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07-22-2021 DSAHS Governing Board Meeting Agenda Governing Board Facilitator Governing Board Ronald J.Wasson Mayor]Enid Weisman �- -' City Manager Vice Mayor Dr.Linda Marks Commissioner Jonathan Evans � v City Clerk Commissioner Rachel S.Friedland �� e�� ]Ellisa L.Horvath,MMC Commissioner Denise Landman Commissioner Marc Narotsky DON SOFFER City Attorney Commmissioner Robert Shelley � AV E N T U RA Weiss Scrota Helfinan — HIGH SCHOOL Cole&Bierman DON SOFFER AVENTURA HIGH SCHOOL GOVERNING BOARD MEETING AGENDA JULY 229 2021 Following 9 a.m. ACES Governing Board Meeting Aventura Government Center 19200 West Country Club Drive Aventura, FL 33180 AVENTURA CITY COMMISSION,ACTING IN ITS CAPACITY AS THE GOVERNING BOARD FOR THE DON SOFFER AVENTURA HIGH SCHOOL(DSAHS): 1. CALL TO ORDER\ROLL CALL 2. APPROVAL OF MINUTES — April 15, 2021 3. DSAHS 2021-2022 MENTAL HEALTH PLAN: A MOTION APPROVING THE 2021-2022 MENTAL HEALTH PLAN FOR THE DON SOFFER AVENTURA HIGH SCHOOL AND AUTHORIZING THE EXECUTION OF NECESSARY DOCUMENTS. 4. DSAHS 2021-2022 THREAT ASSESSMENT POLICY AND MASTER SAFETY PLAN: A MOTION APPROVING THE 2021-2022 THREAT ASSESSMENT POLICY AND MASTER SAFETY PLAN FOR THE DON SOFFER AVENTURA HIGH SCHOOL. 5. DSAHS 2021-2022 PARENT/STUDENT HANDBOOK: A MOTION APPROVING THE 2021-2022 PARENT/STUDENT HANDBOOK FOR THE DON SOFFER AVENTURA HIGH SCHOOL. 6. DSAHS 2022 GOVERNING BOARD PROPOSED MEETING SCHEDULE: A MOTION APPROVING THE 2022 PROPOSED MEETING SCHEDULE FOR THE DON SOFFER AVENTURA HIGH SCHOOL GOVERNING BOARD. DSAHS Governing Board Meeting Agenda July 22, 2021 7. SCHOOL UPDATES — DSAHS PRINCIPAL DR. GEOFF MCKEE • Curriculum • Enrollment (Current and Plan for Future) • Facility • Honor Roll • Orientation (August 17) • Ray Dass Scholars • Schedule • Staffing 8. OTHER BUSINESS 9. ADJOURNMENT. This meeting is open to the public.In accordance with the Americans with Disabilities Act of 1990,all persons who are disabled and who need special accommodations to participate in this meeting because of that disability should contact the Office of the City Clerk, (305) 466-8901 or cityclerk@cityofaventura.com, not later than two days prior to such proceedings. One or more members of the City of Aventura Advisory Boards may participate in the meeting. Anyone wishing to appeal any decision made by the Aventura City Commission,acting in its capacity as the Don Soffer Aventura High School(DSAHS)Governing Board,with respect to any matter considered at such meeting or hearing will need a record of the proceedings and,for such purpose,may need to ensure that a verbatim record of the proceedings is made, which record includes the testimony and evidence upon which the appeal is to be based. Agenda items are available online at cityofaventura.com for viewing and printing,or may be requested through the Office of the City Clerk at(305) 466-8901 or cityclerk@cityofaventura.com. Page 2 of 2 - -- DON SOFFER AVENTURA G $ HIr- N RH00111 DON SOFFER AVENTURA HIGH SCHOOL GOVERNING BOARD MEETING MINUTES APRIL 15, 2021 Following 9:00 a.m. ACES Governing Board Meeting Via Virtual Communications Technology The meeting was held via video conferencing through Zoom, as specified on the meeting agenda and as a result of the continued state of emergency due to COVID-19. City Commission, Acting in its Capacity as the Governing Board for the Don Soffer Aventura High School (DSAHS): 1. CALL TO ORDER/ROLL CALL: The meeting was called to order by Mayor Enid Weisman at 9:41 a.m. The roll was called and the following were present: Mayor Enid Weisman, Vice Mayor Robert Shelley, Commissioner Jonathan Evans, Commissioner Rachel S. Friedland, Commissioner Denise Landman, Commissioner Dr. Linda Marks, Commissioner Marc Narotsky, City Manager Ronald J. Wasson, City Clerk Ellisa L. Horvath, and City Attorney David M. Wolpin. As a quorum was determined to be present, the meeting commenced. 2. APPROVAL OF MINUTES — JANUARY 21, 2021: A motion for approval of the January 21 , 2021 meeting minutes was offered by Commissioner Friedland, seconded by Vice Mayor Shelley, and passed unanimously, by roll call vote. 3. ORDINANCE — FIRST READING/PUBLIC HEARING: Mr. Wolpin read the following Ordinance title: AN ORDINANCE OF THE CITY OF AVENTURA, FLORIDA, ADOPTING THE ATTACHED DON SOFFER AVENTURA HIGH SCHOOL BUDGET FUND 191 FOR FISCAL YEAR 2021/2022 (JULY 1 - J[JNE 30), PURSUANT TO SECTION 4.05 OF THE CITY CHARTER; AUTHORIZING EXPENDITURE OF FUNDS ESTABLISHED BY THE BUDGET; PROVIDING FOR BUDGETARY CONTROL; PROVIDING FOR PERSONNEL AUTHORIZATION;PROVIDING FOR GIFTS AND GRANTS; PROVIDING FOR AMENDMENTS; PROVIDING FOR ENCUMBRANCES;PROVIDING FOR SEVERABILITY;AND PROVIDING FOR AN EFFECTIVE DATE. A motion for approval of the Ordinance was offered by Commissioner Landman and seconded by Commissioner Narotsky. Mr. Wasson provided an overview of the proposed $5,915,678 budget. Brian Raducci, Assistant City Manager — Finance and Administration, provided information regarding loan balances and will report back on the possibility of refinancing certain loans. Don Soffer Aventura High School(DSAHS) Governing Board Meeting Minutes April 15, 2021 The Commission discussed refinancing loans, utilization of third and fourth floors, the Principal and Charter Schools USA advising the Commission on any needed items, use of the gym and providing a tarp for it, possible increase of school buses, and items for students for the start of school. Mayor Weisman opened the item for public comment. There being no comments, Mayor Weisman closed the item for public input. The motion for approval of the Ordinance passed unanimously, by roll call vote. 4. APPROVAL OF 2021-2022 SCHOOL CALENDAR: Principal David McKnight, accompanied by Rachel Wind ler-Freitag, South Florida Deputy Director Charter Schools USA, reviewed the proposed school calendar. A motion for approval of the school calendar was offered by Commissioner Evans and seconded by Commissioner Dr. Marks. Mayor Weisman opened the item for public comment. There being no comments, Mayor Weisman closed the item for public input. The motion for approval passed unanimously, by roll call vote. 5. SCHOOL UPDATE — DSAHS PRINCIPAL DAVID MCKNIGHT: Principal McKnight provided updates on the following items: • Mid-Year Dashboards: the mid-year dashboards for 9th and 10th grades were displayed and reviewed. • Enrollment: the enrollment process and amounts to date were discussed. • Hiring: the hiring process and progress for next year were discussed, including offer letters. The Board expressed concerns with staffing, proper grading, hiring advisors, etc. Ms. Windler-Freitag addressed the issues. • Parent Concerns: the areas of concerns expressed at the "Coffee with the Principal" meetings were reviewed including school spirit, communications, and college & career. A letter will be provided to parents outlining how those items will be addressed. Charter Schools USA was tasked with coming back with a plan on how improvements will be made for next year. • Power School Parent View: Gaynor Duncan, DSAHS Enrollment Manager, reviewed the Power School SIS program. Page 2 of 3 Don Soffer Aventura High School(DSAHS) Governing Board Meeting Minutes April 15, 2021 • Study Abroad: Ms. Windler-Freitag reviewed a PowerPoint highlighting the following: Purpose & Background Information, Considerations, Current Enrollment Requirements, and Next Steps. The Commission discussed the positive aspects of allowing students to study abroad and allowing their seats to be reserved for up to one semester while they were doing so. A motion was offered by Mayor Weisman and seconded by Commissioner Evans authorizing the City Manager to request the District to amend the City/District Don Soffer Aventura High School (DSAHS) Charter Agreement to approve the DSAHS revised enrollment policy that enables a student to study abroad at a compatible High School (including but not limited to the High School in Israel Program) for up to one (1) semester, while reserving that student's space for return to DSAHS. The motion for approval passed unanimously, by roll call vote. Principal McKnight provided information on the upcoming musical play. The following members of the public provided comments: Diane Gleit (3148 N.E. 212 Street, Aventura) and Amit Bloom (20454 N.E. 34 Court, Aventura). 6. OTHER BUSINESS: None. 7. ADJOURNMENT: There being no further business to come before the Commission as the Governing Board, a motion to adjourn was offered by Commissioner Evans, seconded by Commissioner Landman, and unanimously approved; thus, adjourning the meeting at 11 .20 a.m. Ellisa L. Horvath, MMC, City Clerk Approved by the City Commission, acting in its capacity as the Governing Board for DSAHS, on July 22, 2021 . Page 3 of 3 FLORIDA DEPARTMENT OF EDUCATION fldoe.org 4%hZ4q%ffiW&o._ � � J 2021-202 ental Health Application Part I: Youth Mental Health Awareness Training Plan Part II: Mental Health Assistance Allocation Plan (Insert District Name) City of Aventura/Don Soffer Aventura High School (13-7026) Deadline for submission to ShareFile on or before August 1, 2021 2021-2022 Mental Health Application Purpose The purpose of the combined mental health application is to streamline and merge two programs into one application. The Youth Mental Health Awareness Training (YMHAT)Plan and the Mental Health Assistance Allocation(MHAA)Plan are to provide supplemental funding to districts so schools can establish, expand and/or improve mental health care, awareness and training and offer a continuum of services. These allocations are appropriated annually to serve students and families through resources designed to foster quality mental health. This application is separated into two primary sections: Part I includes the YMHAT Plan and Part II includes the MHAAP Part I. Youth Mental Health Awareness Training Plan In accordance with section (s) 1012.584,Florida Statutes (F.S.),the YMHAT allocation is to assist districts with providing an evidence-based youth mental health awareness and assistance training program to help school personnel identify and understand the signs of emotional disturbance,mental illness and substance use disorders, and provide such personnel with the skills to help a person who is developing or experiencing an emotional disturbance,mental health or substance use problem. Part II. Mental Health Assistance Allocation Plan J. In accordance with s. 1011.6206),F.S.,the MHAA Plan allocation is to assist distri b 'establishing or expanding school-based mental health care;training educators and other school staff in detec nd responding to mental health issues; and connecting children,youth and families who may experience behald6i ealth issues with appropriate services. �0 The application must be submitted to the Florida Department of cation(FDOE) ShareFile by the deadline August 1,2021. • �� There are two submission options for charter schools: • Option 1: District submission includes charter s �s in both parts of the application. • Option 2: Charter school(s) submit a separd 0p ication from the district. YMHAT Objective: provide an evidenc ed youth mental health awareness and assistance training program to help school personnel identify and unders e signs of emotional disturbance,mental illness and substance use disorders, and provide such personnel with e ills to help a person who is developing or experiencing an emotional disturbance, mental health or substance use p in. O� Page 2 1 City ofAventura/Don Soffer Aventura High School(13-7026) FLOmDA DEPARTMENT OF EDUCATION fldoe.org 2021-2022 Mental Health Application Part I. Youth Mental Health Awareness Training Plan and Projected Budget Section A: YMHAT Training Plan 1. What is the percentage of employees currently trained and certified in YMHAT? There are %of employees trained and certified as of (date) 2. Explain the training goal(s)for the upcoming 2021-2022 school year. 3. In addition,the annual goal for the 2021-2022 school year is to train: %of employees as of (date) 4. Explain the training goal(s)for the next 3-5 years. �w O� 5. What is the procedure for training new personnel to the. OJ 6. Explain how the district will utilieollowing three YMHAT programs: • Youth Mental Health Firs id MHFA • YMHFA Recertification • Ko nito At-Risk Modules (at all three levels: elementary,middle,high school) Page 3 City ofAventura/Don Soffer Aventura High School(13-7026) � FLORIDA DEPARTMENT OF 0EDUCATION fldoe.o g 2021-2022 Mental Health Application Section B: YHHAT Projected Budget Detailed Description,number of activities Total Projected Categories within each category Cost Per/Each Budget by Category 1. Stipends (Detailed 4 of personnel and stipend cost per person) 2. Materials (Detail 4 of units x individual unit cost, plus shipping) �. 3. National Council (YMHFA) Training (Detailed description of each training activity to �Q include 4 of personnel and individual training .`,� costs) �� 4. Additional Kognito QJ Modules (Provide the name of training module and cost)wEwMqww QJ TOTAL 2021-2022 BUDGET: $ 0.00 5. Additional narrative (opts): Page 4 1 City ofAventura/Don Soffer Aventura High School(13-7026) FLOmDA DEPARTMENT OF EDUCATION fldoe.org 2021-2022 Mental Health Application Part IL Mental Health Assistance Allocation Plan s. 1011.62 (16),F.S. Section A:MHAA Plan Assurances The district assures... WlOne hundred percent of state funds are used to expand school-based mental health care; train educators and other school staff in detecting and responding to mental health issues;and connect children,youth and families with appropriate behavioral health services. Mental health assistance allocation funds do not supplant other funding sources or increase salaries or provide staff bonuses or incentives. Maximizing the use of other sources of funding to provide school-based mental health services (e.g.,Medicaid reimbursement,third-party payments and grants). ❑� Collaboration with FDOE to disseminate mental health information and resource�ptudents and families The district website includes local contacts, information and resources for uf� health services for students and families. I Includes a system for tracking the number of students at high risk fo�l health or co-occurring substance use disorders who received mental health screenings or assessment * t number of students referred to school- based mental health services providers; the number of student�rred to community-based mental health services providers;the number of students who received scho lj tsed interventions, services or assistance;and the number of students who received community-based intions, services or assistance. A school board policy or procedure has been established fo P) ❑� Students referred for a mental health screening as within 15 calendar days of referral. ❑� School-based mental health services initiated n 15 calendar days of identification and assessment. Community-based mental health servico&iated within 30 calendar days of referral coordinating mental health services with a student's pnimaryiCental health care provider and other mental health providers involved in student care. .`, Assisting a mental health servi rovider or a behavioral health provider as described in s. 1011.62, F.S., respectively, or a school e officer or school safety officer who has completed mental health crisis intervention training in jfKnpting to verbally de-escalate a student's crisis situation before initiating an involuntary examinatisuant to s. 394.463, F.S. Procedures include must include strategies to de-escalate a crisis situation Vfdent with a developmental disability as that term is defined in s. 393.063, F.S. The requirement that in a student crisis situation, the school or law enforcement personnel must make a reasonable attempt to contact a mental health professional who may initiate an involuntary examination pursuant to s. 394.463, F.S., unless the child poses an imminent danger to self or others before initiating an involuntary examination pursuant to s. 394.463, F.S. Such contact may be in person or using telehealth, as defined in s. 456.47, F.S. The mental health professional may be available to the school district either by contracts or interagency agreements with the managing entity, one or more local community behavioral health providers, or the local mobile response team, or be a direct or contracted school district employee. Page 5 City ofAventura/Don Soffer Aventura High School(13-7026) � FLOmDA DEPARTMENT OF EDUCATION fldoe.org 2021-2022 Mental Health Application Section B:Planned Outcomes Identify one or two specific and measurable outcomes for your district's plan to achieve through the 2021-2022 evidence-based mental health program. (1)The school's mental health program will increase access to mental health support for its students. (2)Treatment plan goals of students on the counselor's caseload will be met and symptomology will be reduced. Section C.District Program Implementation Please include the following in this section: 1. Evidence-Based Program (EBP) and Description Name and provide the essential elements of the EBP you will be implementing tl a Multi-Tiered System of Supports (MTSS)using one or more of the preferred EBP/Practices found in enu of Evidence-Based Psychosocial Interventions for Youth and the SAMHSA Evidence-Based ices Resource Center. Describe the key EBP components that will be implemented as webs any related activities, curricula, programs, services,policies and strategies. *If you will be using another EBP other than those pro above please explain using the same format listed. 2. EBP Implementation •�� This should include: J� • Explain how your district will impleiJ evidence-based mental health services for students to improve the early identification of social, emo behavioral problems or substance use disorders, as well as the likelihood of at-risk students d ping social, emotional,behavioral problems,depression, anxiety disorders, suicidal tendencies� how these will assist students dealing with trauma and violence. • Explain how the support�vI deliver evidence-based mental health care assessment, diagnosis, intervention, treatment and recovervices to students with one or more mental health or co-occurring substance abuse diagnoses and to sts at high risk of such diagnoses. 3. Outcome Measures • Provide the outcome measures of your EBPs and how each aligns with your overall annual program goals in Section 2. 4. Multi-tiered System of Support (MTSS) • Identify the tier(s) of the EBP being implemented. Appendix Examples Page 6 1 City ofAventura/Don Soffer Aventura High School(13-7026) FLORIDA DEPARTMENT OF EDUCATION fldoe.org 2021-2022 Mental Health Application Table 1: District Program Implementation 4. 1. 2. 3. MTSS EBP and Description EBP Implementation Outcome Measures 1 2 3 Attitude is Altitude-K-12 Attitude is Altitude will be implemented by Improved student self-esteem ❑❑ curriculum that focuses on Social teachers in designated grade levels through Increase in and Emotional learning,positivity classroom lessons. student motivation and anti-bullying. The curriculum aligns with the Collaborative for Academic,Social and Emotional Learning(CASEL)standards. Q�0 nvo Multidisciplinary Program to Inteventions align c y with cognitive-behavioral rreatment plan goals will Address Childhood Trauma therapy(CBT)t c ues and applied behavior be met ✓ ✓ (IMPACT)-Utilizes a analysis with lbewiplicit goal of reducing mental Some examples of goals multidisciplinary approach to the health syTRO,improving functioning in a may include: reatment of youth with mental variety ains,encouraging youth and their )Improved decision making health/substance use challenges. A parenMderstand the nature of mental health )Improved coping skills multidisciplinary team works a stance related disorders and how to use )Increased resiliency collaboratively bringing best y-learned skills to maintain positive practices into the evaluation, ctioning and recovery. In CBT,youth are taught treatment and service delivery !�.abou the link between thoughts and emotions,and rocess. Interventions are ed how they may affect subsequent behavior. By y licensed mental health replacing maladaptive thoughts with adaptive professionals who receive regular thoughts,youth are able to make better decisions support from a board certified about how to act or behave and how to apply good behavior analyst. Behavior support coping skills.CPT also makes use of established nd therapeutic interventions are behavior principals such as positive reinforcement provided while encouraging to reward adaptive behavior and extinguish academic support and progress. unhealthy behaviors. Trauma-focused CBT is a Interventions draw on each youth's subspeciality within CBT that allows providers to strengths,incorporates family focus closely on Adverse Childhood Experiences embers and group-based (ACES). This therapy addresses affective/ interventions with the goal of emotional,cognitive/thinking-based and behavioral stablishing healthy behaviors that problems by incorporating discussions about the ill serve the youth throughout his/ (continued below) her lifetime. City of Aventura/Don Soffer Aventura High School(13-7026) Page 71 FLORIDA DEPARTMENT OF EDUCATION fldoe.org 2021-2022 Mental Health Application 4. 1. 2. 3. MTSS EBP and Descriptiojn & EBP Implementation Outcome Measures 1 2 3 (continued from above) ❑ ❑ specifics of the trauma,teaching effective parenting skills to caregivers,and capitalizing on the healing therapeutic alliance between therapist and student. Services may be provided via individual therapy, group therapy and/or family therapy. Q�0 Referral to community providers- School may refer som 4plents to community- 3ymptomology will chool may refer some students to based providers. Sc personnel will attempt to e reduced roviders in the community for obtain a release rmation from the family to ental health services. allow for colla o ion with the community-based therapist. I elease is granted,school personnel ill foll with the therapist regarding reatm ogress. If the release is not granted, sc qZ. ersonnel will follow up with the family or student regarding progress. Additional narrative may be added here City of Aventura/Don Soffer Aventura High School(13-7026) Page 8 1 FLORIDA DEPARTMENT OF EDUCATION fldoe.org 2021-2022 Mental Health Application Section D:Direct Employment Table 2: MHAA Plan Direct Employment Position Current Ratio as of 2021-2022 Proposed Ratio by August 1,2021 June 30,2022 School Counselor N/A N/A School Social Worker /A N/A School Psychologist In partnership with district In partnership with district Other Licensed Mental Health Provider 0.12 FTE 0.25 FTE 10 Direct employment policy, roles and responsibilities Det&Tion Explain how direct employment of school-based e school will secure licenj6pental health providers who will wor mental health services providers (school psychologists n site for at least a total er of hours commensure to a minimum f 90/o of the school . The school will maximize third-party school social workers, school counselors and other illing opportunitie to ow for increased financial resources to licensed mental health professionals)will reduce staff- illow for expandOvider service schedules and a reduction in to-student ratios. taff-to studen S. Describe your district's established policies and Through 1 health team meetings the school will identify procedures to increase the amount of time student studento are at the greatest need of intervention. We will use an services personnel spend providing direct mental health MT� el to allocate resources based on student need. Students services (e.g.,review and revision of staffing i �'bi led as needing Tier 3 interventions will have the greatest allocations based on school or student mental health ber of touchpoints,followed by those identified as needing Tier 2 assistance needs. J pports.The team will meet regularly to review student progress. Providers/partners will work collaboratively with the school mental Describe the role of school based mental healt health team to ensure that services are aligned and coordinated to providers and community-based partners in y meet the needs of the students on the caseload. Services will be implementation of your evidence based in health initiated timely,in accordance with state statute. program. List the contracts or interageoo�kreements with local behavioral health providers or Community Action Team (CAT) services and specify the type of behavioral health services being provided on or off the school campus. Table 3: MHAA Plan Contracts or Interagency Agreements and Services Provided Mental Health Provider: Agency: Services Provided: Funding Source: Various nvo-Progressus Therapy Assessment,therapy, collaboration MHAA, 3rd party Page 91 City ofAventura/Don Soffer Aventura High School(13-7026) FLOmDA DEPARTMENT OF 0EDUCATION fldoe.o g 2021-2022 Mental Health Application Section E:Planned Expenditures Table 4: MHAA Planned Expenditures Allocation Expenditure Summary Total Unexpended Mental Health Assistance Allocation funds from previous fiscal years: $6,547.56 School district expenditures for mental health services provided by staff who are employees of $0.00 the school district: School district expenditures for mental health services provided by contract-based collaborative $13,739.01 efforts or partnerships with community-based mental health program agencies or providers: Other expenditures (see below): $0.00 Total MHAA expenditures: $20,286.57 Other expenditures (specify details such as type, supplies,training and amount): Type: Narrative description with detailed cost Total Amount /A Total Other Expenditures: IF $0.00 Page 10 1 City ofAventura/Don Soffer Aventura High School(13-7026) FLOmDA DEPARTMENT OF EDUCATION fldoe.org 2021-2022 Mental Health Application Wrict Certification City afAvcmma/Don SafFcrA W.High Sc .](t37026) This application certifies that the School Board approved the district's Mental Health Assistance Allocation Plan,which outlines the local program and planned expenditures to establish or expand school- based mental health care consistent with the statutory requirements for the mental health assistance allocation in accordance with section 1011.62(16),F.S. School(MSID)Number Charter School Name OED N A -N§� Note: Charter schools not listed above will be included in the school dis youth mental health awareness plan and mental health assistance allocation plan. If you have more Charter to add,please list them on a separate sheet. Signature of District Superintendent V Printed Name of District Superintendent Q Board Approval Date O Page 11 I City ofAvcntura/Don Soffer Aventura High School(13-7026) FLMDA DEPARTMENT OF EDUCATION fldoe.org 2021-2022 Mental Health Application City ofAventura/Don SofferAventura High School 13-7026) This application certifies that the harter School Governing Board approved the school's Mental Health Assistance Allocation Plan,which outlines the program and planned expenditures to establish or expand school-based mental health care consistent with the statutory requirements for the mental health assistance allocation in accordance with section 1011.62(16),F.S. Governing Board Chairperson Signature: Charter School Administrator Signature: Governing Board Approval Date: �o o� OJ �Q o� Page 12 City ofAventura/Don SofferAventura High School(13-7026) � FLMDA DEPARTMENT OF EDUCATION fldoe.org Charter School Deliverables SY 2021-2022: 1) Develop a process for collecting and reporting the following information to the State by September 30,2022: (1) Students who were screened or assessed for mental health services. (2) Students who were referred for mental health services or assistance. (3) Students who received mental health service interventions and/or treatment. (4) Direct employment service providers employed by each school's governing board. (5) Contract-based collaborative efforts or partnerships with community mental health programs, agencies or providers. You may reference the state template for guidance: FDOE Template for Allocation Plan expenditures: http://www.fldoe.org/core/fileparse.php/l 8612/urlt/M HAA-Report.pdf 2) Develop a timetable of due dates, inclusive of key activities such as, but not limited to: o Submission of Governing Board-approved Mental Health Assistance AllocatioWlan to District By Friday,July 9,2021 o Creating development of any applicable policies or manuals o Recruiting and hiring o Training/Professional development o Securing partnerships/collaborations �_✓ o Mental Health Assistance Allocation disbursement o Mid-year program review and assessment O�' o Development and implementation of data tracking mech n o Year-end Program Review,Assessment and Data C on o Year-end Reporting (September 30,2022) '� 2021-2022 Charter School �? al Health Assistance Allocation Plan ASSURANCE: Funds from this allocation may('supplant operating funds currently provided for this purpose, nor may they fund increase in salaries or provide b s. School Name: Work Location#(MSID): Don SofferAventura High 13-7026 Principal: �� Signature: Date: Geoff McKee O� Governing Board Chair: Signature: Date: Ronald J. Wasson Date Plan was reviewed and approved by Governing Board: Date: (Must be reflected in board meeting minutes) The signature of the Charter School Board Chair certifies that this plan has been reviewed and approved to ensure compliance with State statutes.The 2021-2022 Mental Health Assistance Allocation Plan is due(with original signatures)to the Charter Schools Office on or before Friday,July 9,2021. The submission and acceptance of the Charter School Mental Health Assistance Allocation Plan by M-DCPS shall not be construed as an endorsement or authorization of the plan. M-DCPS does not assume liability or responsibility for the contents and implementation of the plan. 2022-22 Mental Health Assistance Allocation Plan P age 6 of 6 City of Aventura Governing Board Don Soffer Aventura High School THREAT ASSESSMENT POLICY [Revised:05/18/2021] Section I: INTRODUCTION In accordance with Marjory Stoneman Douglas High School Public Safety Act, the following is the City of Aventura Governing Board Don Soffer Aventura High School ("DSAHS" or the "Board")Threat Assessment Policy for its schools. DSAHS, in partnership with CLPS Consultancy Group, shall annually review these policies and recommend any changes for the upcoming school year by July 15t" of each year. The School Safety Officer (or designee) shall distribute this to school administrators by August 15t of each year. The threat assessment policy shall be interpreted and applied consistently with all applicable state and federal laws, and The Board's collective-bargaining agreements. The policy was developed in accordance with the legislation enacted by the State of Florida (Marjory Stoneman Douglas High School Public Safety Act, SB 7026), established research, and recognized standards of practice regarding threat assessment and management in school settings. Section II: DEFINITIONS A. Threat: A threat is a communication of intent to harm someone that may be spoken, written, gestured or expressed in some other form, such as via text messaging, email or other digital means. An expression of intent to harm someone is considered a threat regardless of whether it is communicated to the intended target(s) or whether the intended target is aware of the threat. Threats may be implied by behavior that an observer would reasonably regard as threatening, planning or preparing to commit a violent act. Not all types of misbehavior that may warrant discipline or even criminal consequences are threats. It is limited to instances where there is a threat to harm someone else. If there is doubt, the communication or behavior should be treated as a threat and a threat assessment should be conducted. B. Threat Assessment: The threat assessment is a systematic process that is designed to identify situations/persons of concern, investigate and gather information, and assess and manage the situation in order to mitigate risk. It is a fact-based process that emphasizes identification, evaluation, intervention and follow-up in order to prevent serious threats of harm or actual acts of violence from occurring. C. Threat Assessment Team:The threat assessment team shall include, pursuant to Florida statute (s. 1006.07(7), F.S.) persons with expertise in counseling, instruction, school administration, principal, when available, and law enforcement. Persons with expertise in counseling include school counselors, school psychologists, school social workers, and Threat Assessment Policy family counselors. Additional personnel with knowledge of the child or circumstances may also serve as members of the team. D. Aberrant behavior': Behavior which is atypical for the person or situation and causes concern for the safety or well-being of those involved. Aberrant behavior for an individual involves actions, statements, communications or responses that are unusual for the person or situation; actions that could lead to violence toward self or others; or are reasonably perceived as threatening or causing concern for the well-being of the person.These can include, but are not limited to: i. Unusual social distancing or isolation from peers and family members; ii. Sullen or depressed behavior from an otherwise friendly and positive person; Hi. Out-of-context outbursts of verbal or physical aggression; iv. Increased levels of agitation,frustration and anger; V. Confrontational, accusatory or blaming behavior; vi. An unusual interest in or fascination with weapons; and vii. Fixation on violence as means of addressing a grievance. E. Imminent Threat: An imminent threat exists when the person's behavior/situation poses a clear and immediate threat of serious violence toward self or others that requires containment and Page 2 of 4 action to protect identified or identifiable target(s); and may also exhibit behavior that requires intervention. F. Transient threats: Threats where there is not a sustained intent to harm. The critical question is whether the person intends to carry out the threat, or whether the threat was made in the heat of the moment as an expression of anger, frustration or humor without intent to harm. Transient threats can be resolved with an apology, retraction or explanation by the person who made the threat. G. Substantive threats: Threats where the intent to harm is present, or not clear, and require protective action. The question is whether there is an express intent to physically injure someone beyond the immediate situation and there is at least some risk that the person will carry out the threat. If there is doubt or if the threat cannot clearly be categorized as transient,threats should be treated as substantive. i. Serious substantive threats are threats to hit, fight or beat up another person. ii. Very serious substantive threats are threats to kill, rape or cause serious injury with a weapon. H. Baker Act: Florida's Mental Health Act, known as the Baker Act (ss. 394.451-394.47892, F.S.), provides for voluntary and involuntary admission for mental health examinations and also provides procedures for civil commitment. Generally, when a person says someone "was Baker Acted," it means that the person was held up to 72 hours for an involuntary examination based on a threat of harm to themselves or others. Involuntary examination can be initiated by a law enforcement officer; by a physician, clinical psychologist, psychiatric nurse, or clinical social worker; or by the court through an ex parte order based on testimony from the person's friends or family. During that 72 hours, the treating physician at a Baker Act facility will determine whether the person 1 Definition adopted from"Threat Assessment in Virginia Public Schools: Model Policies,Procedures,and Guidelines"(Second Edition,August 2016,Reprinted May 2019),located at https://www.dcj s.yrginia.gov/sites/dcj s.yrginia.gov/files/publications/law-enforcement/threat- assessmentmodel- olicies- rocedures-and- uidelines df. df Threat Assessment Policy can be released or whether the person meets the criteria for commitment or additional inpatient care. a. Pursuant to SB 590 effective July 1, 2021 the following changes take effect when application of the Baker Act is underway: i. Public and charter schools must make a reasonable attempt to notify the parents before the student is removed from school for an involuntary mental health examination. H. All school safety officers are required to undergo crisis intervention training, and DCF must collect and report data on the number and frequency of involuntary examinations of minors initiated at the school, on school transportation or at a school sponsored activity. iii. An amendment was added to require that grade 6-12 student IDs include telephone numbers for national or statewide crisis and suicide hotlines. Section III: USE A. Each school principal shall identify a school-based threat assessment team with the mandatory team members and alternate team members before students report to school each year. 1. The coordination of resources and assessment of and intervention with individuals whose behavior may pose a threat to the safety of staff or students, pursuant to s. 1006.07(7), F.S. must be addressed. 11. The identification of mental health services available in the district, as required by s. 1012.584(4), F.S., and the procedure for referrals to those mental health services. iii. The procedures for behavioral threat assessments using the instrument, CSTAG, adopted by the Office of Safe Schools. s. 1006.07(7)(a), F.S. B. All school-based administrators and threat assessment team members must attend and complete mandatory district threat assessment trainings annually. C. All threats of violence or physical harm to self or others shall be taken seriously, since the primary goal of threat assessment is the safety of all persons involved. 1. District policies must require the threat assessment team to consult with law enforcement when a student exhibits a pattern of behavior, based on previous acts or the severity of the act, which would pose a threat to school safety. s. 1006.13(2)(f), F.S. 11. Districts must have policies for reporting threats to law enforcement: District school boards are required to adopt policies that define criteria for reporting to a law enforcement agency any act that poses a threat to school safety that occurs whenever or wherever students are within the jurisdiction of the school board. s. 1006.13(2)(a), F.S. D. School-based threat assessment teams shall adhere to the rules and responsibilities within this policy with fidelity. E. Districts must have policies for engaging local behavioral crisis resources: If an immediate mental health or substance abuse crisis is suspected, school personnel must follow policies established by the threat assessment team to engage behavioral health crisis resources. As provided by s. 1006.07(7)(e), F.S., district policies should address the following requirements: Threat Assessment Policy 1. Behavioral health crisis resources, including, but not limited to, mobile crisis teams and school resource officers trained in crisis intervention, must provide emergency intervention and assessment, make recommendations and refer the student for appropriate services. 11. Onsite school personnel must report all such situations and actions taken to the threat assessment team, which must contact other agencies involved with the student and any known service providers to share information and coordinate any necessary follow-up actions. III. Upon the student's transfer to a different school, the threat assessment team must verify that any intervention services provided to the student remain in place until the threat assessment team of the receiving school independently determines the need for intervention services. Section IV: ROLES & RESPONSIBILITIES A. The Director of School Safety and Security shall ensure compliance with this policy. B. Each school principal shall identify members of a threat assessment team that includes persons with expertise in counseling, instruction, school administration, and law enforcement in accordance with s. 1006.07(7)(a), F.S. Members will be trained on the roles and responsibilities of each team member. 1. Guardians, private security guards with guardian training, or other campus security staff may not serve in place of sworn law enforcement on threat assessment teams. 11. If there is not an SRO or other sworn law enforcement officer assigned to the school, the district should work with local law enforcement entities in order to ensure the required law enforcement presence on the team. Having an active, sworn law enforcement officer on the threat assessment team is essential because an officer has unique access to law enforcement databases and resources that inform the threat assessment process. C. All school-based administrators and threat assessment team members must attend and complete mandatory district threat assessment trainings annually as well as such training mandated by CLIPS. Each mandatory team member shall report their completion of this requirement to their principal or designee. 1. The team must provide annual training and guidance to students, staff, and parents on recognizing behaviors of concern, their roles and responsibilities in reporting the behavior, and the various options for submitting a report, including anonymous reporting. D. Each school principal must assign school-based staff members who can proactively monitor and respond to all incoming reports where safety is of concern. E. Each threat assessment team must respond, within 24 hours when school is in session, to any report of a threat or any patterns of behavior that may pose a threat to self or others. If school is not in session, the school principal must immediately refer the matter to law enforcement for evaluation, and the threat assessment team must meet no later than the end of the first day school is back in session to consider the matter and ensure it is resolved. The team shall gather information regarding the specifics of the threat and/or behaviors that may pose a threat, including but not limited to: details of the incident or threat,witness statements, and relevant artifacts. Threat Assessment Policy i. Every threat may not require a meeting of the entire threat assessment team. It is recommended that at least two team members be involved in the threat assessment process for transient threats. Substantive threats should engage several team members and may require more in-depth review and assessment. ii. All members of the threat assessment team should be involved with the assessment and intervention of individuals whose behavior poses a serious substantive threat. F. When assessing a potential threat or concerning behavior, the threat assessment team must determine not only whether a threat has been made or communicated, but also if a person poses a danger to self or others or if they are potentially on a pathway to violence. i. For students deemed a threat to self, the threat assessment team must ensure the student's immediate safety, then refer the student to the school-based suicide designee. The individual still may require intervention and assistance, but it is a different process than a threat assessment. Threat assessment is focused on threats of harm to others. 2 ii. If the threat assessment team determines that a student poses a threat to others, the team is responsible for assessing the level of threat by conducting student/parent interviews, reviewing all pertinent records, and following the district's threat assessment procedures. iii. The threat assessment team must coordinate resources to provide intervention to individuals whose behavior may pose a threat to the safety of school staff or students consistent with the model policies developed by the Office of Safe Schools. iv. The threat assessment team must plan for the implementation and monitoring of appropriate interventions in order to manage or mitigate the student's risk for engaging in violence and increasing the likelihood of positive outcomes. V. Interventions should remain in place until the team assesses that the student is no longer in need of supports and does not pose a threat to self or others. G. Threat assessment teams shall follow established procedures for referrals to school- based, community, and/or health care providers for mental health services, evaluation, or treatment. i. If an immediate mental health or substance abuse crisis is suspected, school personnel must follow policies established by the threat assessment team to engage behavioral health crisis resources.As provided by s. 1006.07(7)(e), F.S. H. All threat assessment outcomes and recommendations must be reported to the school principal. The school principal will review the documentation for all threat assessments to ensure completeness and fidelity. The school principal will sign/acknowledge that the threat assessment documentation is complete and will forward the signed/acknowledged assessment to their supervisor. In addition, upon a preliminary determination that a student poses a threat of violence or physical harm to self or others, the threat assessment team must immediately report its determination to school principal or his/her administrative designee. The principal or his/her Z Suicide prevention resources for school districts,including Florida's approved youth suicide risk assessment instruments(The Columbia and SAFE-T)and youth suicide awareness and prevention training resources are available on the FLDOE's Office of Safe School's website:http://www.fldoe.or /g safe- schools/suicide- revent.stml Threat Assessment Policy administrative designee shall immediately attempt to notify the student's parent or legal guardian. 1. Nothing in this policy shall preclude school personnel from acting immediately to address an imminent threat. Where an immediate threat to life or physical safety exists, reports must result in an immediate notification to law enforcement. 11. Nothing in this policy shall preclude the threat assessment team from notifying the school principal, his/her administrative designee, or the Chief of any individual (other than a student) who poses a threat of violence or physical harm to self or others. I. If an immediate mental health or substance abuse crisis is suspected, school personnel shall follow policies to engage behavioral health crisis resources, including, but not limited to, mobile crisis teams and school resource officers, who have been trained in crisis intervention. These individuals shall provide emergency intervention and assessment, make recommendations, and refer the student for appropriate services. Threat assessment teams shall contact other agencies involved with the student and any known service providers to share information and coordinate necessary follow up. Any information from education records disclosed during this process shall be done in accordance with The Family Educational Rights and Privacy Act (FERPA) (34 CFR 99.31(10), 99.36). J. The threat assessment team shall identify members of the school community to whom threatening behavior should be reported and provide guidance to students, faculty, and staff regarding recognition of threatening or aberrant behavior that may represent a threat to the community, school, or self. K. Each threat assessment team must include persons with expertise in counseling (school psychologist, social worker or counselor), instruction (teacher or administrator with instructional experience), school administration (principal or other senior administrator), and law enforcement (ideally, a School Resource Officer (SRO) in accordance with 1006.07(7)(a), F.S. Guardians, private security guards with guardian training, or other campus security staff may not serve in place of sworn law enforcement on threat assessment teams. L. All CSUSA employees, volunteers, and contractors are required to report to school administration any expressed threat(s) or behavior(s) that may represent a threat to the community, school, or self. M. Regardless of threat assessment activities, disciplinary action and referral to law enforcement are to occur as required by law and school board policies. N. Upon a preliminary determination by the threat assessment team that an individual poses a threat, members of the threat assessment team may request and obtain criminal history record information. 1. No member of a threat assessment team shall disclose any criminal history record information or health information obtained or use any record of an individual beyond the purpose for which such disclosure was made to the threat assessment team. 11. The threat assessment team may not maintain the criminal history record or place it in the student's educational file. O. The threat assessment team must consult with law enforcement when a student exhibits a pattern of behavior, based upon previous acts, or the severity of an act, that would pose a threat to school safety. Threat Assessment Policy • P. If a student commits more than one misdemeanor, that is known to the school, the threat assessment team must consult with law enforcement to determine if further action is warranted. Q. If a student is facing possible expulsion or suspension as a consequence of certain actions, the school should consider ways in which these can be safely enacted and identify resources that may assist the student during this time. In addition, a threat assessment team may use alternatives to expulsion or referral to law enforcement agencies unless the use of such alternatives will pose a threat to school safety. R. Threat assessment records are considered education records and shall be maintained and released in accordance with FERPA and state statute. The threat assessment, its determination, along with any interventions provided, will be recorded in the appropriate electronic data systems by the threat assessment team. Additionally, these records will be transferred pursuant to school board policy 5100.2. S. The Chief Auditor will conduct annual audits, in compliance with this policy, and report findings to the Audit Committee and The School Board. T. Threat assessment teams should meet monthly to discuss new and ongoing cases. All meetings should be documented within the CLPS Emergency Management Plan-Drills and Safety Meetings section. U. Threat assessment teams should identify all means of reporting threats, including FortifyFL (the statewide mobile suspicious activity reporting tool) and any similar reporting tools or apps used by the school district. Local hotlines, websites or other community-based resources should also be identified. V. Threat assessment records are required to be transferred when a student transfers school. Verified reports of serious or recurrent behavior patterns, including threat assessment evaluations and intervention services, must be transferred within three school days when a student transfers from school to school, pursuant to s. 1003.25, F.S. and Rule 6A-1.0955, Florida Administrative Code (F.A.C.). Districts should also ensure that such records are transferred when a student progresses from elementary school to middle school, or from middle school to high school. W. Every section of the CSTAG form is not required to be completed. Threat assessment teams should use their judgment as to what is appropriate to be completed for each assessment and intervention in accordance with district policies and the corresponding level of the threat. X. Pursuant to CSUSA policy all TATs are required to meet monthly to discuss ongoing and future threats to the school. FDOE is in the process of creating a rule (to be presented to the DOE Board for approval in June, 2021) to clarify the monthly requirement. CSUSA requires that all monthly TAT meetings for the coming 21/22 school year are logged into the CLPS software and documented. Threat Assessment Policy City of Aventura Governing Board Don Soffer Aventura High School MASTER SCHOOL SAFETY PLAN [Revised:5/18/2021] INTRODUCTION In accordance with Marjory Stoneman Douglas High School Public Safety Act, the following is the City of Aventura Governing Board Don Soffer Aventura High School ("DSAHS" or the "Board") Master School Safety Plan (Safety Plan) for its schools. The Safety Plan, in conjunction with individual school building safety plans and the protocols included in the building-level plans, constitutes the DSAHS Safety Plan. The Safety Plan, including each school building-level safety plan, is confidential and exempt from the Florida Public Records Act pursuant to FI. Stat. Section 119.071(3)(a). This Safety Plan may not be disclosed to any party other than necessary school employees and law enforcement. DSAHS, in partnership with CLPS Consultancy Group, shall annually review this Safety Plan and recommend any changes for the upcoming school year by July 15t" of each year. The School Safety Officer (or designee) shall distribute this Safety Plan to school administrators by August 15t of each year. In addition, each school building principal (or designee) shall, on an annual basis, appoint a Building-level Emergency Response Team, School Threat Assessment Team, and School Medical Response Team. The teams should include, but are not limited to, school administrators, teachers, staff, mental health professionals, school safety officer (SSO/SRO) or School Guardian and law enforcement. DSAHS Shall Designate a School Safety Officer who shall: 1. Review policies and procedures for compliance with state law and rules, including the timely and accurate submission of school environmental safety incident reports. 2. Provide the necessary training and resources to students and school staff in matters relating to youth mental health awareness and assistance; emergency procedures, including active shooter training; and school safety and security 3. Serve as the Board's liaison with local public safety agencies and national, state, and community agencies and organizations in matters of school safety and security 4. Conduct a school security risk assessment at each DSAHS school using the Florida Safe Schools Assessment Tool. Based on the assessment findings, the School Safety Officer shall provide recommendations to the board which identify strategies and activities that the board should implement in order to address the findings and improve school safety and security. Annually, the board must receive such findings and the School Safety Officer's recommendations at a publicly noticed board meeting to provide the public an opportunity to hear the board members discuss and take action on the findings and recommendations. School Safety Officer shall report such findings and board action to the Office of Safe Schools within 30 days after the board meeting. Master Safety Plan I Charter Schools USA 5. School Safety Officer shall coordinate with the appropriate public safety agencies, as defined in s. 365.171 that are designated as first responders to a school's campus to conduct a tour of such campus once every 3 years and provide recommendations related to school safety. The recommendations by the public safety agencies must be considered as part of the recommendations by the School Safety Officer pursuant to paragraph 4 above. I. GENERAL PROCEDURES DSAHS will endeavor to work at all times in a spirit of cooperation with local public safety officials to protect students and staff. In an emergency, the Building-level Emergency Response Team will immediately respond. The principal (or designee) shall immediately notify the Florida State Director (or designee) when the team is activated. Local law enforcement and other emergency responders will be notified in accordance with the procedures outlined in the Emergency Management Safety Plans. School leadership will ensure that staff is trained to identify and respond to threats to school safety. School leadership will ensure that staff is trained regarding all safety and accountability procedures. School shall identify the individuals responsible for contacting the primary emergency response agency and the party responsible for notifying CSUSA executive staff for each type of emergency. A notice shall be posted, in a place readily seen by students, stating that a student's locker or other storage area is subject to search, upon reasonable suspicion, for prohibited or illegally possessed substances or objects. Schools shall conduct a campus tour by first responders every three years. Schools shall install a mobile suspicious activity reporting tool on each student issued mobile device and have the website bookmarked on all computer devices issued to students. All incidents related to school safety and discipline shall be immediately reported and all disciplinary action required to be reported pursuant to School Environmental Safety Incident Reporting System (SESIR) shall be done in a timely manner. Model emergency management and emergency preparedness procedures shall be established, including emergency notification procedures for the following life- threatening emergencies: • Weapon-use, hostage, and active shooter situations. The active shooter situation training for each school must engage the participation of the School Safety Officer, threat assessment team members, faculty, staff, and students and must be conducted by the law enforcement agency or agencies that are designated as first responders to the school's campus. • Hazardous materials or toxic chemical spills. • Weather emergencies, including hurricanes, tornadoes, and severe storms. Master Safety Plan I Charter Schools USA • Exposure as a result of a manmade emergency. Schools shall implement a procedure to ensure that upon transfer to a different school, the threat assessment team verifies that any intervention services provided to the student remain in place until the threat assessment team of the receiving school independently determines the need for intervention services. a. Emergency Management Safety Plans Each school building shall have an Emergency Management Safety Plan (EMSP) which will detail procedures to be followed if an incident occurs at a school or occurs outside the school that could impact school safety and security. The EMPS will be reviewed annually by the Board and distributed to all staff. The EMPS contains protocols for various natural and human- caused threats, hazards, and emergencies. These plans will be reviewed annually by the CSUSA security director and schools for accuracy and to update personnel changes in the EMSP. b. Building Information for Public Safety Agency/First Responders Annually, each school's facilities manager (or designee) shall provide copies of site plans/floor plans and maps to jurisdictional law enforcement agency and fire department Police and shall document that this was completed and which agencies have copies of the site plans Access to the campus/buildings will also be provided to first responders, such as building keys or access swipe cards. In addition, each SRO/SSO/Guardian shall be provided a Duty Book when assigned to work at a school. c. Building-Level Emergency Protocols Each school shall be guided by the building/campus-specific protocols in its EMSP. The protocols outlined shall be used to respond to natural and human-caused hazards, threats, and emergencies. This includes, but is not limited to: — Holding students, staff, and visitors at their current locations so short-term emergencies on campus can be dealt with; — Evacuating students, staff, and visitors to predesignated evacuation staging areas, on and off campus; — Sheltering students, staff, and visitors from severe weather emergencies or other external hazards; — Locking-out the school from external hazards, such as dangerous police activities, suspicious persons, or other outside threats; — Locking-down inside rooms from internal threats, such as an active attacker, shooter, or armed intruder; — Reunifying students with their parents/guardians during emergency situations; Master Safety Plan I Charter Schools USA — Establishing redundant internal and external emergency communication systems, including an anonymous reporting system for students; — Establishing a chain of command at the school consistent with the National Incident Management System (NIMS); — Coordinating mental health services to assure that the school has access to federal, state, and local mental health resources; — Conducting safety drills and other exercises to test elements of the emergency management plan; and — Securing and restricting access to the campus and/or building, including the roof and a policy identifying who is allowed access to the roof — A system of emergency mass communication throughout the school — A campus access policy d. Daily Measures/Accountability In addition to the preceding emergency protocols, all staff members are expected to adhere to common sense basic safety measures. These measures must be performed daily by school staff and become part of the "school culture" with the purpose of creating a safe school environment. Required daily safety measures include: — All authorized staff members will carry their classroom/office keys/swipe cards at all times; — All staff members will wear a School -issued photo identification badges and/or wear a School -issued shirt displaying the School logo; — Each teacher/staff member who occupies a room or area must scan the room or area upon first entering. If the door is open, the classroom teacher will remain near the door until it is closed. Classroom doors will remain locked at all times unless the teacher is physically standing at the doorway; — The principal (or designee) will be notified immediately if anything looks suspicious on campus; — After the designated start time of the school day, each school will be appropriately secured; — All visitors must report to each building's designated access control entry point(s), such as a security station before being allowed to proceed further into the building; Master Safety Plan I Charter Schools USA — All contractors assigned to work in any building must comply with the Jessica Lundsford Act (Act) and must either undergo a Level 2 background check or be accompanied by staff while on campus, as appropriate pursuant to the Act . Contractors will receive an identification badge,which must be visible at all times while on campus. — School Leadership must ensure that all staff are properly trained and empowered to identify threats to school safety; through appropriate infrastructure, communicate threats to mitigate harm to others; and know how to react to threats. Proper documentation must be retained regarding reporting, assessment, and follow-up. II. PREVENTION AND INTERVENTION STRATEGIES a. Identification of Sites of Potential Emergency The School Safety Officer (or designee) in conjunction with local police will identify areas outside of school property which may affect operations during an emergency. Factors that are to be considered include population, presence of hazardous materials, potential for emergency based on national trends, and proximity to school property. The identification of sites of potential emergency outside of school property will be continuously assessed by local officials in collaboration with the School Safety Officer to ensure emergency plans are current and appropriate. School Safety Officer or designee will conduct a safety and security sweep of the school prior to the commencement of each school day. b. Identification of School Resources School resources (i.e. disaster kits) are to be available in each building and stored in accessible locations. Each building will designate a Command Post(s) (CP), where the Building- Level Emergency Response Team can work from during an emergency. The list, which is not meant to be inclusive, requires the following items at each school: • Copy of school-wide key contact Information and emergency telephone numbers; • Copy of the Building-Level Emergency Management Safety Plan; • Building maps,floor plans, and schematics; • Telephones (landline and cellular); • Communication capabilities (walkie-talkies, mobile app); • Battery-operated AM/FM radios (including a weather radio); • Flashlights (battery operated lighting sources); • Fax machine, photocopier, computer; • Student and staff rosters; • List of students with special needs and specific evacuation plans; • Information about emergency needs (e.g. students/staff that require medications, vehicular transportation issues, etc.); • Medical supplies (first aid and trauma kits); • Clean drinking water(i.e. bottled water) and non-perishable foods; and • Evacuation Go Bags. Master Safety Plan I Charter Schools USA The school will, as appropriate, utilize all available manpower during an emergency. The Florida State Director (or designee) will, as appropriate, call in all available maintenance and custodial staff to provide support during an emergency. c. DSAHS Organizational Chain of Command The Florida State Director (or designee) shall be responsible for the coordination of resources and manpower during emergencies. If it becomes necessary during an emergency, the Florida State Director will call upon the staff to provide all needed support. In the event that the Florida State Director is not available, the following positions are authorized to make decisions on behalf of the organization: — Area Directors — Deputy of Schools — CSUSA General Counsel d. Student Transportation Safety Principal shall ensure that all transported students receive instruction in safe riding practices and rules of conduct and that these safety practices and rules are communicated to parents or guardians. e. Intervention Strategies Appropriate prevention and intervention strategies as practiced in each school shall include, but are not limited to, the following: — familiarization with the campus layout, security personnel and communications system, Non-violent conflict resolution training programs — Emergency management/threat assessment training programs — Anti-bullying/harassment programs — Threat Assessment Team should meet regularly, at least monthly, to review student data (both behavioral and academic) and receive regular training on threat assessments. The Student Code of Conduct provides for procedures regarding bullying, violence, and harassment and other prohibited student conduct. The Code shall be disseminated to all staff and students by the first week of school. The Code contains procedures to be followed by all school personnel regarding student conduct, reporting of violations, and penalties, procedures and referrals for all inappropriate behaviors as set forth in the Code. III. CONTACTING LAW ENFORCEMENT Local first responders are an integral part of the School's ability to manage crisis situations. The Principal (or designee) shall meet at least annually with respective law Master Safety Plan I Charter Schools USA enforcement officials to review current policies and procedures, make recommendations for changes, if any, and plan for building-level training for both law enforcement and school staff. In addition, each principal shall establish a working relationship with local first responders and other security and emergency management professionals to discuss appropriate safety/security policies and procedures, including the reporting of incidents to appropriate authorities. Jurisdictional police or other emergency responders will be contacted if,the Principal (or designee), deems such outside assistance is necessary. In the event of an ongoing violent incident that threatens the safety and security of staff and students, the principal (or designee) will contact the police for assistance and notify the Florida State Director as soon as practicable. Other than an immediate crisis, actions with regards to contacting law enforcement will depend on the scope and nature of the crisis. Beginning in the 2021-22 school year, all CSUSA schools will have immediate access to 911 emergency response through their mobile mass notification alert system in accordance with Alyssa's Law in all Florida schools. IV. CONTACTING PARENTS/GUARDIANS In the event of a crisis, or an incident requires an early dismissal of students from school, every effort will be made to notify parents. Principal shall notify the Area Director and as soon as practical, the Area Director (or designee) shall activate the emergency notification system that will provide relevant information. Parental notification procedures for a student involved in disciplinary situations shall be consistent with the Code of Conduct and shall be presented clearly and concisely to staff and students each year. When a student is involved in any violent situation, a parent or guardian shall be contacted as soon as practicable. It is the responsibility of all parents and guardians to ensure that emergency contact information for students is always up-to-date and complete. V. Physical Building Security Schools shall provide a physical environment, emergency equipment and supplies, and procedures/policies that school officials, in consultation with the first responders, and other security and emergency management professionals deem appropriate to safeguard the safety of all students, staff, and visitors who lawfully enter school property. Schools shall install and maintain appropriate signage, room numbers, building security systems, alarms, lighting, emergency communications, and locking systems; Visitors will be required to stop at a designated security station before being granted access into the school. Visitors will be required to produce a State issued photo identification. Their information will be entered into a visitor management system before they are permitted to enter the school. Visitors are required to wear a visible visitor badge at all times. Visitors not known to the school will be escorted to/from locations while inside the school. Visitors, such as parents that are known to the school, do not have to be escorted while inside the building after they have been screened by the visitor management system (i.e. Raptor). Master Safety Plan I Charter Schools USA - Ongoing visual inspections and systematic maintenance of security systems, alarms, telephone and emergency communications systems, and locking devices will be performed; Basic emergency procedures will be posted inside every classroom; Unoccupied classrooms, offices, and closets will be secured; Gates and/or fences around the school's perimeter will be secured, unless staffed or monitored by CCTV; - Schools will store at least one AED on site; - Schools will store at least ten trauma kits inside the building/campus. Schools shall have staff, security devices, and training that, in its judgment, are appropriate to safeguard students, staff, and visitors. This may include but not be limited to school resource officers, school safety officers, guardians, security personnel, monitors, aides, and other staff. VI. Building Safety/Security a. Staff Development and Student Management Issues Early detection can eliminate a significant percentage of potential crises. Therefore, school employees shall receive annual training about warning signs and symptoms of violent behavior. Such training shall be organized annually by the Florida State Director (or designee): — All newly hired crisis intervention staff, that will serve as a member of the Building-Level Emergency Response Team and threat assessment team (such as school psychologists, social workers, and counselors) shall be trained within 15 days of hire. b. School Safety and Security Training School shall maintain funds and other necessary resources for periodic multi-hazard training for staff. Training may include procedures for the review and conduct of drills and other exercises to test components of the emergency management plan, and may include the use of tabletop exercises, in coordination with security consultants, public safety agencies which include law enforcement and fire department. The School Safety Committee at each school shall meet at least four (4) times a year to review building safety issues, including but not limited to physical security issues, procedural questions, building access, sign-in procedures, and site-related issues. The School Threat Assessment Team shall meet monthly as required by Florida State Law. Other training shall be implemented as follows: 1. Employees The following training shall be provided to school administrators and staff: — Crisis intervention training; Master Safety Plan I Charter Schools USA — Active assailant/shooter training; — Stop the bleed training; — Threat assessment team training; — Bullying prevention and intervention training; — Knowledge of school policies related to security training; and — Training in the use of security devices and procedures as appropriate. 2. Students — Annual review of the code of conduct prior to beginning school year; — Annual review of school safety drills prior to beginning school year; — Classroom and/or assembly orientations on school security-related issues at the beginning of each school year; — Non-violent conflict intervention and peer mediation; and — Anti-bullying and cultural diversity and tolerance instruction. VII. IMPROVING COMMUNICATION AMONG STUDENTS, BETWEEN STUDENTS AND STAFF, AND REPORTING POTENTIALLY VIOLENT INCIDENTS a. Program to Improve Communication Programs to improve communication may include, but are not limited to: — Youth-run programs; — Anonymous reporting mechanisms for school violence prevention; — On-premises/local counseling resources; and — Other programs based on school needs. Consulting with students and staff, each principal (or designee) shall establish an appropriate mechanism for reporting school violence, threats of violence, suspicious activities, bullying, and harassment. Each threat assessment team shall report quantitative data on its activities to the Office of Safe Schools in accordance with guidance from the office. Principals (or designee) shall conduct a meeting with all students and staff at the beginning of each school year: — Inform them that they are expected at all times to conduct themselves in accordance with the Code of Conduct; — Inform them that they are expected to report all potentially violent incidents to a responsible adult; and — Inform them that staff will be available to discuss any concerns/problems. b. Response to Reports of Potentially Violent Incidents When a student or staff member becomes aware of implied or direct threats of violence by other students, he or she must report the threat immediately to a teacher, principal, the principal's designee, or other responsible adult at the school. The principal (or designee) shall investigate the report and determine if it is necessary to convene the Threat Assessment Team Master Safety Plan I Charter Schools USA = in order to make further inquiries about the threat. At the conclusion of a threat assessment investigation, the principal (or designee) shall consult the Florida State Director (or designee) to determine appropriate management which includes referrals, services and necessary follow up actions for the student. Disciplinary action, if any, will be in accordance with school policy and state laws. c. Response to acts of violence Acts of violence requiring immediate response from building personnel shall be responded to in accordance with protocols found in the Building-Level Emergency Management Plan and once the situation is stabilized, acts of violence involving students shall be subject to processing under the disciplinary procedures in accordance with school policy. d. Communicating with Media During a security-related incident at school, all contact with the media will be handled by the Principal at the direction of the public relations firm or by the public relations firm directly. The media and public will be informed and updated as soon as practicable on all developments in statements released by the Florida State Director. Pupils, staff and parents should refer all questions and requests for information to the Florida State Director in order to assure the release of factual and current information. Appendix A- Safety and Security Standard Operating Procedures Appendix B - Risk Management School Safety Committees (Donna) Appendix C—Active Assailant/Shooter Procedures Appendix D— MSD Security Policies Checklist Master Safety Plan I Charter Schools USA Appendix A Safety and Security Solutions and Procedures and School Safety Training and Procedures In furtherance of the implementation of the Master Safety Plan, the School shall also implement the following digitized program solutions and School Safety Training and Procedures: Safety and Security Solutions School Emergency Management Plan Solution The School Emergency Management Plan Solution is a multiplatform emergency preparedness and planning system. It is a comprehensive digitized program that aligns with the National Incident Management System and meets "best practice" standards for the all-hazards approach necessary to protect schools. The emergency management plan is customized for each school environment and allows authorized school administrators the ability to coordinate the essential components involved in emergency planning, training, and drilling. It includes school-specific emergency response procedures, designation of school safety teams, critical contact information, and other relevant information, such as floor plans, maps, and key documents. The principal (or designee) shall update the digital plan as appropriate by August 30`" of each year. All safety meetings, training, and drills must be logged into the digital plan by the principal (or designee) throughout the school year. School Threat Assessment Solution The School Threat Assessment Solution is a multiplatform threat assessment and management system designed to assist the school threat assessment team when investigating a student of concern. When a student or staff member becomes aware of implied or direct threats of violence by other students, he/she must report the threat immediately to the principal, assistant principal, or school dean. The principal (or designee) shall determine if it is necessary to convene the threat assessment team in order to make further inquiries about the threat. Each school has adopted a threat assessment team process that will systematically investigate student-made threats to determine apparent risk level of the student of concern. Threat assessment investigations are non-bias and conducted using standardized questionnaires. The purpose of a threat assessment investigation is to determine if a student poses a real danger to the school community or themselves after gathering information from multiple sources. School employees that are members of the school threat assessment team are required to complete the digital threat assessment team training course by August 30`" of each year. Newly hired employees — that will be assigned to the threat assessment team - are required to complete the digital threat assessment team training course within 15 days of hire. The principal (or designee) will manage the threat assessment program. They are responsible for providing members of the threat assessment team access to the digital training and ensuring they complete the training in a timely manner. If the school threat assessment team is activated and Master Safety Plan I Charter Schools USA performs a threat assessment investigation, the principal (or designee) shall notify the Florida State Director (or designee) to inform them that a threat case was opened on a student of concern. The principal can start a threat assessment investigation if they deem it necessary without contacting the Florida State Director in advance. At the conclusion of a threat assessment case, the principal should consult with the Florida State Director (or designee) to discuss the appropriate post-assessment management of the student of concern. Disciplinary action, if any, will be in accordance with school policy. The principal — and threat assessment team - should use the threat assessment software tool when conducting threat assessments. Reports of potentially violent incidents shall be shared with local law enforcement as soon as possible. School Emergency Preparedness Training Solution The School Emergency Preparedness Training Solution is a multiplatform digital training system. The app works across multiple platforms, including iOS, Android, and Windows, and is designed to provide school employees essential professional development training related to school safety. Topics covered in the training modules include: Crisis Intervention, Emergency Response, Bullying Prevention/Intervention, and Active Shooter/Assailant Preparedness. School employees are required to complete the digital training by August 30r" of each year. Newly hired employees are required to complete the training within 15 days of hire. The principal(or designee) will manage the training system. They are responsible for providing their staff access to the digital training and ensuring they complete the training in a timely manner. TAP App Emergency Communication Solution The TAP App Emergency Communication Solution is a multiplatform hazard and threat management crisis communication system. The app works across multiple platforms, including iOS, Android, and Windows. TAP App serves two main functions related to school safety: TAP App Security- designed to assist schools at responding to, mitigating, and managing emergency situations. This includes both natural and human-caused incidents. TAP App Security is customized for each school environment and allows school employees and other key stakeholders that work at the school the ability to communicate horizontally and in real-time during emergencies. For the 2021-22 school year,Tap App has integrated with AT&T-Mutualink in accordance with Alyssa's Law. Pursuant to the law, Tap App will allow for immediate two-way communication with 911 dispatch in times of crisis. TAP App Student - designed to provide students with an up-to-date means for reporting behavior that is deemed suspicious and/or threatening. The anonymous student reporting function provides students a voice, so school officials can prevent tragedies and provide early intervention services to students in need. School employees are required to participate in the TAP App Security program. School employees must download the app from the appropriate app store and create an account. School employees will maintain the app on their mobile devices and/or classroom computers. School employees must watch the TAP App Security Training video by August 30`" of each year to familiarize themselves with the app and its end user features. Newly hired employees are required to watch the training video within 15 days of hire. Any school employee can initiate a lockdown through the TAP App system if there is an imminent threat, such as an active Master Safety Plan I Charter Schools USA shooter/assailant or armed threat. School employees are permitted to possess their mobile phones during the school day to be used during emergency situations. Access to TAP App Student can be offered to students in 5`" Grade and above. School administrators at each school will determine the appropriateness for students accessing the anonymous reporting app on a student-by-student basis. School administrators should reference the document entitled, "TAP App Student Implementation Procedures"before implementing the student app at their school. TAP App Student Implementation Procedures Introduction TAP App Student is part of the TAP App Emergency Communication Solution designed to provide up to date means for reporting behavior that is deemed suspicious and/or threatening. In keeping with most anonymous reporting systems,TAP App Student provides students a voice so you can safeguard your school through a variety of means. The system allows for customizable incidents based on type, location, etc. Data is easily uploaded, tracked and back-ended to school management. For students: Reports are kept confidential and securely stored so that students can feel secure in standing up for themselves and their peers without risk of reprisal. For Administrators: They can view, track, and respond to reports for early intervention and safety. Anonymous Student Reporting Procedures While school safety is greatly augmented by the variety of physical and technical procedures, policies and measures presently underway, it should be remembered that true security and safety is achieved by implementing efforts that integrate a host of social learning through emotional positive behavior, mental health, academics and an environment that fosters comprehensive school safety in conjunction with personal involvement and accountability. This is why,while DSAHS recognizes the responsibility placed upon our faculty and staff with the care of our students, it is critical to recognize that everyone plays a vital role in school safety. Students, staff, parents and the community are encouraged to be observant and let an adult know if they see or hear something that makes them feel uncomfortable, nervous or frightened, and especially if they hear threats of dangerous behavior. TAP App Student is designed for just such involvement focused primarily upon the student body. The Board through CLPS shall commence rollout of the TAP App Student program and initiate the following procedures. Letter to Parents: DSAHS should notify parents that the program will be part of their school's safety and security profile. Parents should be made aware, generally, of the guidelines and procedures DSAHS has implemented to ensure safety at their children's school and that their concerns and questions are being addressed and that transparency of risk mitigation efforts is paramount. Master Safety Plan I Charter Schools USA Training for Faculty: Faculty, administrators and staff should be trained on the TAP App Student program and these efforts should be coordinated with local police and/or the SRO on site. Training for Students: DSAHS will encourage its schools to promote the TAP App Student program. It should be emphasized at the beginning of each school year and at the start of the midpoint of the year as well. Students should be reminded that they have an obligation to themselves and to their classmates to bring information about dangerous situations to adults at the school so that we can respond quickly and appropriately to protect their safety. The safety and well-being of their friends and classmates are more important than the issue of tattling. They should also be made expressly aware that they will not get into trouble and that the program is entirely anonymous. Training for Parents: DSAHS should coordinate with school guidance counselors, SROs/local police and/or mental health professionals to provide parents with an understanding of both the App and their role.The latter should include simple items such as: Reassure children that they are safe. Emphasize that schools are very safe. Let children talk about their feelings, help put them into perspective, and assist them in expressing these feelings appropriately. Make time to talk. Children and youth do not always talk about their feelings readily. Remind parents and staff how important it is to maintain open communication with children. Review safety procedures. This should include procedures and safeguards at school and home. Help children identify at least one adult at school and in the community to whom they talk with if they feel threatened or at risk. Remind your child. Students have an obligation to themselves and to their classmates to bring information about dangerous situations to adults at the school so that the school can respond quickly and appropriately to protect their safety. Social media. Remind parents and students that they can help make our schools safer, by not passing along rumors they hear to their neighbors or friends; but, instead, reporting them to a school administrator who will then investigate and turn it over to the police, if necessary. Please refrain from posting perceived campus safety issues or shortcomings on social media. This activity has the potential to place our children and staff at unnecessary risks. Speak Out. If your child has a smart device, please encourage your children to download App. These are but a few factors that CSUSA should consider during the rollout phase of the TAP App Student Anonymous Reporting program. It lends another layer to school safety and security and with proper basic training and familiarization, can offer additional safety for schools while making students also aware and involved in their well-being. School Safety Training and Procedures Undergoing safety training is a proven and effective way to create and maintain safer and more secure learning environments. School employees should receive training on a variety of natural and human-caused threats, hazards, and emergencies. Master Safety Plan I Charter Schools USA In addition to Crisis Intervention, Emergency Response, Bullying Prevention/Intervention, and Active Shooter/Assailant Preparedness Training, provided to employees digitally, the following is a list of training topics certain school employees should receive: Stop the Bleed Training, First Aid/CPR/AED Training, Bullying Prevention Training, Threat Assessment Team Training, Mental Health First Aid Training, and Situational Awareness Training. Access Control and Visitor Screening In order to maintain a safe school environment, it is important that school officials (and security personnel) monitor and manage who is on school property and who is granted access to enter the school building. Each school has access control and visitor screening policies written and acknowledged within their respective EMSP. These are reviewed annually for accuracy and updating as needed. Schools will perform access control and visitor screening. Access to the Campus: Vehicular Monitoring: Vehicles will be required to enter campus through designated roadways that are monitored. Vehicles will be monitored remotely by a security officer (or another designated employee) Access to the Building: Visitor Screening —visitors will be required to stop at a designated security station before being granted access into the school. This could include a secure vestibule inside the main entrance(or other designated entrance) where a visitor is screened by a front office worker (or another designated employee). Visitors will be required to produce a State issued photo identification. Their information will be entered into a visitor management system before they are permitted to enter the school. Visitors are required to wear a visible visitor badge at all times. Visitors not known to the school will be escorted to/from locations while inside the school. Visitors, such as parents that are known to the school, do not have to be escorted while inside the building after they have been screened by the visitor management system (i.e. Raptor). The visitor screening area will be equipped with a CCTV/Buzz-in system that is controlled from inside the building. Police,security, or other designated employees will make random checks around the campus. School Safety Drills Performing safety drills is a proven and effective method of maintaining a state of readiness at school. Natural and human-caused threats, hazards, and emergencies can occur quickly and sometimes with little or no warning. Therefore, school employees should practice for emergencies in advance. Performing drills provides employees the opportunity to become better prepared for emergency situations. Schools will conduct a variety of safety drills annually. These safety drills will include: Master Safety Plan I Charter Schools USA Evacuation Drills-everyone is to exit the building and stage at pre-designated evacuation staging areas. Common reasons for evacuation include but are not limited to: Fires, Gas Leaks, Bomb Threats, Other Internal Hazards. Ten (10)evacuation drills are required annually. Lockdown Drills-everyone inside the building is to secure themselves inside rooms, lock the door, and move out of the line of sight from the hallway(i.e. safe spot). If you are outside the building, everyone is to move to pre-designated evacuation staging areas. Common reasons for lockdown include but are not limited to: Active Shooters, Active Assailants, Armed Threats. Five (5) lockdown drills are required annually. Shelter Drills - everyone is to move to pre-designated sheltering areas inside the school. Common reasons for shelter include but are not limited to:Severe Weather, Tornados, External Threats. Two (2)shelter drills are required annually. Lock-Out Drills - everyone that is outside is to re-enter the building. All outdoor activities are suspended. Business as usual inside the school. Common reasons for lock-out include but are not limited to: Dangerous Police Activities, Homeland Security Threats, Other External Threats. Two (2)lock-out drills are required annually. Hold Drills - everyone is to remain at their current location and await further instructions from administration. Common reasons for hold include but are not limited to: Medical Emergencies, Facilities Failures, Students Fighting, Disorderly Persons, Other. Two (2) hold drills are required annually. Re-Unification Drill - students will be released to their parent/guardian or other authorized person. Common reasons for re-unification include but are not limited to: Early Dismissals, Incidents Where it is Unsafe to Re-Enter the Building, Other Hazards. One (1) re-unification drill is required annually. If the State requires additional drills, other than those listed above, the school must perform such required drills. If the State requires fewer drills than listed above, the school must still perform the drills listed above. All drills should be scheduled in advance and documented in the emergency drill section of the emergency management plan. Physical Building Security The school shall provide a physical environment, emergency equipment and supplies, and procedures/policies that school officials, in consultation with the first responders and other security and emergency management professionals judge appropriate to safeguard the safety of all students, staff, and visitors who lawfully enter school property. The school shall install and maintain appropriate signage, room numbers, building security systems, alarms, lighting, emergency communications, and locking systems. Ongoing visual inspections and systematic maintenance of security systems, alarms, telephone and emergency communications systems, and locking devices will be performed. Master Safety Plan I Charter Schools USA Basic emergency procedures will be posted inside every classroom. Unoccupied classrooms, offices, and closets will be secured. Gates and/or fences around the school's perimeter will be secured, unless staffed or monitored. Schools will store at least one AED on site. Schools will store at least ten trauma kits inside the building. Contacting Law Enforcement Local first responders are an integral part of the school's ability to manage crisis situations. School shall make every reasonable effort to maintain good working relationships with local emergency responders. The principal (or designee) shall meet at least once annually with respective law enforcement officials to review current policies and procedures and plan for emergencies. Jurisdictional police (or other emergency responders) will be contacted if, in the opinion of the principal (or designee), such outside assistance is necessary. In the event of an ongoing violent incident that threatens the safety and security of staff and students, the principal will contact the police for assistance and notify the Florida State Director (or designee) as soon as practicable. Other than an immediate crisis, actions with regards to contacting law enforcement will depend on the scope and nature of the crisis. Any school employee can initiate a lockdown if there is an imminent threat, such as an active shooter/assailant or armed threat. Directly contacting law enforcement by any means available from anywhere on campus is authorized during imminent threats. Lockdown and Classroom Hard Corners During an active assailant/shooter or armed threat situation, it is imperative that school employees take swift and appropriate actions to protect themselves and others entrusted to their care. The best way to protect yourself from an active assailant/shooter or armed threat is to create Time, Distance, and Shielding between you and the threat. In sitiations where it is not practical (or safe) to runway and/or escape, school employees must know how to quickly lockdown a classroom and protect themselves and their students from an internal threat. Classroom teachers will mark-off a "safe spot"inside their classroom if possible. This is done by placing visible tape on the floor that will allow people inside the classroom to know where to assemble during a lockdown so they are not visible to someone looking into the classroom from the hallway. During a lockdown, staff members will: ensure the classroom door is secured/locked (doors should remain locked during the school day). Move everyone to an area of the room that is out- of-the-line-of-sight from someone looking into the room from the hallway (this is known as a Master Safety Plan I Charter Schools USA safe spot or hard corner). If safe to do so, access into the classroom can be impeded by barricading the door or moving furnitaure (i.e. desks, chairs, shelves) in front of the the doorway to impede someone from easily gaining access to the room. Daily Safety Measures at School Staff members are expected to adhere to common sense basic safety measures. These measures must be performed daily by school staff and become part of the "school culture" with the purpose of creating a safe school environment. Required daily safety measures include: All authorized staff members will carry their classroom/office keys/swipe cards at all times. All staff members will wear a school-issued photo identification badges and/or wear a school - issued shirt displaying the CSUSA logo. Each teacher/staff member who occupies a room or area must scan the room or area upon first entering. If the door is open, the classroom teacher will remain near the door until it is closed. Classroom doors will remain locked at all times unless the teacher is physically standing at the doorway. The principal(or designee) will be notified immediately if anything looks suspicious on campus. After the designated start time of the school day, each school will be appropriately secured. All visitors must report to each building's designated access control entry point(s), such as a security station before being allowed to proceed further into the building. All contractors assigned to work in any building must first be authorized by the Facilities Department(or other authorized school official) and receive an identification badge, which must be visible at all times while on campus. Supervising Students Outside the Classroom Staff members are expected to safeguard students both inside and outside the classroom. Their protective role extends to times when students are outside the building during school activities such as recess, physical education, or other outdoor events on campus. All staff members that are outside the building with students will carry a fully charged walkie- talkie radio and/or mobile device(i.e. smart phone with communication Opp). Areas outside the building will be visually scanned by staff members before students are permitted in those areas. Staff members will not congregate together in small groups when supervising students outside. They will position themselves a reasonable distance apart so the entire outside space where students are can be visually monitored. Master Safety Plan I Charter Schools USA Staff members will not permit younger students (K-4) to re-enter the building alone. Students that re-enter the building must be accompanied by another student or staff member. Staff members will notify the main office (or other appropriate employee inside the building) when a student is re-entering the building. Staff members will not leave students outside on their own. Students outside the building must have constant adult supervsion. Staff members must have quick access to a first aid/trauma kit/AED when outside the building with students. Staff members will report all incidents where a student is injured while outside, regardless of severity. Anytime a student is injured, he/she will be examined by the school nurse (or other school employee), and a written report will be made. Staff members will report suspiciuos persons or packages to local law enforcement(or security)if observed when outside the building. Staff members will not approach a suspicious person or touch a suspicious package. Staff members will escort students away from the supcious person/package. Police or security will investigate reports of suspicious persons or packages Master Safety Plan I Charter Schools USA = Appendix B DSAHS Risk Management School Safety Committees Master Safety Plan I Charter Schools USA Appendix C Active Assailant/Shooter Procedures Overview Following the tragic event that took place at Marjory Stoneman Douglas High School in Parkland, Florida, Governor DeSantis signed Executive Order 19-45, entitled "Ensuring the Safety of Our Children in Our Schools." Although it is true that school safety has improved significantly over the years, there are still several questions and concerns from parents, staff, and the community regarding school safety. Targeted violent attacks at schools still occur from time to time and schools are continuously taking assertive steps to prevent attacks. However, if prevention efforts fail, schools must have viable plans in place to minimize the negative impacts an active assailant/shooter could have on a school. This has resulted in the State of Florida mandating all schools establish active assailant/shooter procedures. Purpose The purpose of these procedures is to ensure that there are practical guidelines in place to protect students, staff, and visitors in the event of an active assailant/shooter on school grounds or in the school building. Active Assailant/Shooter is a term used by law enforcement to describe a situation in which a shooting (or violent assault) is actively in progress. A coalition of U.S. government agencies — including the FBI and DHS formally defined an active assailant/shooter as an individual actively engaged in killing or attempting to kill people in a confined and populated space. To minimize the negative impacts from such an event, The Governing Board has developed Standardized Operating Procedures (SOP) for an Active Assailant/Shooter incident. Concept There are various procedures being taught to schools to respond to an active assailant/shooter incident. Some strategies include: RHF (Run — Hide — Fight), ADD (Avoid — Deny — Defend), and ABC (Avoid — Barricade — Confront). Most of the procedures currently being taught focus on removing yourself away from a threat and defending yourself as a last resort. A viable strategy to safeguard yourself during an active assailant/shooter incident is to create time, distance, and shielding between you and the threat. This can be accomplished by evacuating a building or running away from the threat, locking down inside classrooms or offices, barricading and/or obstructing entrance ways into rooms, moving behind objects to shield yourself from possible gunfire, and defending yourself by engaging the assailant/shooter as a desperate last resort. Master Safety Plan I Charter Schools USA There is no "cookie-cutter" procedure that can be applied to every scenario. There are multiple variables that will dictate the appropriate response to an active assailant/shooter. To properly prepare schools for a possible active assailant/shooter incident, school staff and students are to be provided with response options applicable to age and/or disability levels that can be applied based on circumstances that exist at the time of an incident. Preparedness Preparedness activities take place before an emergency occurs. This includes the continuous cycle of planning, training, drilling, and evaluating in an effort to prepare the school for an emergency, such as an active assailant/shooter. Here are a few ways the school can become better prepared: 1. Control access points into buildings (i.e. CCTV, Remote Buzz-in, Visitor Screening) 2. Keep classroom doors locked during the school day when classes are in session 3. Develop clear, concise, and easy-to-follow emergency procedures 4. Enhance safety by identifying (and marking) hard corners inside classrooms 5. Assure the school has multiple and reliable ways to communicate during emergencies 6. Practice active assailant/shooter procedures by performing drills and training 7. Coordinate drills and training with local police and emergency responders Recommended Procedures First and foremost, any school personnel may directly activate the school's active assailant/shooter response procedures without consultation with anyone else. School personnel have the "authority and are highly encouraged" to report imminent threats, such as an armed intruder or active assailant/shooter. The best mass internal communication tool is to utilize the soft panic app (TAP App Security). Other available modes of communication such as calls to 911 should be used if safe to do so. It is important that internal mass communication occurs to allow others the opportunity to protect themselves. If an administrator, teacher, or staff member becomes aware of an active assailant/shooter, they should take immediate steps to safeguard themselves. Once at a safe location, they should initiate a Code Red using all available communication means. The TAP App system should be activated as soon as possible. If making an announcement over the PA system, use plain language and state, "This is a Code Red — Lockdown — Lockdown — Lockdown." Repeat this announcement three times, if safe to do so. The PA alert should also include the location of the incident so that decisions can be made whether to take shelter or direction in which to escape. Master Safety Plan I Charter Schools USA School personnel (administrators, teachers, staff) should look for the most viable way to create time, distance, and shielding between themselves (including nearby students) and the threat. This includes: ➢ Direct students to quickly evacuate the building or run away from the threat ➢ Instruct students to assemble at an evacuation staging area ➢ Account for students when at a safe evacuation staging area ➢ If there are injured students, provide first aid and report injuries by calling 911 ➢ Remain at the staging area unless directed otherwise by law enforcement Each school's emergency plan will have pre-designated evacuation staging areas (on and off campus) where people can go to during an active assailant/shooter incident. If at a location where escaping is not a safe option (i.e. second or third floor of building), distance from incident, or you are responsible for vulnerable students (i.e. younger children or students with special needs/disabilities), the best option might be to lockdown inside a room and retreat to the designated hard corner with students. ➢ Lock the door, if it is not already locked. Barricade or obstruct the doorway with available furniture, if safe to do so ➢ Direct students to quickly move to the hard corner inside the room ➢ Instruct students to remain quiet (i.e. silence cell phones, no talking) ➢ If there are injured students, provide first aid and report injuries by calling 911 ➢ Be prepared to defend yourself and students if the assailant gets into the room ➢ Do not unlock the door or leave the classroom until directed to do so by a law enforcement officer who is on scene Students (if on their own) should look for the most viable way to create time, distance, and shielding between themselves and the threat. This includes: ➢ Quickly evacuate the building or run away from the threat ➢ Seek refuge at a safe location away from the threat ➢ Call 911 to report any injured students with their group ➢ Remain at the safe location unless directed otherwise by law enforcement If student(s) are at a location where escaping is not a safe option (i.e. second or third floor of building), and there are no school staff or first responders present to provide instructions, their best option might be to lockdown inside a nearby room. They should: ➢ Quickly enter the nearest room, lock the door, if possible, and barricade or obstruct the doorway with available furniture, if safe to do so ➢ Move to the hard corner area inside the room ➢ Contact 911 to report any injured students with their group Master Safety Plan I Charter Schools USA ➢ Be prepared to defend themselves if the assailant gets into the room General Safety Recommendations During an active assailant/shooter incident, police resources will be dispatched to the school. Responding officers will be rapidly entering buildings and searching for the threat, with the primary mission of neutralizing the active assailant(s). School staff and Students should: ➢ Follow all instructions from police that are on scene ➢ Present themselves to police as non-threatening by putting their hands high above their heads with fingers open ➢ Provide police (via 911 or other mode of communication) with pertinent information during an incident (e.g. location or direction of travel of assailant(s), description of assailant(s), types of weapon(s), etc.) ➢ Remain calm, and follow officers' instructions ➢ Put down any items in your hands (i.e., bags,jackets) ➢ Immediately raise hands and spread fingers ➢ Keep hands visible at all times ➢ Avoid making quick movements toward officers such as holding on to them for safety ➢ Avoid pointing, screaming and/or yelling ➢ Do not stop to ask officers for help or direction when evacuating,just proceed in the direction from which officers are entering the premises. Age Appropriate Response: As required by SB 7026 Public Safety Act, all schools are required provide active shooter preparedness plans. Such plans must also include steps to better prepare faculty and staff for how to implement strategies that account for the elementary age students. The following steps should be presented, trained and implemented in ways that are not fear-based but rather developed to provide a better understanding for what needs to be done by students if they encounter such a situation. For younger elementary age students, the National Center for Youth Issues, together with U.S. Department of Education and the U.S. Department of Homeland Security recommend guidelines that reflect universal standards yet recognize local conditions. These are not "one size fits all" but have objective applicability. K through 211 Grade: It is vital that students of this age are given recommendations in a non-fearful way. The A.L.I.C.E. method is one such guide. It includes; ➢ Alert: students are notified someone of danger is in the building. Stop, look and listen to the teacher for all directions. Master Safety Plan I Charter Schools USA ➢ Lockdown: Remain quiet and stay out of sight ➢ Inform: Let others know of the danger if possible ➢ Counter: If the danger enters the classroom, throw items at the assailant, run in a zig-zag fashion make noise. ➢ Evacuate: leave the building as quickly as possible, hands in the air. Grade 3 through 5: Students of this age are provided with the basic guidelines of Run, Hide, Fight. These include: ➢ Listen to any and all instructions from your teacher. ➢ Evacuate the building or run away from the threat seeking refuge at a safe location away from the threat ➢ Remain at the safe location unless directed otherwise by law enforcement ➢ Lock the door, if it is not already locked. Barricade or obstruct the doorway with available furniture, if safe to do so. ➢ Move to the hard corner inside the room ➢ Remain quiet (i.e. silence cell phones, no talking) ➢ Be prepared to defend yourself and students if the assailant gets into the room. ➢ Do not unlock the door or leave the classroom until directed to do so by a law enforcement officer who is on scene. Middle through High School: Students in middle and/or high school should follow the baseline principles outlined above within the general recommended procedures. These include: ➢ Quickly evacuate the building or run away from the threat ➢ Seek refuge at a safe location away from the threat ➢ Call 911 once at a safe location ➢ Remain at the safe location unless directed otherwise by law enforcement ➢ When escaping is not a safe option (i.e. second or third floor of building), and there are no school employees or first responders present to provide instructions, their best option might be to lockdown inside a nearby room. ➢ Quickly enter the nearest room, lock the door, if possible, and barricade or obstruct the doorway with available furniture, if safe to do so. ➢ Move to the hard corner area inside the room ➢ Be prepared to defend themselves if the assailant gets into the room. ➢ Follow all instructions from police that are on scene ➢ Present themselves to police as non-threatening by putting their hands high above their heads with fingers open Master Safety Plan I Charter Schools USA Appendix D MSD Security Policies Checklist MSD Commission Recommendations and CSUSA Response 1. All staff should have clearly established roles and responsibilities that are outlined in a written policy and procedure manual provided to all personnel.The school security staff and/or"safety team" should regularly meet and train on proper protocols and procedures in emergency situations and coordinate with law enforcement. a. Each school's EMSP defines roles for the school's administration and their role during a crisis.This is reviewed annually and the safety team meets quarterly at a minimum. 2. All school campus gates must remain closed and locked, and when opened for ingress and egress they should be staffed to prevent unauthorized campus access. a. CSUSA policy requires all gates are locked/closed when not in use. All gates are staffed during drop off and pick up times. 3. Doors leading to instructional classrooms or student-occupied space and for ingress/egress to campus or a specific building should remain locked during school hours, and if they are open they should be staffed. All teachers should be able to lock doors from within the classroom, and keys should be on their person at all times. a. CSUSA policy requires all classrooms are locked during school hours. A written key policy is part of each school's EMSP and acknowledged/updated annually. 4. Every district and school should have a written, unambiguous Code Red or similar active assailant response policy that is well known to all school personnel, parents and students.The policy must make unequivocally clear that all personnel are empowered to activate emergency active assailant response procedures and that those procedures are to be immediately implemented upon notification. a. Each CSUSA school has a written active shooter policy that is age appropriate and part of the school's EMSP.The active shooter policy is used to create an active shooter plan and these plans are drilled throughout the school year. 5. Every school must have an effective communication system through which everyone on campus can see and/or hear—and immediately react to—a called Code Red or similar active assailant response notification. a. Each CSUSA school has a combination of lights, PA system, alarms and a mobile mass notification alert system that marks a Code Red in every school. 6. Classrooms should establish safety measures, such as hard corners or other safe areas, and teachers should have the ability to cover door windows quickly. a. CSUSA policy requires every school designate a hard corner in each classroom. 7. Schools should evaluate and give consideration to the appropriateness of locking bathrooms doors. Master Safety Plan I Charter Schools USA a. CSUSA schools that do not have bathroom doors has measures in place to ensure students in bathrooms are accounted for during a Code Red situation. 8. All Florida public schools should immediately provide law enforcement with live and real-time access to all school camera systems.The schools districts should provide law enforcement with adequate training to access and operate the cameras. a. CSUSA has established MOUs with several sheriff's offices and local police throughout the state for camera access to our schools.The process is ongoing. 9. Schools should be required to notify students of FortifyFL, promote its use by advertising the app on campus and in school publications and install the app on all student-issued computer devices. Education about and publication of reporting platforms must be continuous and ongoing by the schools. Future updates to the application should explore the possibility of two-way live dialogue functionality. a. CSUSA policy has required FortifyFL is on every school's homepage online and on every school issued device (computer, laptop,tablet, etc.) 10. Every school district should implement a policy that requires its personnel to report all indicators of suspicious student behavior to an administrator.The administrator should be required to document the report and his/her disposition of the information (e.g. referred to threat assessment team, unsubstantiated).The policy should require that the disposition of all threats of school violence be reviewed at least by the school's principal—if not by a higher authority—and reported to the threat assessments team, which has mandatory law enforcement participation. a. CSUSA policy requires all suspicious incidents are reported and documented within the threat assessment tool and reviewed by each school's threat assessment team. 11. The BCPS threat assessment process is reactive; it needs to be proactive so that the TATs obtain information about concerning behavior before they manifest into actual threats.The TATs should seek out information and not merely wait for reports from staff or students.This applies to TATs across all Florida schools. a. Per policy, CSUSA requires that each school's TAT meet monthly to discuss possible and ongoing threats proactively. 12. The TATs should have dedicated positions/members. Rotating TAT members does not allow for consistency, and personnel do not gain the necessary experience when rotated on and off the TATs. However,temporary members should be used to supplement the team, if needed,to provide specific information or knowledge. a. CSUSA policy requires members of the TAT are trained annually and provided with updated information as needed. 13. The Florida DOE should develop a standardized, statewide behavioral threat assessment instrument and create a statewide threat assessment database that is accessible to all districts and appropriate stakeholders. Florida should consider the model used by the State of Virginia,which is widely recognized as the leader in school-based behavioral threat assessment. Master Safety Plan I Charter Schools USA a. Pursuant to DOE's August 1, 2019 memo, a standardized, statewide behavioral threat assessment instrument for use by all public schools, including charter schools,which addresses early identification, evaluation, early intervention, and student support has been developed.The Comprehensive Student Threat Assessment Guidelines (CSTAG) (F.S 1006.07(7) are part of every CSUSA schools' threat assessment process.Training is provided annually. 14. All TATs should be comprised of specific(static) members,with at-large positions in each case for school personnel with personal knowledge of the child.TATs should be required to meet at least monthly and be proactive, not just reactive.The TATs should receive regular training on threat assessments. a. Pursuant to CSUSA policy all TATs are required to meet monthly to discuss ongoing and future threats to the school. FDOE is in the process of creating a rule (to be presented to the DOE Board for approval in June, 2021) to clarify the monthly requirement. CSUSA requires that all monthly TAT meetings for the coming 21/22 school year are logged into the CLPS software and documented. 15. All school personnel should receive mandated training on behavior indicators that should be referred to the TAT for assessment. Reporting observed behaviors to the TAT should be mandatory.There should be sanctions for non-reporting. a. All CSUSA school personnel are required to take mandatory threat assessment training annually and report all possible threats in the CLPS threat assessment platform. 16. The annual districtwide FSSAT should specifically set forth the physical site security priorities for the district in descending order of priority. a. CSUSA requires that every school's FSSAT is reviewed annually by the Director of Security and security priorities are set forth in descending order of priority. In consultation with Facilities and IT, cost projections for security upgrades are presented for possible security grant allocations. 17. School Districts must ensure that each school accurately reports all required SESIR incidents and that underreporting is eliminated. School districts should be held accountable for accurate reporting, and the districts should hold their administrators accountable. a. CSUSA policy requires every school exceed state SESIR mandates and have at least two (2)trained SESIR staff. 18. Campuses should have single ingress and egress points to the extent that is consistent with this level's criteria of minimal cost. a. CSUSA requires all schools maintain a single ingress and egress points at drop off and pickup. 19. Interior access should be limited by co-locating Attendance, Guidance, Main Office and other public business offices. a. CSUSA school co-locate main office personnel and staff. 20. Clear signs should direct visitors to appropriate entry points. All entry/exit doors should indicate a closed campus and direct visitors to report to the front office. Master Safety Plan I Charter Schools USA a. CSUSA schools have adequate signage and security grant monies over the past two years have supplemented those schools that require additional signage. 21. Install a door alert or notification system to the main entry for visitor control. Non- essential visitors should be limited and when allowing visitors they should be required to show positive identification, state their purpose for entering the school, be issued a visitor badge and,when appropriate, have a staff escort during the entire time the person is inside the school. a. CSUSA schools have a door notification system in place. A written visitor policy has been created for all CSUSA schools that each school must acknowledge annually through their EMSP. 22. Visitor management. All campus perimeter ingress and egress points shall be staffed when opened for student arrival and dismissal. a. CSUSA schools staff all single point entries to ensure visitor management. 23. Each school should have a written campus access policy that is distributed to all personnel. a. A written campus access policy has been created for all CSUSA schools that each school must acknowledge annually through their EMSP. 24. Staff members should be trained to challenge, if appropriate, or report anyone unauthorized to be on campus or any vehicle not parked in an authorized area. a. All CSUSA staff receive online training mandated annually prior to the start of the school year on how to challenge unauthorized personnel on campus. 25. Ensure all campus doors and buildings are clearly marked with easily identifiable markings known to first responders. Mark exterior classroom windows so first responders can identify classrooms from the exterior of the building. a. All CSUSA classroom doors have clearly visible markings that correspond to the buildings'floor plans and provided to emergency personnel. CSUSA has begun the process of marking exterior classroom windows beginning in the 20/21 school year. 26. Building numbers should be placed on the roof for aerial support. a. CSUSA has begun the process of marking exterior roofs beginning in the 20/21 school year. 27. Provide keys/access to on duty law enforcement so they can quickly enter the school. a. All CSUSA schools have knox boxes on the exterior of their school buildings for law enforcement response and critical entry. 28. Multiple school staff members should be trained on the operation of campus monitoring systems. a. Beginning in the 21/22 school year, CSUSA policy will require schools have a primary and alternate trained in campus monitoring systems. 29. There should be locks on all exterior/classroom doors and other areas where students assemble in mass (cafeterias, libraries, auditoriums). All doors should self-close and lock upon closing. Master Safety Plan I Charter Schools USA • a. May require significant funding and/or changes in laws or regulations (i.e. fire code) and long term/multi-year implementation. 30. Classroom doors should either have no windows or every door should be equipped with a device that can readily block line of sight through the window, but does not indicate occupancy. a. CSUSA policy requires all classroom doors have blackout devices. 31. Policies should include that doors be checked regularly throughout the school day to ensure they are secure. a. All CSUSA guardians working through a third-party vendor are required to check all doors routinely throughout the school day. All police/sheriff's offices and/or school district police are asked to routinely check all doors. 32. There should be effective two-way communications between lockdown spaces and school administrators, SRO or law enforcement. a. Alyssa's Law,which takes effect for the 21/22 school year requires all schools' mobile emergency mass notification alert system is connected with 911 dispatch. All CSUSA Florida schools are connected as of June 1, 2021 through AT&T-Mutulink, one of the FDOE pre-approved vendors. 33. Fenced campuses with single ingress and egress points (could be a level III based on campus size and complexity). All fencing should be constructed in a way or high enough to prevent easy climbing. a. May require significant funding and/or changes in laws or regulations and long term/multi-year implementation. Where feasible, security grant allocations have supplemented fencing on campuses beginning in the 19/20 and 20/21 school years. 34. Use protective bollards at campus entrances. a. May require significant funding and/or changes in laws or regulations and long term/multi-year implementation. Where feasible, security grant allocations have supplemented fencing on campuses beginning in the 19/20 and 20/21 school years. 35. There should be redundant two-way communications systems in every classroom and student assembly area. a. May require significant funding and/or changes in laws or regulations and long term/multi-year implementation. 36. All common use closed areas in a school should have electronically controlled doors that can be locked remotely or locally with appropriate hardware on single and double doors to resist forced entry. a. May require significant funding and/or changes in laws or regulations and long term/multi-year implementation. 37. Enhance current video surveillance systems to eliminate any interior/exterior gaps in camera coverage including front door access control. Master Safety Plan I Charter Schools USA a. May require significant funding and/or changes in laws or regulations and long term/multi-year implementation. 38. Install electronically controlled door systems. a. May require significant funding and/or changes in laws or regulations and long term/multi-year implementation. 39. Install ballistic resistant glass covering on classroom interior door windows. a. May require significant funding and/or changes in laws or regulations and long term/multi-year implementation. 40. Install door alert systems that can be monitored from a central location to determine if a door is closed or propped open. a. May require significant funding and/or changes in laws or regulations and long term/multi-year implementation. 41. Install classroom door windows that are small enough to restrict access and located a sufficient distance from the door handle to prevent a person from reaching through to unlock the door from the interior. a. May require significant funding and/or changes in laws or regulations and long term/multi-year implementation. 42. Install a ballistic glass vestibule or double door system at the single point of entry to limit entry for visitors and prevent or delay a perpetrators entrance to campus. a. May require significant funding and/or changes in laws or regulations and long term/multi-year implementation. 43. All parking areas should be outside of the single point of entry perimeter. a. May require significant funding and/or changes in laws or regulations and long term/multi-year implementation. 44. Ensure that there is adequate lighting that allows for clear observation of all entry points and parking lots. a. May require significant funding and/or changes in laws or regulations and long term/multi-year implementation. 45. If a Code Red or other active assailant response is initiated, make sure that message is displayed on all computer screens connected to the school's computer network. a. CSUSA has redundant systems to display/convey Code Red alerts. 46. Establish a system that notifies staff, district officials, parents and students off campus by email,text, and/or phone about an active assailant response being implemented. a. Each CSUSA school has a method for conveying Code Red alerts to parents. Reunification training is also provided to all CSUSA schools beginning in the 21/22 school year. 47. Provide school personnel with a device that could be worn to immediately notify law enforcement of an emergency. a. All CSUSA schools have the Tap App mobile mass notification alert system presently integrated with AT&T-Multulink for immediate 911 access. 48. All school radio traffic should be recorded. Master Safety Plan I Charter Schools USA a. May require significant funding and/or changes in laws or regulations and long term/multi-year implementation. 49. Metal detectors and x-ray machines at campus entrances. a. May require significant funding and/or changes in laws or regulations and long term/multi-year implementation. 50. Implement real time crime centers or their equivalent with live video monitoring capability of all cameras on all school campuses. a. During the 20/21 school year, CSUSA has entered into several MOUs with several districts' Real Time Crime Centers for camera access.The process is continuing through the 21/22 school year. 51. Gunshot location sensor should be tied into camera system Use tactical tablets that are directly fed to the E911 system. a. May require significant funding and/or changes in laws or regulations and long term/multi-year implementation. 52. RFID and Near field communications (NFC) card readers should replace all door locks on campus. a. May require significant funding and/or changes in laws or regulations and long term/multi-year implementation. 53. Install electronic message board in every classroom. a. May require significant funding and/or changes in laws or regulations and long term/multi-year implementation. 54. New buildings or major renovations must include sensors that alert the office staff when exterior doors are not secured with electronic monitoring that automates the process of identifying the cause of the open door. a. May require significant funding and/or changes in laws or regulations and long term/multi-year implementation. 55. Shipping and receiving areas should be designed to allow access without breaching the single point of entry containment system and have electronic monitoring. a. A written vendor policy has been created for each school and part of the EMSP. 56. Interior corridors between classrooms should have the ability to electronically seal the movement of intruders but allow staff to move easily with electronic access control. a. May require significant funding and/or changes in laws or regulations and long term/multi-year implementation. 57. Faculty should be trained in "Stop the Bleed" procedures with adequate kits for all schools.This should be covered in First Aid Training with properly trained school personnel. a. Stop the Bleed training has been conducted by CLIPS and local law enforcement agencies throughout the state. All CSUSA schools have emergency kits or"go bags"for Code Red incidents. 58. Do designated monitors have specific written and defined procedures to which they must adhere? Master Safety Plan I Charter Schools USA a. A written monitor policy has been created for each school and part of the EMSP. 59. Does the school require the following to wear identification outside their clothing where it can be visible to others? a. CSUSA policy requires all staff wear their ID visibly on their person at all times. 60. Does every classroom have a checklist that explains step-by-step emergency procedures readily available for the following? a. CSUSA policy requires every classroom have emergency procedures clearly posted near the door. 61. Does the school have a reunification system in place? a. Each school's reunification procedures are located within their EMSP and updated annually. Beginning in the 21/22 school year, all CSUSA schools will be trained on specific reunification methods. Master Safety Plan I Charter Schools USA DON SOFFER - LHIGH SCHOOL AVENTURA Family Handbook zozl-zozz o1/ � J CHARTER SCHOOLS, Ah4einberofthe CHARTER SCHOOLS., FanvlyofSchools U5A ■iI,_r,A From the very first day of school until they don their caps Florida and gowns, students go through the most enriching Aventura City of Excellence growth period of their lives. The Charter Schools USA Bonita Springs Charter School family of schools is proud to offer you and your family Canoe Creek Charter Academy the opportunity to choose a great educational experience. Cape Coral Charter School As an alternative to public schools without the typical Clay Charter Academy Collier Charter Academy added cost of tuition, our schools offer a rigorous Coral Springs Charter School academic curriculum, a safe learning environment, a Creekside Charter Academy community atmosphere and so much more. Don Sofeer Aventura High School Downtown Miami Charter School Duval Charter High School at Baymeadows Educational success for all students cannot be achieved Duval Charter School at Baymeadows without parent partnerships. You are the most essential Duval Charter Scholars Academy part of your child's education and it is important that we Duval Charter School at Coastal build a strong relationship in order to best serve your Duval Charter School at Flagler Center Duval Charter at Mandarin child's educational needs. Duval Charter at Southside Duval Charter School at Westside Please use this handbook as a guide. If you cannot find Four Corners Charter School the information you need, please contact school staff Four Corners Charter Upper School Gateway Charter High School members as indicated on the following pages. We look Gateway Charter School forward to a successful year and are committed to Gateway Intermediate Charter School providing our students with quality learning opportunities Governors Charter Academy that will help them become productive citizens in the 21st Henderson Hammock Charter School Hollywood Academy of Arts and Science century. Keys Gate Charter High School Keys Gate Charter School Charter Schools USA's Mission Manatee Charter School CSUSA provides world-class educational solutions with: North Broward Academy of Excellence PM Wells Charter Academy • An unwavering dedication to student success Renaissance Charter School at Boggy Creek • An unyielding commitment to ethical and sound Renaissance Charter School at Central Florida business practices Renaissance Charter School at Central Palm Renaissance Charter School at Chickasaw Trail Renaissance Charter School at Cooper City Providing a choice for our stakeholders that fosters and Renaissance Charter School at Coral Springs promotes educational excellence. Renaissance Charter School at Crown Point Renaissance Charter School at Cypress Renaissance Charter School at Goldenrod Charter Schools USA's Vision Renaissance Charter School at Hunter's Creek CSUSA will have a dramatic impact on the world's next Renaissance Charter School at Palms West generation —changing lives and leaving a legacy. Our Renaissance Charter Schools at Pines brand will be the standard by which quality is measured Renaissance Charter School at Plantation Renaissance Charter School at Poinciana In education. Renaissance Charter School of St. Lucie Renaissance Charter School at Summit CSUSA Values Renaissance Charter School at Tapestry Purpose Renaissance Charter School at Tradition Renaissance Charter School at University Passion Renaissance Charter School at Wellington Integrity Renaissance Charter School at West Palm Beach Grit Renaissance Elementary Charter School Renaissance Middle Charter School Six Mile Charter School SouthShore Charter Academy Union Park Charter Academy Waterset Charter School Winthrop Charter School Woodmont Charter School TABLE OF CONTENTS PRINCIPAL'S LETTER 5 SCHOOL CALENDAR 6 ACADEMICS 6 ARRIVAL 9 ATTENDANCE POLICY 9 BELL SCHEDULE 10 BOOK BAGS/FOLDERS/PERSONAL ITEMS 11 BUS TRANSPORTATION 11 CAFETERIA 11 CARE OF SCHOOL PROPERTY 122 CELL PHONE POLICY 12 CHARACTER/CITIZENSHIP 12 CHILD ABUSE 12 COMMUNICATION BETWEEN HOME AND SCHOOL 12 DELIVERIES TO STUDENTS/STAFF 13 DISCIPLINE PROCEDURES 13 DISMISSAL 16 DRESS CODE/SCHOOL ATTIRE POLICY 17 EMERGENCIES 17 ENROLLMENT AND LOTTERY 18 FAMILY RIGHTS AND PRIVACY ACT 18 FIELD TRIPS 18 GOVERNING BOARD 19 GRADING POLICY 19 GRIEVANCE PROCEDURE 22 HALLWAY BEHAVIOR 22 HOMEWORK POLICY 22 HONOR ROLL REQUIREMENTS 22 INJURY 23 INSTRUCTIONAL BOOKS, EQUIPMENT, MATERIALS, AND SUPPLIES 23 LOST AND FOUND 23 MEDICATION 23 PARENT TEACHER COOPERATIVES (PTCS) 23 PARENT VOLUNTEER HOURS 24 PEDICLOSIS (HEADE LICE) AND EYE INFECTIONS 24 POSITIVE SCHOOL CULTURE 25 PUPIL PROGRESSION PLAN 25 REPORT CARD DISTRIBUTION 25 Charter Schools USA—Parent Handbook 3 August 2021 SCHOOL ACTIVITIES AND CLUBS 25 SCHOOL HOURS 25 SCHOOL SAFETY AND SECURITY 25 SCREENINGS 27 STUDENT INFORMATION SYSTEM 27 STUDENT PLACEMENT 27 STUDENTS' RECORDS 27 STUDENTS' RIGHTS 27 SUSPENSION AND/OR EXPULSION 28 TEACHER CONFERENCES 28 TRESPASSING 28 SEVERE WEATHER INFORMATION 28 VISITORS 29 PARENT OBLIGATION 2020-2021 30 HANDBOOK ACKNOWLEDGEMENT 32 ACCEPTABLE INTERNET USE POLICY: STUDENT AND PARENT AGREEMENT 33 DON SOFFER AVENTURA HIGH SCHOOL POLICY AND PROCEDURES PROHIBITING DISCRIMINATION, INCLUDING SEXUAL AND OTHER FORMS OF HARASSMENT 35 COVID-19 DISCLAIMER Sections of this handbook that pertain to health-related protocol are subject to change based on health and safety conditions. Charter Schools USA—Parent Handbook 4 August 2021 DON SOFFER AVENTURA HIGH SCHOOL Letter from the Principal Dear Members of the Don Soffer Aventura High School Community, Welcome to Don Soffer Aventura High School (DSAHS)! I am honored to join our students, their family members,teachers, and loved ones in a two-part mission. Part one is to make the high school years the most terrific years of our students' lives to date. Part two is to equip our students to make each future year even better. Here are some essential elements of this mission: • Students experience TOP excellence, found at the intersection of each student's greatest "T" for talent, "O"for opportunity, and "P"for passion. • Support is provided for each student to take every course on the most challenging level that student can manage. • Students have the opportunity to complete course requirements for the University of Cambridge Advanced International Certificate of Education (AICE) Diploma, as well as the College Board Advanced Placement Capstone diploma. • Extracurricular and athletic involvement is celebrated for student growth, and to develop resumes that impress college admission officers and scholarship judges. • Students learn to formulate and clearly communicate sophisticated ideas verbally and in writing. • Students develop the preparation and execution strategies necessary generate a peak performance when it matters most in all areas of life, including standardized testing. • Students advocate for themselves and others if ever support is needed or injustice is perceived, and all members of our community listen. Considering what an amazing school community we have, it is reasonable to anticipate magnificent outcomes:The DSAHS graduation rate will be 100%; DSAHS will earn elite national ranking through the Washington Post's Challenge Index Score and "A" ratings each year from the Florida Department of Education; the number of students earning National Merit Recognition will rival Florida's top high schools; and our graduates will be prepared to attend elite universities, thrive in their careers, and become global leaders. Thank you for joining me in helping our students achieve their greatest potential,while affirming every day they are worthy of our complete respect, kindness, and devotion just as they are. Sincerely, Dr. Geoff McKee, Principal Don Soffer Aventura High School A member of the Charter Schools USA Family of Schools Charter Schools USA—Parent Handbook 5 August 2021 DON SOFFER AVENTURA HIGH SCHOOL 2021-2022 School Calendar • August 9, 2021: First Day for New Teachers- New Teacher Induction (NTI) • August 16, 2021: First day for Returning Teachers (RTO) • August 23, 2021: First Day for Students/Start of Quarter 1/Q1 • August 24-27, 2021: Parent/Student Virtual Orientations • September 6, 2021: Labor Day Holiday-School Closed • September 7, 2021: Professional Development Day-No School for Students • September 16, 2021: Professional Development Day-No School for Students • September 24, 2021: Q1 Interim Progress Reports Distributed • October 28, 2021: End of Quarter 1/Q1 (46 Days) • October 29, 2021: Start of Quarter 2/Q2 • November 1, 2021: Professional Development Day-No School for Students • November 5, 2021: Q1 Report Cards Distributed • November 11, 2021: Veteran's Day Holiday-School Closed • November 22-26, 2021: No School for Students and Teachers • November 25-26, 2021:Thanksgiving Holiday-School Closed • December 3, 2021: Q2 Interim Progress Reports Distributed • December 20-31, 2021: Winter Recess- No School for Teachers & Students • January 17, 2022: Martin Luther King,Jr. Holiday-School Closed • January 21, 2022: End of Quarter 2/Q2 (43 Days) • January 22, 2022: Professional Development Day- No School for Students • January 24, 2022: Start of Quarter 3/Q3 • February 4, 2022: Q2 Report Cards Distributed • February 21, 2022: President's Day Holiday-School Closed • February 25, 2022: Q3 Interim Progress Reports Distributed • March 21- 25, 2022: Spring Recess- No School for Teachers &Students • April 1, 2022: End of Quarter 3/Q3 (44 Days) • April 4, 2022: Start of Quarter 4/Q4 • April 14, 2022: Q3 Report Cards Distributed • April 15, 2022: Professional Development Day- No School for Students • May 6, 2022: Q4 Interim Progress Reports Distributed • May 30, 2022: Memorial Day Holiday-School Closed • June 10, 2022: Last Day for Students/End of Quarter 4(46 Days) Academics High school graduation requirements for Don Soffer Aventura High School are established by the Florida Legislature, the Florida Board of Education, and The School Board of Miami-Dade County. From one school year to the next, the requirements may be amended by any one of these three entities and it is important that students and their parents are aware of any changes that may affect them. Your school counselor has the information relative to the graduation requirements in force when you entered ninth grade. Graduation requirements are outlined later in this document and in the District's Student Charter Schools USA-Parent Handbook August 2021 Progression Plan, also updated annually after the legislative session. Receipt of a standard high school diploma requires successful completion of 24 credits, an International Baccalaureate (IB) curriculum, or an Advanced International Certificate of Education (AICE) curriculum. The 24 credits include 16 core academic credits and eight elective credits. Core requirements consist of four credits in English/Language Arts and four credits in mathematics;three credits each of science and social science; one credit of fine and performing arts; and one credit of physical education with the integration of health education. At least one course within the 24 credits must be completed through online learning. A high school level online course taken in grades 6-8 fulfills this requirement. The required credits may be earned through equivalent, applied, or integrated courses or career education courses as defined including work-related internships approved by the State Board of Education and identified in the Course Code Directory. In addition to earning the required 24 credits, a student must participate in and pass any statewide, standardized assessments required for a standard high school diploma or earn identified concordant scores or comparative scores, as applicable, for the cohort year in which they entered ninth grade. Diploma Designations Students Entering Grade 9 in the 2014-2015 School Year and Forward Standard Diploma Designation ° Given to all students who fulfill the State of Florida's graduation requirements.These requirements are comprised of maintaining a 2.0 GPA, specific classes, and passing required state assessments. Scholar Designation ° Pass the Geometry, Biology 1, and U.S. History EOC's ° Earn 1 credit each in the following courses: Algebra 2; statistics or an equally rigorous mathematics course; chemistry or physics or a course equally rigorous to chemistry or physics; 2 credits in the same world language; and at least 1 credit in AP, IB, AICE, or dual enrollment. °A student is exempt from Biology 1 or U.S. History assessment if the student is enrolled in an AP Biology 1 or U.S. History course and the student takes the respective AP, IB, or AICE assessment; and earns the minimum score to earn college credit. Merit Designation ° Meets the standard high school diploma requirements, and °Attains one or more industry certifications from the list established per Florida Statute § 1003.492. Superintendent's Diploma of Distinction ° Meets the standard high school diploma requirements, and ° Has been enrolled in at least 4 Honors, AP, AICE, and/or DE courses ° Completes at least 75 hours of community service ° Earns a GPA of 3.5 or above by the end of the first semester of Senior Year with no final grades of a "C" or lower on their transcripts. Advanced International Certificate of Education (AICE) Diploma ° Earns a total of 7 credits in different subject groups of which there must be at least one credit in Mathematics and Science, Languages, and in Arts and Humanities ° One of the credits must include the satisfaction of the compulsory course: Global Perspectives and Research ° Completes 100 hours of community service during high school College Board AP Capstone Diploma ° Earns a 3 or above on AP Seminar, AP Research, and on 4 more AP exams. Charter Schools USA—Parent Handbook August 2021 For more information on the specific requirement of each of the diploma designations, visit: httP://www.dipIomaPathways.dadeschooIs.net Florida Seal of Biliteracy Requirements The Florida Seal of Biliteracy Program is established to recognize a high school graduate who has attained a high level of competency in listening, speaking, reading, and writing in one or more foreign languages in addition to English by the award of a silver or gold seal on a standard high school diploma. The Florida Gold Seal of Biliteracy is awarded to a student who has earned a standard high school diploma and who has satisfied one of the following criteria for eligibility: • Has earned four (4) foreign language course credits in the same foreign language with a cumulative 3.0 grade point average or higher on a 4.0 scale and level 4 or higher on the grade 10 English Language Arts (ELA) Florida Standards Assessment(FSA); • Has earned a score or performance level on any of the state approved examinations. Information on the specific examinations can be found at diploma pathways.dadeschools.net. • Has satisfied alternative requirements as determined by the State Board of Education. The Florida Silver Seal of Biliteracy is awarded to a student who has earned a standard high school diploma and who has satisfied one of the following criteria for eligibility: • Has earned four (4) foreign language course credits in the same foreign language with a cumulative 3.0 grade point average or higher on a 4.0 scale; • Has earned a score or performance level on any of the state approved examinations. Information on the examinations can be found at di plomapathways.dadeschools.net; • Has satisfied alternative requirements as determined by the State Board of Education. For languages which are not tested on the nationally recognized examinations, students may demonstrate language proficiency through maintenance of a portfolio of language performance, at the Advanced Low level or higher based on the ACTFL Proficiency Guidelines of 2012 in the modes of communication appropriate for that language. For additional information, check this link: http://www.diplomapathways.dadeschools.net. Academic Honor Code The members of the Don Soffer Aventura High School community believe that the fundamental objective of the school is to provide our students with a quality education while developing in them a sense of ethical purpose and social responsibility. Honesty and trust are integral parts of the learning process and every instance of dishonesty hurts the entire school community The Academic Honor Code at Don Soffer Aventura High School is designed to accomplish the following: • Ensure that students, faculty, and staff understand that it is their responsibility to uphold academic honesty and integrity; • Prevent students from gaining an unfair advantage over other students through academic misconduct (cheating); • Ensure that students understand that academic dishonesty is a violation of the trust of the entire community; • Clarify what constitutes academic misconduct and what is expected of students by the faculty, the staff, and their peers; • Cultivate an environment where academic dishonesty is not tolerated. Charter Schools USA—Parent Handbook 8 August 2021 The expectation is that all members of the DSAHS community agree to uphold the Honor Code at all times and promise not to commit any acts of academic misconduct. In instances where there exist any acts of academic misconduct, consequences will be given. Arrival Students need to learn the importance of regular and prompt school attendance. All students must be dropped off in the school driveway. The school's drop-off time is from 7:00 AM — 7:25 AM to ensure students are sitting in class by 7:30 AM. There is no supervision before 7:00 AM or after 3:45 PM. Breakfast is available on school days from 7:00 AM—7:25 AM for an additional fee(see cafeteria section of handbook). • Student Drop-Off:_Parents will enter through 3301 NE 213t" Street, the Waterways Park main entrance, and drive through the park to the school's main breezeway/drop off area. Exiting parents will drive back into the park's parking lot and exit West bound (right) on to NE 213tn street. The safety of our students is our top priority. Please follow drop-off procedures very carefully to keep our children safe. Attendance Policy Don Soffer Aventura High School has developed the following attendance policy to comply with that of the Miami-Dade County Public Schools. One of the most significant factors impacting in school than regular and punctual attendance. It is our obligation to monitor attendance and ensure that it is taken and recorded for each period, inform parents/guardians of student absences, and to see that the compulsory attendance laws are enforced as mandated by Florida Statutes. We encourage the commitment of students, parents, and staff to work together to accomplish this. Students are responsible to be present and on time to school, turn in proper documentation explaining all absences, make-up missed assignments, and turn in assigned work on time. Documentation regarding an absence must be received within 48-hours following the student's return to school. If documentation is not received within that timeframe, the absence will not be excused. A. Excused Absences a. Student illness:Students missing 5 or more consecutive days of school due to illness or injury are required to provide a written statement from a health care provider. The written statements must include all days the student has been absent from school. b. Medical Appointment: If a student is absent from school due to a medical appointment, a written statement from a health care provider indicating the date and time of the appointment must be submitted to the principal. c. Death in family d. Observance of a religious holiday or service when it is mandated for all members of a faith that such a holiday or service be observed. e. School-sponsored event or educational enrichment activity that is not a school- sponsored event, as determined and approved by the principal or principal's designee.The student must receive advance written permission from the principal or the principal's designee. Examples of special events include public functions, conferences, and regional, state and national competitions. f. Subpoena by law enforcement agency or mandatory court appearance. g. Out of school suspensions B. Unexcused Absences a. Absences due to vacations, personal services, and non-school events, programs, or sport activities. b. Absences due to older students providing day care for siblings Charter Schools USA—Parent Handbook 9 August 2021 c. Absences due to illness of others d. Absences due to non-compliance with immunization requirements (unless lawfully exempt) Ta rd ies A student is tardy to school when he/she is not in the classroom at 7:30 AM. A student is tardy if not in the class before the first chime of the bell to start classes. Consequences for excessive tardiness will be given. All students reporting to school after the student's first period class must report to the Main Off ice. Early Dismissal/ Early Pick-up of Sudents The early release of students causes disruption to the academic performance of all students and may create safety and security concerns. No students shall be released within the final thirty(30) minutes of the school day unless authorized by the Principal or Principal's designee.Students will only be permitted to leave prior to dismissal at the request of the parents of the student, individuals authorized by the parent as indicated on the Emergency Student Data form, a police officer with judicial authority, or a court official. The school principal or designee may approve an early pick-up or release beyond these limits after taking into consideration the reason, as well as the student's attendance history, both daily and by period, and the number of early releases. Planned Extended Absences Parents are urged to plan family trips during school vacations so as not to interfere with the learning process. Absences due to missing school for a family vacation are considered Unexcused and are strongly discouraged as make-up work will not be given; however, if an extended student absence is unavoidable, the school must be notified, in writing, at least one week before the first day a student is out. If the absences are considered Excused (see Excused Absences above), make-up work will be given to students either before or after the absence based on what the teacher deems as most beneficial for the student. Please note that vacations are considered unexcused absences. Make-up Work If an absence is excused, the student shall be allowed to submit make-up work. Students will have the opportunity to submit assignments in a period of time equal to the number of days absent. Unexcused absences do not require the teacher to provide make-up work for the student. Failure to make-up all missed assignments within the designated time period will result lowering of the student's grade. Bell Schedule Students will take seven classes per day during periods 1-7 or periods 2-8. In accordance with compelling research, the most beneficial school time is during periods 2-8. Consequently, only students with a compelling need to attend during periods 1-7 will be assigned to start at 7:19am. All other students will begin school at 8:30am. Here is the bell schedule, which is subject to change for special events: • Per. 1 with 18 min. Success Block, 7:19-8:27 • Per. 2, 8:30-9:20 • Per. 3, 9:24-10:14 • Per.4, 10:18-11:08 • Per. 5, 11:12-12:02 • Students with 6t" period class on 15t or 2nd floor, including gym, go to 15t Lunch, 12:02-12:30; Charter Schools USA—Parent Handbook 10 August 2021 then to per. 6 class, 12:34-1:24 • Students with 3rd and 4t"floor classes go to per. 6 class: 12:06-12:56; then to Second Lunch, 12:56-1:24 • Lunch, 11:12-11:40/Class 513, 11:40-12:30 • Per. 7, 1:28-2:18 • Per. 8 with 18 min. Success Block, 2:22-3:30 Book Bags/Folders/Personal Items Book bags, backpacks, folders, or any other personal items must not display patches, entertainment insignias, drawings, obscene words, gang related paraphernalia, or any other item that would be deemed inappropriate, offensive, or reflect negatively on Don Soffer Aventura High School. Failure to comply will constitute a uniform violation and be subject to a consequence and parent notification. Bus Transportation Don Soffer Aventura High School does provide bus transportation to students who reside two miles or over from the school location as determined by the school's contracted bus company. For students who are not provided bus transportation, parents are encouraged to carpool and make sure that students are dropped-off and picked-up according to posted school hours. Cafeteria A'Viands provides all breakfast and lunches for Don Soffer Aventura High School. A standard menu will be used, and the monthly menu can be picked up or viewed online. Breakfast and lunch will be served in the cafeteria. Students who bring lunch from home are able to purchase milk. Students are not allowed to bring sodas to school. In addition, we discourage sugary foods, candy, cookies, gum, and foods heavy in red dye. School personnel are not permitted to accept commercial food deliveries for students. Furthermore, commercial food deliveries will not be accepted for students who circumvent this directive. Don Soffer Aventura High School is a closed campus; therefore, students are to cease from ordering food items to be delivered to the school campus or risk consequences being issued for their actions. Meal Prices Breakfast Lunch Students: Full Price $1.75 $3.36 Students: Reduced Price $.30 $.40 Adults: $3.00 $4.50 Payments maybe made in cash (we do not accept checks or bills larger than$20)or money order.There will also be the option to make credit card payments on-line. Days missed due to absences or fieldtrips are NOT credited. Milk can be purchased ala carte for.50 cents. Free/Reduced Price Lunches Free and reduced lunch applications are available in the school's main office or at freeand reduced mealapp.dadeschools.net. Parents must apply for this benefit yearly. Applications should be completed and returned by September 4, 2021 for students starting school at the beginning of the school year. Students who enroll after the school year has begun must return their free/reduced lunch applications with their registration packets. A random selection of applicants will be asked for additional information regarding verification of income. Notification pertaining to qualification for Charter Schools USA—Parent Handbook 11 August 2021 free/reduced lunch will be sent promptly. Parents are responsible for providing lunch for their children until the application is approved; however, the prior year's lunch status is valid for the first two weeks of school. Cafeteria Behavior Each student is required to show good manners, courtesy and consideration of other students and adults in the cafeteria. Students will enter and exit the cafeteria in an orderly fashion. Students will stand in a single file line while waiting for food, keep communication noise levels low, and stay seated unless they have been given permission to leave their seat. Students must have staff permission to leave the school grounds during the lunch period. Care of School Property Students are expected to respect the school buildings and property. Receptacles are provided throughout the buildings and grounds for proper disposal of waste. Marking or defacing school property is a serious offense and will result in disciplinary action and the involvement of the police, if appropriate. Any student who damages/vandalizes school property will be required to make full restitution for damages. Chewing gum in the school building is forbidden. All food must be consumed in the cafeteria or area designated by Administration.Any student who disregards rules pertaining to the care of school property may be subject to disciplinary action. Cell Phone Policy Cell phones and other personal technology should be turned off and kept out-of-sight during all instructional and class-time activities. No cell phone or other personal technology may be used for communication purposes except under the direction of a teacher or administrator for instructional purposes. Using personal technology during class time, at the direction of a teacher, will be subject to discipline. Time before/after school or during lunch in the cafeteria is not considered instructional time. At no other times during the school day may cell phones be used in common-place areas within the school. Progressive discipline will apply for repeated violations. Cell phones on school grounds are subject to search by an administrator if there is suspicion of wrongdoing or an eminent threat to anyone on campus. Unauthorized use of cell phones and/or electronic devices may result in the device being confiscated. If confiscated,the parent may come in to pick up the device 24-hours later. If a parent cannot come in to retrieve the cell phone or device, it will be returned to the student after school at the end of the week. Failure to surrender items will result in a disciplinary consequence. Character/Citizenship Students at Don Soffer Aventura High School are expected to demonstrate superior character and citizenship. We encourage students to always do the right thing and seek the assistance of staff members when a troublesome situation arises. Follow the golden rule: Do unto others, as you would have them do unto you. Lend a helping hand whenever possible; always make good choices and act responsibly. Child Abuse State law requires that teachers, administrators, and other school personnel report suspected cases of abuse, abandonment, or neglect to the DCF Hotline at 800-96-ABUSE. Communication Between Home and School Charter Schools USA—Parent Handbook 12 August 2021 Communication is essential for success in any human endeavor.The administration and staff recognize this and will strive to facilitate open and frequent communication with parents at all times. Teachers will communicate with parents on behavior and academics via email, phone calls, or through Edmodo (Dojo/Remind, Synched, PowerSchool, Launchpad) the school's closed, private learning network that allows students and parents to interact with the classroom teacher and school in a manner that blends social networking tools with traditional school communications tools. Report cards (sent home quarterly) and Interim Progress Reports (sent home once during the middle of each grading period) provide parents with opportunities to receive information about student progress. Parents may also view their child's current academic status and attendance through PowerSchool. An email containing the link and login information for PowerSchool will be sent directly to DSAHS parents at the beginning of the school year. Please feel free to consult with the office regarding any problems or questions that concern your student. Conferences and visits must be arranged in advance with school personnel. Impromptu conferences with teachers at the classroom door and during arrival and dismissal before or after school are not permitted as this may distract the teacher from supervision of students during a crucial time of movement. Deliveries to Students In order to maintain an optimal learning environment, school staff must ensure each classroom is not interrupted during the day. Deliveries for students will not be accepted.We request parent cooperation in preparing students for school and in making certain that students have all the materials and assignments necessary for the day.Also, please be advised that the Main Office will not accept field trip forms or monies on behalf of teachers or the cafeteria. Discipline Procedures The Code of Conduct at Don Soffer Aventura High School exists to protect the rights of all students and adults and to establish a safe, well-ordered environment where students and teachers can focus on quality teaching and learning. Mutual respect, good manners, and positive behavior are essential elements of the daily life at DSAHS. School authorities will hold students and parents strictly accountable for any action that interferes with the learning process,good order,and/or the day-to-day operations at DSAHS. Don Soffer Aventura High School must have documentation that every student and parent/guardian has had a chance to read the Code of Student Conduct. All parents/guardians must return the page acknowledging the Miami-Dade County Public School's Code of Student Conduct manual, which requires a signature. In addition to the M-DCPS manual, we at Don Soffer Aventura High School have created this addendum. Parent& Student Contracts Included in each student's registration packet are a Parental Contract and a Student Contract. A parent/guardian must sign the Parental Contract agreeing to the terms therein. Each student is required to sign the Student Contract agreeing to the terms therein, including the Miami-Dade County Code of Student Conduct,the DSAHS Addendum to the M-DCPS Code of Student Conduct and the DSAHS Dress Code. Failure to comply with the terms of the Student Contract may result in the following: A. After School Detention B. Lunch Detention C. Suspension D. Dismissal from DSAHS E. Recommendation for Expulsion Charter Schools USA—Parent Handbook 13 August 2021 Discipline Policy Each teacher will establish appropriate procedures for discipline in his/her classroom based on these guidelines.The following list is not all-inclusive: A. Students are expected to respect the authority of school personnel which includes but is not limited to administration, teachers, staff, and substitutes. B. Malicious destruction of school property results in the replacement, repair or payment for damages by either the student or his/her parents. The placement of stickers on school property is forbidden. C. Students shall help keep the school clean at all times.There is to be no gum chewing in the school building or on the school grounds. D. Items that may disrupt the learning environment, including but not limited to water pistols, matches, iPods, skateboards, hand-held game devices, toys, weapons of any sort, etc. are not permitted at school. E. No items will be permitted that carry pictures or slogans referring to the drug culture or alcohol. No profane, abusive or slang language is to be used F. There is zero tolerance for aggression, drugs and alcohol at school. Students that push, hit, bite, kick, harass, bully or use the internet in a negative way will be assigned an appropriate consequence, up to and including suspension or dismissal from the school, and/or referral to law enforcement. G. Each teacher may take disciplinary action to correct a student who disrupts a normal classroom activity,who is disrespectful, disobedient, uses abusive or foul language,violates school rules, or interferes with an orderly education process. The disciplinary action taken by the teacher shall be in accordance with such regulations and procedures established by the school and the Miami-Dade County Public School's Code of Student Conduct. Teacher and Staff Interventions The following classroom interventions may be utilized by school staff: • Verbal warning • Phone call to parent • Behavioral Contract • Referral to Student Services • Time Out • Peer mediation/conflict resolution • Parent conference • Detention • Referral to Administration Administrative Interventions and Definitions The following list provides a written description of the disciplinary interventions (consequences) that may be assigned to a student who commits a behavior infraction. A. After School or Lunch Detention: An administrator or teacher will complete the After-School Detention form which includes the date/time/location of the detention and a description of why the detention was given.A staff member monitors the Detention activities.The student does not miss class time. If a student misbehaves during After-School Detention or is late, they may be issued another behavioral consequence, such as Saturday Detention. B. Confiscation: of cell phones, electronics, or any items that may cause damage or disruption. C. Loss of Privileges: revocation of the right to participate in school activities. Charter Schools USA—Parent Handbook 14 August 2021 D. Suspension • In School Suspension (ISS) is the exclusion of student from class attendance for disciplinary purposes for up to five (5) days. • Out of School Suspension (OSS) is the exclusion of a student from school attendance. E. Parent Contact/Conference: phone calls, notes home, letters, meetings with parents, automated calls, emails. F. Referral to Student Services or Mental Health Professional: school-based counseling aimed at improving student behavior. Students will receive conflict management counseling, self-control tips, effective communication training, anger management counseling. G. Restitution or Repair: payment or repair for damages to property. H. School Specific Interventions: interventions that are used for certain infractions. I. Threat Assessment: multidisciplinary assessment used to validate a verbal, nonverbal or written threat by a student. Student and parent interviews are conducted, if necessary. J. Time out: a disciplinary action that allows the student time to reflect and refocus. It can be given in the classroom, in the office or in another classroom. K. Permanent Dismissal: The Principal may recommend dismissal of a student to the Board of Directors for any of the following: 1. Possession, use of or transmission of a weapon including, but not limited to, a gun, knife, razor, explosive, ice pick or club. 2. Possession, use of or transmission of a substance capable of modifying mood or behavior. 3. Using any article as a weapon or in a manner calculated to threaten any person. 4. Committing a serious breach of conduct including, but not limited to, an assault on school personnel or on another pupil, making a threat or false report, lewd or lascivious act, arson, vandalism or any other such act, which disrupts or tends to disrupt the orderly conduct of any school activity. 5. Engaging in less serious but continuing misconduct including, but not limited to, the use of profane, obscene or abusive language, or other acts that are detrimental to the educational function of the school and that have clearly transpired. Levels of Disciplinary Action Don Soffer Aventura High School works diligently to provide an appropriate learning environment for all students. Nonetheless, at times students may become disruptive, talkative, disrespectful, etc. To manage minor offenses, teachers and administrators will work collaboratively to implement a Progressive Discipline Plan and continue to implement the following alternatives to suspensions. The seriousness of the offense, academic placement, attitude, pattern of misconduct, and degree of cooperation of the student, and any other circumstances will be considered in determining which actions should be taken.The levels of behaviors are listed below: A. Level I Behaviors: Acts that disrupt the orderly operation of the classroom, school function, extracurricular activities or approved transportation. B. Level II Behaviors: More serious than Level I because they significantly interfere with learning and/or the well-being of others. C. Level III Behaviors: More serious that Level II because they endanger health and safety, damage property, and/or cause serious discipline to the learning environment. These behaviors require School Police involvement. D. Level IV Behaviors: More serious acts of unacceptable behavior than Level III. They seriously endanger health and well-being of others and/or damage property. These behaviors require School Police involvement. E. Level V Behaviors:The most serious acts of misconduct and violent actions that threaten life. These behaviors require School Police involvement. Charter Schools USA—Parent Handbook 15 August 2021 Please refer to the Miami-Dade County Public School's Code of Student Conduct regarding the Range of Corrective Strategies for Level I—Level V behaviors. Dismissal Students must leave school grounds immediately upon dismissal unless participating in an approved after school activity(athletics, clubs, detention, etc.). Parents must wait for their student(s) outside the school.As a reminder,there is no supervision of students after 4:00 PM,unless the students are involved in a school-sponsored activity. Only individuals listed on the EMERGENCY CONTACT CARD will be allowed to pick-up students from school. Please update information whenever changes occur. Valid photo identification will be required of all individuals' picking-up students. If someone arrives at the school to seek the release of a student and the person's name is not on the emergency contact card or the person does not have valid photo identification,the student will not be released. To avoid having the school become involved in personal family conflicts, parents or guardians should submit to school authorities a copy of any legal documents that indicate who has legal access to the child and his/her records during school hours. In the absence of legal documentation, school officials will provide access only to those individuals whose names appear on the student's data card. Failure to provide the school with legal documentation outlining visitation rights will result in any parent listed on the birth certificate being permitted to pick-up a student. Friends and strangers will be denied access to a student without verified parental consent. Student Pick-up Procedures Pick up: All vehicles are expected to comply with the established traffic pattern. Dress Code/School Attire/Uniform Policy A higher standard of dress encourages greater respect for individual students and others and results in a higher standard of behavior. It also prepares students for the dress code requirements of the workforce. Our Dress Code guidelines indicate appropriate school dress for normal school days. DSAHS reserves the right to interpret these guidelines and/or make changes during the school year. Students are expected to follow these guidelines. Every student in attendance will wear a school uniform. Failure to wear any part of the school uniform will result in disciplinary action. • Hair: Hair must be neat and clean with no "unnatural" colors, i.e. "Gothic", bright colors, Mohawk,spiked looks,or any other unnatural cuts or excessive attachments. No hats, bandanas or headbands may be worn. Braided hair must be neatly braided down. • Shoes: Students must wear closed shoes (toe and heel) at all times, no sandals, flip flops, slippers, or slides. No heavy military type boots, shoes with metal tips, or steel toes may not be worn.Tennis shoes/sneakers are the preferred shoe. • Socks: Only white, blue or black socks (crew or ankle length) may be worn. Fishnet stockings or other inappropriate leg wear is not acceptable. Socks other than those listed above can only be worn when the school deems it appropriate for spirit day events. • Shirts: All shirts must be uniform shirts purchased from the school's authorized uniform agent. Sweatshirts and jackets, if worn, must be school-sponsored and purchased at the school's authorized uniform agent. Only school-approved uniform T-shirts can be worn on sanctioned spirit day events. Plain white T-shirts(no writing) can be worn underneath polo shirts and must be neatly tucked. These are the only shirts permitted to be worn in school. Authorized school uniform shirts are navy, light blue, and grey.Attire awarded to honor roll students may be worn on Mondays. Charter Schools USA—Parent Handbook 16 August 2021 • Pants/Shorts: Pants, shirts and skorts must be purchased from the school's authorized uniform agent, unless authorized by the assistant principal or principal prior to purchase. All uniform pants/shorts must be worn with a belt through the belt loops, worn at the natural waist, be in good repair and be the appropriate size. Tight fitting pants/shorts and short shorts are not acceptable. Shorts must have at least a 9.5" inseam. No cargo pant, joggers, or capris are permitted, unless awarded as honor roll apparel. No jeans of any color or style are permitted unless they are authorized for a sanctioned school day or event. Pants and shorts must be Khaki, Navy. • In General: Boys may wear only one pair of earrings and girls may wear two pairs of earrings maximum. No other body piercing, or cartilage piercing are permitted. At no time are students permitted to wear anything offensive or immodest. No "Gothic" looks, dog collars, spiked jewelry, etc. or any other accessories deemed inappropriate administration may be worn. • PE Uniform:students must dress out for PE wearing the school-approved PE uniform purchased from the school's authorized uniform agent. Please Note: Although we tried to be specific to all dress code issues, there may be issues not included here that are left to the discretion of school administration. Uniform Violations: Students are expected to wear their uniform every day. The consequences for uniform violations are as follows: 15t violation: Warning 2nd violation: Warning and/or Parent Phone Call 3rd violation: Detention 4t"violation: Referral and Disciplinary Consequence Electronic Devices/Laptops/Tablets Students must have administrative approval to bring their own electronic device and to use their own technology. Examples of the types of technology which can be used are Windows laptops/tablets, Mac laptops, Android tablets, and iPads.All users will be expected to follow the Acceptable Use Policy when utilizing an electronic device and/or the school's network. Acceptable Use Policy Networks give schools the ability to share educational and research resources from around the world with all students. These resources include access to instructional applications, interactive collaboration between teachers, students and other users, document sharing, communications of all forms with people from around the world and libraries, museums and research facilities. Utilization of the network by users must be in support of and consistent with the educational objectives of Don Soffer Aventura High School. When utilizing the network, all users exercise appropriate and responsible use of school technology and information systems. Users include anyone authorized by administration to use the network. This policy is intended to promote the most effective, safe, productive, and instructionally sound uses of network information and communication tools. Responsible use of the school's technology resources is expected to be ethical, respectful, academically honest, and supportive of the school's mission. Disciplinary measures will be implemented as per the Miami-Dade County Public School's Code of Student Conduct for any student who fails to abide by the Acceptable Use Policy. Emergencies Illness: The importance of regular attendance cannot be over-emphasized, but students should not be sent to school when they are ill. Students will be sent home if they have a temperature of 99 degrees or above. In order for a child to return to school, he/she must be fever-free, diarrhea, vomit-free for a minimum of 24 hours. If a student becomes ill during the school day and it appears that they would be best cared for at home, the parent will be contacted.There are very limited facilities in the school, making it impossible to keep sick students for long periods of time. School personnel must be notified Charter Schools USA—Parent Handbook 17 August 2021 of any student's chronic illness (i.e. asthma, diabetes, heart conditions or seizures).This heightens awareness in case of an emergency. Please update Emergency Contact Information whenever changes occu r. Enrollment and Lottery Open Enrollment for the 2021-2022 school year begins January 15, 2021, and ends February 12, 2022. Lottery results will be published on February 23, 2021.All applications submitted within the Open Enrollment period will have an equal opportunity for admission, regardless of whether they are submitted on the first day or the last day of Open Enrollment. If the number of applications submitted within the Open Enrollment period exceeds the number of seats available for any grade level, a system generated, and random lottery will be processed to determine who is offered a seat at the school. Lottery results will be emailed to the address entered into the application as well as posted on your SchoolMint Dashboard. For more information regarding lottery preferences, enrollment, and registration, please read our Lottery Rules and Procedures. Enrolling with our Online Registration: Once an applicant has been offered a seat at our school, please log in via the SchoolMint Dashboard to complete the three-step registration process. First, accept the offer with 7 calendar days. Second, complete the registration online via the School Dashboard within 14 calendar days of accepting the offer.Third, upload the required documents within 14 business days of accepting the offer. If you are unable to upload the documents, please call the enrollment department at the school for a time to bring them in. We are happy to assist you! Aventura residents are given preference when applying to Don Soffer Aventura High School. Preference is given in this order: 1. Aventura Residents residing more than 1 year in the City of Aventura. 2. Siblings of currently attending students residing in the City of Aventura. 3. Aventura Residents with accepted sibling residing in the City of Aventura. 4. Aventura Residents less than 1 year of residency. 5. Non-residents of Aventura with sibling accepted. 6. Non-Residents. Please be advised that applicants who receive a preference for admission based on the statements made on their application will be required to provide verifying documents at the time of registration and must submit an affidavit confirming their place of residence.Those unable to provide documentation will forfeit their seat or residency preference. Required documents to finalize enrollment: • Birth certificate • Parent/Guardian driver's license • Immunization • Physical (list form and specifics) • Special Education documents (EP, IEP, 504, ESOL), if applicable • Custody court documents, if applicable Controlled Border Enrollment Florida has an open borders policy. Controlled Open Enrollment allows a parent from any school district in the state to enroll his or her child in and transport his or her child to any public school, including charter schools, that has not reached capacity. For more information, please read our Lottery Rules and Procedures and FL DOE's website: http://www.fidoe.org/schools/school- choice/other-school-choice-options/controlled-open-enrollment.stml . Charter Schools USA—Parent Handbook 18 August 2021 Family Rights and Privacy Act The revised Family Rights and Privacy Act became a Federal law in November 1974. The intent of this law is to protect the accuracy and privacy of student educational records. Without your prior consent, only you and authorized individuals having legitimate educational interests will have access to your child's educational records. In special instances, you may waive this right of access to allow other agencies working with your child to have access to those records. Field Trips As a learning experience, teachers may plan field trips. Parents may be asked to assist the teacher as chaperones. Parents serving in this capacity may not have other children accompany them. Parents who are officially selected to be chaperones may count their hours on the field trip as volunteer hours. All chaperones must go through the Chaperones approval process as per M-DCPS. Parents serving as chaperones for students on overnight field trips must also be fingerprinted and background checked per the Jessica Lunsford Act, in effect since September 2005. Participation in field trips is a privilege. Students serve as representatives of the school; therefore,they may be excluded from participation in any trip for reasons relating to behavior or conduct. Students must follow all instructions given by staff or any other adult in charge while on the trip, including while on the bus and while at the field trip site. Students who fail to follow instructions will be given an appropriate consequence upon return to school. If a student is suspended, that student may be excluded from participating field trips or other school events for an extended period of time. If a student is currently serving a term of suspension, he or she will be excluded from attending a field trip or participating in a school-related activity. Also, those students with poor behavior that may endanger/disrupt other on a field trip their participation will be left up to the discretion of the school administration. Parent permission must be given for students to participate in field trips. The teacher will send permission slips and information about each field trip prior to each fieldtrip. Money and permission slips must be turned in according to the teacher's instructions, prior to the field trip.The student will not be permitted to take part in the field trip without a completed, signed permission slip. Students are to be dressed in the appropriate school uniform and/or outfit as communicated by Don Soffer Aventura High School personnel. Please do not ask the office staff to place money,forms, or any other items in a teacher's mailbox as we don't accept any type of deliveries for students or staff.Students must hand deliver required documents to his/her teacher by the due date. All students must be in attendance on the day of the field trip in order to be allowed to attend. Students participating on the field trip are required to ride on the charter bus with their classmates. Parents attending the field trip may not sign their own child (children)out from the school at the end of the scheduled field trip. Students who do not ride the bus to the field trip location, they will be marked absent from school for that day. • Early dismissal from a field trip site is not permitted. • All field trip money will be collected by the classroom teacher. • Field trips must be paid in cash (no bills larger than $20 will be accepted) or through on-line credit card system. • Money will not be accepted at the front office. • Only DSAHS students and approved chaperones will be able to attend DSAHS field trips. Charter Schools USA—Parent Handbook 19 August 2021 Governing Board The DSAHS Governing Board is comprised of the Aventura Mayor and City Commissioners. Communication to the Board should be conducted through the City Manager. Here is the website with the City Manager's email and additional Board information: https://www.aventuracharterhs.org/apps/pages/i ndex.jsp?uREC_ID=376484&type=d&pREC_I D=7568 15 Grading Policy Teachers use evaluative devices and techniques as may be needed to report individual achievement in relation to school goals, accepted norms, and pupil potential. Student grades, unsatisfactory work notices, parent reports on State assessment and/or the standardized testing, parent conferences, and adult student conferences serve as the primary means of communicating student progress and achievement of the standards for promotion. A student's academic grade reflects the teacher's most objective assessment of the student's academic achievement. Academic grades reflect student mastery of the standards being taught. Students' academic work is not graded based on behavior. For example, students will not be academically penalized for turning in a late assignment. However,they will receive a behavioral consequence for not following the teacher's directions. The same principle will apply for cheating. Students will receive a behavioral consequence if caught cheating, and will be required to take a new, different assessment to measure mastery. Students have the right to receive a conduct and an effort grade consistent with their overall behavior and effort. When students with disabilities are "included" in general education classes, it may be necessary to delineate an explanation of the grading criteria and an explanation about necessary curriculum modifications on the Individualized Education Plan (IEP) as well as using the report card comment #48 - Curriculum has been modified. Specific guidelines for grading performance and reporting student progress are provided below: Grade Point Average Grade Grade Numerical Value Verbal Interpretation Point Range Value A 90- 100% 3.5 and above Outstanding Progress 4 B 80-89% 2.5 -3.49 Above Average Progress 3 C 70-79% 1.5 - 2.49 Average Progress 2 D 60-69% 1.0- 1.49 Lowest Acceptable Progress 1 F 0-59% 0- .99 Failure 0 1 0 0 Incomplete 0 Determining Final Academic Grades for Secondary Students: In authorized annual courses,the student's final grade shall be determined by the teacher as follows: 25 percent value for each quarter's grade. A teacher may administer a cumulative assessment at the end of each nine-week grading period. The value of the assessment may not exceed five percent of the grade for each nine-week grading period. In secondary courses with mandatory Florida End of Course (EOC) assessments, the EOC score must be included as 30%of the final course grade. To pass an annual course, students in grades 9-12, must earn a minimum of 10 grade points, five of which must be earned in the second semester. Teacher override (either up or down) can be used. A teacher exercising the override rule must have documentation for such a decision. Override authority Charter Schools USA—Parent Handbook 20 August 2021 does not apply to the Florida End of Course (EOC) assessments, which must be included as 30% of the final course grade. Conduct/ Grades: Conduct grades are to be used to communicate clearly to both students and their parents the teacher's evaluation of a student's behavior and citizenship development.These grades are independent of academic and effort grades. The conduct grade must be consistent with the student's overall behavior in class and should not be based on a single criterion.The conduct grading system is as follows: Conduct Grade Codes and Descriptions A - A conduct grade of"A" reflects excellent behavior on the part of the student. The student consistently demonstrates outstanding behavior consistent with classroom, school, and district standards. B -A conduct grade of"B" reflects consistently good behavior. The student meets established standards for student conduct. C - A conduct grade of "C" reflects satisfactory behavior. The student's overall behavior is generally acceptable according to established standards of conduct. D-A conduct grade of"D" shows that improvement is needed in the student's overall behavior. The student does not consistently demonstrate behavior which is acceptable. F-A conduct grade of"F" reflects unsatisfactory behavior overall.The student regularly violates established classroom, school, or district standards of behavior. Effort Grades: Effort grades are utilized to convey both to students and their parents the teacher's evaluation of a student's effort as related to the instructional program. These grades are independent of academic and conduct grades. In assigning an effort grade, the teacher must consider the student's potential, study habits, and attitude. Three numeric grades are used to reflect effort in grades 9-12. 1-An effort grade of"1" indicates outstanding effort on the part of the student.The student will,when necessary, complete a task again to improve the results. The student consistently attends to assigned tasks until completed and generally exerts maximum effort on all tasks.The student consistently works to the best of his/her ability. 2 -An effort grade of"2" indicates satisfactory effort on the part of the student.All work is approached with an appropriate degree of seriousness.The student usually finishes assignments on time and usually stays on task.The student usually works at a level commensurate with his/her ability. 3 -An effort grade of"3" reflects insufficient effort on the part of the student. Little attention is paid to completing assignments well and/or on time or to completing them in a manner commensurate with the student's ability. Grade Point Average (GPA): Guidelines for interpreting students' grades with respect to grade point average are provided in School Board Rule 6Gx-13-S5B-1.061.Grade point averages(GPA)are calculated for any of the reasons listed below: High school graduation Charter Schools USA—Parent Handbook 21 August 2021 • Eligibility to participate in interscholastic extracurricular activities • Awards and recognition programs • Placement on the honor roll and/or membership in honor societies • College admissions and scholarship competition Grade and Bonus Point Values:The grade and bonus point values shown in the chart below are used in determining unweighted (without bonus points)and weighted(with bonus points)grade point averages (GPA's) Grade Grade Points Bonus Points Honors Advanced Placement AICE or AP A 4 1 2 2 B 3 1 2 2 C 2 1 1 1 D 1 0 0 0 F 0 0 0 0 Grievance Procedure: If a student or his/her parents feel they have a grievance or complaint, they should do the following: 1. Carefully analyze the problem and be sure to consider all relevant facts. 2. The student should set an appointment with the teacher to discuss. 3. If not resolved, the student should address with the assistant principal or principal. 4. The next step towards resolution would be for the student and parent to set up a meeting with the principal. 5. It the issue needs additional attention, the student and parent should call Kimberly Merchant,the school's Conflict Resolution Designee, at (305)-466-8008. 6. If still unresolved, Ms. Merchant will provide guidance regarding the next step. Hallway Behavior Students should travel through hallways quietly to avoid interrupting ongoing classes. Students should always arrive to class on time. Students are not allowed to show"public displays of affection." Students should walk on the right side of the hallway and keep their hands,feet,and other objects off the corridor walls. Homework Policy The faculty and administration at Don Soffer Aventura High School recognize regular, purposeful homework as an essential component of the instructional process in school. Homework is an integral factor in fostering the academic achievement of students and in extending school activities into the home and the community. Homework assignments should be reflected in the gradebook as practice, not mastery. Honor Roll Requirements The following criteria must be met to achieve honor roll status at DSAHS: 1. Principal's Honor Roll a. Academic Grades: >5.0 weighted GPA b. Citizenship Grades All A's 2. Superior Honor Roll a. Academic Average: > 3.5 weighted GPA b. Academic Grades: All A's and B's c. Citizenship Grades: All A's and B's Charter Schools USA—Parent Handbook 22 August 2021 Honor Roll recipients will be recognized quarterly among their grade level peers. Students will participate in a recognition ceremony held during the day. Iniury An accident report will be completed and filed for accidents. The procedures listed below will be followed for an injured student: • Teachers will send the student to the office if the injury is minor. • Teachers will notify the office if the student is unable to be moved. • School personnel will administer basic first aid. • The parent(s) will be called, and the injury described. For minor injury, the parent will make the decision about retrieving the student from the school. Emergency contact persons will be called if parent cannot be reached. • The Emergency Services will be called for critical injuries that require the type of care that school personnel cannot offer, and the parent or emergency contact will be notified. Instructional Books, Equipment, Materials, and Supplies All textbooks needed by students for school and home learning assignments are furnished by the school. The textbooks issued for student use become the responsibility of the student and/or parent and must be returned at the end of the year in the same condition in which they were issued. Any damaged or lost books must be paid for before another book issued. Any student who has not paid for a lost book, or any other financial obligation(s), may be restricted from participating in non-academic activities, i.e., Prom, Homecoming, Field Trips etc. Students must turn in the textbooks on the day indicated by the teacher at the end of the school year or upon withdrawing from the school. Failure to do so will result in financial obligations being assigned to the student to cover the replacement cost of the unreturned textbooks. Students will be expected to provide all basic supplies such as paper, pencils/pens, notebooks, folders, etc.The supply needs for each class will be provided on the course syllabus provided by each teacher at the beginning of the year. Lost and Found Throughout the school year, items which have been lost are turned in.Anytime a student loses an item, he/she may go to the Main Office to see if it has been turned in and to claim it.There are items that are not claimed.These items are donated periodically to charities. Medication The administering or dispensing of any medicines (including non-prescription medication) to students by employees of the school without specific written authorization by the physician & parents of the student is forbidden. If it is absolutely necessary that the child take any medication while in school, a completed Physician's Form must be turned in to the Main Office. If a Physician's Form is not on file, school personnel will not administer any medication to the student.The parent, however, may come to the school to administer medication personally. A Physician's Form may be obtained from the school office. The medication will be kept in a secured location in the office and, if a signed form is on file, it will be administered by office personnel. Students are not allowed to have any medication (not even over the counter medication) in their possession. Parents must pick-up and drop-off medicine in the office.Students are responsible to come to the office at the appropriate time to ask for their medication. It is not the responsibility of the office staff to remind the student. Parent Teacher Cooperatives(PTCs) Don Soffer Aventura High School truly believes that the involvement of parents in the education of a Charter Schools USA—Parent Handbook 23 August 2021 child is essential. Not only is academic communication important,the volunteer involvement of parents is important to benefit the programs of the school. The PTC is structured in a manner that respects the importance of time with family, engagement in the school community, and the opportunity to enrich the programs of the school for students. Don Soffer Aventura High School PTC will create monthly opportunities for parent involvement on a large scale that will allow parents to assist and volunteer. A major component of the Don Soffer Aventura High School PTC will be the team structure for events, fundraisers and identified needs of the school. A parent can focus their talents and areas of personal enjoyment with the events and opportunities of the school. Don Soffer Aventura High School intends to put these lessons into practice and harness the immense abilities within our school community. School staff members will recruit for parent-teacher teams for events, causes, fundraisers, and school tasks.They can include, but are not limited to fundraising,field trips,class presentations,etc. Don Soffer Aventura High School intends to reach out and tap into your talents and gifts to bring learning to life in our school. Parent Volunteer Hours To further the School's mission and purpose, which includes developing well-rounded, engaged students, active parental participation will be required at the School. Parents are required to participate in their child's education. We have determined that active parental participation is essential to the delivery of educational goals and is the key to the success of the overall program. As a parent or guardian of a student at Don Soffer Aventura High School,you are required to participate in the Parent/Guardian Volunteer Program and must complete 20 volunteer hours for the 15Y child and 30 volunteer hours for two or more children. The School Volunteer Program at DSAHS is responsible for electronic registration, background checks, and the training of volunteers.There are two different levels of volunteerism: LEVEL 1 —Complete a database background check: Class assistants, supervised tutors, chaperone day field trips. LEVEL 2—Complete a fingerprint and background check: Mentor, chaperone overnight trips, coach and PE assistant. Any individual interested in volunteering at Don Soffer Aventura High School must present a current driver's license or government ID and social security card; complete a background check; have an orientation meeting with the volunteer coordinator. The school principal or the principal's designee verifies the completion of the hours and credit is applied to the family's account. At the time of recommitment (usually January) for the following school year, parents are sent a letter notifying them of their progress toward completion of their volunteer hours. Parents are provided with numerous volunteer opportunities which can be completed at the school or at their home, thereby alleviating any possible hardship that may be created for parents that may not be able to complete volunteer hours at the school. School personnel will work closely with each family, individually, to design their volunteer opportunities to meet the needs of their family. Parents are not allowed to volunteer in classrooms (only for special events with consent from administration) Please note: No babies/siblings are allowed while volunteering at school during school hours. Pediculosis(HEAD LICE) and Eye Infections Students will be checked periodically for head lice. Students will be sent home immediately if school personnel suspect lice in his/her hair. Charter Schools USA—Parent Handbook 24 August 2021 The students MAY NOT return to school until treatment has been administered and all nits have been removed from the hair. Upon returning to school,the student will be checked to determine if any nits are still present before admission to class.To prevent an outbreak of head lice, parents are asked to examine the hair of their children weekly, and shampoo frequently. Any eye conditions that do appear to be infectious must be cleared by a doctor in order for the student to return to school.This is for the protection of the student and their classmates. Positive School Culture At Don Soffer Aventura High School, it is the policy that all of its students and school employees have an educational setting that is safe, secure, and free from harassment and bullying. Our school will not tolerate bullying and harassment of any kind. Bullying and harassment,as defined below are prohibited. Definitions: Bullying, including cyberbullying, means systematically and chronically inflicting physical hurt or psychological distress on one or more students or school employees. It is further defined as a pattern of unwanted and repeated written, verbal, or physical behavior, including any threatening, insulting, dehumanizing gesture by an adult or student, that is severe or pervasive enough to create an intimidating, hostile, or offensive educational environment; cause discomfort or public or private humiliation; or unreasonably interfere with the individual's school performance or participation that includes a noted power differential. Pupil Progression Plan Don Soffer Aventura High School will follow the Student Progression Plan for Miami-Dade County Public Schools regarding academic support and enrichment opportunities for our students. For further information, please reference the school's website. Report Card Distribution Report cards will be sent home with the student for Quarters 1, 2, and 3 (see the school calendar for report card issue dates). Report cards for Quarter 4 will be mailed home in mid-June. Please refer to the school's website for information. School Activities and Clubs Students at Don Soffer Aventura High School have the opportunity to participate in a wide variety of activities, including student council, subject-area clubs, honor societies, service clubs, school publications, and class activities. School-sponsored clubs may be curriculum-related or noncurricular- related. Curriculum-related clubs are student groups whose goals are an extension of the activities and objectives in a particular subject area within the school's curriculum. Conversely, noncurricular-related clubs are student groups whose goals are special interest-oriented and not directly related to the curriculum. Meetings of noncurricular-related clubs may be scheduled only at times when instruction is not taking place, either before or after school. School Hours Main Office: 7:15 AM—3:45 PM Student Arrival: 7:00 AM—7:15 AM Early Start 8:00 AM—8:25 AM Regular Start Student Supervision: 7:00 AM —4:00 PM School Safety and Security Safety and security are of paramount importance to Charter Schools USA and Don Soffer Aventura High School. As part of DSAHS's commitment to being a premier educational community, it is our priority Charter Schools USA—Parent Handbook 25 August 2021 to provide a safe and secure learning environment. We all play an important role in helping to maintain this positive atmosphere. As a student you can make a difference. Make a personal commitment not to participate in violence in any way. Do not bully, tease, or spread negative gossip about others. Respect others and value differences. Try to broaden your social circle to include others who are different from you. If someone is threatening you and you feel you are in serious danger,do not take matters into your own hands. Find an adult whom you can trust to discuss the situation or contact school administrators or the police. Don Soffer Aventura High School has a School Resource Officer on campus who is willing to assist you with any concerns. If you know someone is in possession of a weapon or is planning to harm someone else—report him or her. Most of us have learned from an early age that it is wrong to tattle, but in some instances, it is the most courageous thing you can do. Breaking the "code of silence" is the first step in creating a positive school culture.Tell a trusted adult, like a Dean of Students,Assistant Principal, Principal,Teacher,School Counselor,School Resource Officer, Parent,or a Peer Counselor. If you are afraid and believe that telling will put you in danger or lead to retaliation, it is also possible to place an anonymous note in the mailbox outside of our cafeteria or leave an anonymous message at the school or with the police department. Emergency Operations Plans: Student and employee safety are a primary concern of the Miami-Dade County Public School (M-DCPS) System and Don Soffer Aventura High School. The Emergency Operations Plan (EOP)was created to provide school personnel with the necessary leadership skills and knowledge needed to respond to critical incidents or other related emergencies that may occur in our schools/community. DSAHS has a site-specific plan to address all types of critical incidents. This plan addresses the individual needs of the school and provides guidelines for devising methods for communicating with the staff, students, parents/guardians, and the media during a critical incident or an emergency. Some of the protective action procedures include the evacuation of students/staff from the building(s), evacuation of the disabled and, if necessary, the relocation of students/staff from the school campus, lockdown procedures and holding/dismissing students during school and community emergencies. Here are some important tips for parents/guardians to remember during a Critical Incident: • Remain calm • Monitor media outlets for updates and official messages from DSAHS • Do not flood the school with telephone calls • If the school is on lockdown, wait until the lockdown is lifted before going to the school. All DSAHS administrators and Aventura Police officers have been adequately trained in the school EOP and are prepared to respond immediately during a critical incident or emergency to provide safety for all children. Safety Drills: We will continue to ensure students and staff are prepared to quickly make their way to safety in the event of an emergency situation by conducting required numerous "safety drills" during the school year. Fire Drills, Lock-down drills, Active Shooter Drills, Evacuation Drills, etc. Emergency Evacuation:Your child's safety is a top priority.We need to be prepared for the unexpected. We conduct required monthly safety drills and practice extreme weather procedures to prepare us for the possibility of an emergency. Under extreme circumstances should we need to evacuate the building, the local police will assist in determining the location the students would be held. Under no circumstances will parents be allowed to pick up their child at school during an evacuation period. For information during such an emergency, including the student pickup reunification Ian, you may contact Charter Schools USA—Parent Handbook 26 August 2021 CSUSA at 954-202-3500. Please wait patiently for a phone call from our office staff telling you the location and procedure for picking up your child.The local news stations may also be helpful is always helpful with disseminating information regarding evacuations and procedures as well. Students will only be released to the people identified on the Emergency Contact Form. Please bring proper identification (a picture ID) when picking up your child. Keeping this in mind, please notify the office immediately when there is a change in home/cell phone numbers. Screenings In addition, annual screening for at-risk indicators of social emotional concerns is conducted for newly enrolled students and students in grades 1,4, 7, and 10. Any parents who desire to opt out of the screenings, indicated above, for their child shall notify the school in writing. Student Information System All parents will have access to the web-based PowerSchool, a tool to assist in your daily interaction with your child's school life. This tool can be accessed from any computer with Internet access. All that is required is that you have the correct web site address and a valid username and password. An email containing a link and login information for PowerSchool will be sent to all DSAHS parents at the beginning of the school year. Parents can get up-to-date grades, attendance, and tardy records while also having access to email teachers, view school calendars, and see how their student is faring with the State Standards in each class and benchmark tests. It is very important that you keep phone numbers, addresses, and contact information updated. Student Placement Student placements in all classes will be determined by the administrative team, in collaboration with the instructional staff, after careful review of the academic performance and educational needs of the student. A review of assessment data, including, but not limited to, standardized and formative assessments will be considered. Student Records Parents,guardians and students are protected by The Family Educational Rights and Privacy Act and the Florida Statutes from individuals' access to information in students' educational records and are provided the right to challenge the accuracy of these records.These laws provide that without the prior consent of the parent, guardian or eligible student, a student's records may not be released, except in accordance with the provisions listed in the above-cited laws. The laws provide certain exceptions to the prior consent requirement to the release of student records, which include, but are not limited to, school officials with a legitimate educational interest and lawfully issued subpoenas and court orders. Parents, guardians, or eligible students have the right to inspect and review student records annually. Please contact the Main Office for more information about this. Once a student reaches 18 years of age or is attending an institution of post-secondary education, the consent is required from the student only, unless the student qualifies as a dependent under the law. A student enrolled in an Advanced Placement (AP), International Baccalaureate (IB), or Advanced International Certificate of Education (AICE) course who takes the respective AP, IB, or AICE assessment and earns the minimum score necessary to earn college credit, as identified in s. 1007.27(2), meets the requirements of this paragraph and does not have to take the EOC assessment for the corresponding course. Charter Schools USA—Parent Handbook 27 August 2021 Student Rights Students have the right to feel safe from threats and bodily harm. Disruptive behaviors are never acceptable, and when they occur, they will result in exclusion from participation in class activities, detention, suspension or expulsion or other disciplinary action. Parents who have a conflict with a student other than their own child and/or parent are requested to speak to the Administration. At no time may parents approach the student or parent of that student on campus or at any school event. All students and employees will be treated with respect. Slurs, innuendoes, hostile treatment,violence or other verbal or physical conduct against a student or employee will NOT be tolerated. Police will be called when necessary. Suspension and/or Expulsion The Principal may recommend to the Governing Board and the Superintendent of Schools to expel a student for any of the following in accordance with the Miami-Dade County Public School's Code of Conduct: Prior to suspension or expulsion,the student has the right to a fair hearing as outlined by the Code of Conduct. Offenses include, but are not limited to,the following: 1. Fighting or other dangerous and/or disruptive behavior (hitting, kicking, harassing, safety threats, pushing or biting). 2. Possession or use of drugs and tobacco 3. Being under the influence or having alcoholic beverages on school grounds 4. Defacing or vandalism of school property 5. Igniting any flammable substance 6. Continual disruption of class 7. Emotional outburst 8. Profanity 9. Insubordination 10. Disrespect 11. Peer Conflict Teacher Conferences Parents can request a conference by contacting their student's teachers directly. We encourage you to have conferences more often, as effective communication is one of the cornerstones of education. Trespassing Students are not to enter or remain on the school campus after school hours without proper authorization. Violators may be subject to suspension and/or arrest for criminal trespass. Students on campus while on suspension and/or expulsion are subject to additional disciplinary action and arrest for criminal trespass. Please Note:There is no student supervision before 7:00 AM or after 3:45 PM. Intruder Information: If you spot someone in the building who does not have a visitor sticker on their shirt or does not belong on campus, immediately report the person to the nearest faculty or staff member. If you see someone outside the building who looks out of place, immediately go to the nearest faculty or staff member and report the person and their location. Do not,for any reason,open the doors to the school for any individual! Instruct the individual to report to the Main Office where they will receive the necessary visitor's pass to proceed to their location within the school. Severe Weather Information Charter Schools USA—Parent Handbook 28 August 2021 In the event of school closing due to severe weather conditions, parents will be notified through the automated communication system and email. This system informs parents of weather or other emergency events and school functions. Visitors Visitors, including parents, are not permitted to go to their student's classroom unannounced during school hours because this disrupts normal routine and instruction. For the safety and protection of all students,visitors (including parents) must present a valid Driver's License at the front desk. Parents will also sign in and out,state whom they are visiting,state the purpose of the visit,and obtain a pass before proceeding to a classroom (Classroom visits require administrative pre-approval). Cooperation will enable the school to provide a safe and orderly learning environment for all students. Anyone who fails to follow these procedures will be considered a trespasser and is subject to arrest. Charter Schools USA—Parent Handbook 29 August 2021 DON SOFFER AVENTURA HIGH SCHOOL PARENT OBLIGATION 2020-2021 Please complete, sign, and return this page to your student's 15Y period by Friday, September 10, 2021. 1 (We) the parent(s)/guardian(s) of have read and agree to abide by the Code of Conduct and the Dress Code of Don Soffer Aventura High School. I (We) understand that my(our) child is a Miami-Dade County Public School student. WHEREAS, in order to provide my(our) child with a unique educational opportunity; WHEREAS, by choosing to enroll my (our) child at Don Soffer Aventura High School is a decision of my (our) personal choice and not an obligation; WHEREAS, my (our) desire to enroll my (our) child at Don Soffer Aventura High School is premised upon my (our) desire to become an active partner in the education of my(our) child; NOW,THEREFORE, in consideration of the foregoing: 1.As a parent of a student at Don Soffer Aventura High School, my(our)commitment is to abide by the following resolutions: A. To recognize and embrace my role as the primary educator of my child. B. To participate in the parenting workshops as provided bythe school. C. To attend all conferences scheduled with any member of the Don Soffer Aventura High School staff. D. To participate in the Parent Volunteer Program for 20 hours for the first child and 10 hours for each additional child. Recording of volunteer hours will be done on PowerSchool by the parent for credit. % of the hours must be completed before Winter Break and the second % by May V. E. To provide transportation to and from school for my child. I understand that if I am late picking up my child, Don Soffer Aventura High School is not responsible for my child's safety. If my child is continually tardy, I understand that for the benefit of my child's education, he/she may be required to transfer to a school that is more accessible for my child. F. To purchase uniforms for my child from the approved supplier and ensure that my child is wearing the approved uniform daily. G. To supply a lunch, either brown bagged or purchased from the Don Soffer Aventura High School approved vendor, each school day f o r my child. H. To be responsible for timely payment of any fees accrued to my account at the school. 1. To participate in at least one of the many parent groups i.e. PTC, School's Improvement Committee, Fundraising Committee, etc. 2.To do the following things to enhance my (our) child's academic growth, I (we)agree to do the following: A. To read and use the information sent home by the school to keep parents informed of the academic topics to be introduced and studied in the classroom. B. To provide a suitable time and place within the home for homework. C. To assist my child in obtaining and regularly using a library card at the Public Library and allow for at least 60 minutes of homework daily. D. To limit television and video games and phone usage during the week and allow more time for reading, studying and family time. Charter Schools USA—Parent Handbook 30 August 2021 E. To check my child's homework nightly. I (we) understand that participation in the school, as defined above, fulfills the mission of the school by enhancing my child's education and the school community as a whole. I (we) understand that such participation is a contractual obligation to the school and to my(our) child, and that failure or refusal to fulfill this obligation is incompatible with the school's mission.Therefore, a breach of this obligation by you may impact your child's status with the school. Signature of Parent(s)/Guardian(s) Date Acknowledged by: Date Charter Schools USA—Parent Handbook 31 August 2021 DON SOFFER AVENTURA HIGH SCHOOL Handbook Acknowledgement Dear Parent, Please complete the bottom portion of this page and return it to your student's 15Y period teacher by Friday, September 10, 2021. Thank you, Dr. Geoff McKee, Principal Student Name Teacher I acknowledge that I have read the parent handbook. I agree to comply with the policies set forth in this handbook. Parent/Guardian Signature Date Charter Schools USA—Parent Handbook 32 August 2021 Acceptable Internet Use Policy:Student and Parent Agreement Please complete, sign, and return to your student's 15Y period teacher by Friday, September 10, 2021. Student's Last Name, First Name Grade Parent Phone Number Introduction The Internet links thousands of computer networks around the world, giving Don Soffer Aventura High School students access to a wide variety of computer and information resources. Don Soffer Aventura High School does not have control of the information on the internet. Don Soffer Aventura High School and the system administrators do not condone the use of such materials and do not permit usage of such materials in the school environment.There are security systems and filters in place to prevent students from getting to unauthorized sites. If a student does access an unauthorized site, it is a conscious selection and act and may result in the loss of Internet privileges. Don Soffer Aventura High School specifically denies any responsibility for the accuracy or quality of information obtained through its Internet accounts. Your student will learn Internet communication skills including the following: email safety, downloading, files, www, keyword searches, etc. Student Guidelines Students are expected to follow all guidelines stated below as well as those given orally by the staff and to demonstrate ethical behavior in using the network.Care of Don Soffer Aventura High School facilities go hand in hand with using computer hardware, software and the Internet in a responsible manner.Any actions that might harm the computer equipment or software, or impair its effective use, or showing disregard for the proper procedures set up for network access will not be tolerated. 1. Before use, all students will receive an overview of the aspects of security and ethics involved in using the network at Don Soffer Aventura High School. 2. Students may not allow others to use their account name and or their password. To do so is a violation of the Acceptable Use Policy. 3. Any action by a student that is determined by his classroom teacher or a system administrator to constitute an inappropriate use Internet at Don Soffer Aventura High School or to improperly restrict or inhibit others from using and enjoying the Internet is a violation of the Acceptable Use Policy. 4. Transmission of material, information or software in violation of any school district policy, or local, state or federal law is prohibited and is a breach of the Acceptable Use Policy. 5. Any use of the Internet proxy services to circumvent the network filters will result in suspension and loss of Internet privileges. Violating the Acceptance Use Policy may result in: • Restricted network access • Loss of Network access • Disciplinary or legal action including, but not limited to, criminal prosecution under appropriate state and federal laws. Charter Schools USA—Parent Handbook 33 August 2021 In order to ensure smooth system operations, the Systems Administrator has the authority to monitor all accounts. Every effort will be made to maintain privacy and security in this process. Student Access Contract I understand that when I am using the Internet or any other telecommunications environment, I must adhere to all rules of courtesy, etiquette and laws regarding access and copying of information as prescribed by either Federal, State or Local law, Don Soffer Aventura High School, Miami-Dade County Public Schools, and Charter Schools USA. My signature below, and that of my parents, means that I agree to follow the guidelines of the Acceptable Use Policy for the Internet at Don Soffer Aventura High School. Student Name Student Signature Date Acceptable Internet Use Policy: Parent Agreement Please complete, sign, and return this page to your student's 15Y period teacher by Friday, September 10, 2021. A parent must also read and sign this agreement. We ask you to review this policy with your child and to sign the consent form. Your child's teacher has already discussed this policy with your son/daughter. If you would like more information about Don Soffer Aventura High School Internet accounts, please phone the main office. As the parent of this student I have read the Acceptable Use Policy for the Internet for Don Soffer Aventura High School, I hereby give my permission for my child to use the Internet through classroom curriculum projects. Parent Name Parent Signature Date Parent Phone Number Charter Schools USA—Parent Handbook 34 August 2021 DON SOFFERAVENTURA HIGH SCHOOL'S POLICY AND PROCEDURES PROHIBITING DISCRIMINATION, INCLUDING SEXUAL AND OTHER FORMS OF HARASSMENT I. Policy Against Discrimination A. No person shall, on the basis of race, color, religion, gender, age, marital status, disability, political or religious beliefs, national or ethnic origin, or sexual orientation be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any education program or activity, or in any employment conditions or practices conducted by this School, except as provided by law. B. The School shall comply with all state and federal laws, which prohibit discrimination and are designed to protect the civil rights of applicants, employees, and/or students, or other persons protected by applicable law. C. The School shall admit students to programs and classes without regard to race, color, religion, gender, age, national or ethnic origin, marital status, disability or handicap or sexual orientation. II. Policy Against Sexual Harassment or Other Forms of Harassment Prohibited by Law A. The School desires to maintain an academic and work environment in which all employees,volunteers, and students are treated with respect and dignity. A vital element of this atmosphere is the School's commitment to equal opportunities and the prohibition of discriminatory practices. The School's prohibition against discriminatory practices includes prohibitions against sexual harassment, or any other form of harassment based upon a person's membership in a protected class and specifically prohibited by applicable state or federal law.The School forbids sexual harassment, or any other form of illegal harassment, of any employee, student, volunteer or visitor.The School will not tolerate sexual harassment, or any other form of illegal harassment by any of its employees, students,volunteers or agents. B. The prohibition against discrimination including sexual and other forms of illegal harassment shall also apply to non-employee volunteers who work subject to the control of school authorities, and to all vendors or service providers who have access to School facilities. III. Definition of Sexual Harassment A. Prohibited sexual harassment includes, but is not limited to, requests for sexual favors, and other verbal,visual or physical conduct of a sexual nature when: 1. Submission to the conduct is explicitly or implicitly made a term or condition of an individual's employment, academic status, or progress. 2. Submission to or rejection of the conduct by an individual is used as the basis for employment or academic decisions affecting the individual. 3. The conduct has the purpose or effect of having a negative impact on the individual's academic performance or employment, unreasonably interfering with Charter Schools USA—Parent Handbook 35 August 2021 the individual's education or employment, or creating an intimidating, hostile, or offensive educational or employment environment. 4. Submission to or rejection of the conduct by the individual is used as the basis for any decision affecting the individual regarding any term or condition of employment, employment or academic benefits, or services, honors, programs, or activities available at or through the school. B. Types of conduct which are prohibited in the School and which may constitute sexual harassment include, but are not limited to: 1. Graphic verbal comments about an individual's body or appearance. 2. Sexual jokes, notes, stories, drawings, pictures or gestures. 3. Sexual slurs, leering, threats, abusive words, derogatory comments or sexually degrading descriptions. 4. Unwelcome sexual flirtations or propositions for sexual activity or unwelcome demands for sexual favors, including but not limited to repeated unwelcome requests for dates. 5. Spreading sexual rumors. 6. Touching an individual's body or clothes (including one's own) in a sexual way, including, but not limited to, grabbing, brushing against, patting, pinching, bumping, rubbing, kissing, and fondling. 7. Cornering or blocking normal movements. 8. Displaying sexually suggestive drawings, pictures, written materials, and objects in the educational environment. IV. Definition of Other Forms of Prohibited Harassment A. Illegal harassment on the basis of any other characteristic protected by state or federal law is strictly prohibited.This includes verbal or physical conduct that denigrates or shows hostility or aversion toward an individual because of his/her race, color, religion, gender, national origin, age, disability, marital status, citizenship or sexual orientation or any other characteristic protected by law and that: 1. Has the purpose or affect of creating an intimidating, hostile or offensive work or academic environment; 2. Has the purpose or effect of interfering with an individual's work or academic performance; or 3. Otherwise, adversely affects an individual's employment or academic performance. Charter Schools USA—Parent Handbook 36 August 2021 B. Examples of prohibited actions,which may constitute harassment include, but are not limited to, the following: 1. Epithets, slurs or negative stereotyping; 2. Threatening, intimidating or hostile acts, such as stalking; or 3. Written or graphic material that denigrates or shows hostility or aversion toward an individual or group and that is placed on walls or elsewhere on the school premises or circulated in the workplace or academic environment. V. Retaliation Prohibited A. Any act of retaliation against an individual who files a complaint alleging a violation of the School's anti-discrimination policy and/or sexual or illegal harassment policy or who participates in the investigation of a discrimination complaint is prohibited. B. Retaliation may include, but is not limited to, any form of intimidation, reprisal or harassment based upon participation in the investigation if, or filing a complaint of, discrimination. VI. Procedures for Filing Complaint of Discrimination, Sexual Harassment, or Other Form of Illegal Harassment A. Procedures for Filing Complaints 1. Any person who believes that he or she has been discriminated against, or placed in a hostile environment based on gender, marital status, sexual orientation, race, national origin, religion, age or disability by an employee, volunteer, agent or student of the school should within sixty(60) days of alleged occurrence file a written or oral complaint.The complaint should set forth a description of the alleged discriminatory actions/harassment, the time frame in which the alleged discrimination occurred, the person or persons involved in the alleged discriminatory actions, and any witnesses or other evidence relevant to the allegations in the complaint. 2. The complaint should be filed with the school Principal. Complaints filed with the Principal must be forwarded to CSUSA Employee Services within five (5) days of the filing of the complaint. If the complaint is against the principal, the complaint may be filed directly with CSUSA Employee Services. 3. If the complaint is against CSUSA Employee Services,the Chief of Schools, or other member of the School's Board,the complaint may be filed with the School Attorney. B. Procedures for Processing Complaints 1. Complaints filed against persons other than the Chief of Schools or member of the School's Board: a. Upon receipt of the written complaint by CSUSA Employee Services, CSUSA Employee Services shall investigate or appoint an investigator to conduct an investigation of the allegations in the complaint. The investigator shall interview Charter Schools USA—Parent Handbook 37 August 2021 the complainant and the accused; interview any witnesses identified by the complainant, accused, or by other sources;take statements from all witnesses; and review any relevant documents or other evidence. Upon completing a review of all evidence relevant to the complaint, the investigator shall prepare a written summary of the investigation, and make a recommendation to CSUSA Employee Services as to whether there is reasonable cause to believe a violation of the School's anti-discrimination policy has occurred. Copies of documents, evidence and witness statements which were considered in the investigation must be sent to CSUSA Employee Services along with the summary and recommendation. b. If the complaint is against CSUSA Employee Services,the School Attorney shall appoint an investigator, who shall conduct an investigation in the manner set forth in section V1.B.1.a. (above). c. The investigation, summary, relevant documents,witnesses' statements and recommendation should be completed and forwarded to CSUSA Employee Services within thirty(30) days, or to the School Attorney within thirty (30) days, if the complaint is against CSUSA Employee Services. CSUSA Employee Services, or School Attorney, respectively, shall review the investigation summary, evidence and recommendation, and determine within ten (10) days whether there is reasonable cause to believe a discriminatory practice occurred. d. If CSUSA Employee Services or School Attorney determines there is reasonable cause to believe a violation of the nondiscriminatory policy occurred, he or she shall within ten (10) days provide notice of the reasonable cause finding to the complainant and the accused. CSUSA Employee Services or School Attorney shall then review the investigatory file, reasonable cause determination, and all related documents and evidence,to the Chief of Schools. e. If CSUSA Employee Services or School Attorney determines, after a review of the investigation, summary, recommendation and other evidence, that there is no reasonable cause to believe a discriminatory practice occurred, he or she shall provide within ten (10) days notice of the finding of no reasonable cause to the complainant and accused. f. The complainant may request a no reasonable cause finding by CSUSA Employee Services or School Attorney be reviewed by the Chief of Schools within ten (10) days of receipt of this notice.The complainant shall provide a written statement detailing facts in support of his or her disagreement with the determination.The complainant will also be given an opportunity to meet with the Chief of Schools and CSUSA Employee Services/School Attorney to present his or her position.The Chief of Schools and CSUSA Employee Services/School Attorney shall prepare a written memorandum summarizing the content of the conference to be included in the complaint file.The Chief of Schools shall within ten (10)days of receipt of the notice make a final determination as to whether there is reasonable cause to believe a discriminatory practice occurred. g. If review by the Chief of Schools is not timely requested, CSUSA Employee Services or School Attorney's determination of no reasonable cause shall be final. Charter Schools USA—Parent Handbook 38 August 2021 h. The accused may request, within ten (10) days of receipt of a notice of a finding of reasonable cause, that the determination be reviewed by the Chief of Schools. The request must include a written statement expressing the accused's position on the complaint and findings, and address any facts, statements or evidence which he or she submits are inaccurate.The accused will be given an opportunity to meet with the Chief of Schools and CSUSA Employee Services/School Attorney to present his or her position.The Chief of Schools and CSUSA Employee Services/School Attorney must within ten (10) days of receipt of the notice prepare a memorandum summarizing the content of the meeting to be included in the complaint file. i. After providing the opportunity for an informal hearing as referenced in section VI.B.1.h. (above), the Chief of Schools shall evaluate all the evidence, the investigation summary, recommendations and findings, along with any input by the accused and complainant, and make a final determination as to whether there is reasonable cause to support the complainant's allegations. He or she shall then determine any necessary disciplinary, remedial, or other action. Notice of the final disposition of the complaint and any disciplinary and/or remedial action shall within twenty(20) days of the informal hearing be forwarded to the accused and the complainant and the Chairman of the School's Board, and a copy of will be filed with and maintained in the office of Charter Schools USA Senior Director of Human Resources. 2. Complaints against School Board Members. a. Complaints against the School's Board Members shall be filed with the School Attorney.The School Attorney will within twenty(20) days appoint an outside, independent investigator to conduct an investigation and make a recommendation as to whether a discriminatory practice has occurred. It is recommended, but not mandatory, that the investigator be an attorney familiar with federal and state law prohibiting discrimination on the basis of a protected status. b. The complainant and accused shall be interviewed by the outside investigator. Both shall provide written lists of witnesses to be interviewed, and documents or other evidence to be reviewed as relevant to the complaint.The investigator shall interview all witnesses identified by the complainant or accused, in addition to witnesses with relevant knowledge which the investigator may discover from other sources.The investigator shall also review relevant documents and other evidence.The investigator shall within twenty(20) days of receiving the complaint prepare a written summary of his or her investigation, and a recommendation to the School Attorney as to whether there is reasonable cause to believe that a discriminatory practice may have occurred. c. If reasonable cause is recommended by the investigator against a School's Board Member,the recommendation shall within twenty (20) days be forwarded to the Chairman of the DSAHS Governing Board to determine if there is evidence that a misfeasance or malfeasance of office occurred.The DSAHS Governing Board will be responsible for taking any necessary action in accordance with applicable law with reference to an elected official. Charter Schools USA—Parent Handbook 39 August 2021 d. A finding of no reasonable cause by the outside investigator,which is reviewed and confirmed by the School Attorney, shall be final and a copy will be forwarded to the Chairman of the DSAHS Governing Board. In compliance with Florida Statute,the investigation file shall become public record and the School's Board Member shall answer to their constituency. 3. Penalties for confirmed Discrimination or Harassment a. Student-A substantiated allegation of discrimination or harassment against a student shall subject that student to disciplinary action consistent with the Code of Student Conduct. b. Employee or Volunteer-A substantiated allegation of discrimination or harassment against an employee may result in disciplinary actions including termination and referral to appropriate law enforcement authorities. A volunteer shall be removed from service and a referral may be made to appropriate law enforcement authorities. 4. Limited Exemption from Public Records Act and Notification of Parents of Minors a. To the extent possible, complaints will be treated as confidential and in accordance with Florida Statutes and the Family Educational Rights and Privacy Act (FERPA). Limited disclosure may be necessary to complete a thorough investigation as described above.The School's obligation to investigation and take corrective action may supersede an individual's right to privacy. b. The parents of a person under the age of 18 who has filed a complaint of discrimination and/or harassment shall be notified within three (3) days of receipt of a complaint. DSAHS shall conspicuously post its Notice of Non-Discrimination and Non-Harassment and the name and telephone number of the employee responsible for compliance with such policies at its facilities subject to its discretion regarding placement. CSUSA Employee Services Charter Schools USA 800 Corporate Drive, Suite 700 Ft. Lauderdale, FL 33334 (954) 202-3500 Charter Schools USA—Parent Handbook 40 August 2021 Governing Board Facilitator Governing Board Ronald J.Wasson Mayor Enid Weisman City Manager Vice Mayor Dr.Linda MarRJ Connnissioner Jonathan Evans _ �v itJonathanC Clerk Connnnissioner Rachel S.Friedlland 4'��4 50 Ellisa L.Horvath MMC Conunissioner Denise Landman Commissioner Marc Narotsky nON SOFFER City Attorney Commissioner Robert Shelley (-� AV E N T U RA Weiss Scrota Hellman HIGH SCHOOL Cole&Bierman 2022 PROPOSED MEETING SCHEDULE FOR DSAHS GOVERNING BOARD The City Commission, acting in its capacity as the Governing Board for the Don Soffer Aventura High School (DSAHS), proposes to meet on the following dates and times: Don Soffer Aventura High School February 17, 2022 Following 9.00 a.m. (DSAHS) Governing Board ACES Governing Board Meeting Mtg. Don Soffer Aventura High School May 19, 2022 Following 9.00 a.m. (DSAHS) Governing Board ACES Governing Board Meeting Mtg. Don Soffer Aventura High School July 21, 2022 Following 9.00 a.m. (DSAHS) Governing Board ACES Governing Board Meeting Mtg. Don Soffer Aventura High School September 16, 2022 Following 9.00 a.m. (DSAHS) Governing Board ACES Governing Board Meeting Mtg. Meetings will be held at the Aventura Government Center (19200 W. Country Club Drive, Aventura, Florida) unless otherwise noted on the applicable agenda.