Code of Code

 

 

1. JOSEPH F. POLLACK ACADEMIC CENTER OF EXCELLENCE

K-8TH  GRADE

 

STUDENT HANDBOOK

&

CODE OF CONDUCT

             

                                         TABLE OF CONTENTS

 

MESSAGE FROM PACE ACADEMY ADMINISTRATION 2

MISSION STATEMENT 3

BELIEF STATEMENT

SCHOOL COLORS & MASCOT

CHARACTER EDUCATION FOCUS 4

SCHOOL INFORMATION 5

SCHOOL POLICIES & PROCEDURES 6

STUDENT CODE OF CONDUCT AND DISCIPLINE POLICY 17

DISCIPLINE VIOLATION & CONSEQUENCES (K-8) 32

RULES FOR PACE COMMON AREAS 41

MISCELLANEOUS PROVISIONS & APPEALS PROCESS 42

ACCEPTABLE USE POLICY 44

RESPONSIBILITY FOR STUDENT CONDUCT 46

PROGRAM EXPECTATIONS FOR ENROLLMENT 47

PARENTAL/GUARDIAN CONTRACT FOR ENROLLMENT 48

TITLE 1 PARENT COMPACT 49

ACKNOWLEDGEMENT 50

1. JOSEPH F. POLLACK ACADEMIC CENTER OF EXCELLENCE

(PACE)

      Mission Statement

The Dr. Joseph F. Pollack Academic Center of Excellence will provide all students a superior educational experience that results in career success and commitment to community service.

Belief Statement

We believe:

 

• All students can achieve academically.
• Students, parents and PACE staff are all partners in the educational process.
• The PACE curriculum and high expectations create an environment that enables students, parents and staff to achieve success.
• High standards, challenging curriculum, quality instruction, assessment and a variety of educational strategies meet the needs of students with different learning styles.
• Developing solid character traits creates a safe and nurturing learning environment.
• Ongoing professional development is necessary to ensure our students are provided with a world-class education.

 

PACE STUDENT AFFIRMATION

 

I am here to learn

School Colors

The official school colors are Burgundy and Gray

 

School Mascot

The official school mascot is the warrior

 

School Leadership Motto

Learners Today, Leaders Tomorrow

1. JOSEPH F. POLLACK ACADEMIC CENTER OF EXCELLENCE

Character Education Focus

 

September          Integrity

Integrity is being honest.  It is being trustworthy.  Integrity is being true to yourself and your beliefs.

 

October              Responsibility

Responsibility is taking care of the people and things that are ours.  Responsibility is keeping our promises.  It is doing our duty for our family, school, community and country.

 

November          Respect

Respect honors the good things that we and others do.  Respect values people and other things for whom and what they are.  Respect honors people and things of special worth.

 

December          Generosity  

Generosity is the willingness to give or share.  It is the noble act of unselfishness.  

 

January             Courage

Courage is being brave when we are afraid.  It is being able to do something when we feel bad or fear we might fail.

 

February            Compassion

Compassion is caring about others.  It involves wanting to help those who are hurting.  Compassion is showing kindness to all people.

 

March                Justice

Justice is making sure that we treat others and ourselves fairly.

 

April                   Wisdom

We gain wisdom through learning and doing.  Wisdom is understanding what to do.  It is recognizing right from wrong, good from bad.

 

May Perseverance

We display perseverance by simply not giving up.   No matter how challenging or difficult a situation may be, we never stop trying to achieve our goal.

 

June

Review Integrity, Responsibility, Respect, Generosity, Courage, Compassion, Justice, Wisdom, and Perseverance.

A person’s character is their destiny.

                                                                                       Heraclitus

School Information

 

Dr. Joseph F. Pollack Academic Center of Excellence

(PACE)

23777 Southfield Road

Southfield, MI 48075

(248) 569-1060

(248) 569-1403 Fax

www.pacek-8.org

 

School Hours

Report Time: 7:45 AM

Dismissal (Grades K-3): 2:30 PM

Dismissal (Grades 4-8): 3:30 PM

 

Office Hours

7:30 A.M. – 4:00 P.M.

Monday through Friday

School Telephone

(248) 569-1060

School Fax

(248) 569-1403

Delayed Starts and School Closing

To learn of a late start, school closure due to inclement weather or any other emergency please listen for a radio announcement on WWJ950 AM News Radio or tune in to

                              CHANNELS 2, 4 OR  7 NEWS

Note:  PACE is located in Oakland County.

POLLACK ACADEMIC CENTER OF EXCELLENCE

 

SCHOOL POLICIES AND PROCEDURES

 

Advisors

Every student has an advisor.  The student’s advisor is his/her homeroom teacher.  This is the first person with whom the parent/guardian should communicate if a question or issue arises requiring contact between the home and the school.

Assessment

The academic progress of students at PACE Academy is assessed using the following tools:

 

• Michigan Student Test of Academic Progress (M-STEP)
• Once Per School Year (Spring)
• MAP Growth Assessment (MAP)
• Grades K-3 Three Times Per Year (Fall, Winter, Spring)
• Grades 4-8 Twice Per Year (Fall, Spring)
• Achievement Network (ANet)
• Grades 2-8 Three Times Per Year (Every 9-10 Weeks)
• Individual Teacher Assessments- As Needed and Applicable

Application

Verification of age and place of birth must be submitted when a child applies at PACE.  Any one of the following forms will be accepted:  Birth Certificate, Baptismal Record, Passport (showing date of birth), or Alien Registration Card.  To enter Kindergarten a child must be five years old on or before September 1st.  In addition, an up-to-date record of immunizations must be provided.

 

Attendance Policy

To benefit from the primary purpose of the school experience, it is essential that each student maintain regular and punctual daily attendance in all classes.  Class attendance is necessary for learning and academic achievement; as well as for developing the habits and responsibilities of punctuality, dependability, and self-discipline.

 

Attendance is a high priority at PACE.  Student achievement and attendance are directly correlated.

 

The State of Michigan has a Compulsory Education Law (MCLA 380.1561), which makes it the responsibility of the parents or guardians to see that any child between the ages of 6 and 16 attends school properly equipped to participate in the school activities.  The child’s attendance must be continuous and consecutive for the school year.

 

Violations of this law occur “if a child is repeatedly absent from school without valid excuse.”  This can include a pattern of tardiness, early dismissal or a pattern of absences.

• Excused Absences.  All prearranged, authorized, and illness-related absences will be treated as excused absences.  Excused absences must be verified by a telephone call or note from a parent or legal guardian to the office or homeroom teacher by 10:00 A.M. the day of each absence.

 

Excused absences, tardies and early dismissals are valid for the following reasons:

 

• Medical or dental treatment, exam, recuperation
• Personal illness
• Death in the family (Please provide obituary or funeral program)
• Serious illness in immediate family
• Educational experience.  (The principal considers circumstances or conditions that may benefit a pupil as a reasonable educational experience)
• Pre-approved absence by school administrator before the child is absent
• Religious observances

 

• Unexcused Absences.  Any absence for which the parent/guardian has not notified the school will be considered unexcused.  The Attendance Monitor will call the student’s parents for excessive unexcused absences.

 

Unexcused absences, tardies, early dismissals include:

• Absence, tardies and early dismissals that do not meet the guidelines for excused absence, tardies and early dismissal
• Parental requests excusing their child from school for reasons not included above (i.e. to get a haircut, go shopping or not stating a specific reason) are unexcused.  Excuses that a student “overslept” are also unacceptable and will constitute an unexcused absence or tardy.  Students are expected to attend school until the end of the school year.  Students failing to attend the last two weeks of the school year may lose their seat for the upcoming school year unless there is a documented medical or family emergency.

Absences:

• After five and/or ten consecutive absences a letter is sent home by the appropriate school personnel.
• If the student is absent again, the student will be required to conference with the PACE Academy Administration before the student reaches the 15th absence.
• Excessive absences after the 15th will be forwarded to the appropriate truancy officer.

 

Intermediate School District Referral:

1. After the 15th absence, the student shall be referred to Intermediate School District at the discretion of administration based on individual case circumstances.
2. After the 15th tardy, the student shall be referred to Intermediate School District at the discretion of administration based on individual case circumstances.

 

Late Arrivals and Early Dismissals:

In order to benefit from the educational program of PACE it is necessary that a student be in attendance throughout the school day.  However, from time to time compelling circumstances require that a student be late to school or dismissed before the end of the day.

 

Students who arrive late to school must report to the office for a pass to enter the classroom.  Students are tardy if they are not in the classroom at 8:00 A.M.  Every instance of tardiness requires a written excuse from the parent/guardian stating the reason.  Parental assistance in making sure students arrive on time for school is required and appreciated.

 

Written notice is required upon tardiness or early dismissal of the student, which shall state the reason for the tardiness or the early dismissal.

• Initial attempts to modify a student’s tardiness will be handled by the teacher
• After five tardies or early dismissals a letter is sent home by the appropriate school personnel
• If the student is tardy again, the student will be required to conference with the PACE Academy Administration before the student reaches the 15th tardy or early dismissal

Before and After school Services of Students

Parents needing before and after school care for their child(ren) will be asked to enroll them in the affiliated before and after school program.  More information about before and after school services can be obtained from the main office or the PACE Academy website www.pacek-8.org.  Students who are repeatedly dropped off early and/or picked up late and have not been properly enrolled in the before in after school program will be reported to the appropriate authorities (i. e. Southfield Police or Department of Human Services).

Basic Emergency Procedures

 

Fire Drill Procedure:

Minimum of 8 whole-school practice fire drills are held during the school year.  The Principal, Assistant Principal, and the City Fire and Police Departments coordinate our school safety program.

 

All students should take these drills very seriously and follow the instructions of their teachers.  Everyone must exit the building during a fire drill and not return until they receive the all-clear signal.  Fire drills may occur anytime during school hours.  Classroom teachers will spend time discussing and rehearsing fire drill procedures.

• Students should walk to the classroom door and quickly form a line.

 

• The teacher should lead the group from the building using the assigned stairway and/or exit.

 

• Talking or running is not permitted. Students should follow the person directly in front of them and carefully listen to and follow directions given by the teacher.

 

• Students should proceed to a safe place outside as directed by their teacher.

 

• No one should re-enter the building until the all-clear signal has been given.

 

• After the all-clear bell, students are to follow the directions of their teacher and return to their classrooms in a quiet and orderly manner.

 

Students who are not able to walk, or need assistance, will be assisted by their classroom teacher, or the nearest available adult.

Book /Gym/Duffel Bags/Coats/Jackets/Purses

When entering the school, students are to place all book bags, duffel bags, coats, purses and any other such items in their locker or coat area.  

Citizenship

Attitude is a significant factor in a child’s success.  Therefore, students at PACE receive a citizenship mark based on a pupil’s capacity for growth in personal and social development.  The citizenship marks include an evaluation of attitude, effort, and dependability.  The following guidelines will be used when determining a citizenship grade:

Level	1	2	3	4	5
Description	Outstanding	Satisfactory	Average	Needs Improvement	Unsatisfactory
Citizenship rating are based on the following criteria:
ATTITUDE	…approaches school work with enthusiasm …follows rules and directions of the teacher …participates constructively in class activities
EFFORT	…is attentive and produces quality work …completes assignments on time …initiates contact for extra help when needed
DEPENDABILITY	…is on time to class …is prepared for class …submits and makes up work in a timely manner

Civil Defense Procedures/Severe Weather

• All students will go to their designated area in the building.

 

• Students will sit on the floor with their heads protected and away from entries and windows.

 

• Students will remain quiet, and in sheltered areas until the all-clear signal has been given.

 

• After the all-clear signal, students are to follow the directions of the teacher and return to their classrooms in a quiet and orderly manner.

 

• Parents are requested to not telephone the school when a tornado is in effect.  It is imperative that school lines are open at this time for official calls.  During a tornado watch or warning, a parent/guardian may sign out his/her student from the main office.

Code of Conduct

All students and parents are responsible for the information contained in the PACE Academy Code of Conduct booklet.

Classroom Newsletters

Newsletters are sent home with students from classroom teachers to keep parents informed of house activities and what is happening in their child’s classroom.

 

Communication

PACE is committed to promoting communication between the teaching staff and parents.  Please call the school with any questions or concerns you may have.  Listed below are some of the formal ways that the school stays in contact with parents:

• Monthly School Calendar.  A monthly school calendar is sent home with students or is electronically available every month to keep parents informed of building level activities and parent involvement opportunities.

 

• Annual Open House, School Visits.  Parents are always welcome to visit the school and their child’s classroom.  We do ask however,  that all parent’s and visitors please make an appointment at least 24 hours in advance to speak with the staff member you would like to see.  This allows staff members the opportunity to devote specific time and attention to the needs of our parents & visitors.  When you arrive for your appointment, please sign in at the office and obtain a visitor’s pass for security reasons.  

• Parent/Teacher Conference.  Each family will meet with his/her child’s teacher to review expectations and discuss the student’s academic development.

 

• PACE Communication Folders (K-5).  Folders will be sent home each week, which contain newsletters, flyers, memos, and student work.  Parents are asked to review the contents of the folder with their child, initial the folder, and return it to school.

Confidentiality

Laws involving privacy and confidentiality prohibit the school from divulging student names, addresses, and telephone numbers.

Curriculum

 

• Student Standards.  PACE has established high academic standards and clear instructional objectives, which are aligned with the State of Michigan Curriculum Framework.  The curriculum is built around five domains – Mathematics, Science, Reading, English/Language Arts (ELA), Social Studies, Technology, Spanish, Art, Vocal/Instrumental Music, Physical Education, & Health

 

• Instructional Resources:  PACE Academy teachers are guided by the Michigan State Academic Standards and use the resources below to deliver instruction:

 

Grade Level	Reading/ELA	Mathematics	Social Studies	Science
K-5	Storytown Strategies for Writers	Eureka Math	Oakland Schools Atlas Rubicon	Phenomenal Science
6-8	Elements of Language/ Literature Strategies for Writers	Eureka Math		Prentice Hall Science Explorer

 

• Curriculum Integration.  At PACE, all subject areas are linked to provide hands-on, real life experiences within the entire school community.

 

• Multiple Forms of Instruction.  Direct instruction, cooperative learning, project-based learning, and other forms of instruction provide responsive, varied learning situations to meet the needs of students.

 Promotion, Placement and Retention

 

The Board of Directors recognizes that the personal, social, physical, and educational growth of children will vary and that they should be placed in the educational setting most appropriate to their needs at the various stages of growth.

It shall be the policy of the Board that each student be moved forward in a continuous
pattern of achievement and growth that is in harmony with his/her own development.

A student will be promoted to the succeeding grade level when they have:

achieved the instructional objectives set for the present grade;

demonstrated the degree of social, emotional, and physical maturation
necessary for a successful learning experience in the next grade.

The School Principal shall develop administrative guidelines for promotion, placement, and
retention of students which:

• ensure students who are falling seriously behind their peers or who may
  not be promoted receive the special assistance they may need to achieve
  the academic outcomes of the School's core curriculum;
• require the recommendation of the relevant staff members for promotion,
  placement, or retention;
• require that parents are informed in advance of the possibility of retention
  of a student at a grade level;
• assure that efforts are made to remediate the student's difficulties before
  she/he is retained;
• assure that efforts are made for the proper placement of students who
  have met or exceeded grade level academics outcomes;
• assign to the principal the final responsibility for determining the
  promotion, placement, or retention of each student.

 

Uniform & Dress Code Policy

Pollack Academic Center of Excellence is a special place where students come to learn.  In order to focus on the content of character and not the outward appearance of each student, it is expected that all students will adhere to PACE Academy’s expectation of dress.  In addition to ensuring a safe learning environment for all, students are able to focus on the importance of who they are and not how they look.  Our dress code seeks to introduce our students to a style of dress that will be beneficial as they begin to prepare for a successful future.

 

PACE Academy Uniform Matrix

 

Primary School Grades K-2	Elementary School Grades 3-5	Middle School Grades 6-8
Required Attire: Pants/Skirts/Jumpers: Khaki Black  Shirt (Long or Short Sleeve): Burgundy PACE Polo Style (no patches)  Skorts/Shorts (between May 1 and September 30 only) Khaki Black  Belts: No Large Buckles  Hosiery/Socks: Solid no leggings Optional Attire Sweaters (PACE Academy Logo Only): Burgundy   Jewelry limited to the following: Earrings: Girls no larger than quarter sized hoops. Boys no larger than one carat studs Wrist Watch One Ring	Required Attire: Pants/Skirts/Jumpers: Khaki Black  Shirt (Long or Short Sleeve): Black PACE Polo Style (no patches)  Skorts/Shorts (between May 1 and September 30 only) Khaki Black  Belts: No Large Buckles  Hosiery/Socks Solid no leggings Optional Attire Sweaters (PACE Academy Logo Only): Black  Jewelry limited to the following: Earrings: Girls no larger than quarter sized hoops. Boys no larger than one carat studs Wrist Watch One Ring	Required Attire: Pants/Skirts/Jumpers: Khaki Black  Shirt (Long or Short Sleeve): Gray PACE Polo Style (no patches)  Skorts/Short (between May 1 and September 30 only) Khaki Black Belts: No Large Buckles  Hosiery/Socks Solid no leggings Optional Attire Sweaters (PACE Academy Log Only): Gray  Jewelry limited to the following: Earrings: Girls no larger than quarter sized hoops. Boys no larger than one carat studs Wrist Watch One Ring

Dress Code

In an effort to promote positive self esteem with our students, we expect that student uniforms are always clean, pressed, and neatly tucked daily.  We also expect that students adhere to the following dress code when they wear their uniform:

• Hooded sweatshirts/sweaters, and non-uniform jackets are prohibited.
• Belts should be simple with small, non-fashionable, non-trendy buckles.
• Shirts worn under short sleeved uniform shirts to cover the arm must be the same color as the uniform shirt.
• Hosiery should be solid with no designs or holes.
• Uniform should fit properly.  Please refrain from sagging pants, tight, and ill -fitting clothing.
• Visible jewelry is limited to earrings (hoops no larger than the size of a quarter, studs no larger than one carat), a wrist watch, and one ring worn on the hand.
• Rubber bands are not to be worn on the wrist or finger.
• Costume, large, and/or bulky jewelry is prohibited.
• Half or mid-drift sweaters are prohibited

*In order to create a learning environment that promotes academic excellence, the school reserves the right to make judgments regarding the appropriateness of a student’s appearance.  Any choice that creates a disturbance within the school or that negatively impacts the learning environment will not be permitted.  In the event a student violates the uniform policy or dress code they will be subject to the disciplinary action outlined in the Student Code of Conduct.  Uniforms will be checked daily as students walk into the building.

 

PACE Academy Dress Down/Free Dress/Jean Day Dress Code

On occasion an announcement will be made or notice sent home with students advertising the opportunity for students to participate in Dress Down/Free Dress/ Jean Day activities. On these days, students must adhere to the following guidelines or they will be considered out of compliance and may not be allowed to participate in a Dress Down/Free Dress/Jean Day opportunity again. Decency, good taste, and the normal standard of the community are to be maintained in dress and grooming by all students. The PACE Academy dress down/free dress/Jean Day dress code has been devised with the idea of promoting a positive learning atmosphere and wholesome attitude for each student and the school as a whole. Any dress that is considered contrary to good hygiene, distractive, or disruptive in appearance, or detrimental to the educational environment or the public image of the school, will not be permitted. The administration has the right to determine if attire or appearance is inappropriate for school. Students should follow these guidelines:

 

1. If a Jean Day is themed, students must adhere to the stated theme or wear their school uniform.
2. Student dress will not lead school officials to believe that student actions are gang related
3. Any dress considered too revealing or extremely form fitting will not be allowed.
4. Shoes must be worn at all times. (House shoes/slippers are not permitted.)
5. Sunglasses are not to be worn inside the building except when prescribed by a doctor for inside wear.
6. Shorts and skirts (including any slits) must be as long as or longer than the tip of the longest finger when the student’s arms are by the side of the body.
7. Clothing, accessories, or any items that advertise substances which are illegal for children (drugs, alcohol, tobacco products, etc.) or which are otherwise inappropriate (profanity, obscenities, violence, gang related, etc.) are not to be worn or brought to school.
8. Hats, scarves, hair picks, stocking caps, and hair curlers may not be worn in school.
9. Clothing must be size appropriate. Sagging is not allowed. All belts, buttons, and fasteners must be fastened at all times.
10. Students are to keep coats/jackets, book bags, backpacks, mini-backpacks, and purses in their lockers at all times.

 

When a student is attired in a manner that is likely to cause disruption or interference with the operation of the school, a member of the administrative team and/or Behavior Intervention Specialist office will administer appropriate consequences. These may include calling parents to bring appropriate clothing, detention, in-school suspension, and/or other disciplinary action as deemed appropriate. A student sent home to change will be counted as an unexcused absence. Administrators have the final word in determining appropriate dress.

Lost and Found – Personal belongings of students are taken to the Lost and Found located in the South Door (AT&T side) vestibule when the owner cannot be identified.  Clear identification is the safest means of ensuring return of lost property.  Items remaining at the end of each quarter will be donated to a worthy organization.

 

Field Trips

Classroom teachers may plan field trips for a specific educational purpose.  In order to participate, the students must have a field trip permission slip completed and signed by the parent.

 

If, for any reason, a parent does not wish his/her child to participate, arrangements will be made for the student to remain at school with another class.

 

Note:  Students are required to adhere to the school dress code while on field trips unless there is a policy exception from the principal.

 

Student may be excluded from participation in Field Trips at the discretion of the classroom teacher.

Homework Policy

 

1. Philosophy/Purpose:

Homework contributes toward building responsibility, self-discipline and lifelong learning habits. It is the intention of the Dr. Joseph F. Pollack Academic Center of Excellence staff to assign relevant challenging and meaningful homework assignments that reinforce classroom learning objectives. As appropriate, homework grades are modified based on students’ individual needs (i.e. IEP, 504 Plans). The main purposes generally associated with homework are as follows:

• To give students a chance to review and practice what they have learned
• To prepare students for the next day’s lesson
• To provide opportunities to identify and learn to use resources such as the library, the Internet, reference books, and other community resources
• To allow for more in-depth exploration of topics than is possible during class time
• To help students develop time management, study, and organizational skills
• To provide parents with insights into what is being taught in the classroom and the progress of their children

Guidelines for Quantity of Homework (Based on the studies of J.L. Epstein and F.L. Van Voorhis)

Grade	Cumulative Minutes/School Day	Types
K	0-10 minutes	Study Skills/Habits
1-2	10-20 minutes	Study Skills/Habits/Practice/Review
3-5	30-50 minutes	Study Skills/ Habits/Practice/Review/ Preparation/Skill Integration
6-8	60-90 minutes	Practice/Review/ Preparation/ Skill Integration/ Extension

1. Expectations

Homework is most beneficial when teacher expectations are well communicated, students take responsibility for their homework, and parents support these efforts. As such, the responsibilities of teachers, students and parents with regard to homework are listed below:

Administrators will help by:

• Distributing the school homework policy to staff, students, and parents/guardians
• Ensure the homework policy is effectively implemented throughout the school.
• Include an up to date school homework policy as part of their annual school reporting.

Teachers will help by:

• Informing students and their parents of the purpose and benefits of homework
• Informing students and parents of the school’s homework policy
• Assigning relevant, meaningful homework activities that reinforce classroom learning
• Ensuring that students are aware of what is expected of them, and how their work will be assessed
• Giving students sufficient time to complete their homework, taking into account homework set by other teachers
• Maintaining homework records and providing feedback to students and parents
• Regularly updating PowerSchool and/or teacher websites to apprise parents of their child’s progress  

Students can help by:

• Being aware of the school’s homework policy
• Asking questions when necessary to clarify the assignment
• Thoroughly recording homework directions and expectations
• Completing homework within the given time frame
• Informing parents of homework expectations
• Seeking assistance from teachers and parents if difficulties arise
• Ensuring homework is of high quality
• Asking for and completing homework assigned during an absence
• Working on homework independently whenever possible, so that it reflects students’ ability
• Managing demands and activities to allow sufficient time for homework completion

Parents can help by:

• Setting a regular, uninterrupted study time each day
• Providing a suitable place for study
• Monitoring student’s organization and daily list of assignments in their agenda
• Being aware of long term assignments and assisting students in learning to budget their time accordingly • Assisting and correcting, but not doing the actual work
• Contacting the teacher if he/she observes an absence of homework
• Communicating with teachers any concerns about the nature of homework and their child’s approach to the homework
• Alerting the teacher, in advance, when extenuating circumstances arise that may prevent homework from being completed on time
• Regularly accessing Powerschool to help monitor their child’s progress

 

1. Late Work Penalties

Students are required to turn assignments in on time. Students who turn in late assignments face the following penalties:

• Teacher not accepting the work for credit
• Receiving a lowered overall score

VII. Test/Assessment Make-ups

If the first day of the absence occurs on the day of the test, the student should be ready to take the test upon his/her return to school.

If the absence(s) is prior to and inclusive of the actual test date, the student will have an equivalent amount to time as allowed in the homework policy to prepare for and take the test. This should not exceed one week after his/her return.

VIII. Grace Periods for Absences

Absences for Illness and/or Family Emergency  

• Minimum of two days for each day of absence to complete missed work.
• More than three consecutive days of absence – Teacher and student will determine essential assignments and agree upon due dates.

Planned Absences of More Than One Day

• Absences of one day will follow the two-day grace period.
• If work is available before an absence, it is due upon return.
• If work is requested, but not available in advance, the student will have two days for each day of absence to complete the assignment.

 

IX. Extenuating Circumstances

The student will work with the teacher to make a plan to deal with extenuating circumstances. Examples of extenuating circumstances may include: family emergencies, injuries and extended illnesses.

 

Library

The Library Specialist will manage electronic, print, video, and other traditional and non-traditional information resources and help individuals within the school to retrieve and organize information.  The instructional materials housed in the school library enrich the education of children; improve research skills; and help teachers to individualize instruction.

 

Parents are asked to encourage their children to use the library services provided for them, and to spend time reading each day.  Books and other materials, such as magazines and reference articles, are available for both classroom and personal use.  Parents are asked to make sure that their child’s use of the library materials is appropriate and are returned promptly.

 

Students are expected to respect the right of all students to have a quiet work place, and to take good care of library materials.  Students are responsible for damaged or lost materials.

Lockers/Cubby’s

The classroom teachers will assign lockers/cubby’s as needed.  To prevent items from being stolen, the locker combination should not be shared with other students.  Students are expected to maintain and use their assigned locker/storage spaces appropriately.  Lockers or storage spaces are the property of Pollack Academic Center of Excellence, to be loaned to students for their use in storing personal belongings and instructional materials.  Pollack Academic Center of Excellence retains exclusive control of the lockers and periodic general locker inspections may be conducted for any reason at any time without notice or consent or a search warrant.  Students have no right to expect privacy regarding the contents of lockers.

Lunch and Breakfast Program

All PACE Academy students are able to participate in our free breakfast and lunch program.  Students may also bring their lunch from home.

 

PACE has a closed campus lunch policy.  Students are not allowed to leave campus for lunch unless their parent has checked them out through the office.

 

(HEALTHY FOODS POLICY INSERT)

 

Applications for participation in the free and reduced lunch program are sent home at the beginning of the school year and are available in the office throughout the school year.

 

Breakfast is served daily from 7:45 A.M. – 8:00 A.M.  All students are welcome to participate in this program.  

 

Lunch Periods are 25-20 minutes long for all students.  

 

Lunchroom Rules and Procedures

 

1. Students are expected to promptly follow directions given by adults in the lunchroom the first time they are asked.
2. Students must raise their hand to get out of their seat for any reason, including the use of the restroom.
3. Leaving the cafeteria without permission for any reason during mealtime is prohibited.
4. Each student is responsible for the cleanliness of the space at which he/she was seated during mealtime.
5. Students should conduct themselves in a quiet and orderly manner.

 

Recess – Students in grade K-5 are given 15 minutes of recess daily.  Throughout the remainder of the school day, classroom teachers will give students plenty of opportunity for movement and change of pace, and will provide breaks as necessary to ensure that all students do their best each day.

Media

The media may choose to cover interesting events that occur at Pollack Academic Center of Excellence throughout the year; and the school welcomes the publicity.  If, for any reason, a parent does not wish for his/her child to be viewed on television, or photographed by the media, please submit a request in writing to the school office.

 

Money and Other Valuables

Students should not bring money, property, or other valuables to school, except to when participating in a school fundraiser or event.  Money should be sent in a sealed, labeled envelope.  If money is required for other reasons, students and parents will be notified.  The school will not assume responsibility for lost or stolen property.

 

Parent and Community Involvement

Parent involvement is of the utmost importance at Pollack Academic Center of Excellence, and it is recognized that parents are eager to participate fully as the first and continuing teachers of their children.  As prescribed in the Parent Contract, parents are expected to volunteer for a minimum of 20 hours each school year, attend two Parents-As- Partners meetings and two Parent/Teacher conferences.

 

At Pollack Academic Center of Excellence it is believed that what a parent does at home to support the child’s education represents the most important aspect of parent involvement.  Examples are:

• Ensuring that bedtime is at an appropriate hour
• Preparing the child’s clothing for school
• Checking homework for completion and understanding
• Conversing about the child’s day at school
• Participating in school assignments that involve the family
• Reading aloud with the child
• Taking family field trips
• Talking about the parent’s personal educational experiences in a positive way, and sharing hopes for the child’s continued growth in learning
• Ensuring that students use the school provided web resources at home

 

We encourage you to get to know your child’s teacher and let the teacher know how you would like to help in the school.  

 

Volunteers – Pollack Academic Center of Excellence welcomes parents and others to work with the school as volunteers.  Teachers, staff and specialists will communicate with parents about their needs and wishes for support.

 

Progress Reports

Progress reports are issued once each quarter for all students.  Parents may be asked to sign each report and return them to their child’s homeroom teacher for verification.  Student academic information will also be available electronically through the Powerschool Parent Portal.  Parents will be given a user name and password in order to access their child’s individual information.     In this way, parents can keep abreast of their child’s progress throughout the school year and communication is ensured regarding the student’s academic progress throughout the quarter leading up to each quarterly conference.

 

Special Education Services (SES)

Pollack Academic Center of Excellence is committed to a program of responsible inclusion for students with special needs.  Special education teachers work with the teacher and special education students within the regular classroom and also in a separate setting when that is most appropriate.  SES staff regularly review each student’s level of service and monitors their progress.  Procedures for making referrals, conducting evaluations, communicating with families, writing and reviewing Individual Education Plans (IEPs), maintaining student records, and reporting progress are managed by the Director Special Education.

 

Gifted Students – Pollack Academic Center of Excellence sets high standards for all students.  Multi-age grouping and a challenging curriculum help teachers address the special needs of gifted students.  The project based nature of intensives (school-wide thematic projects that cover an extended period of time), and other project based instruction give children opportunity to tackle more challenging work.

 

Solicitation

Pollack Academic Center of Excellence regulations prohibit solicitation on school grounds during school hours or by individual students or staff for membership in, contribution to, or purchases in support of any charitable organization, which has not been sanctioned by the principal.

 

Student Health and Records

 

Accident – If a student has an accident on school grounds their parent or guardian will be notified.

 

Immunizations – State law requires immunizations for all students.  It is imperative that parents retain immunization records.

 

In case of Illness – The student must receive a pass from the teacher before going to the school office.  It will then be determined whether the student should rest, return to class, or be sent home.  If the student needs to go home, parents will be called to pick up their child.

 

Medication – Students who need to take prescription drugs or over the counter medicine while in school are required to provide the office with a note from the attending physician.  There is a form that is to be completed by the parent and physician, which can be picked up from the office.  The medication must be in the labeled container received from the pharmacy, indicating the dosage and time to be given.  Inhalers must be kept in the office unless there is a physician’s note on file.

 

NOTE:  Aspirin may not be given by anyone on school staff.

Student Records

Student school records are provided and are protected from unauthorized inspection or use.  A cumulative record is maintained for each student from the time he/she enters the school until the student withdraws or graduates.  This record moves with the student from school to school.  The student’s discipline referrals are contained in this record.

 

Change of Name/Address/Phone Numbers – Notify the school immediately when a change of address or telephone number occurs.  It is very important that the school has accurate information in their database.  There is a form in the office to complete for any changes in student information.  When a student’s legal name is to be changed, a court order showing the change must be submitted to the school for necessary recording and for a revision of the student’s records.

 

Telephone Usage

Valuable instruction time is wasted when students are excused to either answer a call from home or to place a call home.  The following guidelines are in effect regarding the use of telephones by students.

• All outgoing calls by students can only be made with teacher permission and can only be made on an emergency basis

 

If a teacher feels that a call home is an absolute necessity, he/she will call the parents from the classroom.

• Calls home for lunch, field trip permission forms, homework, band instruments, and requests to spend the night with friends are not generally considered emergencies.
• Students are not permitted to answer classroom telephones without the teacher’s permission.

 

Transfers and Withdrawals

The school office must be notified of the date of transfer, the student’s new school, and the last day the student will be attending this school as soon as possible.

 

All textbooks and library books must be returned and all fees paid at the time of transfer/withdrawal.  School records are furnished upon request from the new school.

 

Truancy

Children are required by law to attend school until they are sixteen years of age.  “Habitual Truancy” is defined as more than four days of unexcused absence in any one month, or ten days of unexcused absences during the school year.

 

Visitors

Visitors must always report to the main office when entering the school building unless they are attending a school event, which is open to the public.  Children who accompany adults must be properly supervised.  The children may not walk around the building, or use lavatories without adult supervision.  During the first week, or partial week of school, parents may accompany their children (students) to the classroom.  After the first week, students are encouraged to participate in established procedures for getting to their classrooms, rather than to be escorted by parents.

 

All visitors will be required to wear appropriate identification that will be issued in the main office.  Please understand that identifying the adults who enter the school building is a primary factor in assuring the safety of the students.

 

Waiting List/Student Selection Process

The waiting list established for Kindergarten through Grade 8 will remain active until February 15, of each school year.

 

Student Selection Process – Students whose applications were submitted by the established deadline date will be selected for admission by random lottery for each grade that exceeds full enrollment.  Applications received after the deadline date for each grade that has reached full enrollment will be added to the official waiting list in the order in which they are received.

POLLACK ACADEMIC CENTER OF EXCELLENCE

STUDENT CODE OF CONDUCT

Grades K-8

 

SECTION I: INTRODUCTION

 

The Dr. Joseph F. Pollack Academic Center of Excellence is dedicated to creating and maintaining a positive learning environment for all students. All members of our learning community—including students, educators (including administrators, teachers, support staff, custodians, and other school personnel), parents, and engaged service providers—must assume a responsible role in promoting behavior that enhances academic and social success. Courteous, respectful, and responsible behavior fosters a positive climate for the learning community. Those responsibilities include, but are not limited to, the following:

 

Students have the responsibility to:

1. Take responsibility for your learning and recognize that it is a process.
2. Attend school regularly, arrive on time, and be prepared to learn.
3. Respect yourself and others in class, on school grounds, on buses, and at any school-related activity.
4. Respect the rights and feelings of fellow students, parents, educators (including administrators, teachers, support staff, custodians, and other school personnel), visitors, and guests.
5. Work within the existing structure of the school to address concerns.
6. Know and comply with school district rules and policies.
7. Participate in your learning communities, including helping formulate rules and procedures in the school, engaging in school-related activities, and fostering a culture of respect for learning and for others.

 

Parents have the responsibility to:

1. Take responsibility for your child(ren)’s development as learners by, as much as possible, providing a home environment suited for learning and developing good study habits.
2. See that your child(ren) attends school regularly and on time.
3. Provide for your child(ren)’s general health and welfare as much as possible.
4. Teach and model respect for yourself, your child(ren), and all members of the school community. Support the school’s efforts to provide a safe and orderly learning environment.
5. Know and support the school and district rules and policies and work within the existing structure of the school to address concerns.
6. Advocate for your child(ren) and take an active role in the school community.
7. Attend your child(ren)’s parent/teacher conferences.

 

Educators have the responsibility to:

1. Take responsibility for students’ development as learners, including their academic success and positive social-emotional development, recognizing that children should be subject to behavior management and discipline policies appropriate to their ages and levels of understanding.
2. Model and provide a mutually respectful and accountable atmosphere for learning that includes all members of the school community.
3. Cooperate and schedule conferences with students, parents, and other school personnel in an effort to understand and resolve academic and behavioral problems. Make every effort to accommodate families whose work schedules, access to transportation, or distance from school limits their ability to meet or participate.
4. Keep parents informed of their students’ challenges, effort, and success.
5. Encourage students to participate in classroom, extracurricular, and other school-related activities.
6. Know and enforce the rules and policies consistently, fairly, and equitably.
7. Participate in formulating rules and procedures and other learning and developmental opportunities in the school.

 

The Code of Student Conduct sets forth student rights and responsibilities while at school and school-related activities, and the consequences for violating school rules. It defines behaviors that undermine the safety and learning opportunities for all members of the school community and favors actions that encourage positive behavior and learning over actions designed to punish. When determining the consequences of student misconduct, school officials may use intervention strategies and/or disciplinary actions. Recognizing the importance of keeping students in school learning as much as possible, educators will consider the severity or repetition of misconduct, age and grade level of the student, circumstances surrounding the misconduct, impact of the student’s misconduct on others in the school community, and any other relevant factors in determining how they will address misconduct. The Code of Student Conduct will be administered fairly, without partiality or discrimination. The Code of Student Conduct does not diminish any rights under federal law (20 U.S.C. 1400 et seq.) of a student determined to be eligible for special education programs and services.

 

When and Where the Code of Student Conduct Applies

The Code of Student Conduct applies before, during, and after school and whenever student is engaged in a school-related activity. Each student is expected to follow this code of conduct:

• “At school,” meaning in a classroom, elsewhere on school premises, on a school bus or other school-related vehicle, or at a school-sponsored activity or event, whether or not it is held on school premises.  
• When a student’s conduct at any other time or place has a direct and immediate effect on maintaining order and discipline, or on protecting the safety and welfare of students or school staff.  
• When a student is using school telecommunications networks, accounts, or other district services.

 

Regarding Exclusionary Discipline

Numerous studies have shown that exclusionary discipline often sets the stage for student disenfranchisement, academic failure, dropout, and potential criminalization. This runs counter to the SBE’s mission and goal that all students will graduate prepared for careers, college, and community. Further, based on a preponderance of research, the U.S. Department of Education (USED) links school attendance with academic success and links exclusionary discipline with lower school performance and higher rates of students’ academic failure. Recognizing exclusionary discipline’s negative impact, the school community will reserve exclusion for only the most serious offenses. We will also employ social and emotional learning, positive behavioral expectations, restorative practices and constructive discipline measures and early intervention/diversion strategies that focus on screening and treatment to minimize a suspended student’s time away from school and potential court involvement.

 

To foster each student’s academic success and pro-social development, the school will consider research-based social and emotional learning strategies and options designed to promote positive behavior and modify negative behavior while holding students accountable and minimizing exclusion time. These may include research- or evidence-based preventative and discipline measures such as:

• Positive Behavioral Interventions and Supports (PBIS)  
• Michigan Model for Health™  
• Focused instruction to avert academic failure  
• Restorative practices  
• Early intervention/diversion programs for substance abuse and other appropriate violations  
• Family supports and referrals to available community-based resources as appropriate

 

Administered well and appropriately, positive discipline can become a powerful tool for teaching students to succeed. When considering intervention options, we will strive to address disciplinary matters as opportunities for learning and reserve exclusion for only the most serious offenses.

 

SECTION II:  PACE ACADEMY MULTI-TIER SYSTEM OF SUPPORT

 

PACE Academy’s Discipline Plan

The primary purpose of this discipline plan is to promote a more positive and productive atmosphere here at PACE Academy while teaching students life-long decision-making skills.  This plan is built on student self-reflection of behaviors that can either promote or inhibit their academic success.  Through reflection of these behaviors, students can begin to choose positive behaviors more often, increasing the academic success of all students.

 

The plan is proactive in that it allows students to take control of their behavior.  It provides students tools to assess their own academic and behavioral goals and to make decisions to better meet those goals.  The plan is reactive in that it provides a consequential step process to address negative student behaviors, but it provides resources to teach students how to alter their behavior for long-term change and benefit.  In this way students can begin to see intrinsic value to positive decision-making rather than merely changing behavior in the short term, hoping to avoid punishment.

 

This plan is aimed at empowering classroom teachers to teach all of their students.  It allows flexibility for the classroom teachers to choose how to best handle situations for them first, but it also allows for another adult to guide the student through the reflective decision-making process while the classroom teacher is teaching the remainder of the students in class.

 

Positive Behavior Intervention & Supports (PBIS)

School-wide Positive Behavioral Interventions and Supports (PBIS) is a proactive, team-based framework for creating and sustaining safe and effective schools. Emphasis is placed on prevention of problem behavior, development of pro-social skills, and the use of data-based problem solving for addressing existing behavior concerns. School-wide PBIS increases the capacity of schools to educate all students utilizing research-based school-wide, classroom, and individualized interventions.  Using the PBIS model, PACE Academy has developed a Multi-Tier System of Support (MTSS) to address our student behavioral and social emotional needs.

 

Tier 1 : School-Wide Classroom Support/Intervention

Tier 1 universal supports are the core programs and strategies provided to all students within the school in order to promote successful student outcomes and prevent school failure. Unless discipline issues are at a minimum, instruction will be interrupted and teaching time will be lost. Additionally, poor academic performance may lead to students engaging in problem behavior that results in escaping academic tasks.  

 

Positive Behavioral Expectations for Success

The staff members at PACE Academy have high expectations for our students behavioral and social emotional learning.  We expect our students to conduct themselves in accordance with the following tenets:

 

Tenet 1:  Guidelines For Success

Learn and display Responsibility

Love and Respect yourself and others

Lead by being a Positive Example

Practice Safety in all we do Together

 

Key Concepts in our Guidelines For Success

Learn

PACE Academy students know that their first priority every day is to gain and acquire the knowledge and skill being taught in each of their subject areas so that they are well equipped academically for college and career readiness.

 

Responsibility

PACE Academy students know that they are accountable for and in ultimate control of both their academic & social well-being.  PACE Academy students know that they are obligated to honor themselves by having all the tools they need to daily produce academic & social success.

 

Love

PACE Academy students know that they are to always show excellent moral character and show compassion, humility, kindness, and truth to both themselves & others.

 

Respect

PACE Academy students know that they are to hold in special regard, give deference to, and hold in positive esteem themselves and well as others.

 

Lead

PACE Academy students know that doing the right things in all circumstances and at all times helps helps to create a positive lasting example.  Personal Leadership also creates a positive and proactive environment.

 

Safety

PACE Academy students know that they are to do everything that they can do to keep themselves & others from harm, danger, and risk by following all common rules & expectations for safety.

 

Togetherness

PACE Academy students know that synergy, cohesiveness, harmony, fellowship and camaraderie within and with others helps us to create a positive school culture.

 

Tenet 2:  Social Code for Success

In all of your interactions with others remember to be:

Be A Friend

BE A Scholar

Be A Leader

 

Student Social Posture For Success

Making and maintaining appropriate personal connections is critical to academic and social success at PACE Academy.  Students are taught to posture themselves in the following ways to promote social success while in school and the community :

 

SOCIAL POSTURE FOR SUCCESS	LOOKS & SOUNDS LIKE..
FRIEND: o  A person others like and enjoy being with o  Someone who helps and positively supports others	Trustworthy   Honest       Dependable                   Loyal                Positive      Empathetic                               Non-Judgmental             Good Listener                Supportive      Self-confident                        Positive sense of humor Fun to be around
SCHOLAR o   Attentive to and completes class & homework assignments o  A person who strives for high academic achievement o  A person who studies subjects learned in school even after school has ended o  A person who is intelligent and knows academic information	Eager to Learn             Reads           Puts Forth Effort Respectful          Self-Disciplined         Self-Motivated     Completes Work    Turns-in Assignments Follows Directions   Creates Routines     Follows Routines     Creates Study Skills Practices Study Skills
LEADER o  A person who takes command & responsibility of themselves & their behavior o  A person who does what is right even when no one is looking o  A person who uses their talents & skills in positive ways to help others & themselves o  A person who sets a positive example for others through their actions	Focused            Confident        Has Integrity Inspiring           Innovative        Patient Stoic                  Authentic         Open-minded Positive            Generous          Accountable

How do we Teach and Reinforce our Guidelines & Social Posture for Success

As with traditional subjects such as math, reading, social studies, and science, in order to students (and even adults) to be proficient in their behavioral and social interactions, the desired behaviors must be defined and taught to students.  PACE Academy uses The 7 Habits of Highly Effective People® to teach our students how to display and practice our Expectations for Success.  The The 7 Habits of Highly Effective People® are as follows:

 

Habit 1: Be Proactive

The habit “Be Proactive” teaches students how to take responsibility for their life.  With this habit, student learn that every moment, every situation, provides a new choice. Knowing they always have choices gives students a perfect opportunity to do things differently to produce more positive results.

 

Habit 2:  Begin With the End in Mind

The habit “Begin With the End in Mind” teaches students how to visualize where they want to be in the future so that they can develop a plan on how to reach the goals they set.  With this habit students learn to begin each day, task, or project with a clear vision of the desired direction and destination, and then continue by flexing their proactive muscles to make things happen.

 

Habit 3: Put First Things First

The habit “Put First Things First” teaches students how to organize and manage their time and events around the personal priorities established with habit 2.  With this habit students establish their purpose, values, roles, and priorities

 

Habit 4: Think Win-Win

The habit “Think Win-Win” teaches students to think of life as a cooperative arena, not a competitive one.  With this habit, students learn to make choices that hold mutual benefit for all parties involved.

 

Habit 5: Seek First to Understand, Then to be Understood

The habit “Seek First to Understand, Then to be Understood” teaches students how to listen to others in a way that develops mutual understanding, compassion, and full communication.  With this habit students will be able to develop positive relationships with others because they take time to understand perspectives and experiences outside of their own.

 

Habit 6: Synergize

The habit “Synergize” teaches students creative cooperation with others.  With this habit, students learn to be open to the ideas and positive influence of others so that they are able to gain new insight and take new approaches to everyday situations.

Habit 7: Sharpen the Saw

The habit “Sharpen the Saw” teaches students to preserve and enhance their greatest asset-THEMSELVES.  With this habit, students learn the value of renewing their minds, hearts, emotions, and spirits so that they can develop continuous positive growth in their lives.

 

The Chart below defines the highly effective practices for each habit:

 

HABIT	HIGHLY EFFECTIVE PRACTICES	PRINCIPLES & CONCEPTS
Habit 1: Be Proactive	Pause and respond based on principles and desired results Use Proactive Language Focus on your Circle of Influence Become a Transition Person	Reactive vs. Proactive responses The freedom to Choose Choose your weather Responsibility, choice, accountability, initiative, and respect
Habit 2: Begin With the End in Mind	Define outcomes before you act Create and live by a Personal Mission Statement	Mental and Physical Creations Long-Term Goals Class & school mission statements Vision, commitment, and purpose
Habit 3: Put First Things First	Focus on your highest priorities Eliminate the unimportant Plan every week Stay true in the moment of choice	Big Rocks Focus, integrity, discipline, and prioritization
Habit 4: Think Win-Win	Have an abundance mentality Balance courage & consideration Consider other people’s wins as well as your own Create Win-Win arguments	Win-lose, lose-win, lose-lose, win Win-win, Win-win, or no deal Mutual benefit, fairness, and abundance
Habit 5: Seek First to Understand then to be Understood	Practice Empathetic Listening Respectfully seek to be understood	Autobiographical responses Listening with the intent to understand When to listen empathically Ask clarifying questions Empathic communication in the digital world Respect, mutual understanding, empathy, and courage
Habit 6: Synergize	Value Differences Seek 3rd Alternatives	Build on strengths The path the conflict Barriers to synergy Path to synergy Creativity, cooperation, diversity, and humility
Habit 7: Sharpen the Saw	Achieve the Daily Private Victory	The four dimensions (body, mind, heart, spirit) Overcoming obstacles Renewal, continuous improvement, and balance

 

TIER 1 INTERVENTION STRATEGY: Merit/Demerit System of Management

In order to help our students make positive choices, acknowledge their adherence to our Expectations for Success, and to create a positive climate for learning, PACE Academy uses a merit & demerit system to address behavior.  The system provides rewards for positive behaviors & consequences for negative behaviors.

 

The system is intended to assist students in making good choices by following our Guidelines for Success and Posture for Social Success through the practice of the 7 Habits of Highly Effective People. Any staff member can issue merits or demerits.  Our ultimate goal  is to develop students who are self-disciplined leaders who practice good citizenship.  TIER 1 intervention strategies are largely facilitated by our classroom teachers and other support staff that assist with classroom instruction.

 

Student will receive MERITS for the following (these examples are not an exhaustive list)

• Demonstrating Learning Achievement (work, academic insight, or creativity that goes above and beyond what is expected)
• Demonstrating Responsibility
• Demonstrating Love toward others
• Demonstrating Respect
• Demonstrating Leadership
• Demonstrating Safety
• Demonstrating Togetherness

 

Students will be able to turn their merits into “Warrior Bucks” for use towards various incentives throughout the school year.  Students are responsible for keeping up with their earned “Warrior Bucks”.  Lost bucks will not be replaced.

 

Every student has the opportunity to earn merits.  Merits & Demerits expire at the end of each quarter.

 

Merits & Demerits will be documented and parent contact will be made accordingly concerning Demerits.

 

Students will be able to “buy back” demerits based upon the following criteria:

• K-2 Students will need 2 merits to buy back 1 demerit
• 3rd Grade: 3 merits buys back 1 demerit
• 4th Grade: 4 merits buys back 1 demerit
• 5th Grade: 5 merits buys back 1 demerit
• 6th Grade: 6 merits buys back 1 demerit
• 7th Grade: 7 merits buys back 1 demerit
• 8th Grade: 8 merits buys back 1 demerit

 

Teachers and/or Behavior Intervention Specialists will inform students of their specific buy back procedures.

 

Students who have ZERO demerits (or a zero balance) will be eligible to attend earned events.  Any student who has received a suspension (In or Out of School) during the given quarter will not be allowed to attend the earned event.  Suspensions may not be “bought back”

 

DEMERITS may be issued for consistent displays of the following  (these examples are not an exhaustive list)

• Off-task Behavior
• Failure to Follow Directions the First Time Given
• Not following directions
• Being out of the assigned area
• Late to class (during the school day)
• Violation of Established Classroom Expectations

 

DEMERITS will be immediately be issued for the following (these examples are not an exhaustive list)

• Dress Code Violation
• Unauthorized Food/Drink
• Inappropriate use of Electronic Devices
• Use of Profanity
• Public Displays of Affection
• Insubordination/Unruly Conduct
• Disorderly Conduct /Classroom Disruption
• Horseplay
• Loitering
• Skipping/Truancy
• False Identification
• Tardiness (during the school day)
• Inappropriate Physical Contact

The following CONSEQUENCES will be assigned when Demerits are Earned for Negative Behavior:

 

TIER 1 TEACHER/CLASSROOM INTERVENTIONS
1	2	3	4	5	6	7
Teacher Remind & Redirect	Think it Through	Loss of Teacher Assigned Privilege (Recess, Jean Day, Class Activity, Field Trip, etc.)	Teacher Phone Call Home	Grade Level Lunch Detention (Teacher Directed)	Check in with Behavior Intervention Specialist (BIS)	Refocus Time with BIS (20-40 minutes)
Merit Notice Parent Signature Required	Think it Through Parent Signature Required	Loss of Privilege Notice Parent Signature Required	Phone Call Noted in Powerschool	Detention Notice Parent Signature Required	Demerit Notice from BIS Office Parent Signature Required	Refocus Notice From BIS Office Parent Signature Required

 

TIER 2: TARGETED SUPPORT FOR STUDENTS

The purpose of intervention at the secondary level of support is to reduce current incidents of problem behavior for students identified as "at-risk" for engaging in behavior problems (typically 15 to 20 percent of student enrollment). It is important to note that all students are provided with universal supports. Those in need of a secondary level of support are provided with behavior support strategies in addition to the universal supports. (taken from www.miblsi.org)

 

PACE ACADEMY TIER 2 INTERVENTIONS

Students who receive 8 or more demerits in 1 quarter will be identified for TIER 2 interventions.  Students identified for TIER 2 interventions at PACE Academy will participate in 1 or more of the following interventions:

• Check-in/Check-out: Students may be assigned to an adult that they check-in and check-out with on a daily basis.  The student will receive positive reinforcement and appropriate feedback concerning daily behavioral & academic expectation and how their day measured up to the expectations set.
• Small Group Instruction: Students may be assigned to a small group leadership development course which takes place during Specials once per week.  During this class students will work with the Behavior Intervention Specialists to discuss their current behavior and the areas for needed growth and development using the 7 Habits of Highly Effective People © .  Students will develop reflective notebooks that give them tools they can use to cope with stressful of difficult situations they may occur throughout the school day.  
• Daily Behavior Chart: Students may be asked to carry a daily behavior report to be completed by their teachers and signed by parents which documents their daily classroom behavior.  This tool is used to monitor student success in adhering to classroom rules and expectations and also assist the Behavior Intervention Specialists, Administrators, and parents with talking points to discuss to address student behavior.

With our TIER 2 interventions our goals is to reinforce the personal leadership strategies outlined in TIER 1.  The TIER 2 intervention process which is facilitated by our Behavior Intervention Specialists.It is our hope that reinforcement of personal leadership to our students which ultimately lead to self-discipline.  The TIER 2 intervention process is facilitated by our Behavior Intervention Specialists.The chart below outlines the steps of the TIER 2 Intervention Process:

 

TIER 2 BEHAVIOR INTERVENTION SPECIALIST LEVEL OF INTERVENTION
8	9	10	11	12	13	14
Referral to BIS Office for Daily Behavior Log Intervention	Referral to BIS for Parent Meeting with BIS & Teacher	2-Day Lunch Detention (Directed by BIS Office)	Referral to BIS Office for Leadership Development Course	1- Day of In-School Suspension	Parent Meeting with AP, BIS, Teacher	1-Day Out of School Suspension (Assigned by BIS Office)
Implement Daily Behavior Log Parent Signature Required Daily	Implement Daily Check-in/ Check-out with staff member	Detention Notification to Parent Parent Signature Required	Leadership Development Notification to Parent Parent Signature Required	ISS Notification to Parent Parent Signature Required	Meeting Notification to Parent Parent Signature & Confirmation of Meeting Required	Begin Functional Behavior Assessment Process Notification to Parent Parent Signature Required

 

Functional Behavior Assessment

Behaviors are learned and continue because they serve some purpose or function. That is, we engage in behavior because we have learned that certain desirable outcome are likely.   What we know is that behaviors are malleable and able to be changed and adjusted as we know learn to manipulate the variables that are within the control of the classroom teacher, school, or parent and move away from worrying about those things outside of our control.  Functional Behavior Assessments allow us to observe the behavior of our students in an effort to determine what may be triggering the behavior so that we can develop solutions to help eliminate the behavior.  The Functional Behavior Assessment process seeks to do the following:

 

• Gather information about problem behavior and the environmental factors that predict and maintain the problem behavior (Crone & Horner, 2003; O’Neil et al., 1997)
• From the outcome of a FBA a hypothesis statement is created that clearly identifies the function(s) or purpose(s) the problem behavior serves (Snell & Brown, 2006)
• A behavior support plan is then built off the summary statement/hypothesis statement with the goal of making the problem behavior ineffective, inefficient, or irrelevant for the student. (Crone & Horner, 2003)

 

From this process we are able to create a(n):

• Description of the student’s problem behavior and daily routines
• Identification of the antecedent conditions that do and do not trigger the problem behavior
• Identification of consequences that maintain the problem behavior

 

Our goal as stated previously, is to build leadership in our students.  This process helps us to identify specific areas where individual students may need assistance so that we can correct the problem behavior and help them reach behavioral success.  

 

TIER 3: INDIVIDUALIZED STUDENT SUPPORT PLAN

TIER 3 interventions begin once the student support team completes a Functional Behavioral Assessment (FBA) to identify and verify the specific function(s) of the student’s behavior(s). This information is used to develop a comprehensive intervention support plan with the goal of making the problem behaviors irrelevant, ineffective, and/or inefficient, while building up the desired or expected behaviors. These plans often include a combination of specific behavioral and academic strategies as well as environmental changes.  If a student reaches TIER 3 intervention levels, support will become more individualized.

 

PACE ACADEMY TIER 3 INTERVENTIONS

Students who receive 15 or more demerits in 1 quarter will be identified for TIER 3 interventions.  Students identified to receive TIER 3 interventions will adhere to the following:

• Behavior Improvement Plan (BIP): A plan for specific improvement will be created for students based upon the information gathered from the Functional Behavior Assessment.   The BIP is instituted to give specific action items that the student, teacher, parent, and school will follow in an effort to change the student’s conduct.
• Check-in/Check-out: Students may be assigned to an adult that they check-in and check-out with on a daily basis.  The student will receive positive reinforcement and appropriate feedback concerning daily behavioral & academic expectation and how their day measured up to the expectations set.
• Daily Behavior Chart: Students may be asked to carry a daily behavior report to be completed by their teachers and signed by parents which documents their daily classroom behavior.  This tool is used to monitor student success in adhering to classroom rules and expectations and also assist the Behavior Intervention Specialists, Administrators, and parents with talking points to discuss to address student behavior.
• School Social Worker/Counselor Referral: Students who reach TIER 3 may be asked to check in with our School Social Worker or Counselor on a weekly basis in order to help keep them on track.  If this intervention is recommended the appropriate notification will be sent to parents.

When students reach TIER 3 interventions, the student’s interventions are monitored on a monthly basis by the MTSS team.  The MTSS team is comprised of The Principal, Assistant Principals, Director of Special Education, Director of Curriculum, Social Worker, Counselor, Behavior Intervention Specialists, and additional support staff as assigned by the Principal.  The MTSS team monitors the process to ensure the plan is followed with fidelity as well as to note whether the student is making progress toward the established goals.

 

At this stage of intervention, it is the goal of the administrative team at PACE Academy to work with the student so that they are able to adjust their behavior and eliminate the disruption to themselves and the environment.  The PACE Academy Administrative Team (Principal & Assistant Principals) are responsible for the implementation of the TIER 3 process.

 

TIER 3 SCHOOL ADMINISTRATOR LEVEL
15	16	17
Parent Meeting AP, BIS, Parent, Teacher, Student	Multiple Days of Out of School Suspension (Determined by BIS)	Reevaluation of FBA & BIP
Development of Behavior Improvement Plan	Reinstatement Meeting Required, Parent, AP, BIS, Teacher to review the implementation of the BIP	Monitoring of implementation by MTSS Committee

 

SEVERE CLAUSE

Please note, that the PACE Academy administrative team reserves the right to fast track any student through the behavior process that displays severe negative behavior that causes harm or disruption to the student themselves, the classroom, or school environment.  Although it is our goal to assist students in practicing self-discipline through explicit instruction around appropriate behavior, it is our duty to ensure that all students and staff members at PACE Academy are safe and that we have a positive academic and social environment.  All decisions we make must keep in mind what is best for the majority of students while still doing our best to accommodate the needs of individual students.

 

INCIDENTS RESULTING  IN IMMEDIATE ACTION

Although the incidents listed in this section happen at a very low frequency, it is important to note the process followed in the event that these instances may occur.  Please note that the following students incidents will result in immediate action by the Behavior Intervention Office and/or school administration as outlined:

 

An immediate referral will be issued for the following student actions:

• Bullying
• Fighting
• Cheating/Academic Misconduct
• Defacement of School Property
• Destruction of School Property
• Failure to Serve Assigned Consequence
• Forgery
• Fraud
• Harassment/Intimidation
• Hazing
• Sexual Harassment
• Gambling
• Gang Activity/Insignia
• Leaving School Without Permission
• Theft or Possession of Stolen Property
• Technology Abuse

 

Range of Disciplinary Action

Disciplinary action for the above offenses include but are not limited to the following:

 

• Conference with student
• Detention
• Problem solving meeting
• Conference with student and parent or guardian
• Intervention or Peer mediation
• Behavior Plan
• In-school suspension
• Out-of-school suspension (1 to 5 days)
• Recommendation for Expulsion

 

Violation Definitions

1. Bullying: A student will not engage in bullying any student for any reason in a classroom, elsewhere on school premises, on a school bus or other school- related vehicle, or at a school-sponsored activity or event whether or not it is held on school premises. "At school" includes conduct using a telecommunications access device or telecommunications service provider that occurs off school premises if the telecommunications access device or the telecommunications service provider is owned by or under the control of the school district or public school academy. "Telecommunications access device" and "telecommunications service provider" mean those terms as defined in section 219a of the Michigan penal code, 1931 PA 328, MCL 750.219a.

 

"Bullying" means any written, verbal, or physical act, or any electronic communication that is intended or that a reasonable person would know is likely to harm one or more pupils either directly or indirectly by doing any of the following:  

• Substantially interfering with educational opportunities, benefits, or programs of one (1) or more pupils.  
• Adversely affecting the ability of a pupil to participate in or benefit from the school district's or public school's educational programs or activities by placing the pupil in reasonable fear of physical harm or by causing substantial emotional distress.  
• Having an actual and substantial detrimental effect on a pupil's physical or mental health.  
• Causing substantial disruption in, or substantial interference with, the orderly operation of the school.

 

1. Cheating/Academic Misconduct: A student will not plagiarize, cheat, gain unauthorized access to, or tamper with educational materials. Discipline under this section may result in academic sanctions in addition to other discipline.

1. Defacement of Property: A student will not willfully cause defacement of, or damage to, property of the school or others. Actions such as writing in school textbooks or library books, writing on desks or walls, carving into woodwork, desks, or tables, and spray-painting surfaces are acts of defacement.

1. Destruction of Property: A student will not intentionally cause destruction of property of the school or others. Actions that impair the use of something are destructive. Ruining bulletin boards, intentionally clogging the plumbing system, breaking light bulbs or fixtures, and damaging school equipment to the point where repair is necessary are acts of property destruction.

1. Disorderly Conduct: A student will not knowingly harass others or misbehave in a manner that causes disruption or obstruction to the educational process. Disruption caused by talking, making noises, throwing objects, or otherwise distracting another constitutes disorderly conduct. Behavior is considered disorderly if a teacher is prevented from starting an activity or lesson, or has to stop instruction to address the disruption.

1. Failure to Serve Assigned Consequence: A student will not fail to serve an assigned consequence of which students and/or parents/guardians have been notified. Notification needs to be confirmed. Alternative consequences could be approved by school administrators for students who lack transportation.

1. False Identification: A student will not use another person’s identification or give false identification to any school official with intent to deceive school personnel or falsely obtain money or property.

1. Fighting: A student will not physically fight with another person. Self-defense or defense of others may be taken into account in determining whether this provision has been violated.

1. Forgery: A student will not sign the name of another person for the purpose of defrauding school personnel or the Board of Education.

1. Fraud: A student will not deceive another or cause another to be deceived by false or misleading information in order to obtain anything of value.

1. Gambling: A student will not engage in any game of chance or contest wherein money or other items of monetary value are awarded to the winner, except for those games and contests authorized as official school functions.

1. Gang Activity: A student will not, by use of violence, force, coercion, threat of violence, or gang activity, cause disruption or obstruction to the educational process. Gangs are defined as organized groups of students and/or adults who engage in activities that threaten the safety of the general populace, compromise the general community order, and/or interfere with the school district’s education mission.

1. Gang activity includes any one of the following:  

1. Wearing or displaying any clothing, jewelry, colors, or insignia that intentionally identifies the student as a member of a gang, or otherwise symbolizes support of a gang.  
2. Using any word, phrase, written symbol, or gesture that intentionally identifies a student as a member of a gang, or otherwise symbolizes support of a gang.  
3. Gathering of two or more persons for purposes of engaging in activities or discussions promoting gangs.  
4. Recruiting student(s) for gangs.

1. Harassment/Intimidation: A student will not engage in or participate in any behavior that is included in the definition of harassment or intimidation.  “Harassment or intimidation” means any gesture or written, verbal, or physical act that a reasonable person, under the circumstances, should know will have the effect of harming a student or damaging the student’s property, placing a student in reasonable fear of harm to the student’s person or damage to the student’s property, or that has the effect of insulting or demeaning any student or group of students in such a way as to disrupt or interfere with the school’s educational mission or the education of any student. Harassment or intimidation includes, but is not limited to, a gesture or written, verbal, or physical act.

1. Hazing: The act of hazing is a crime in Michigan and will not be tolerated in the district. A student will not engage in or participate in any behavior that is included in the definition of hazing. The term "hazing" means "an intentional, knowing, or reckless act by a person acting alone or acting with others that is directed against an individual and that the person knew or should have known endangers the physical health or safety of the individual, and that is done for the purpose of pledging, being initiated into, affiliating with, participating in, holding office in, or maintaining membership in any organization." The term “organization” means "a fraternity, sorority, association, corporation, order, society, corps, cooperative, club, service group, social group, athletic team, or similar group whose members are primarily students at an educational institution." [MCL 750.411t].

1. Public Display of Affection:  Students will not engage in inappropriate displays of affection.

1. Appropriate Dress and Grooming: A student will not dress or groom in a manner that disrupts the educational process or is detrimental to the health, safety, or welfare of others.

1. Appropriate Use of Electronic Communication Devices: Students may possess a cellular telephone or other electronic communication device while at school provided that during school hours and on a school vehicle the cellular phone or electronic communication device remains off and out of sight unless authorized school personnel have given students permission to use them.

1. Insubordination/Unruly Conduct: A student will not willfully ignore or refuse to comply with directions or instructions given by school authorities. Refusing to open a book, write an assignment, work with another student, work in a group, take a test or do any other class or school-related activity not listed herein, refusing to leave a hallway or any other location when instructed by a school staff member, or running away from school staff when told to stop constitutes unruly conduct.

1. Leaving School Without Permission: A student will not leave the school building, classroom, cafeteria, assigned area, or campus without permission from authorized school personnel.

1. Loitering: A student will not remain or linger on school property without a legitimate purpose and/or without proper authority.

1. Possession of Inappropriate Personal Property: A student will not possess personal property that is prohibited by school rules or that is disruptive to teaching and learning, including, but not limited to, pornographic or obscene material, laser lights, or personal entertainment devices. Certain devices may be permitted for health or other reasons, if approved by the administration.

1. Profanity and/or Obscenity Toward Students: A student will not verbally, in writing, electronically, or with photographs or drawings direct profanity or insulting, obscene gestures toward any other student.

1. Profanity and/or Obscenity Toward Staff: A student will not verbally, in writing, electronically, or with photographs or drawings direct profanity or insulting, obscene gestures toward any school district staff members or adult volunteers.

1. Sexual Harassment (Level 1): A student will not use words, pictures, objects, gestures, or other actions relating to sexual activity or a person’s gender that cause embarrassment, discomfort, or a reluctance to participate in school activities.

1. Sexual Harassment (Level 2): A student will not make unwelcome sexual advances, request sexual favors or engage in verbal communication or physical conduct of a sexual nature with or toward any other student, school district personnel, or adult volunteers.

1. Smoking: A student will not smoke or use e-smoking devices, use tobacco or alternative cigarette options, or possess any substance containing tobacco or nicotine in any area under the control of a school district, including all activities or events supervised by the school district.

1. Tardiness: A student will not fail to be in his or her place of instruction at the assigned time without a valid excuse.

1. Technology Abuse: A student will not violate the district’s “Technology Use Guidelines.”

1. Theft or Possession of Stolen Property: A student will not, without permission of the owner or custodian of the property, take property or have in his or her possession property valued at $100.00 or less which does not belong to the student.

1. Threat/Coercion: A student will not threaten another with bodily harm. A student will not coerce another to act or refrain from acting.

1. Trespassing: A student will not enter upon the premises of the school district, other than the location to which the student is assigned, without authorization from proper school authorities. If removed, suspended, or expelled from school, a student will not return to the school premises without permission of the proper school authorities.

1. Truancy: A student will not willfully and repeatedly fail to report to the school’s assigned class or activity without prior permission, knowledge, or excuse by the school and parent/guardian.

1. Weapon Look-A-Likes: A student shall not possess, use, sell, or distribute a toy weapon, a look-a-like or replica weapon except with the prior approval of a teacher or an administrator for appropriate educational use.

VERY SERIOUS VIOLATIONS

 

The following behaviors will result in immediate suspension pending investigation

• Possession of Drugs/Alcohol
• Possession/Distribution of Pornography
• Smoking or Possession of Smoking Material
• Physical Assault Staff or Student(s)
• Arson
• Weapon or Look-A-Like Weapon
• False Alarm: Fire, Bomb Threat, Etc.
• Threat, Coercion, Extortion, Blackmail
• Trespassing
• Criminal Sexual Misconduct

 

Michigan Revised School Code

For students in grades six (6) and above, in addition to the suspension and expulsion of students who commit violations identified in a district’s Code of Student Conduct, Michigan law requires a school district to remove a student who possesses a dangerous weapon unless that student meets one of four exceptions (listed below) provided in the law. Michigan law also requires removal of students who commit arson, criminal sexual conduct (as defined in the law and noted below), or a physical assault against a school employee or volunteer. Michigan law also requires school districts to remove students who commit physical assault against another student or make a bomb threat, or similar threat. Those exclusions can last no more than 180 days. In addition, Michigan law also allows any teacher to impose one-day “snap suspensions” from his/her class for students, and it establishes procedures the teacher must follow when exercising this option. Under the law, the suspending teacher must take a number of steps explained in greater detail below. The following information describes the law.

 

Weapons, Arson, or Criminal Sexual Conduct Expulsion

For students in grades six (6) and above, school districts are required to expel students who possess a dangerous weapon, commit arson, or engage in criminal sexual conduct in a school building or on school grounds. The law allows for possible reinstatement [MCL 380.1311]. The term “criminal sexual conduct” is defined in the Michigan Penal Code, 1931, PA 328 MCL 750.520. It refers to sections which describe various levels of sexual penetration, sexual conduct, and assault with intent to commit criminal sexual conduct [MCL 750.520b, 520c, 520d, 520e, 520g].   The term “dangerous weapon” means a firearm, dirk, dagger, stiletto, iron bar, knife with a blade over 3 inches in length, pocket knife opened by 10 a mechanical device, and brass knuckles [MCL 380.1313(4)]. The definition of “firearm” in section 380.1311 refers to the definition of that term in the federal Gun-Free Schools Act of 1994, which in turn refers to another section of federal law which defines “firearm” as:  

• Any weapon (including a starter gun) which will or is designed to, or may readily be converted to, expel a projectile by the action of an explosive.  
• The frame or receiver of any such weapon.  
• Any firearm muffler or firearm silencer.  
• Any destructive device.

1. Dangerous Weapon Exceptions (referenced in paragraph #3, previous page): School boards are not required to expel a student if the student can establish in a clear and convincing manner at least one of the following:  

1. The object or instrument possessed by the student was not possessed for use as a weapon, or for direct or indirect delivery to another person for use as a weapon.  
2. The weapon was not knowingly possessed by the student.  
3. The student did not know or have reason to know that the object or instrument possessed by the student constituted a dangerous weapon.  
4. The weapon was possessed by the student at the suggestion, request or direction of, or with the express permission of school or police authorities.

 

A student who possesses a weapon in a weapon-free school zone or commits arson or criminal sexual conduct at school or on school grounds is expelled from all Michigan public schools unless the school district operates or participates in an alternative education program appropriate for expelled students. At the school district’s discretion, the district may admit the student to that program or a “strict discipline academy.

 

1. Weapon-Free School Zone and School Property Definition: “Weapon-free school zone” means school property and a vehicle used by a school to transport students to or from school property [MCL 750.237a]. “School property” means a building, playing field, or property used for school purposes to impart instruction to children or used for functions and events sponsored by a school, except a building used primarily for adult education or college extension courses [MCL 750.237a].

1. Reporting Requirements: If a dangerous weapon is found in the possession of a student while the student is attending school or a school activity, or while the student is en route to or from school on a school bus, the superintendent of the school district or intermediate school district, or his or her designee, shall immediately report that finding to the student’s parent/guardian and the local law enforcement agency [MCL 380.1313(1)].

 

Physical Assault - Student to Employee, Contractor or Volunteer

A student in grade six (6) or above who commits a physical assault against an employee, contractor, or a volunteer of a district, at school or on school grounds, shall be expelled permanently, subject to possible reinstatement. The term “physical assault” means “intentionally causing or attempting to cause physical harm to another through force or violence” [MCL 380.1311a].

 

A student expelled for committing physical assault against an employee, contractor, or volunteer of a district at school or on school grounds is expelled from all Michigan public schools unless the school district operates or participates in an alternative education program appropriate for expelled students. At the school district’s discretion, the district may admit the student to that program or a “strict discipline academy.”

 

In the event a student is expelled for possession of a dangerous weapon in a weapon-free school zone, arson in a school building or on school grounds, or criminal sexual conduct in a school building or on school grounds, the school board shall ensure that within three days after the expulsion an official of the school district refers the individual to the appropriate county Department of Human Services or county Department of Community Mental Health agency, and notifies the individual’s parent or legal guardian or, if the individual is at least age 18 or is an emancipated minor, notifies the individual of the referral [MCL 380.1311(4)].

 

Physical Assault - Student to Student

A student in grade six (6) or above who commits physical assault against another student shall be suspended or expelled for up to 180 school days by the school board or its designee if the physical assault is reported to the school board, superintendent, or principal. The term “physical assault” means “intentionally causing or attempting to cause physical harm to another through force or violence” [MCL 380.1310].

 

Bomb Threats or Similar Threats

If a student in grade six (6) or above makes a bomb threat, or similar threat, directed at a school building, other school property, or a school-related event, then the school board or the designee on behalf of the school board, as described in MCL 380.1311(1), shall suspend or expel the pupil from the school district for a period of time as determined at the discretion of the school board or its designee. The school board policy should include the types of behavior for which a student who makes a bomb threat, or similar threat, would be suspended or expelled.

 

Teacher “Snap Suspension”

While “Snap Suspension” is part of the law, we believe that it should be used minimally, if at all. A teacher may suspend a student from the teacher’s classroom for up to one day if the student’s behavior is violent toward the teacher or students in the classroom or otherwise causes eminent danger to the environment. If a student is retained in the school, he or she must be under appropriate supervision. The law requires a teacher who imposes this option to immediately report the “snap suspension” to the office, then, as soon as possible, schedule a meeting with the suspended student’s parent(s) or guardian(s) and attempt to include the school counselor, social worker, or psychologist. If the teacher or parent requests that a school administrator attend, the teacher must also include the administrator in the meeting [MCL380.1309]. A student may return that school day to the classroom, subject, or activity for which he or she was suspended, with the concurrence of the teacher and the school principal [MCL 380.1309].

 

VERY SERIOUS VIOLATION DEFINITIONS

1. Alcohol and Drugs: A student will not possess, use, offer to buy or sell, or purport to buy or sell, a controlled substance, dangerous drug, prescription drug, counterfeit drug, intoxicating substance, or alcohol. A student legally in possession of prescribed medication will not be in violation of this section as long as his/her use and possession of the prescribed medication is authorized at school and the student follows the required possession and use protocols as defined by the school.
2. Arson (Starting a Fire): A student will not intentionally, by means of starting a fire, cause harm to any property or person, or participate in the burning of any property or person. If a student commits arson in a school building or on school grounds or other school property, the school board or its designee shall expel the student from the school district permanently, subject to possible reinstatement, pursuant to MCL 380.1311(5) [MCL 380.1311(2)]. “Arson” means a felony violation as set forth in Chapter X of the Michigan Penal Code [MCL 750.71 to MCL 750.80].
3. Extortion: A student will not make another person do any act against his or her will, by force or threat, expressed or implied.
4. False Fire Alarm or Bomb Report: Tampering with Fire Alarm System: Unless an emergency exists, a student will not intentionally sound a fire alarm or cause a fire alarm to be sounded, nor will a student falsely communicate or cause to be communicated that a bomb is located in a building or on school property, or at a school-related event. These acts are prohibited, irrespective of the whereabouts of the student. A student will not destroy, damage, or otherwise tamper with a fire alarm system in a school building.

If a student enrolled in grade six (6) or above makes a bomb threat or similar threat directed at a school building, other school property, or a school-related event, then the school board or its designee shall suspend or expel the student 25 from the school district for a period of time as determined at the discretion of the school board, or its designee [MCL 380.1311a(2)].

1. Felony: A student will not commit a criminal act that results in being convicted of a felony offense.

1. Fireworks: A student will not possess, handle, transmit, conceal, or use any fireworks or firecrackers on school property or any school-related event.

1. Interference with School Authorities: A student will not interfere with administrators, teachers, or other school personnel or volunteers by threat or violence.

1. Physical Assault: A student will not physically assault another person. If a student enrolled in grade six (6) or above commits a physical assault at school against another student, then the school board or its designee shall suspend or expel the student from the school district for up to 180 school days [MCL 380.1310(1)].

If a student enrolled in grade six (6) or above commits a physical assault at school against a person employed by or engaged as a volunteer or contractor by the school board, then the school board or its designee shall expel the student from the school district permanently, subject to possible reinstatement under MCL 380.1311a(5) [MCL 380.1311a(1)].

“Physical assault” means intentionally causing or attempting to cause physical harm to another through force or violence [MCL 380.1310(3)(b), MCL 380.1311a(12)(b)].

1. Robbery: A student will not take or attempt to take from another person any property, by force or threat of force, expressed or implied.

1. Sexual Assault: A student will not sexually assault another person. If a student commits criminal sexual conduct in a school building, on school grounds or any other school property, the school board or its designee shall expel the student from the school district permanently, subject to possible reinstatement, pursuant to MCL 380.1311(5) [MCL 380.1311(2)]. “Criminal sexual conduct” means a violation as set forth in Chapter LXXVI of the Michigan Penal Code [MCL 750.520b to MCL 750.520g].

1. Theft or Possession of Stolen Property: A student will not, without permission of the owner or custodian of the property, take property or have in his or her possession property valued at more than $100.00 that does not belong to the student.

1. Weapons: Dangerous Instruments: A student will not possess, handle, transmit, or use a dangerous instrument capable of harming another person. A “dangerous instrument” means any device intended to cause injury or bodily  harm, any device used in a threatening manner that could cause injury or bodily harm, or any device that is primarily used for self-protection. Dangerous instruments include, but are not limited to, chemical mace, pepper gas or like substances, stun guns, BB guns, pellet guns, razors, or box cutters.

1. Weapons: Dangerous Weapons: A student will not possess, handle, transmit, or use as a dangerous weapon an instrument capable of harming another person. A “dangerous weapon” means a firearm, dagger, dirk, stiletto, knife with a blade over three inches in length, pocket knife opened by a mechanical device, iron bar, or brass knuckles [MCL 380.1313].

Note that under Michigan law, school boards are not required to expel a student for weapons possession if the student can establish in a clear and convincing manner at least one of the following:  

• The object or instrument possessed by the student was not possessed for use as a weapon, or for direct or indirect delivery to another person for use as a weapon.  
• The weapon was not knowingly possessed by the student.  
• The student did not know or have reason to know that the object or instrument possessed by the student constituted a dangerous weapon.  
• The weapon was possessed by the student at the suggestion, request or direction of, or with the express permission of school or police authorities.
• Weapons: Use of Legitimate Tools as Weapons: A student will not use a legitimate tool, instrument, or equipment as a weapon with the intent to harm another. These items include, but are not limited to; pens, pencils, compasses, or combs.

 

MISCELLANEOUS PROVISIONS

Unauthorized Distribution, Posting, or Broadcasting of Communicative Materials

The permission of a building administrator is needed before materials are posted, broadcast, or distributed.  An outside group also needs the approval of the Principal or his/her designee.

 

Unauthorized Sales

The permission of a building administrator is needed before any materials, items or services may be sold on school property.

 

Suspended/Expelled Students on School Property or Attending School Activities

A suspended or expelled student who enters onto school property without the permission of a building administrator shall be deemed to be trespassing.

 

Unauthorized Distribution, Posting, or Broadcasting of Communicative Materials

The permission of a building administrator is needed before materials are posted, broadcast, or distributed.  An outside group also needs the approval of the Principal or his/her designee.

 

Unauthorized Sales

The permission of a building administrator is needed before any materials, items or services may be sold on school property.

 

Suspended/Expelled Students on School Property or Attending School Activities

A suspended or expelled student who enters onto school property without the permission of a building administrator shall be deemed to be trespassing.

 

Disabled Students

Although disabled students are covered by the provisions of this Student Code of Conduct, the time limitations set forth in the due process procedures may be temporarily suspended or enlarged by the Board to assure compliance with Federal and State Laws governing the discipline of disabled students.

 

Disclosure of Information at Time of Enrollment

At the time of enrollment, a student, parent(s) or guardian shall not give false or incomplete information, or fail to disclose information, relative to a student’s prior act of gross misdemeanor, or previous expulsion from another school or other misconduct.  A violation will result in an expulsion hearing before the board except in cases where there is a previous state mandated expulsion.  In which case, an immediate expulsion from Pollack Academic Center of Excellence will result.

APPEALS PROCESS

 

If a student, parent, or legal guardian disagrees with a disciplinary action or feels his/her due process rights have been violated, the Appeals Process is as follows:

 

Contact the Student Support Specialist, Assistant Principal or Administrator who has charged the student with a violation within twenty-four (24) hours from notification of the violation.

 

If you do not agree with the decision of the Student Support Specialist, Assistant Principal or Administrator who has charged the student with a violation, you may appeal to the Principal within two (2) school days from the date of the Student Support Specialist’s, Assistant Principal’s or Administrator’s decision.  The appeal must be written, contain the basis of the appeal, and have the support of the custodial parent or guardian through a proper signature.

 

Appeals for cases involving In-School penalties and Suspensions for up to ten (10) days end here.

 

Pollack Academic Center of Excellence

Acceptable Use Policy

Student Code of Conduct Regarding Use of Technology

 

Rationale: The Pollack Academic Center of Excellence provides a variety of technology resources to students and staff to utilize in the instructional/learning process. These resources include but are not limited to: desktop, laptop, and hand-held computers, printers, software, Internet access, video, photo, and audio recording equipment, and copy machines. The school's goal is to provide equal and reliable access to these tools in the best possible working order and to promote sharing, innovation, communication, and excellent digital citizenship.

 

A user's access to these resources shall be considered a privilege with no entitlement or guarantee and access may be revoked at any time at the discretion of the principal or school technology committee.

 

Level 1 Violations	Level 2 Violations	Level 3 Violations
Unauthorized use of school electronic devices during the school day	Deliberately attempted to bypass the school's Internet filter
Unauthorized use of personal electronic devices during the school day	Harassment: Inappropriate use of electronic communication	Harassment: Inappropriate use of electronic communication (aggravated, repeated, or involving threats of physical harm)
	Stealing, possession of, or transfer of property value under $100	Stealing, possession of, or transfer of property value over $100
	Vandalism: Value under $100	Vandalism: Value over $100

 

School Obligations

In compliance with the Children's Internet Protection Act (CIPA), Pollack Academic Center of Excellence has installed filtering software to restrict access to Internet sites containing material harmful to minors. The software evaluates web sites based on criteria determined by the school technology committee.  No software can keep up with the constant changes on the Internet. A user who accidentally connects to an inappropriate site must immediately disconnect from the site and notify a teacher or supervisor.  Upon request, authorized staff may re-evaluate and unblock blocked sites to allow access.

 

It is understood that there is no expectation of privacy on the school's network and computers, and the school has the right to review any material stored in files to which users have access, to edit or remove any material which the school, in its sole discretion, believes is unlawful, obscene, abusive or objectionable, and to take appropriate legal action.  The Dr. Joseph F. Pollack Academic Center of Excellence makes no warranties of any kind, whether expressed or implied, for the service it is providing.  The school will not be responsible for loss of data, service interruptions, or for the accuracy or quality of information obtained through Internet services. The school prohibits unlawful use of technology resources, and in no way assumes responsibility for actions of users that could result in criminal or civil legal recourse.

 

In addition, Pollack Academic Center of Excellence provides Internet Safety Lessons that explicitly outline the rules of Digital Citizenship and Online Safety, including plagiarism, copyright laws, and fair use policies.

 

Student Obligations

All users who access school technology resources are required to protect and care for any systems they are using, accept full responsibility for all actions performed under their user login, and know and obey school regulations, federal, state, local laws and ordinances governing the use of technology. Copyright laws will be strictly adhered to when using all technology systems. All violations of copyright laws (copying programs & downloading music or movies without written permission from the copyright holder, as well as plagiarism or other forms of electronic cheating or violations of academic integrity) will be addressed under the Code of Student Conduct and local, state and federal laws.  Users are expected to exercise good judgment and discretion in using technology systems, and limit use to educational purposes. Students are responsible for adhering to the Pollack Academic Center of Excellence Student Code of Conduct, including the provisions herein.

 

The following behaviors are prohibited:

• Use of technology resources to send, receive, or display text, messages, or images that violate the school’s non-discrimination policies, be considered obscene, pornographic, or offensive to others, that are potentially dangerous to school resources, or materials otherwise deemed to be inappropriate by the administration.
• Using another person’s password, sharing one’s password with another person, modifying other users’ accounts, invading, trespassing, or otherwise gaining access to accounts, servers, folders, files or other resources to which the user has not been granted specific rights.
• Harassing, insulting, bullying, stalking, intimidating, disrupting access, remotely controlling or shutting down systems, or other abusive or disruptive behavior.
• Disclosing personal information about yourself or others, including addresses, telephone numbers, credit card information, passwords, or other confidential information via e-mail or the Internet.
• Students will not install, delete, relocate, rename, hide, or modify any hardware, software, games, applications, files, or network connections, enter system folders or the control panel, or engage in any activities intended to circumvent, avoid, or hide from security measures.
• Use of technology resources for commercial or for-profit purposes, fundraising, distributing or forwarding chain letters, junk e-mail, or advertising.

 

Disciplinary Action

Use of the Internet and school hardware and software is subject to all rules and regulations set forth in the Code of Student Conduct. Enforcement is the responsibility of the staff. Administration will review all cases referred for disciplinary action. In addition to disciplinary actions listed in the Code of Student Conduct, the administrator may implement the following:

 

1. The student may be excluded from access to the Internet.
2. The student may be excluded from using any and all computer equipment throughout the school.
3. Level 3 violations may result in expulsion.

 

The Student and his/her Parent(s) or Guardian(s) agree to the above obligations. They further agree to hold harmless Pollack Academic Center of Excellence, its Board Members, employees, and all organizations affiliated with school's Internet connection, for any and all claims of any nature arising from the Student's use of the Pollack Academic Center of Excellence's computer hardware/software or Internet Connection.

_______________________________   ______   ________________________  ________

Student Signature    Date      Parent Signature                         Date

 

POLLACK ACADEMIC CENTER OF EXCELLENCE

STUDENT CODE OF CONDUCT

 

RESPONSIBILITY FOR STUDENT CONDUCT

Many people share the responsibility for student conduct.  Each student is responsible for his or her acts.  This responsibility increases, as one grows older.  Keeping order within the school is the responsibility of the school staff.  The staff works to keep the school safe and orderly, and to create an environment conducive to learning.  However, the staff needs the cooperation of students, parents and others.

 

Pollack Academic Center of Excellence believes that its entire Code of Conduct can be summarized in the following words:  Mutual Respect, Responsibility, and Cooperation.

Student Responsibilities

 

Mutual Respect

• I will treat others and myself with courtesy and respect at all time.
• I will respect personal, classroom, and school property.

 

Responsibility

• I will come to school prepared with the required materials.
• I will be ready to learn, follow the rules and always do my best.

 

Cooperation

• I will encourage and demonstrate positive, caring relationships.
• I will model the PACE core values of character, through my words and actions, and help others to do the same.

 

Therefore, students are expected to:

• Act in a responsible manner, exhibiting respect toward others.
• Accept responsibility for their behavior.
• Cooperate with the school staff in maintaining safety, order, and a disciplined environment.
• Follow established school and classroom codes of conduct and rules, including safety and school bus rules.
• Attend all classes, regularly and on time.
• Maintain appropriate dress according to the PACE Dress Code Policy as written in the student handbook.
• Respect the rights and property of others.

________________________________ ________________________________

Student Name Student Signature

 

________________________________ ________________________________

Student Homeroom                             Date

Program Expectations for Enrollment at the

POLLACK ACADEMIC CENTER OF EXCELLENCE

 

Because Pollack Academic Center of Excellence is well on its way to becoming one of the truly remarkable school programs in our nation, our families agree that the following program components are necessary to build the kind of learning environment for which everyone can be proud.

 

High Expectations for Student.  Improved student thinking is the number one goal of the Pollack Academic Center of Excellence.  In addition to the higher standards in the curriculum areas, higher standards for student conduct must be strictly enforced.  Therefore, PACE parents agree to support the school’s effort to remove violence/inappropriate behavior from the school through initiatives, policies and expectations that aid in creating a safe, positive and productive learning environment.

 

A Partnership with Families.  Parent and family participation is crucial to the success of our school.  We need the assistance of the home to reinforce our efforts at school.  In order to be active in your student’s academic success, you are expected to:

• Attend all Parent/Teacher/Student ALC Conferences
• Attend at least two Parent Advisory Council meetings during the school year.  These meetings take place once a month on the second Tuesday of each month.  This is your opportunity to be able to make positive, constructive changes in the academic life of your child.
• Volunteer at the school for a minimum of twenty (20) hours during the school year.

 

School Dress Code.  Because Pollack Academic Center of Excellence wants to be a school committed to students’ security, satisfaction, and teamwork, every student is expected to adhere to the dress code every day.  PACE parents agree to purchase and maintain the necessary clothing items for each child enrolled.

 

Attendance.  If your child is ill, you are required to contact the school and notify us of the situation.  Any student whose illness is not reported is considered to be truant and will not be excused for their absence until the parent or guardian of the child has contacted the school.  You may report the absence by calling (248) 569-1060.  Extended periods of absences will require a doctor’s release to allow the student back in to school.

 

A Longer School Year.  Pollack Academic Center of Excellence students are required to be in attendance for 1, 290 hours (172 instructional days) unless legitimately ill.  Therefore, parents agree to send their child to school until the last day of school as indicated on the school year calendar.  In the event that a student leaves school before that date, he/she will not be able to participate in Promotion Day and may lose their opportunity to return the following school year unless the absence is due to a family/medical emergency.

Parent Policy

 

The Board of Directors delegates to the school Principal the power to ban disruptive or unruly adults from the campus of Dr. Joseph F. Pollack Academic Center of Excellence.  

Any adult that verbally or physically assaults a parent, student, staff member or visitor shall be subject to banishment from the school at the discretion of the Principal.

Official notification of the Principal’s action shall be delivered in writing to the offending individual through the most effective method possible.  The Principal is also granted the authority to contact the appropriate law enforcement agencies if necessary.  

Notification of the banishment of a parent will be given to the Board of Directors in writing within 10 school days of the banishment.

Parental/Guardian Contract for Enrollment

Pollack Academic Center of Excellence

Because Pollack Academic Center of Excellence is well on its way to becoming one of the truly remarkable school programs in our nation, our families agree that the following program components are necessary to build the kind of learning environment of which everyone can be proud.

 

Pollack Academic Center of Excellence parents/guardians agree:

 

• To support the school’s efforts to remove violence and inappropriate behavior from the school.   _____

 

• To attend at least  two (2) of the three (3) parent/teacher/student conferences held during the school year.  _____

 

• To attend a minimum of two (2) REAL PARENTS meetings during the school year.  _____

 

• To volunteer at the school for a minimum of twenty (20) hours during the school year.  _____

 

• To purchase and maintain the necessary school dress code items for each child enrolled at PACE.  _____

 

• To send your child to school on time (7:45 A.M.) everyday unless legitimately ill. _____

 

• To send your child to school the entire month of June until the last day as indicated on the PACE Academy school year calendar.  _____

 

I/We agree to support _____________________________________________ by following the

                                                          Student’s Name

program expectations as outlined in the above parental/guardian contract.

Signed: ____________________________________________________

 

Date: _______________________________________

Dr. Joseph F. Pollack Academic Center of Excellence

(PACE ACADEMY)

Parent/Teacher/Student Compact

Our school philosophy is that families, students, and school staff should work in partnership to help each student reach his/her potential. As partners we agree to the following:

As a student I will:

∙ Believe that I can learn and will learn.

∙ Come to school and class on time, ready to learn and with assignments completed.

∙ Set aside time every day to complete my homework.

∙ Read for at least 30 minutes, five days a week.

∙ Know and follow the school and class rules.

∙ Regularly talk to my parents and my teachers about my progress in school.

∙ Respect my school, classmates, staff, and family.

∙ Ask for help when I need it.

∙ Demonstrate good work habits at school and at home

 

_________________________________________

Student Signature

 

As a parent/guardian or family member I will:

∙ Talk to my child regularly about the value of education and support my child in developing and

demonstrating good work habits.

∙ Communicate with the school when I have a concern.

∙ Provide a quiet, well-lighted place for studying and assist my child with homework as needed.

∙ Read with my child, let my child see me read, and let my child read to me.

∙ Make sure that my child attends school every day, on time, and with homework completed.

∙ Support the school's discipline code and uniform policy.

∙ Monitor my child's progress in school.

∙ Attend all school events, such as parent-teacher conferences, Open House and Back-to-School Night.

∙ Ensure that my child gets adequate sleep, regular medical attention, and proper nutrition.

∙ Participate in shared decision making with school staff and other families for the benefit of students.

∙ Respect the school, staff, students, and families.

 

_________________________________________

Parent /Guardian Signature

 

As a teacher I will:

∙ Provide high-quality curriculum and instruction.

∙ Explain expectations and goals to students and parents/guardians. Teach students how to meet expectations.

∙ Assess my students and plan lessons appropriate to their needs.

∙ Provide homework that is relevant, age appropriate and evaluated.

∙ Communicate high expectations for every student.

∙ Teach and involve students in classes that are interesting and challenging.

∙ Participate in professional development opportunities teaching and learning and support the formation of partnerships with families and the community.

∙ Enforce rules equitably and involve students in creating a warm and caring learning environment in the class.

∙ Communicate regularly with families about their child's progress in school.

∙ Provide assistance to families on what they can do to support their child's learning.

∙ Participate in shared decision making with other school staff and families for the benefit of students.

∙ Respect the school, staff, students, and families.

 

________________________________________

Teacher Signature

We make a commitment to work together to carry out this agreement.

Signed on this _____________day of___________________, 20________.

Pollack Academic Center of Excellence

ACKNOWLEDGEMENT

We have received a copy of the Pollack Academic Center of Excellence Student Handbook.  We understand that it is our responsibility to become familiar with the contents of this handbook.

________________________________________ ______________________

Parent Signature Date

________________________________________ ______________________

Student Signature Date

________________________________________ ______________________

Teacher