aren’t meeting their academic obligations may be scheduled into a study hall during an open period.

A Day in the Life of a Tower Hill Student - The School Day

5

Upper School 8-Day Schedule

6

A Day in the Life of a Tower Hill Student - The School Day

Privileges Students who are in good academic standing will not be assigned to a study hall but may use their free periods as they see fit. After first quarter, seniors can earn the privilege of signing out during a free period. They must be in school at 8:30 a.m. and remain in school for all required periods, including assemblies, lunch and sports. Seniors may only receive this privilege if they have completed their Service Learning requirement and with consent from parents/guardians. A permission slip signed by their parents and approved by the Head of the Upper School is necessary in order for a student to leave campus during a free period. These privileges can be revoked at any time during the school year. Please visit the section: Loss of Privileges for more information.

Senior Speeches Tower Hill believes that developing communication skills is of utmost importance for our graduates.

Throughout our program, students are given ample occasions to build these skills in their writing and through various public speaking opportunities. As the leaders in our division, we ask each member of the senior class to prepare a Senior Speech on a meaningful topic of their choice, which they present to the entire Upper School. Topics must be age-appropriate, constructive and approved by the Dean of Student Life and/or the Head of Upper School at least two weeks prior to their presentation. This is not a place where students should air grievances nor call out individuals in a negative fashion, but rather share experiences, stories or viewpoints. We ask seniors to work closely with an advisor of their choice in not only their preparation but also their presentation. Presentations should be about five minutes in length.

A Day in the Life of a Tower Hill Student - The School Day

7

Advisory The Advisory Program is designed to support students personally and academically throughout their Upper School experience.

Clubs and Activities Clubs are a great way for you to participate in extracurricular activities both in and out of school.

Meeting with Teachers Meeting with teachers outside of class time is commonplace at Tower Hill. These meetings can occur during common free periods and before or after school. Students may make these appointments voluntarily or may be scheduled for extra help by the teacher, advisor or class dean. Regardless of the reason, you should not be shy about seeing your teacher outside of class.

Class Meetings (Homeroom) Class meetings occur weekly. Each class meets in its Homeroom to discuss grade-specific information. The Class Deans and elected Student Government Officers run homeroom meetings..

Lunch All Upper School students are scheduled into the meal plan and are expected to attend lunch from 1:05-1:35 p.m. Our lunch options are phenomenal!

Forum The Forum Speaker Series is a unique opportunity for you to interact with personalities of national prominence.

Each year a theme is selected and approximately a half-dozen events ranging from speakers to debates to films highlight the year’s theme. Some of these events occur in the evening, and semi-formal attire is required.

Visit the Forum web page for more detail on this unique experience for Tower Hill students.

8

A Day in the Life of a Tower Hill Student - The School Day

Athletics Athletics are a required element of the school day for most students. On a typical day, practice occurs from 3:45-5:45 p.m. Depending on the sport, games occur a few times a week or on the weekend. Go to HillersSports.com for team schedules and info or to the Athletic Handbook for more information on our Athletic requirement.

A Day in the Life of a Tower Hill Student - The School Day

9

EXPECTATIONS

10

The Rules

Honor at Tower Hill Tower Hill School is an educational community committed to the ethical, intellectual and physical growth of its students both as individuals and as members of a community. Tower Hill recognizes that achievement by an individual or as a school in academics, athletics and the arts is meaningless without integrity. We believe that honesty, respect for others and self, and concern for others’ person and property are fundamental standards; therefore, Tower Hill insists upon active support of these standards by students, faculty and parents.

You will be required each year to sign a statement that you have read, understand and will actively support and comply with the Honor Statement and policies outlined in the Upper School Student Handbook. This is a way for the School to be certain that each student is aware how important this part of their commitment to Tower Hill is. It is also the reason you will be asked to acknowledge in writing on every piece of work submitted for credit that the work is your own.

Honor Statement As a member of the Tower Hill community, I pledge to uphold the core values of honesty, responsibility and respect and will not lie, cheat, mislead or steal. I will commit to the spirit and letter of this code by making good decisions, leading by example and taking accountability for my actions. I realize I am responsible for enforcing the honor code by reporting any infraction I witness or become aware of within the community. I agree to comply with this Honor Statement and the policies outlined in the Upper School Student Handbook.

Honor Pledge for any graded work: On my honor, I have neither given nor received any unauthorized assistance on this assignment or assessment.

Honor Board

The purpose of the Honor Board is to uphold Tower Hill’s standards that students conduct themselves in an honorable fashion by providing a safe place where questions of honor can be heard, questioned and rectified. Ultimately, the goal of each Honor Board is to educate students on what is and what is not honorable behavior, with the understanding that we are all human and can make mistakes. Breaches of honorable conduct include lying and misrepresentation of facts in academic work, cheating, deceiving or stealing.

Membership Students nominate themselves or are nominated by others to serve on the Honor Board and then are voted upon by the Student Senate. The voting members of the Honor Board are senior, junior and sophomore representatives and Class Deans. The Dean of Students will serve as a non-voting member.

The student’s advisor will also be present as a support to the student.

The Rules

11

The Process When the Assistant Head of School and Dean of Student Life or the Head of the Upper School has been made aware that a student has allegedly committed an honor violation, s/he may convene the Honor Board, if s/he deems the cause sufficient. Prior to the meeting, the teacher and the student in question will have a conversation to determine whether lying or cheating have taken place. The teacher will then report his/her findings to the Assistant Head of School and Dean of Student Life who in consultation with the Head of Upper School, will determine whether or not to proceed with an Honor Board. If the decision is made to have an Honor Board, the Assistant Head of School and Dean of Student Life will inform the student and contact the family as well. An Honor Board is held in a private location shortly after the violation in question occurs, and all proceedings are confidential. In some cases, a disciplinary hearing may also be called when there is an honor violation or vice-versa.

In other cases of extreme student misconduct, automatic expulsion of the student or separation from School may be warranted and the School will not proceed with either an Honor Board or a disciplinary hearing.

Possible infractions include: • Unauthorized copying of work from a peer, the internet or other source (homework, summer reading, labs, quizzes, tests, projects) • Handing in a paper without citing sources from books or internet • Unauthorized verbal or written of sharing content that is on an upcoming quiz, quest or test with peers The Assistant Head of School and Dean of Student Life calls the meeting to order with all members present, beginning with an explanation of the alleged violation, process and expectations. In cases of academic dishonesty, teachers are first asked to share their side of the situation without the student and advisor present. After a teacher is finished with her/his explanation, s/he is asked to leave the room. The student in question is then asked to explain his/her own side of the situation. Honor Board members (student and faculty) attending the hearing may ask questions of both parties for clarification and further information. After hearing the details of the alleged honor violation, the voting members of the Board shall make a recommendation based on a simple majority to the Head of the Upper School and the Head of School concerning what action or consequences should be taken if any.

The Head of the Upper School and the Head of School will make the final determination regarding any consequences that should be taken, in their sole discretion. Since the Honor Board is governed by the spirit expressed in the Honor Code, it will base its recommendation on the principles that Tower Hill students and faculty support honesty, responsibility and respect for others. While the tone of Honor Board hearings is necessarily formal, the hearings themselves are meant to clarify a situation, not to imply automatic guilt.

We recognize that students undergoing a hearing may be scared, and we require a student’s advisor (or another trusted faculty member) to accompany them for support. After an Honor Board hearing, we all make our best effort to move forward in a positive manner, allowing students to begin again with a clean slate and relationship with faculty members. These hearings are completely confidential, and their specific contents will never be released to other students or to anyone outside the meeting (other than the families/parties involved and school officials with legitimate educational interest) unless such disclosure is required in accordance with federal, state or local laws, including, but not limited to, a lawfully issued subpoena or a judicial officer. Tower Hill reserves the right to release records to colleges or other schools in case of transfer, if deemed necessary. A general written report will be published and posted outside of the Assistant Head of School and Dean of Student Life’s Office after the hearing for 24 hours about the violation, the proceedings and the verdict in an effort to educate our community and uphold our commitment to the Honor Code. Please see our Honor Code Handbook for further details about Honor proceedings at Tower Hill.

12

The Rules

Sanctions for violations of the Honor Code Below are the sanctions for honor offenses, however the Honor Board reserves the right to recommend less severe or more severe sanctions based on the nature or circumstances of each case.

First offense (can include all or some of the following sanctions): • Letter of warning • Loss of privileges for a period of time (free periods, sports, clubs) • Rewrite of work in question • Grade penalty (decided upon with teacher) • Letter of apology to the teacher, Head of Upper School and Head of School • Loss of any leadership position • Two detentions Second offense (can include all or some of the following sanctions): • Letter of Disciplinary Probation • Loss of privileges for a period of time (free periods, sports, clubs) • Failing grade on work in questions • Letter of apology to the teacher, Head of Upper School and Head of School • Loss of any leadership position • Saturday detention • One-day suspension After the second offense, the student needs to be aware he/she is at risk for separation from school.

The Rules

13

Disciplinary System The welfare of the school community as well as the school’s ability to grow and be effective in its programs is directly related to each student’s willingness to suspend a portion of his or her individuality. Students attending Tower Hill are expected to conduct themselves with honor, responsibility and respect and to have the integrity and self-discipline needed to accept the rules, policies, and expectations of the school both on and off campus. If a student exhibits negative behavior while clearly representing Tower Hill at an event that is not sponsored by or does not take place at Tower Hill (such as another school’s dance or an away athletic contest), this will be considered to be behavior “on campus” and will be responded to accordingly. This also holds true for a student’s online presence—students who are found to have openly disparaged Tower Hill or members of its community in a libelous or harassing manner in a public Internet forum— Facebook, Instagram, Snapchat, Kik, Twitter, Yik Yak, etc.—may face disciplinary action, comparable to if the offense occurred in school. For more information, please visit the Academic Technology section of this handbook.

Warnings and Detentions Warnings and Detentions can be given by any member of the Tower Hill staff and should be reported to the Class Dean and Upper School Assistant, and the Assistant Head of School and Dean of Student Life will inform the student’s advisor and Class Dean of any disciplinary consequences, and may inform others, as appropriate.

If you are involved in infractions of school rules, you may receive a “Warning” or be required to serve a Detention. If you receive a total of three Warnings, a Detention will be issued. Warnings reset at the beginning of each semester.

Examples of infractions which will normally result in a Warning are the following: • Dress code • Chewing gum • Arriving late to class • Inappropriate behavior • Inappropriate use of cell phone or technology • Disrespectful treatment of school property Detentions are served weekly. They occur on Wednesday mornings from 7:30 a.m. to 8:15 a.m. You will receive an email on Tuesday prior to your detention letting you know where you are to serve it. If you fail to serve your Detention on the assigned date, you must serve it the following week regardless of any conflicts. If you miss the make up or have an unexcused absence from Detention, you will incur another Detention and be called to meet with the Assistant Head of School and Dean of Student Life, who will determine the appropriate consequence. Students may complete homework while serving their Detention. Repeat violations may lead to a Disciplinary Board hearing.

Examples of infractions which will normally result in a Detention are the following: • The fourth and any additional unexcused lates to school per quarter • Repeated dress code infraction • Repeated chewing gum • Repeated minor lateness to class • Inappropriate use of cell phone or technology • Unexcused absence from class or part of a class (two Detention offense) • Foul language/disrespectful behavior • Disrespectful treatment of school property

14

The Rules

• Not returning a school computer to the library at the appropriate time • Inappropriate use of cell phone or technology

The disciplinary system is designed to deter inappropriate behavior. Multiple Detention assignments indicate a pattern not conducive to the enrichment of the community and therefore will lead to more serious consequences as described below: Three Detention assignments within an academic year will lead to a Disciplinary Board meeting Five Detention assignments within an academic year will lead to a Letter of Warning and a Saturday detention • Seven detention assignments will lead to an additional Disciplinary Board meeting and most likely will place a student on Disciplinary Probation • Students who accumulate 10 Detentions or more may risk suspension or expulsion • •

While the number of Detentions will not accumulate from year to year, records of these infractions will be kept and may be consulted in future disciplinary decisions.

Disciplinary Board A Disciplinary Board hearing may be called by the Assistant Head of School and Dean of Student Life or the Head of Upper School when a student has violated our core values of honor, responsibility and respect either on or off campus Membership The voting members of the Disciplinary Board are the vice-presidents of the sophomore, junior and senior classes and one additional representative from each class as well as Class Deans. The Assistant Head of School and Dean of Student Life will serve as a non-voting member. The Vice-President of SGA will also serve as a representative. Once the Board has its representatives, they will nominate a chair.

The Disciplinary Board will meet biweekly to review its mission and procedures.

The Process When the Assistant Head of School and Dean of Student Life or the Head of the Upper School has been made aware that a student has allegedly committed a violation of school rules and policies, s/he may convene the Disciplinary Board, if s/he deems the cause sufficient. Prior to the proceeding, all parties are spoken to about the offense [i.e. an advisor or teacher may speak to the student in question as well as any accusations from witness(es)]. The representatives will then report his/her findings to the Assistant Head of School and Dean of Student Life, who in consultation with the Head of Upper School, will determine whether or not to proceed with a Disciplinary Board. If the decision is made to have a Disciplinary Board, the Assistant Head of School and Dean of Student Life will inform the student and contact the family as well. A Disciplinary Board is held in a private location shortly after the violation in question occurs, and all proceedings are confidential. In some cases, a disciplinary hearing may also be called when there is an honor violation or vice-versa.

The Assistant Head of School and Dean of Student Life calls the meeting to order with all members present, beginning with an explanation of the alleged violation, process and expectations. In cases where more than one person is involved, teachers are first asked to share their side of the situation without the student and advisor present. After a teacher is finished with her/his explanation, s/he is asked to leave the room. The student (or students) in question is then asked to explain his/her own side of the situation. Disciplinary Board members (student and faculty) attending the hearing may ask questions of both parties for clarification and further information. After hearing the details of the alleged disciplinary violation, the voting members of the The Rules

15

Board shall make a recommendation based on a simple majority to the Head of the Upper School and the Head of School concerning what action or consequences should be taken. If an infraction is believed to have occurred, depending on the student’s behavioral record, recommendations can include: These recommendations might include: • Loss of privileges • Alternative forms of discipline • Saturday detention, in-school or out-of-school suspension and/or disciplinary probation, or expulsion.

In some cases the Head of Upper School may take actions without convening the Disciplinary Board. In some situations, at the discretion of the Head of Upper School and the Assistant Head of School and Dean of Student Life, the Board may meet without students. The Head of School has final responsibility for all disciplinary decisions.

Once the Board comes to a decision, the Assistant Head of School and Dean of Student Life will take this recommendation to the Head of Upper School or the Head of School for approval. The decision is then communicated to the student and parent(s)/guardian(s).

Sanctions for violations of the Disciplinary System Below are the sanctions for disciplinary offenses; however, the Disciplinary Board reserves the right to recommend less severe or more severe sanctions based on the nature or circumstances of each case.

First offense (can include all or some of the following sanctions): • Letter of Warning • Loss of privileges for a period of time (free periods, sports, clubs) • Possible service to the community (TBD by Disciplinary Board) • Letter of apology to the teacher, Head of Upper School and Head of School • Loss of any leadership position • Detention • Saturday detention • In-school Suspension Second offense (can include all or some of the following sanctions): • Letter of Disciplinary Probation • Loss of privileges for a period of time (free periods, sports, clubs) • Possible service to the community (TBD by Disciplinary Board) • Letter of apology to the teacher, Head of Upper School and Head of School • Loss of any leadership position • Withholding re-enrollment contract • Saturday detention • In- or out-of school Suspension After the second offense, the student needs to be aware he/she is at risk for separation from school.

Suspension & Disciplinary Probation Those who are involved in major infractions of school policies or who repeatedly demonstrate their unwillingness to accept what is asked of them will meet with the Class Dean, Assistant Head of School and Dean of Student Life or with the Head of the Upper School at which an appropriate course of action will be determined. The action taken could include a Disciplinary Board Hearing, Letter of Warning, Disciplinary Probation or Suspension.

16

The Rules

•

•

• •

•

A Letter of Warning is sent to the student and his/her parents when a pattern of infractions occurs or when the infraction is serious enough to warrant such a letter. The letter puts the student on notice that his or her behavior needs to be exemplary, and that a future infraction of any kind will be treated more severely (including Disciplinary Probation, Suspension or Expulsion) than it might if the student had not received a Letter of Warning.

When a serious question arises about whether a student should continue at Tower Hill, the student may be placed on Disciplinary Probation for a specified period of time. Prior to the end of the probation period, the student must submit to the Head of Upper School a letter indicating what the student feels he or she has gained by remaining at Tower Hill, and what the School has gained by his or her presence. The student will discuss the letter with the Head of the Upper School, who will make a recommendation to the Head of School concerning the student’s future at Tower Hill.

Saturday detention is a period of time in which the student attends school on a Saturday.

In-school suspension is a one to three-day period in which the student remains on campus, but may not attend classes, participate in the school day, or participate in any athletic or extracurricular activities. School work may be completed during this time.

Suspension is a one-day to two-week period during which a student is not to be on campus.

The student will not attend classes or participate in any athletic or extracurricular activities until the suspension is over. Though teachers will do all they can to support a student’s re-entry, faculty members are not responsible for re-teaching material that is missed due to a suspension. Tests, quizzes and assigned work missed during a suspension may be made up, however, it is up to the student to make these arrangements. The Advisor, Class Dean, coaches and teachers will be informed when a student is on suspension.

The following are examples of infractions that are considered very serious and will lead, except in very unusual circumstances, to immediate suspension or dismissal from school by the administration: • Using or being under the influence of any form of tobacco, alcohol or illegal drugs while on school property, while attending any function sponsored wholly or partly by the school or while representing Tower Hill on or off campus. Please see our Substance Abuse Policy •Any harassment of others, including sexual harassment, will not be tolerated; this includes on campus, off campus and online.

• Unauthorized presence in any school building including locker rooms, gym, field house, etc. (for example, students involved in a weekend or evening activity are expected to remain at the site of the activity, rather than elsewhere in the building).

• Leaving campus without permission during the school day, including during athletic practice time.

• Possession of a school key This list of infractions is not necessarily an exhaustive list of all the circumstances that can lead to immediate suspension or dismissal from the School. The head of the Upper School and/or Head of School may determine in their sole discretion whether immediate suspension or dismissal is warranted without the use of either the Honor or Disciplinary Boards.

Loss of Privileges Loss of privileges may include temporary or permanent loss of permission to participate in athletic practices and contests, extracurricular activities and/or driving privileges. With serious infractions, or repeated minor infractions, eligibility for, or the holding of, a leadership position may be revoked. Students who hold leadership positions are expected to resign those positions in the instance of a major rule infraction.

The Rules

17

General Statement on Harassment, Intimidation and Bullying at Tower Hill As a community, we embrace diverse perspectives including, but not limited to race, religion, gender, sexual orientation and/or political beliefs. We strongly believe that you and all members of the community should feel safe within Tower Hill. It is expected that all students and faculty will treat every member of the community with respect and dignity. Any harassment, intimidation or bullying of others, including sexual harassment, will not be tolerated; this includes on campus, off campus and online. If at any point you feel as though you have been treated in a manner that makes you feel unsafe or insecure by anyone, you should seek out a teacher or administrator immediately and talk to them about the situation. There will be consequences for anyone in the community who is found to be in violation of our policy on harassment, intimidation or bullying.

Tower Hill strives to maintain a community, which is free of all forms of unwanted or unacceptable behavior toward another member of the community which is intended to or has the effect of harassing, intimidating, humiliating or degrading an individual. This behavior is unacceptable. Instances of harassment are a violation of school policy and are subject to school disciplinary procedures. The intent of this policy is not to suppress respectful thought, study or discussion concerning controversial issues, all of which are critical to a vibrant educational environment. The purpose of this policy is to prohibit harassment so that each member of the school community has an equal opportunity to work, learn and develop to his or her potential in a safe environment.

Sexual Harassment Policy Tower Hill School prohibits sexual harassment of its students by members of the Tower Hill community.

Sexual harassment negatively affects the spirit of community at Tower Hill. It is inappropriate and offensive, and it will not be tolerated. By way of example, sexual harassment typically involves severe or pervasive conduct, including, but not limited to: 1. Unwelcome verbal behavior, such as comments, suggestions, jokes, whistling, foul or obscene language, lewd or derogatory remarks based on sex, regardless of whether directed at persons of the opposite or same sex, gossip regarding one’s sex life, body, sexual activities, deficiencies, or prowess, and questions about one’s sex life or experiences.

2. Unwelcome physical behavior, such as touching, rubbing or massaging someone’s neck or shoulders, pats, squeezes, grabbing, groping, kissing, fondling, repeatedly brushing against someone’s body or impeding or blocking normal movement.

3. Unwelcome nonverbal and/or visual harassment, such as posting sexually suggestive or derogatory or sex-based messages, offensive e-mail or voicemail messages, unwanted or offensive letters or poems, pictures, cartoons or drawings, even in one’s own locker.

4. Unwanted sexual advances, such as pressure for sexual favors, sexual favors in return for acceptance, or threats if sexual favors are not provided.

If a student believes that s/he has been a victim of any occurrence or apparent occurrence of sexual harassment or intimidation, that student should immediately report that incident to the Assistant Head of School and Dean of Student Life or the Head of Upper School. All complaints will be investigated, and, thereafter, appropriate, responsive action will be taken. Reports of harassment and information gathered in investigating and responding to such reports will be treated as confidential, subject to the school’s need to disclose such information in order to conduct its investigation and to take appropriate, responsive action.

Violations of this policy may result in an appearance before the Discipline or the Honor Boards. Responses to this violation can include, but are not limited to, disciplinary probation, suspension or separation from school.

18

The Rules

Anti-Hazing-Anti Bullying Policy Hazing or bullying in any form is unacceptable within the Tower Hill community. Hazing or bullying is defined as any intentionally written message or image (including those that are electronically transmitted) verbal, or physical act, including but not limited to one shown to be motivated by race, color, religion, ancestry, national origin, gender, sexual orientation including gender expression or identity, mental or physical disability or other distinguishing characteristics, when an act: 1. Physically harms a student or damages the student’s property; 2. Has the effect of substantially interfering with a student’s education; 3. Is so severe, persistent or pervasive that it creates an intimidating or threatening educational environment; or 4. Has the effect of substantially disrupting the orderly operation of the school.

Guidelines for Social Events We encourage you and your parents to partner with the school to ensure the health and welfare of our community, particularly the students. When you are attending any school-related event, chaperoned by a member of the school staff or held on school property, it is considered a school function, and at such an event, all school rules are enforced. You are expected to abide by all school rules and policies. We, as a school, reserve the right to use practical means (such as a breathalyzer or consultation with police officers) to determine whether or not you are under the influence of illegal substances at an event. The school reserves the right to ask you to leave an event if you are suspected of being under the influence and will communicate with a parent in such a case.

Tower Hill students should always remember they are representatives of our community and should abide by our core values of honor, responsibility and respect and therefore will be held accountable to school rules and policies at all times. You and your parents will also want to be familiar with your state’s hosting laws as they pertain to minors.

Substance Abuse and Weapons on School Property Tower Hill School’s top priority is always the safety of its students and community both on and off campus and wishes to provide the most conducive environment for a student’s well-being and growth, academically and personally, both inside and outside of school. The School does not condone the consumption, sale, purchase, possession or distribution of alcohol, illegal drugs or any improper use of prescription medication by any student on or off campus. This policy applies to any on or off campus function, event, contest, or activity in which Tower Hill participates or sanctions, including travel to and/or from an off campus activity. The School reserves the right to investigate any and all violations of this Substance Abuse policy regardless of where and when the violation occurred. Students who are found in violation of this policy for the first time may be given a First Offense sanction (see Sanctions for Disciplinary Violations). Additionally, students should not bring alcohol, tobacco products (including E-Cigarettes or “vapes” of any form), drugs, or weapons of any kind to Tower Hill facilities or Tower Hill sponsored events at any time. If students require ongoing medication or take prescription medicine for a current ailment, they should check in with the school nurse to receive any necessary medications. We reserve the right to expel students found to be under the influence or in possession of illegal drugs. The School also does not allow harmful or illegal weapons on its campus.

You should not miss class for any reason unless you have written permission ahead of time from a parent, guardian, or teacher. The consequence for skipping a class is two Detentions: a Detention for the time missed in class and a second for having skipped class. Any student who is feeling ill and wishes to be excused from class should inform the teacher if possible and report to the Nurse’s office.

The Rules

19

Substance Abuse Policy Procedures A student is considered in violation of the Substance Abuse policy on or off campus if he/she is found: Under the influence (consuming any amount of alcohol, using illegal drugs or abusing prescription medication) • Buying, receiving or possessing alcohol or drugs or the attempt to buy, receive, hold or possess alcohol or drugs •

1. The students will be placed under the care of a teacher, chaperone or administrator and his/her parents will be contacted immediately.

2. If a student is suspected of being under the influence, he/she will be administered a breathalyzer.

3. If parents or guardians are not available and the incident occurs during school hours, the student will be accompanied to the nurse’s office.

4. If the incident occurs outside of school hours or off campus and parents/guardians cannot be reached, the School reserves the right to contact the appropriate medical assistance (Emergency Services) and/or law enforcement 5. The incident may be considered a First Offense (see Sanctions for Disciplinary Violations (make a link) depending on a student’s behavioral record. The School reserves the right to immediately expel students found to be under the influence or in possession of illegal drugs.

The School will always consider the well-being of the student first and will help him/her in seeking the appropriate support(s).

Cutting Class You should not miss class for any reason unless you have written permission ahead of time from a parent, guardian, or teacher. The consequence for skipping a class is two Detentions: a Detention for the time missed in class and a second for having skipped class. Any student who is feeling ill and wishes to be excused from class should inform the teacher if possible and report to the Nurse’s office.

Use of School Space During the Academic Day If you do not have a class, you may sit quietly in free space such as the library, upper lobby or math and science building lounges. Seniors may sit in the senior homeroom or may visit the dining room from 8:3010:45 a.m. Students should not be in the Field House, Weaver Gym, training room or locker rooms before 3:20 p.m. without supervision from a faculty member.

20

The Rules

Attendance We all agree that one of the most important elements to succeeding in school is actually being there. So regular attendance and arriving on time are essential. Please adhere to following policies:

Absences School starts promptly at 8:30 a.m. If you are going to be absent or late, a parent/guardian must contact the Upper School administrative assistant by 9:30 a.m. If we don’t hear from you, you’ll hear from us. This is true for any mandatory school event.

If you are absent on a given day, you should not be in the building or attending school events later on that day, unless your absence has been excused for non-illness reasons.

Excused Absences Excused absences are those deemed by the school to be legitimate reasons for missing school, such as illness, court appearance, religious observance, or other unique circumstances. These absences should be arranged in advance by contacting the Upper School administrative assistant and, depending on the reasons for the absence, may or may not be considered excused; bringing a note from a parent or guardian explaining the nature of the absence does not automatically mean the absence will be excused.

In the case of an excused absence, you are responsible for notifying your teachers in advance when possible, and for following up with them upon your return to school. Students should receive the same number of days to make up missed work as the number of absences that were excused (for example, if out for two days, two days to make up work).

Unexcused Absences There is ample vacation time at Tower Hill, so you are expected to be in regular attendance before and after school holidays and long weekends. All requests for excusals at these times must be submitted in writing to the Head of Upper School. However, except for unusual circumstances, absences during these times will be considered unexcused.

Consequences for Unexcused Absences If your absence is unexcused you will only receive a maximum of 50 percent of the credit earned for any test, quiz or graded assignment missed during that absence. Your teachers are not obligated to help you make up any work missed during an unexcused absence, nor is extra time granted to make up work.

Extended Absences All Tower Hill Students are required to attend school during the academic calendar year in order to matriculate into the next grade level thus fulfilling their residency requirement. If you are sick or have an illness that lasts for more than 3 days, a note from your physician should be given to the The Rules

21

Upper School Administrative Assistant.

Students who miss more than 15 academic days (3 weeks) due to illness or unforeseen circumstances will be asked to meet with the class dean, dean of student life and the head of upper school to determine their eligibility to progress into the following year of study.

Medical Leave A student in need of medical leave for physical reasons must be under a doctor’s care and supervision.

The student should present the class dean, dean of student life or head of upper school with a doctor’s note stating the reason for leave and the duration of time needed. The school, family, school counselor, class dean and dean of student life will meet to determine a plan for Return to Learn with the necessary supports and expectations. While on leave or upon return from leave, students are required to make up all missed work.

22

The Rules

Concussion Policy For a student diagnosed with a concussion, the academic and extracurricular impact will be varied and unique to the situation. However in our recent experience, the typical physician-recommended concussion protocol is very often one-size-fits-all and misaligned with the realities of the environment of Tower Hill.

Concussions are both a medical and educational issue. Assessing and addressing problems with learning and school performance, as well as athletic participation, do not solely involve medical decisions, but educational ones as well. It is important to note, however, that medical recommendations, while not educationally binding, will certainly be taken into consideration as the school determines the proper plan for each student.

Our concussion protocol includes steps to help students safely return to school and athletics. Extended time away from full-time school work while battling concussion symptoms can make it very challenging not only to get caught up but also to maintain one’s pre-concussion academic standing. From the school’s perspective, we want to be reasonable and compassionate with concussed students, while remaining realistic about how much work can be modified or excused. A student’s health is the top priority, and we will do all we can to facilitate “return to learn,” but work will need to be made up, and it is possible that grades will be impacted due to missed classroom time. This is a natural and unfortunate consequence of a mild brain injury. It should not persuade a student to return to school before they are healed, but should be considered in managing expectations for recovery.

“Return to Learn” A concussion management team comprised of the school nurse, the athletic trainer, the class dean, the student’s advisor as needed will oversee the student’s recovery process pertaining to academics.

For students who have been concussed for more than one week, the class dean will meet with the advisor and teachers to determine: what the student must make up; if missed work can be supported by extra help or if outside tutoring for short period of time would be advised; a reasonable timeline based on length of time student has been unable to do academic work; a calendar that outlines the plan to make up missed assessments and extra help times (if needed); a periodic follow-up assessment of how things are proceeding.

Return to Learn Protocol: Tower Hill will generally implement the following protocol, borrowed from “An Educator’s Guide to Concussions in the Classroom” from Nationwide Children’s Hospital guidelines. Because symptom severity and length of recovery vary from student to student, some students may not need every one of the following phases.

Phase 1: No school • Symptom: In this phase, the student may have a high level of symptoms that prevent him or her from being able to benefit from being in school. Physical symptoms tend to be the most prominent and interfere with even basic tasks.

•

Treatment: The student should rest the brain and body as much as possible.

•

Interventions: • No school • No activities that exacerbate symptoms, such as television, video games, computer use, texting or loud music • Other “triggers” that worsen symptoms – noted and avoided to help promote healing • No physical activity, which includes anything that increases the heart rate, such as (but not limited to): weightlifting, sport practices and games, gym class, running, stationary biking, push-ups, sit-ups, etc.

Phase 2: Half-day attendance with accommodations

The Rules

23

• Symptom Severity: In this phase, the student’s symptoms have decreased to manageable levels. Symptoms may be exacerbated by certain mental activities that are complex, difficult and/or have a long duration.

• Treatment: Balance rest with gradual re-introduction to school. Avoid tasks that produce, worsen or increase symptoms. Avoid symptom triggers.

•

Interventions: • Part-day school attendance, with focus on the core subjects; prioritize what classes should be attended and how often • Symptoms reported by student addressed with specific accommodations • Eliminate items not essential to learning priority material, as determined by individual teachers • Emphasis in this phase on in-school learning; rest is necessary once out of school; homework reduced or eliminated • No physical activity

Phase 3: Full-day attendance with accommodations • Symptom Severity: In this phase, the student’s symptoms have decreased in both number and severity. Symptoms may still be exacerbated by certain activities, but short time spans with known symptom triggers do not have drastic effects on symptom levels.

• Treatment: As the student improves, gradually increase demands on the brain by increasing the amount of work, length of time spent on the work, and the type or difficulty of work.

Gradually re-introduce known symptom triggers for short time periods.

•

Interventions: • Continue to prioritize assignments, tests and projects; limit student to one test per day • Continue to prioritize in-class learning material; minimize workload and promote best effort on important tasks • Gradually increase amount of homework • Reported symptoms addressed by specific accommodations; accommodations reduced or eliminated as symptoms wane and resolve • No physical activity

Phase 4: Full-day attendance without accommodations •

Symptom Severity: In this phase, the student may not have any symptoms or may have mild symptoms that are often intermittent.

•

Treatment: Accommodations are removed when student can function fully without them.

•

Interventions: • Construct a plan to finish completing missed academic work and keep stress levels low.

• No physical activity until released by a healthcare professional (such as physician or athletic trainer).

Phase 5: Full school and extracurricular involvement

24

•

Symptom Severity: No symptoms are present.

•

Treatment: No accommodations are needed.

•

Interventions: Before returning to sports, the student must also complete the DIAA- mandated Gradual Return to Play Plan.

The Rules

Other items of note: If students miss any classes due to healing from a concussion, they may not be present at or take part in school-sponsored activities on those days (i.e. field trips, theater productions, athletic practices or contests, dances, etc).

Implementation of academic accommodations is temporary and directly correlated to symptom duration. If the student’s symptoms persist after two months and/or there is a request to maintain accommodations, the concussion management team will request that the family arrange for more extensive testing (e.g., neuro-/ psycho-educational evaluation) to determine the extent of impairment. The testing results would allow us to determine the appropriateness for accommodations and additional support at school. Accommodations can be continued temporarily while the family pursues a more comprehensive evaluation. Note: Accommodations given within school are separate from those offered outside of school (College Board and ACT), which require a separate application process if requesting accommodations.

All necessary work, as determined by the school, must be completed before the start of the following school year for a student to matriculate to the next grade.

“Return to Play” Tower Hill follows the DIAA Concussion Protocol regarding a student’s return to athletic participation after sustaining a concussion. It is important to note that, regardless of physician clearance, students will not be permitted to return to full participation until they have completed the first five stages of the DIAA Gradual Return to Play Plan, listed below. In addition, the athletic trainers incorporate the Impact Testing and Balance Testing as tools to see progress in an athlete’s healing. If a student should report no symptoms, yet cannot pass an Impact test, then we do not allow them to start the stages of the DIAA Return to Play Protocol, which include: Stage 1: No physical activity. If the athlete has no signs or symptoms consistent with a concussion they may progress, after 24 hours, to Stage 2, etc.

Stage 2: Low levels of physical activity (i.e. symptoms do not come back during or after the activity). This includes walking, light jogging, light stationary bike, light weightlifting (low weight, higher reps, no bench, no squat).

Stage 3: Moderate levels of physical activity with body/head movement. Includes moderate jogging, brief running, moderate-intensity stationary biking, moderate-intensity weightlifting (reduce time and/or weight from typical routine).

Stage 4: Heavy non-contact physical activity. This includes sprinting/running, high intensity stationary bike, regular weightlifting routine, non-contact sport specific drills (3 planes of movement).

Stage 5: *** Must have physician clearance before beginning this stage*** Full contact in controlled practice.

Stage 6: Full contact in game play. If signs or symptoms return after Stage 5, must see physician again for Stage 6 clearance.

It is also important to note that a return to academic program takes precedence over the student’s return to sports. Students may not return to full athletic participation unless they are meeting their full academic obligations without concussion-related accommodations or modifications.

The Rules

25

Lateness If you arrive after 8:30 a.m. on Monday through Friday, you are considered late. Latenesses are excused if you bring a note from a doctor for a pre-determined appointment, inclement weather conditions or other unusual situations. But if you miss any portion of class due to an unexcused lateness, you may receive no credit for work missed.

What to Do When You’re Late to School When you arrive late, you must sign the late pad in the Upper School Administrative Assistant’s office as soon as you get to school. You will receive a pass to get into class; please get there as quickly as possible.

If you think your unexcused lateness should be excused, see the class dean, dean of student life or head of the upper school sometime during the day.

If you arrive late due to sickness or fatigue, you will be marked unexcused and must arrive by 9:30 a.m.

If you arrive after 9:30, you may be sent home and may not return to participate in activities beyond the academic day. Bottom line: If you are sick, please stay home.

If you arrive after the beginning of first period, you must have a note from a parent or from a doctor, to be left with the Upper School Administrative Assistant, explaining the reason for the lateness. The note will not necessarily excuse the lateness, but it will allow you to attend class. If you do not have a note, you still must sign in and receive a yellow entry slip and will need to see the class dean, dean of student life or head of the upper school as soon as possible. We think our late policy is very reasonable. You can be late to school up to three times in a quarter without disciplinary consequence. However, your fourth late and every one after that in a quarter will get you a detention, and your parents will be notified of the situation.

Check-out Procedures End of the Day

When you are at school, you are expected to remain in or immediately adjacent to the main school buildings during the 8:30 a.m. – 3:20 p.m. school day unless you have permission to leave early. You shouldn’t be wandering the campus outside or in areas of the building where you do not belong. If you need to go to your car to retrieve something, you need permission from the Upper School office. If you participate in a sport, you must remain until the end of your athletic commitment. You may leave after the last period of the day on Fridays provided you have no other commitments.

Checking Out During the School Day If you need to leave school for an appointment or other obligation, you must present a note or email, written by a parent or guardian, in the Upper School Office and obtain a yellow dismissal slip from the Administrative Assistant and sign out. The note should contain specific information about the time and nature of the appointment, and should indicate whether or not the student will return to finish the school day. The school asks that, whenever possible, appointments be scheduled so as not to conflict with academic classes and athletic contests.

When you return from having checked out of school, you must go directly to the Upper School Office and sign in, and the administrative assistant will give you a yellow re-admission slip to take to your teacher. If the administrative assistant is unavailable, sign in and go directly to class.

Going Home Sick If you are not feeling well in school, simply ask your teacher if you can go see the nurse. You should always see the nurse before making arrangements with a parent to go home sick. While no one will force you to stay in school if you are not feeling well, you will not be excused from school for illness without going through the office of the school nurse. If you are leaving, follow the checkout procedures listed above.

Leaving School Without Permission Our most important priority is your safety. Therefore, we must know your whereabouts at all times. Leaving school without permission is considered a major offense and may result in severe disciplinary action including suspension.

26

Dress Code - What to Wear

Dress Code - What to Wear

27

DRE S S CODE W HAT TO W EAR Tower Hill’s dress code is connected to the School’s mission that prepares students from diverse backgrounds for full and creative engagement with a dynamic world. The school’s dress requirements, therefore, stem from an effort to provide an environment that is comfortable, but conducive to education. Student attire should reflect a positive portrayal of self and respect for the instructional environment.

The specific school policies with regard to dress are outlined below. Parents and students are urged to contact the school is there are questions regarding this information. The final decision about the appropriateness of a student’s dress rests with Upper School faculty, class dean, Head of the Upper School, the Assistant Head of school and dean of student life and the head of school.

All clothing should be neat and clean with appropriate hems and cuffs. Clothing should be free from holes, paint spots, frayed edges, etc., and should fit appropriately.

Dress Code Violations: Infractions to the dress code may be handled in one or more of the following ways: • Student will call home for appropriate dress.

• Appropriate clothing may be given to student.

• Warnings and/or detentions assigned.

It is important to understand that missing classes due to a violation of the dress code will be considered an unexcused absence, and, therefore, a student will usually receive no credit for any work missed. In addition, repeated violations may result in disciplinary probation or suspension.

Proper Dress Guidelines: Shirts

• Dress shirt, turtleneck or polo shirt with a naturally turned collar.

• Dress shirts must be tucked in all the way around at all times.

• Sleeveless tops must have a strap width of at least three inches.

• Shirts should not be low cut, tight or revealing in nature.

• T-shirts are only permitted when worn under sweaters or other outerwear.

• Shirts are not permitted to be worn off the shoulder, should not have any cutouts, including on the shoulders and no halter tops or strapless shirts are permitted.

Pants/Shorts

• Clean dress pants/shorts with a belt.

• Pants or shorts may not have holes.

• Shorts of an appropriate length may be worn until October 15 and after April 15, and any time

the temperature is forecasted to exceed 80 degrees. Shorts of an appropriate length (5” inseam

minimum) etc. Rompers that are short need to follow the 5” inseam rule of shorts as well as the

seasonal dates (before October 15 and after April 15).

• Capri pants or full-length pants.

• No yoga pants or excessively tight pants are permitted.

• Presentable leggings worn with a tunic, long shirt or sweater which falls to the

upper to mid-thigh. These should not be athletic leggings.

• While colored denim is permissible, students should not wear anything resembling traditional blue

or gray jeans.

28

Dress Code - What to Wear

• Full-length rompers are permitted with appropriate sleeve length (no strapless, no spaghetti straps).

Dresses/Skirts

• Sleeveless dresses must have a top strap width of at three inches.

• Dress length must be no more than four inches above the knee.

• Skirts should be no more than four inches above the knee.

• Dresses that have spaghetti straps, bare back, off the shoulder, halter, tube, crop, sun dress or tank top

style are not permitted.

Footwear

• Shoes in good repair that cover the entire foot; laces must be tied.

• Sling backs or slides with a rim around the heel are also acceptable.

• Students may wear sandals (no flip flops) on non-lab days.

Outerwear

• Sweaters in good repair; collared shirts must be worn underneath.

• Only Tower Hill sweatshirt apparel is permitted.

• Students should not wear outdoor jackets, coats or hats of any kind in school.

• Quarter-zip and full-zip fleeces are permitted.

• Sweaters in good repair.

• Only Tower Hill sweatshirt apparel is permitted.

Face/Hair

• Students are expected to be clean-shaven.

• Any haircuts, hair coloring or piercings that are deemed by the administration to be inappropriate or

distracting are not permitted.

Other non-appropriate items for all students include:

• T-shirts or shirts that have large-lettered advertising.

• Clothing that is excessively tight, overly revealing, inappropriately short, or revealing during standing,

bending, sitting or moving.

• No undergarments showing at any time.

• Materials that are mesh, sheer or see-through are to be worn with an undergarment that is not mesh,

sheer or see-through.

Dress-down days/Jeans days On these special days, students may wear jeans, sweatpants, or shorts along with t-shirts, sweatshirts or tops of their choosing. However, short length and top coverage rules are still mandatory. Non-appropriate items (see list) are not permitted. If a student does not want to participate in a fund-raising jeans day, they do not have to make the donation and should, therefore, be in dress code. If these rules are in question, students should be sure to ask a faculty member BEFORE the dress-down day so warnings are not given for non-compliance to this privilege.

While dress is casual on these days, clothing that is deemed by the faculty or administration to be inappropriate or distracting is not permitted.

The Upper School has designated nine “paying” Jeans days throughout the academic year. Students or faculty who wish to host a Jeans Day as a fundraising event for a specific cause must submit an application to Jefferson Awards Club by the fourth week in September for first semester and the end of the second week in January for second semester. In order to qualify for a Jeans Day, a student must present his/her cause or organization to the Upper School as well as be involved with a greater effort outside of Tower Hill. The application should include descriptions of all that will be involved with this effort. Jefferson Awards will review applications and grant a Jeans Day to those causes they feel are most aligned to the mission of our Service Learning Program.

Dress Code - What to Wear

29

MAKIN G THE G RADE ACADEMIC S & ACHIE V EMENT

30

Making The Grade - Academics & Achievement

General Information Tower Hill is a college preparatory school. Our courses are geared towards preparing you for that next step in your education. Each year, as you select your courses from the online Curriculum Downloads, you and your advisor should keep that larger goal in mind. While your advisor, among others, is ready to help in making decisions concerning the number and difficulty of courses you might take, ultimately you are responsible for your own program and performance.

Since an important part of the learning process occurs through interaction in classes, it is important for you to be prepared to participate actively and intelligently. Therefore, you are expected to do your work and prepare daily for each class.

Should you encounter any difficulty in your coursework, you should immediately seek help from your instructor. It is important for you to do so as early as possible so that you do not fall behind. Our marking system serves to inform you, your advisor and parents about your progress and to give colleges some indication of your potential in various areas.

Course Credits, Academic Loads, Requirements Full-year major courses = four credit units each Semester major courses and certain full-year electives = two credit units each Electives = one credit unit

Making The Grade - Academics & Achievement

31

Minimum Credit Units/Courses Required by Year Grade 9 (22 units) • • • • • •

English 9 World History 1 Biology or Honors Biology Math Language Minimum two credit units from visual art and design, technology, theater, music or yearbook

Grade 10 (21 units) • • • • • •

English 10 Chemistry or Honors Chemistry Health and Decision Education I Math Language U.S. History or Advanced U.S. History

Grade 11 (20 units) • • • •

One major English course each semester Math At least two major courses each semester Four additional credit units

Grade 12 (19 units) • • • •

One major English course each semester At least three other major courses each semester Health and Decision Education II Additional courses needed to reach 19 units and complete the graduation requirements

Advanced Courses Advanced/honors course prerequisites: • Permission is normally required.

• Permission depends on background, academic load and extracurriculars. *In the case of French, Latin and Spanish, students must take a starred course each semester in order to receive the load reduction.

32

Graduation Requirements English (16 units) • English 9 • English 10 • Plus one major course each semester of the junior and senior years

History (12 units) • World History 1 • U.S. History • Plus four additional credit units

Language (8 units above level one)* Satisfied by completing either: • The third level of one language or • The second level of two different languages

Math (12 units above a first-year algebra course) Science (12 units) • Biology • Chemistry • Plus four additional credit units (Physics recommended)

Electives requirement (4 units minimum) • From approved courses in: Visual Art and Design, Technology, Theater, Music, and/or Yearbook

Drop/Add Procedure During the first three weeks of each semester, students may make course changes to their schedules. Schedule changes will not be made after the Drop/Add period unless they are initiated by the school for unique reasons.

Procedure:

• Pick up a Drop/Add Form from the Director of Scheduling • Return the form after appropriate signatures have been obtained • Official registration through the Director of Scheduling and a completed Drop/Add Form is necessary to receive credit for a course • Junior and Senior Drop/Add must be approved by the Director of College Counseling

Making The Grade - Academics & Achievement

Tower Term

Tower Term is a requirement for every Tower Hill student that must be completed for each year he/she attends the Upper School. It is a limitless space where the Tower Hill community can explore learning together in an interdisciplinary, experiential way. This time allows for creative and dynamic programming that promotes deep engagement, critical thinking, and real life application. This dedicated period allows students and faculty to explore ideas, take risks, and run experiments. These courses will set the stage for collaborative, interdepartmental, student-driven activities that provide diversified preparation for lifelong learning and personal growth. Tower Term will take place after Upper School exams.

Report Cards

• Consist of a numerical mark and narrative for each course • Students receive report cards at the end of each quarter • After the first quarter, the mark is based on the cumulative average

The Numbers - Grading and GPAs

Grading Scale and Associated Grade Point Average Letter grade equivalents and grade point averages for standard courses We use numerical grading on a 100-point scale for report card and transcript marks. Only major courses are calculated into the GPA. Major courses include two-credit semester courses and four-credit year-long courses.

Letter grade equivalents and grade point averages for standard courses Number Grade Letter Equivalent Unweighted GPA

95-100 A+ 4.25

90-94 A 4.0

87-89 B+ 3.75

83-86 B 3.5

80-82 B- 3.25

77-79 C+ 2.75

73-76 C 2.5

70-72 C- 2.25

67-69 D+ 1.75

63-66 D 1.5

60-62 D- 1.25

Below 60 F 0

Weighting While our GPAs are based on a 4.0 scale, honors and advanced courses as well as grades above 94 receive additional weighting toward the GPA in the following manner: 1. Grades earned in honors or advanced courses receive additional weighting of .5 point, e.g. grade of 84 (B) would be calculated as a 4.0 (3.5 + .5) in the GPA 2. An A+ grade (95-100) in any academic course receives additional weighting of .25 point (4.25) Transcript Grading Grades are calculated in the following way: 9th and 10th Grades: First Semester Grade

Second Semester Grade

Final Grade

1st Quarter (50%) 2nd Quarter (50%)

3rd Quarter (50%) 4th Quarter (50%)

1st Semester (40%) 2nd Semester (40%) Final Exam (20%)

Making The Grade - Academics & Achievement

33

11th and 12th Grades (for elective courses): First Semester Grade

Second Semester Grade

1st Quarter (40%) 2nd Quarter (40%) Final Exam (20%)

3rd Quarter (40%) 4th Quarter (40%) Final Exam (20%)

A cumulative grade for a course and the GPA for the year is calculated by averaging the first semester grade/ GPA with the second semester grade/GPA.

Academic Distinction - “Scholar” Recognition Scholars are recognized for outstanding achievement at the end of each semester.

Scholar Weighted GPA: 3.75 - 3.99

Scholar with Honors Weighted GPA: 4.00 - 4.24

Scholar with Distinction Weighted GPA: 4.25 and above

Global Scholar Certificate Program The Global Scholar Certificate Program is a way of systematically guiding and recognizing students that go above and beyond in the realm of global studies. By offering our student’s cross-cultural experiences and

opportunities, they are given the necessary tools to engage in mutually beneficial interactions with people from around the world.

The National Education Association defines global competency as “the acquisition of in-depth knowledge and

understanding of international issues, an appreciation of and ability to learn and work with people from diverse linguistic and cultural backgrounds, proficiency in a foreign language, and skills to function productively in an

interdependent world community.” As we move forward in our global efforts, the certificate program promotes global awareness, language proficiency, and cultural diversity. Through carefully selected academic courses, active club participation, service with global inquiry, travel and a senior culmination portfolio, students are encouraged to reach beyond their comfort zones and explore different perspectives.

Upon completion of the requirements, students will be recognized as an official Tower Hill School Global

Scholar, receive a certificate at Senior Awards night and have the distinction marked on their transcripts.

A byproduct of this program will include the exploration of varied themes such as business, economic and entrepreneurial literacy, environmental awareness and civic literacy.

For more information, please contact Director of Global Initiatives Eduardo Silva or visit the Global Initiatives page on the school’s website.

34

Making The Grade - Academics & Achievement

Study Hall and Extra Help Sessions • Grade 9 students and upperclassmen in Academic Difficulty attend study hall every free period in the first quarter

• Grade 9 students and upperclassmen in Academic Difficulty with satisfactory achievement are no longer required to attend study hall after the first quarter

• Any student may be placed in study hall if the faculty feels the student’s effort or achievement warrants

• Any student having difficulty may be assigned for extra help

Homework Especially given the additional responsibilities of athletics and other extracurricular activities, it is the philosophy of the Upper School that homework should not be so laborious or time consuming that it

creates an overwhelming or unhealthy burden on a student’s education. Rather, it should be a productive

tool in advancing learning and should contribute to the academic rigor and fostering of time management skills that are necessary for college and beyond.

The assigning of homework is in itself an inexact science. The same assignment that takes one student 30 minutes might take another closer to an hour depending on learning style, level of exactitude

(perfectionism) or focus (distractions like cell phone or social media). That said, each day students

should expect approximately 40 minutes of homework per subject in regular courses, and up to an hour in honors or advanced courses.

While long-term assignments are common and should be factored into the daily load, students should only be assigned homework on days when class meets. Homework should not be assigned on days when a class drops from the schedule. We acknowledge that in the basic cyclical nature of school,

homework load can vary at times – some nights are lighter, while other nights, perhaps before tests or larger assignments are due, can be heavier. But if a student is consistently spending beyond 3-3 1/2

hours per day (including homework completed in school), the student should consult his/her advisor to investigate.

Tests and Test Calendar • Test content and frequency are determined by departments and individual teachers

• There may be no more than three total assessments per day which includes two announced tests (including major papers of projects) and one announced quiz.

• Teachers must place all tests, quizzes and major assignments on the test calendar through the Upper School Office.

Exams • Most examinations cover material studied during the previous semester. (Final exams for full-year

courses cover predominantly second semester material; final exams for elective courses cover the semester material.)

• All examinations are up to two hours in length

• Final examination or project marks below 50 in a semester long course result in automatic failure

Making The Grade - Academics & Achievement

35

regardless of course average before the exam

• Notification is made in the event of a final exam/project failure

• Re-examination after recommended tutoring or summer school allows students the possibility to pass the course. See Tutoring on page 46 for more details.

• Re-examination scores of 50 or higher are averaged with the original exam in calculation of the final average

Incomplete Work, Course Failures In June, the Upper School faculty reviews the performance of any student who has failed two or more courses.

Recommendations sent to the head of upper school and the head of school determine if the student will return to Tower Hill.

Incomplete Work • All major assignments must be complete to receive credit for the course

• Unfinished or unsatisfactory work will be recorded as incomplete until the work is satisfactorily completed, at which time a mark and full credit will be given

Course Failures Seniors • Seniors must pass all courses to graduate

• In the event of course failure, the diploma will be withheld until the failure has been resolved Underclassmen • Underclassmen who fail a course follow the recommendation of the department chairperson

• Actions may include repeating the course the following year or passing an exam prepared by the department • Reexamination is in conjunction with attending summer school, individual review or private tutorial to be completed before return in the fall

• In all cases, the department chairperson will determine the process to resolve a failing mark

• The department chairperson will inform the head of the upper school of the procedure to be followed

Academic Probation • A student may be placed on academic probation for poor academic performance or for unsatisfactory effort • A student will remain on academic probation for one semester

• After that time, a review by the advisor, teachers, class dean, Dean of Student Life and the Head of Upper School will determine whether the student should continue at Tower Hill

• In some cases, a student on academic probation will be restricted from participating in non-academic activities to dedicate time and energy to improving academic status

Blackouts • Blackouts occur when a significant portion of students have school related obligations extending past the official end of the school day

• Examples of blackouts are evening Forums, Band/Choral Concerts or Evening of the Arts • Blackouts are indicated on the school calendar

• No homework, papers, projects or assessments of any kind can be given the day following a Blackout 36

Making The Grade - Academics & Achievement

ACADEMIC TECHNOLO G Y

Overview The use of technology at Tower Hill is designed to support the educational program of our students. All computer users are expected to use the computing and information resources responsibly, respecting the rights of other computer users, protecting the integrity of the computing resources, following all licensing agreements and applying the principles of the Honor Code and proper behavior to all activities.

The school’s computer system and any personal devices should not be used in any way that is harassing, offensive, intimidating or discriminatory. In addition, students who are found to have openly disparaged Tower Hill or members of its community in a libelous or harassing manner in a public Internet forum—Facebook, Instagram, Snapchat, Kik, Twitter, etc.—may face disciplinary action, comparable to if the offense occurred in school.

Students are expected to use the technology resources to support their educational program or appropriate recreational use as determined by faculty and staff. Students should always be able to justify their use of the technology resources by explaining how their actions are connected to their Tower Hill program or to appropriate recreational use. Any accessing of technology either through school or personal devices that becomes problematic because it is inappropriate in its content, disruptive to others or negatively impacts a student’s academic performance will not be permitted and may be subject to disciplinary action.

Academic Technology

37

New students will be issued logins and passwords that will allow them access to most Tower Hill computers on campus. Additionally, new students will be given accounts on TowerNet (website) and on TowerApps, which will provide them with a TowerMail (email) account, shared documents accessible both at school and at home, a shared calendar and all course pages and homework assignments. If a student brings in their own device, they will also be given access to the school’s Wi-Fi. The guidelines below, although not all-inclusive, apply the principles listed in the overview to specific situations. These policies and guidelines apply to students using Tower Hill computing resources, their own personal technology devices at school and TowerApps/TowerNet accounts from home or elsewhere.

On-Site Technology Guidelines • Use TowerMail for educational purposes and school coursework.

• Always use a headset when accessing technology that involves sound.

• Do not use any personal device or the computer resources for commercial, political or nonTower Hill-related purposes including games.

• Do not participate in chat rooms or similar activities, unless the chat is part of a class.

• Do not download audio or visual files (MP3s, music videos, sports clips, etc.), unless they are a part of an academic project.

• Use the Internet only for Tower Hill-related activities, avoiding sites that are pornographic or otherwise inappropriate or sites that hinder overall network performance (videos or streaming music, for example).

• Do not violate the privacy or property rights of others.

Personal and School Safety Guidelines • Do not give out your password • Do not disclose personal information over the Internet. Do not reveal your real name, telephone number, address, password, credit information, school or other information. Do not give out such information about anyone else.

• Do not use the Tower Hill computer resources for any monetary or financial transaction (shopping, auctions, purchases, banking, etc.).

• Do not give out your password or let anyone else use your account.

• Do not create, send or forward documents or messages that are inappropriate, malicious, pornographic, harassing, wasteful, or annoying (chain letters, for example).

• Do not access, copy, delete or alter information or files that are not your own.

Administrative Guidelines • Do not attempt to acquire a password from another student or teacher.

• If a student learns a password or becomes aware that someone without authorization has obtained a password, the student should notify Meghan Donlon, Director of Academic Technology, Megan Cover, Dean of Students or Dan Hickey, Head of Upper School.

• Be aware that the school computers, server storage, TowerApps and TowerNet accounts, and Internet use may be monitored at any time; there should be no expectation of privacy using the school’s computer system.

38

Academic Technology

• Follow any special rules established for each computer area in the school.

• Report broken or malfunctioning equipment.

Responses to Violations • Any accessing of technology either through school or personal devices that becomes problematic because it is inappropriate in its content, disruptive to others or negatively impacts a student’s academic performance will not be permitted and may be subject to disciplinary action.

• Access to Tower Hill’s technology resources is a privilege granted to members of the Tower Hill School community and may be revoked or limited for violations of the policies outlined in this document. Depending on the violation, Tower Hill students may also be subject to further disciplinary action under the guidelines established in the student handbook, and in some cases to criminal charges by local, state or federal authorities. Students should be aware that the use of Tower Hill’s technology resources and their TowerApps and TowerNet accounts may be necessary for their school work; therefore, any revocation or limiting of their privileges may have academic implications as well.

• Responses to violations may include, but are not limited to, the following depending on the nature and frequency of the violation: dismissal from the computer lab or library, a warning, detention, suspension/limitation of technology privileges for a set number of days or a meeting with the student’s advisor, Dean, Division Head and/or the student’s parents.

• Students who feel that they have been unjustly accused of a violation may appeal to the Student Faculty Council, who will make a recommendation to the administration.

Academic Technology

39

S T U DENT LEADER S HIP & IN V OLV EMENT

Never doubt that a small group of thoughtful, committed citizens can change the world; indeed, it’s the only thing that ever has. -Margaret Mead 40

Student Leadership

Tower Hill believes that every student is capable of developing leadership skills through offering a wide range of opportunities for students to get involved and lead. Such skills are communication, cooperation, team-building, leading by example, problem solving and implementation. Positions available are student government officers, board chairs, board representatives, club leaders, athletic captains and peer tutoring.

Student Government Association The Student Government Association (SGA) upholds Tower Hill’s core values of honesty, responsibility and respect throughout Student Life, which represents the core pillars of our program: Arts, Athletics, Activities, Environmental Stewardship, Honor, Discipline, Service, Social Justice and Global Initiatives. SGA promotes collaboration and student empowerment through its board system. It serves as a voice for the student body, listens to problems and concerns, helps facilitate change, strives to improve community pride, upholds the honor code, and fosters leadership and citizenship among all students in the Upper School community.

Student Senate: This is the main governing body of Student Government. It is made up of the following elected officers: Head Officers: Student Government President, Vice-President, Secretary and Treasurer

Senior Reps: President, Vice-President, Secretary Junior Reps: President, Vice-President, Secretary Sophomore Reps: President, Vice-President, Secretary Freshman Reps: Will be elected at the beginning of second quarter

Elections Student Senate will be elected in the spring each year. Student Government Head Officers will be nominated by the junior class, must have a faculty sponsor and then have the option of running for Student Government President. This entails a speech made to the Upper School student body, running a campaign and participating in a debate. All Upper School students vote for President. Following the election, individual classes will hold elections for class officers during their class meetings.

The Student Senate will meet once a week before school and bi-weekly with the chairs of the following Boards (Student Cabinet) along with class deans which will make up Student Government: Athletics, Activities, Arts, Communications, Community Outreach, Environmental Stewardship, Social Initiatives, Social Justice, Global Initiatives, Honor and Discipline. Any student who holds a leadership position on Student Senate or on a Board must commit to attend all meetings and SGA events throughout the school year.

Leadership Conduct All students at Tower Hill are expected to abide by the core values of honor, responsibility and respect. Student leaders are expected to lead by example and should: • Serve as role models in the classroom, on the athletic field, in a performance anywhere else they represent Tower Hill, both on and off campus • Abide by the Honor Code at all times • Be active in moving SGA forward • Act as a voice of the people, prioritizing the needs of the community.

Removal from Office Failure to meet the obligations of office, such as regular attendance to meetings, or helping to plan/run events will lead to removal from the Student Government. A student may be asked to step down from an elected position if he or she is not fulfilling responsibilities, or if he/she engages in behavior that reflects poorly on him/herself, the class or the School. Likewise, if a leader violates a major school rule, it is expected that he/she will resign from his/her post.

Student Leadership

41

Board Structure Leadership of boards is open to junior and seniors only. There will be two representatives from 10th through 12th grades on each board. Ninth grade students can run for Board membership at the beginning of second quarter. Students should hand in self-nominations for positions and board membership. Student Senate members will elect the chairs and members for each board. No student may hold MORE THAN two leadership positions at one time (this does not include sports captains). The Honor and Disciplinary Boards will have a slightly different structure. Each board will have a faculty advisor.

Board Chairs Board Chairs are responsible for calling and running bi-weekly meetings, providing agenda, posting minutes, listening and helping to implement initiatives. They also must attend bi-weekly SGA meetings where they will present a report from their board. Board chairs must also be certain to lead their particular boards in accordance with the mission of that board. Each board is required to hold an orientation session for its members where guidelines are established, run a community awareness assembly for the Upper School and promote the board’s mission.

Senior Mentors Every incoming freshmen is assigned to a Senior Mentor who will help support, guide and coordinate activities for them throughout the school year. They also serve as a resource. These mentors lead buddy groups, consisting of 3 to 4 students per group, to help with the transition to Tower Hill.

Clubs Clubs are a great way for you to participate in extracurricular activities both in and out of school.

They can help you to develop your interests and to gain a sense of responsibility and service to the school and the larger community. Students are recommended to participate in at least one club, but many find they enjoy being involved in multiple clubs. The clubs offered vary each year depending on the interest of the students. Any student may start a new club at the beginning of the school year by signing up with the Activities Chair and finding a faculty sponsor. Club leaders must check in with their Activities Chair bi-weekly to share with them what they are doing and their attendance.

The following is a list of recent student clubs: • • • • • • • • • • • • • • 42

Animal Awareness Astronomy Baking Club Bipartisan Club Blue-Gold Club Community Service Club Culture Club Diversity Club Forum Council Green Keys Jefferson Awards for Public Service Lit Page Mock Trial Physics Club

• • • • •

The Rubble Winter Skiing Club Young Democrats Young Republicans The Yearbook

Student Leadership

Pay It Forward - Service Learning The purpose of Tower Hill’s Community Service requirement is to provide a meaningful contribution to the community, and a unique experiential educational opportunity for the student. By extending the boundaries of school, the service requirement strives to engage students in the world outside of their own, build upon their existing skill sets, and broaden their horizons.

Service projects are to be select activities that are distinctly different from the student’s normal, daily experiences. Exposure to a variety of diverse people and cultures will allow the student to explore, learn and discover perspectives different from his/her own. We encourage students to step outside their comfort zones and embrace the challenge of gaining a deeper understanding of themselves as well as others.

The student may perform his/her service after school, during an athletic season off, on weekends, school breaks and summer vacations. Service proposals for volunteering at one’s church, synagogue, dance or music school will not be accepted unless the student wishes to be involved in outreach through that organization. Students may not work directly under the supervision of a parent or close relative.

It is hoped that through the service experience the student will encounter people, places, and situations that challenge ways of thinking that had previously been taken for granted. The service should challenge preconceptions, raise questions and embrace different ways of thinking, whereby engaging the student in a process of self-discovery, social responsibility and growth. The reciprocal nature of learning and giving through community involvement is a cornerstone of our program.

For more information, please visit the Service Learning Page on TowerNet.

Break a Leg - Theater Productions Two major productions are held each year, and there are often additional opportunities. Tryouts for each production are held the semester prior. Each production offers you opportunities to participate on the stage or behind the scenes in stage management.

A student who is heavily involved in a theater production may apply for an exemption from participating in athletics during one season per year by using Outside Athletic Activity Request Form Student Leadership

43

YO U R S U PPORT TEAM RE S O U RCE S

44

Your Support Team - Resources

Student Support Upper School Head - Megan Cover Assistant Head of School and Dean of Student Life - Art Hall Class Deans

Class of 2018 - Kathryn Kummer

Class of 2019 - Harry Neilson Class of 2020 - Liz Brown

Class of 2021 - Nicole Keith College Counselors - David Toomer, Maxine Mendoza, and Jennifer Meeker Dean of Teaching and Learning- Andrea Glowatz Upper School School Counselor - Fran Henkel School Nurse - Nancy Martin Communication is key in responding to questions or concerns, or in seeking help. We have a number of different people who can help with many things at Tower Hill. Whether it is academic, social or behavioral, we have various support systems and resources in place.

What to do if you need support in ‌ Academics

The first step is to talk to your teacher if you have an issue. If you feel you are not making progress, go to your advisor. Your advisor helps to advocate for you as well as helps you advocate for yourself. The two of you can make a plan as to how to proceed. If your issue is academic in nature, you and your advisor can talk to your teacher and/or the department chair. department dean of class head of teacher student advisor chair student life dean upper school

Meeting with Teachers Meeting with teachers outside of class time is commonplace at Tower Hill. These meetings can occur during common free periods and before or after school. Students may make these appointments voluntarily or may be scheduled for extra help by the teacher, advisor or the Class Dean. Regardless of the reason, you should not be shy about seeing your teacher outside of class.

Learning Sometimes academic problems are related to a certain class, but sometimes they are bigger. If you notice persistent challenges with your studies, for example, homework takes too long, you don’t finish tests in time, etc., you should talk to your advisor, Class Dean, Dean of Students and/or the Learning Specialist. If you have a learning difference that is documented in a formal educational evaluation, be sure to contact your advisor and the Dean of Students so that we are sure you are eligible for accommodations. student

advisor

class dean

dean of teaching and learning

Your Support Team - Resources

45

The Teaching and Learning Center (TLC) Growth is the central tenet of the mission of the Teaching and Learning Center at Tower Hill School.

Established in 2016, the Center is a resource for students and teachers who wish to maximize learning processes, address specific academic challenges, engage in best practices, seek support for documented learning differences, or challenge themselves to achieve new levels of excellence.

The Center is a process-oriented nucleus of the school that fosters dialogue, innovation, flexibility, and excellence in individualized teaching and learning in the 21st century. Existing to uphold the mission and philosophy of the school in all circumstances, the Center is in a position to recommend reasonable accommodations for students with documented needs but cannot support requests to modify curricula. Our Learning Specialists endeavor to equip students and teachers with tools, strategies, and opportunities to learn about learning so that they may build repertoires, excel, and nurture the mindsets needed for continuing education. Advisors will serve as the preliminary contact in the student referral process to the TLC. The TLC is located in the Upper School Library. student

advisor

TLC (dean of teaching and learning)

Extended Time If you qualify for extra time on your tests, you must have current official documentation (within 4 years) on file with the school to be added to the “Extended Time List.� You also should make arrangements with each of your teachers as to how this will be utilized from class to class or teacher to teacher. Extended time can be given to students during a free period, at the beginning of the day from 7:45 to 8:20 a.m. or at the end of the day from 2:45-3:20 p.m. You may be late to athletics if you are taking extended time on a test or quiz.

Extended Time for Exams Students may opt to take their final exams in a designated extended time room. If they decide to take their exams in the extended time room, they must notify both their teacher and the Dean of Teaching and Learning of the extended time room in advance of the exam.

Extended Time for Standardized Testing Students who qualify for extended time at Tower Hill need to follow an external approval process for standardized testing through the College Board. In order to qualify for extended time on standardized tests (SAT/ACT), students must have a current educational evaluation, documented extended time in-school use of extended time for at least four months, and the necessary paperwork completed by families. Our standardized testing coordinator (Dean of Teaching and Learning) will send all paperwork to the College Board and wait for approval. Once approval is received or denied, our Dean of Teaching and Learning will be in contact with families. Please contact Andrea Glowatz, Dean of Teaching and Learning (aglowatz@towerhill.org) if you have any questions or would like to start this formal approval process.

Tutoring Tutoring after Failure of Final Exam or Course A student who needs to retake a final exam due to receiving a mark less than 50 will normally be expected to complete an appropriate amount of review as determined by the department, usually 46

Your Support Team - Resources

three to five hours. The teacher, or another member of the department, will work with the student to prepare for the reexamination. There is no cost for tutoring associated with basic exam retake prep.

See Exams on page 33 for more information.

In those circumstances when the teacher, Department Chair or Head of Upper School determines a student will need a significant amount of work, usually eight or more hours, in order to remedy a course failure or poor final exam performance, the family will be asked to employ the services of a tutor.

Upper School’s General Philosophy on Tutors and Tutoring When students encounter difficulties, the first place to seek help should always be the teacher.

However, we understand that there are occasions when assistance may be useful beyond what the teacher can provide. If a tutor is engaged without the formal recommendation of the teacher or member of the school community, as both a matter of courtesy and to enhance communication, we highly recommend that the student notify the teacher or advisor. Most importantly, in all cases in which a tutor is employed, a tutor should be considered a supplement to the learning the teacher provides, not a replacement.

Tower Hill recognizes that there may indeed be a difference between needing a tutor (help passing a course; at the request of the teacher) and wanting a tutor (help turning a B into an A). Therefore, the degree of time engagement with a tutor on the part of the teacher can vary. We feel that it is often very helpful for teachers and tutors to collaborate, especially when the teacher has recommended tutoring, or the student is facing great difficulty in the course. That said, we must also be cognizant that the interaction is appropriate; communication between teacher and tutor should cover general skills, concepts and material, but should never create an unfair advantage for students with tutors.

Most tutoring takes place outside of school time, but there are instances when students work with tutors on campus during the school day. In these cases, tutors may only use school facilities with the support of the teacher and the approval of the Head of Upper School.

Our goal is always to help students perform successfully in the classroom, and our school culture is built upon the idea that teachers are available to assist their students during and outside of class time. In cases when outside help is introduced, it is our desire to be certain that communication and collaboration is reasonable, fair and effectively supports both the student’s learning and the institutional goals of the school.

College Counseling Your advisor will help you choose an academic plan for your four years at Tower Hill. As a freshman, you will be given a username and password for Naviance, which is a Web-based service that organizes your records and resume from the first day of 9th grade. Throughout freshman and sophomore years, there will be some introductory programs from the College Counseling office for you and your parents, but you will not formally begin this process until winter of your junior year.

Once you get to be a second-semester junior, you will begin meeting with the Director of College Counseling, who will start to formally guide you through this process.Please visit the College Counseling Office webpage to learn more about the college guidance process. student

advisor

director of college counseling

Your Support Team - Resources

47

Behavior If you ever get into trouble, we encourage you to think seriously about the Honor Pledge you sign at the beginning of each school year. Honesty is always the best policy at Tower Hill. Please be honest with your teachers and with your advisor. They only want to help you find a solution to your problem and can only help you if you are upfront with them. In cases of academic honesty violations, follow this process: advisor

class dean

dean of student life

head of upper school

Emotional Well-being There is never a problem too big without a solution that we can’t help you work through. If you are experiencing personal problems, such as conflict with a friend, social issues, depression, addiction, decision making, your advisor can be your first point of contact. He/She can direct you to our school counselors. You can meet with them individually or with your advisor. student

advisor

class dean

school couselor

Physical Well-being Whenever you are not feeling quite right, the Nurse is always available in the Health Center. You can visit her at any time within the school day and she will help you. If you are in class or will miss a class due to a visit to the nurse, make sure to notify your teacher.

You should always see the nurse before making arrangements with a parent to go home sick.

student

48

teacher/ advisor

nurse

Your Support Team - Resources

Student Support Groups Advisory The advisory program is designed to support students personally and academically throughout their upper school experience. The program fosters growth of core values, such as honesty, responsibility and respect for oneself and the community through building open and honest relationships between student and teacher. It serves as a safe place for students to seek assistance or advice in all facets of their school life.

Advisory focuses on both the academic and character development of the individual as well as the important role one assumes as part of a group. The advisory program offers meaningful opportunities for active citizenship, leadership and cooperative group experience, serving as a forum for the sharing of ideas relevant to school life, and team building.

Student/Advisor Relationship Beginning in 10th Grade, you will have a chance to select your advisor and are able to remain with this person for your entire career in upper school. Your advisor is a teacher with whom you have a close trusting relationship—your formal or informal advisor. This person is the equivalent to a faculty coach who is here to help you navigate your daily life at TH. He/She can advise you academically and personally.

Your advisor will also have other advisees, which makes up your advisory. Advisories are mixedgrade level, so you may be in an advisory group with freshmen, sophomores, juniors and seniors.

Advisories meet once every several days in groups (usually of 8-9 students to 1 faculty member), but you should consult your advisor whenever you have a question or encounter a rough spot in the road.

Peer Tutors In conjunction with department chairs and class deans, the dean of teaching and learning runs a peer tutoring program that gives all students who are struggling in an academic class the opportunity to work with another student. The tutors are 11th or 12th grade students who show strong interest and strength in a field or subject. Tutors are selected by department chairs and by their strengths in the subject compared to the challenges of the student, the personalities of both the peer tutor and student (whether they clash or enhance each other), and the comfort of the student with a similar or opposite-gendered tutor. Having a peer tutor who is also a student creates an aura of comfort for many students who may have trouble with asking a teacher or adult frequently for extra help.

Your Support Team - Resources

49

Senior Mentors Every incoming freshmen is assigned to a Senior Mentor who will help support, guide and coordinate activities for them throughout the school year. They also serve as a resource. These mentors lead buddy groups, consisting of 3 to 4 students per group, to help with their transition to Tower Hill.

For Parents As parents, you obviously play a crucial role in your child’s school journey. An ideal support team is made up of student, parent and school all working together. You should first direct your child to ask questions at school, which will help to empower him/her. We encourage students to take ownership of their learning, which includes decision making, conflict resolution and self advocacy, but parental guidance, more so than control, is very important. In turn, students should communicate with their parents regularly about their experiences at school. Since it is not uncommon for you to have questions or concerns about your child’s academic performance, we certainly want to promote productive communication with parents as well as students. For parents who may have concerns about their child’s performance or perhaps questions about a policy, practice or decision that is unclear to them in a particular class, the best place to start is with the teacher. If additional assistance is necessary, you should contact your child’s advisor. If the issue persists, or requires additional guidance or perspective, you might also access the class dean, department chair, dean of student life or head of upper school. All situations are unique, but the general sequence for seeking help or information in academic matters is student/ parent

teacher

advisor

class dean

department chair

dean of students

head of upper school

For more information on healthy parent/school relationships, read the National Association of Independent School’s Principles of Good Practice: Parents Working with Schools/Schools Working with Parents.

Parent-Teacher Conferences Your child’s advisor will contact you in the late fall to schedule a parent-teacher conference to discuss your child’s performance. While this is the only formally scheduled conference, you should feel comfortable speaking with your child’s advisor at any time of the year. We find it is helpful, whenever possible, that the student is included in these conversations, if not leading them.

Tower Hill School