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09-30-2021 DSAHS Governing Board Meeting Agenda Governing Board Facilitator Governing Board Ronald J.Wasson Mayor Enid Weisman AM City Manager Vice Mayor Dr.Linda Marks Commissioner Jonathan Evans > City Clerk Commissioner Rachel S.Friedland "-'eq 5 10 Ellnsa L.Horvath,MMC Commissioner Denise Landman Commissioner Marc Narotsky DON SOFFER City Attorney Commissioner Robert Shelley (--� ,AV E N T U RA Weiss Scrota Hellman HIGH SCHOOL Cole&Bierman DON SOFFER AVENTURA HIGH SCHOOL GOVERNING BOARD REGULAR MEETING AGENDA SEPTEMBER 30, 2021 Following 10 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. PLEDGE OF ALLEGIANCE 3. APPROVAL OF MINUTES • July 22, 2021 Regular Meeting • August 17, 2021 Special Meeting 4. MOTION APPROVING THE 2021-2022 FLORIDA INSTRUCTIONAL CONTINUITY PLAN (ICP) FOR THE DON SOFFER AVENTURA HIGH SCHOOL 5. MOTION APPROVING THE 2021-2022 OUT-OF-FIELD WAIVERS FOR THE DON SOFFER AVENTURA HIGH SCHOOL 6. MOTION APPROVING THE UPDATED DON SOFFER AVENTURA HIGH SCHOOL FAMILY HANDBOOK FOR 2021-2022 7. SCHOOL UPDATES — DSAHS PRINCIPAL DR. GEOFF MCKEE 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. CITY OF "ENTURA OFFICE OF THE CITY CLERK MEMORANDUM TO: City Commission, Acting in its capacity as the Governing Board for the Don Soffer Aventura High School (DSAHS) FROM: Ellisa L. Horvath, MMC, City Clerk � � DATE: September 24, 2021 SUBJECT: Approval of Minutes September 30, 2021 DSAHS Governing Board Meeting Agenda Item 3 RECOMMENDATION It is recommended that the City Commission, acting in its capacity as the Governing Board for the Don Soffer Aventura High School (DSAHS), approve the attached minutes as provided by the City Clerk, for the Governing Board meetings held in July and August. BACKGROUND Meetings were held and minutes have been provided for Commission/Board approval for the following: • July 22, 2021 DSAHS Governing Board Regular Meeting • August 17, 2021 DSAHS Governing Board Special Meeting Should you have any questions, please contact me. /elh attachments DON SOFFER - �' IAVEMTURA HIGH SCHOOL �S r` DON SOFFER AVENTURA HIGH SCHOOL GOVERNING BOARD REGULAR MEETING MINUTES J U LY 22, 2021 Following 9:00 a.m. ACES Governing Board Meeting Aventura Government Center 19200 West Country Club Drive Aventura, FL 33180 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 9:50 a.m. The roll was called and the following were present: Mayor Enid Weisman, Vice Mayor Dr. Linda Marks, Commissioner Jonathan Evans, Commissioner Rachel S. Friedland, Commissioner Denise Landman, Commissioner Marc Narotsky, Commissioner Robert Shelley, 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 —April 15, 2021: A motion for approval of the meeting minutes was offered by Commissioner Narotsky, seconded by Commissioner Evans, and passed unanimously, by roll call vote. 3. DSAHS 2021-2022 MENTAL HEALTH PLAN: Mr. Wolpin read the following motion: A MOTION APPROVING THE 2021-2022 MENTAL HEALTH PLAN FOR THE DON SOFFER AVENTURA HIGH SCHOOL AND AUTHORIZING THE EXECUTION OF NECESSARY DOCUMENTS. A motion for approval was offered by Commissioner Evans and seconded by Commissioner Friedland. Rachel Wind ler-Freitag, South Florida Deputy Director Charter Schools USA, reviewed the Mental Health Plan, as required by the State. Mayor Weisman opened the item for public comment. There being no comments, the item was closed for public input. The motion passed unanimously, by roll call vote. 4. DSAHS 2021-2022 THREAT ASSESSMENT POLICY AND MASTER SAFETY PLAN: Mr. Wolpin read the following motion: Don Soffer Aventura High School (DSAHS) Governing Board Regular Meeting Minutes July 22, 2021 A MOTION APPROVING THE 2021-2022 THREAT ASSESSMENT POLICY AND MASTER SAFETY PLAN FOR THE DON SOFFER AVENTURA HIGH SCHOOL. A motion for approval was offered by Commissioner Friedland and seconded by Commissioner Shelley. Rachel Wind ler-Freitag, South Florida Deputy Director Charter Schools USA, reviewed the Threat Assessment Policy and Master Safety Plan. Mayor Weisman opened the item for public comment. There being no comments, the item was closed for public input. The motion passed unanimously, by roll call vote. 5. DSAHS 2021-2022 PARENT/STUDENT HANDBOOK: Mr. Wolpin read the following motion: A MOTION APPROVING THE 2021-2022 PARENT/STUDENT HANDBOOK FOR THE DON SOFFER AVENTURA HIGH SCHOOL. A motion for approval was offered by Commissioner Narotsky and seconded by Commissioner Evans. Principal Dr. Geoff McKee reviewed the Parent/Student Handbook. The following additional items were discussed: including the Board in the formation of future handbooks, notifying the City Manager of any transportation issues, updating the bell schedule, including all updates, and reviewing the dress code policy regarding hair. Mayor Weisman opened the item for public comment. There being no comments, the item was closed for public input. The motion passed unanimously, by roll call vote. 6. DSAHS 2022 GOVERNING BOARD PROPOSED MEETING SCHEDULE: Mr. Wolpin read the following motion: A MOTION APPROVING THE 2022 PROPOSED MEETING SCHEDULE FOR THE DON SOFFER AVENTURA HIGH SCHOOL GOVERNING BOARD. A motion for approval was offered by Commissioner Narotsky and seconded by Commissioner Friedland. Mr. Wasson reviewed the proposed meeting schedule for 2022, which he explained was tentative. Page 2 of 3 Don Soffer Aventura High School (DSAHS) Governing Board Regular Meeting Minutes July 22, 2021 At the prior Governing Board Meeting (ACES), it was suggested that the meetings be scheduling on separate dates from the Commission meetings or workshops. Mayor Weisman opened the item for public comment. There being no comments, the item was closed for public input. The motion passed unanimously, by roll call vote. 7. SCHOOL UPDATES — DSAHS PRINCIPAL DR. GEOFF MCKEE: Principal Dr. Geoff McKee provided an update on the following topics: Curriculum, Enrollment (Current and Plan for Future), Facility, Honor Roll, Orientation (August 17), Ray Dass Scholars, Schedule, and Staffing. The following additional items were discussed: expanding the school enrollment to accommodate additional students, out-of-country learning and FTE funding, remote learning for quarantined students, vaccine encouragement for students, basketball and fitness room, cleaning protocol, critical race theory, and invitation to attend the back to school event. A motion to authorize the City Manager to work with the City Attorney and Charter Schools USA to amend the School's Charter to expand to 900 students was offered by Commissioner Friedland, seconded by Commissioner Evans, and passed unanimously, by roll call vote. Mr. Wasson will provide a cost analysis outlining the City's contribution to the school and any anticipated change for additional students. 8. OTHER BUSINESS: None. 9. ADJOURNMENT: There being no further business to come before the Commission as the Governing Board, a motion to adjourn was offered by Commissioner Narotsky, seconded by Commissioner Evans, and unanimously approved; thus, adjourning the meeting at 10:36 a.m. Ellisa L. Horvath, MMC, City Clerk Approved by the City Commission, acting in its capacity as the Governing Board for DSAHS, on September 30, 2021. Page 3 of 3 DON SOFFER - �, IAVEMTURA HIGH SCHOOL �S r` DON SOFFER AVENTURA HIGH SCHOOL GOVERNING BOARD SPECIAL MEETING MINUTES AUGUST 17, 2021 Following 10:00 a.m. ACES Governing Board Meeting Aventura Government Center 19200 West Country Club Drive Aventura, FL 33180 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 11:49 a.m. The roll was called and the following were present: Mayor Enid Weisman', Commissioner Jonathan Evans, Commissioner Rachel S. Friedland, Commissioner Denise Landman, Commissioner Marc Narotsky2, Commissioner Robert Shelley, City Manager Ronald J. Wasson, City Clerk Ellisa L. Horvath, and City Attorney David M. Wolpin. Vice Mayor Dr. Linda Marks was absent3. As a quorum was determined to be present, the meeting commenced. 2. PLEDGE OF ALLEGIANCE: The Pledge was done at the prior meeting. 3. DISCUSSION AND MOTION APPROVING THE 2021-2022 WELCOME BACK TO SCHOOL PLAN FOR THE DON SOFFER AVENTURA SCHOOL: Principal Dr. Geoff McKee reviewed the Plan covering the following items: Message from Principal, Governing Board Recognition, Innovative Learning Opportunities, School Safety Measures & Protocols Option A and Option B, School Community Protocols, Athletic and Extracurricular Activity. The Board/City Commission provided general comments, while Principal Dr. McKee highlighted the differences from the ACES Welcome Back to School Plan. Mayor Weisman opened the item for public comment. There being no comments, Mayor Weisman closed the item for public input. ' Participated via virtual communications media technology. 2 Participated via virtual communications media technology. Although absent for the meeting,Vice Mayor Dr.Marks was present at the ACES Governing Board Meeting during the discussion and was part of the consensus approval on the two amendments for Item 3. Don Soffer Aventura High School (DSAHS) Governing Board Special Meeting Minutes August 17, 2021 A motion to approve the Plan as presented, with the two amendments4 as approved through unanimous consensus at the ACES Governing Board Meeting, was offered by Commissioner Shelley and seconded by Commissioner Narotsky. The motion passed unanimously, by roll call vote, with Vice Mayor Dr. Marks absents. 4. DISCUSSION AND MOTION APPROVING THE 2020-2021 SCHOOL ACCOUNTABILITY GRADE/SCHOOL IMPROVEMENT RATING FOR THE DON SOFFER AVENTURA HIGH SCHOOL: Mr. Wasson reviewed the option for DSAHS to opt-out of the 2020-2021 School Accountability Grade/School Improvement Rating, which most schools in Miami-Dade County were doing due to the effects of the COVID-19 pandemic on learning. A motion to opt-out of the 2020-2021 School Accountability Grade/School Improvement Rating was offered by Commissioner Narotsky and seconded by Commissioner Landman. Principal Dr. McKee provided comments in support of opting out. Mayor Weisman opened the item for public comment. There being no comments, Mayor Weisman closed the item for public input. The motion passed unanimously, by roll call vote, with Vice Mayor Dr. Marks absent. 5. OTHER BUSINESS: The City's recent public service announcements in favor of vaccination efforts were discussed and members of the public were encouraged to share them. 6. ADJOURNMENT: There being no further business to come before the City Commission as the Governing Board, a motion to adjourn was offered by Commissioner Shelley, seconded by Commissioner Narotsky, and unanimously approved; thus, adjourning the meeting at 12:05 p.m. Ellisa L. Horvath, MMC, City Clerk Approved by the City Commission, acting in its capacity as the Governing Board for DSAHS, on September 30, 2021. 4 1. Amend the Safe & Innovative Learning Experience (Mobile Classroom)to provide for student participation in extended learning for certain core courses with a 24-hour notice of illness. 2. Select the School Safety Measures & Protocols Option B,with modifications to require masks with substantial medical condition exceptions. s Although absent for the vote for approval of the Plan, Vice Mayor Dr. Marks was present at the ACES Governing Board Meeting during the discussion and was part of the consensus approval on the two amendments. Page 2 of 2 CITY OF "ENTURA OFFICE OF THE CITY MANAGER MEMORANDUM TO: City Commission, acting in its capacity as the Governing Board for the Don Soffer Aventura High School (DSAHS) FROM: Ronald J. Wasson, City Manager er DATE: September 24, 2021 SUBJECT: Florida Instructional Continuity Plan for the Don Soffer Aventura High School (DSAHS) September 30, 2021 ACES Governing Board Meeting Agenda Item 4 RECOMMENDATION It is recommended that the City Commission, acting in its capacity as the Governing Board for the Don Soffer Aventura High School (DSAHS), approve the attached Florida Instructional Continuity Plan (ICP) prepared by Charter Schools USA. BACKGROUND The ICP is due to the Florida Department of Education (FLDOE) on September 30, 2021. The plan aligns with the requirements from the FLDOE whose direction was clear on the content they were requesting. Accordingly, there may not be much possibility for major revisions. If you have any questions please feel free to contact me. RJW/act Attachment CCO2007-21 FLORIDA DEPARTMENT OF EDUCATION fidoe.org FLORIDA INSTRUCTIONAL CONTINUITY PLAN ( ICP) 2021m2022 Local Educational Agency pity of Aventura Charter School Pon SofferAventura High School Submitted by Dr. Geoff McKee, Principal The Florida Department of Education (FDOE) developed an Instructional Continuity Framework that consists of ten components outlined below, each of which has a series of development activities.These components will serve as guidance resources for each Florida Local Educational Agency(LEA) to develop and refine their own Instructional Continuity Plan (ICP). LEAS and charter schools are encouraged to review the content in this portal and use it to support their ICP development. For questions about this information or the process of developing your ICP, please reach out to instructionalcontinuityplan@fldoe.org. ICP Framework Components The graphic below illustrates ten ICP components, each of which falls under one of the four broader categories at the top of the graphic: Academics,Technology, Operations and Communications. M W M Lead—h ip and fTechnDlDgy and Cantiuuation Im ergency and Planning Technical S�huul Onguing k.Man.e Op—t:.ns C.— ni.atians Cure i�ulum Rewurr•e�fdigital fiber Ser•u rity Content Proksslonel Cnigaging Lem Lrning Students with Lirn itrd A— IM1s W tbhrial P rstiioes Parent and Fam il4 5u pport The ICP Guidance document provides an accompanying general description of each component and a checklist of items that should be represented in the ICP.This tool is provided to LEAS and charter schools to assist in designing and refining ICPs across the state of Florida. For each component, LEAS and charter schools will create and insert their plan in the designated fields for the corresponding ICP components. LEAS and charter schools may also include supporting documents for each component if necessary. LEAS and charter schools will use this document to create their plans and, upon completion, transfer the information to the ICP Portal between 9/24/21 and 9/30/21. Charter School organizations who are not considered one of Florida's LEAS will use this ICP template to create and submit their plans to their LEA. ACADEMICS Component 1: Leadership and Planning The language in the ICP should: Specify LEA or charter school personnel who will serve on a cross- functional planning team; Identify desired outcomes or goals of the ICP; Define the critical success factors (CSFs) that determine achievement of the ICP desired outcomes or goals; Develop the action plans needed to address the CSFs, including the protocols and execution steps for the ICP; Develop a process for evaluating the effectiveness of the ICP. The cross-functional planning team for our ICP (Instructional Continuity Plan) includes, but is not limited to, the Principal, Assistant Principal, Teacher Leaders, ESE Lead, ELL Coordinator, and Technician. In addition, CSUSA state team personnel, including but not limited to, Deputy Directors, Curriculum Specialists, State Director, will provide guidance, resources, tools and support to the school teams. Our plan for instructional continuity allows for uninterrupted learning in the event students are placed on a stay-at-home order, as per Emergency Rule 6AER21-01. Students will be able to receive high quality educational instruction during this time to avoid learning loss until they meet the requirements to return in person. To ensure continuity of learning for all students, teachers will be equipped and prepared to deliver instruction to mobile students using the digital tools outlined below if the school, classroom, or individual students face emergency disruptions due to requirements to stay home. The Critical Success Factors (CSFs)that we will use as metrics to determine achievement of the ICP include, but are not limited to: 1. Student assessment data from ACT, AP, AICE, EOC, FSA, IFA, NWEA, PSAT, SAT, iReady, and classroom mastery grades. 2. Connectivity and devices provided for all students in need 3. Digital instructional resources (Schoology, Zoom and Teams usage) 4. Student attendance (Q coding based on student engagement) Our innovative Mobile Classroom allows teachers and students to utilize interactive technology to stream for remote/mobile students at any time. The implementation of the school's ICP is monitored and owned by the Principal. The entire cross-functional team will meet regularly to assess and evaluate the effectiveness and identify any improvements that are needed. Attendance will be taken daily based on student presence and engagement. For students on a stay-at-home order, participation and engagement in digital platforms will be monitored by the classroom teacher(s). We closely monitor performance to provide individualized lessons supportive of student abilities. Teacher training will be ongoing throughout the school year. School personnel, as directed by the building principal, will establish a process to ensure the continuity of standards-based assessments being administered to students on a stay-at-home order. These assessments will be analyzed by the school instructional team to identify learning deficits and remedial learning plans for students who are failing to make adequate progress. Student connectivity will be monitored daily to ensure equitable access for all students. Component 2: Curriculum Resources/Digital Content The language in the ICP should: Reaffirm desired outcomes, goals, and instructional strategies of the remote learning program; Confirm LMS providers and if selecting a new provider, schedule product demonstrations; Delegate a cross-functional team to monitor the performance of the LMS and make recommendations for improvements or modifications; Provide ongoing training and professional learning ensuring new hires are included; Allow planning time (two to three months) for teachers and instructional staff to become familiar with digital content to be used within the LMS, including appropriate instructional supports, e.g., coaching. Our plan for instructional continuity allows for uninterrupted learning in the event students are placed on a stay-at-home order, as per Emergency Rule 6AER21-01. Students will be able to receive high quality educational instruction during this time to avoid learning loss until they meet the requirements to return in person. To ensure continuity of learning for all students, teachers will be equipped and prepared to deliver instruction to mobile students using the digital tools outlined below if the school, classroom, or individual students face emergency disruptions due to requirements to stay home. Mobile classrooms allow us to stream live lessons for students when needed, using our existing web conferencing programs and our 360-degree cameras. This has been a successful initiative our schools began in Fall 2020 and will continue to leverage to ensure equitable learning for all students in both synchronous and asynchronous formats. CSUSA FL schools will ensure students have access to existing digital/print materials and instructional activities throughout a stay-at-home order. K-5 students may experience less asynchronous mobile lessons than 6-12 students, depending on their independence levels in the learning management system. They will have consistent access to all materials through Clever and Schoology, remaining engaged in learning, and continuing to work toward attainment of key grade level/subject area standards. Our mobile classrooms ensure all students have access to our guaranteed and viable curriculum through our existing learning management system (i.e. Schoology)and web conferencing programs (Zoom or Teams). Schoology has provided our schools with a versatile platform for content delivery, communication, collaboration, and professional development. Microsoft Teams and Zoom serve as our web conferencing programs and bring conversations, content, and assignments together in one place. These platforms require users to use single sign-on credentials for authentication. Our CSUSA state team will continue to gather feedback and performance issues through our help ticket system. School support requests that are identified with 'Problem' status (issues that impact more than 3 people across multiple locations)or identified via solicited surveys. General end user feedback is reviewed by the State IT Team for solution and/or enhancement viability. If determined as viable, the State IT team engages the necessary vendors for review, testing, and when ready communication is sent to stakeholders. Professional development for teachers includes, but is not limited to, both synchronous and asynchronous learning opportunities, modeling of instructional strategies, mobile and in-person coaching cycles and specialized content training as some examples. Ongoing professional development for Deans and Curriculum Resource Teachers will continue to focus on analyzing data and progress monitoring, as well as best practices and instructional strategies for students. School leaders will provide regular feedback to teachers, developing their pedagogy and ultimately improving the quality of instruction for all students. Each school will provide the necessary professional development to teachers for delivering instruction for interventions with fidelity across all learning models. All teachers are provided opportunities to engage in our Mobile Classroom PD Series through synchronous webinar experiences or asynchronous pre-recorded trainings that will be posted in Schoology for school instructional teams to share. New teacher onboarding includes, but is not limited to, professional learning for student and staff systems that are used in the mobile classroom, regardless of whether students are in person or on a stay-at-home order. To the greatest extent possible, all CSUSA Florida schools will utilize instructional resources, software, and platforms already established as classroom instructional tools in the delivery of quality instruction. In the event a new digital platform or program is introduced, instructional leadership teams will provide step-by-step instructions and modeling for effective use, and will plan for office hours for teacher support. Examples of digital content that may be used in addition to core curriculum: iReady, Imagine Learning, Reading Plus, Lexia, Realize (Pea rson/EasyBridge), Edgenuity, Edmentum, USATestprep, Dreambox, Penda, Study Island, NewsELA, BreakOUT EDU, Brain Pop, CK12, Stemscopes, EverFi, SMART Learning Suite, Raz Kids, Khan Academy, etc. Our Curriculum Resource Teachers (CRTs) engage struggling teachers in coaching cycles that may be focused Component 3: Professional Learning The language in the ICP should: Provide leaders and instructional staff multiple survey opportunities to determine actual needs regarding professional learning;Arrange time for professional learning opportunities for school leaders and staff, keeping in mind best practices for adult learners; Provide for implementation of professional learning for educational staff;Assess the effectiveness of professional learning efforts to continuously improve the process and provide relevant opportunities in the future. Schools complete a strategic plan, inclusive of their needs assessment, in order to focus on continuous school mprovement. CSUSA state team members support the schools in these strategic initiatives and instructional eeds. Surveys may be administered to school leaders, teachers and support staff on professional development eeds to best support students. CSUSA FL network will identify training needs for specific educational platforms t each school and coordinate, host and/or facilitate these training for curriculum teams and/or teachers. SUSA FL network will provide comprehensive, ongoing, robust professional learning opportunities to CSUSA FL Schools to ensure that teachers and leaders are supported in implementing best practices. Each school will rovide the necessary professional development to teachers for delivering instruction for interventions with fidelity. Schools will have flexibility to provide a variety of ongoing training opportunities for teachers (a combination of in erson and mobile options), including but not limited to, after school, during school, early release days (when applicable) and professional development days. Content training is also provided for teachers through the earning management system, focused on standards-based instruction, data analysis, student engagement and argeted instruction for all students. rainings include the use of digital instructional materials or instructional technologies to create a blended earning environment and highlight how specific resources can be used in the mobile classroom. Ongoing rincipal/Assistant Principal Leadership Academies will focus on analyzing data and progress monitoring, as well s best practices and instructional strategies for students.All teachers are provided opportunities to engage in our obile Classroom PD Series through synchronous webinar experiences or asynchronous pre-recorded trainings hat will be posted in Schoology for school instructional teams to share. Professional development for teachers ncludes, but is not limited to, both synchronous and asynchronous learning opportunities, modeling of nstructional strategies aligned to their grade band, mobile and in-person coaching cycles and specialized content raining as some examples. School leaders will provide regular feedback to teachers, developing their pedagogy nd ultimately improving the quality of instruction for all students. ioneer educators, those with extensive background in online and hybrid delivery modalities, are identified and ill provide support to teachers new to (or struggling with) the online/hybrid experience. CSUSA FL schools will xtend the reach of their best teachers, whom we call Pioneer Educators, to support quality instruction for all tudents. The school will continue to model and support the use of the current LMS for teachers during rofessional development opportunities. Targeted support may also be provided to new teachers/leaders, as eeded, around specific skills to support staff and student success. ach school participates in CSUSA's Master Schedule Analysis process which discusses the effectiveness of nstructional practices and programming within all modalities of learning for students. Frequent professional evelopment for Deans and Curriculum Resource Teachers with a focus on analyzing data and progress onitoring, as well as best practices and instructional strategies for students. Each school will facilitate in-house LCs and data chats to ensure student and classroom performance is analyzed and addressed with intentional adjustments to instructional practices (how to effectively use the data to drive instruction and ensure academic growth for all students). Stakeholder survey data will be analyzed to address strengths and gaps noted by arents, students and staff. Component 4: Instructional Practices The language in the ICP should: Identify needs of educators relative to online and hybrid teaching experience and expertise; Determine which teachers have extensive background in these delivery models, and which will need more help; Develop guidance, resources, and training on the best practices for distance/hybrid education delivery for those who need help onboarding to these practices; Implement professional learning about best practices for hybrid teaching for educational staff; Assess the effectiveness of delivery methods and alter strategies as needed to engage all students. The needs of educators revolve heavily around professional learning. They require professional development to support the continued use of Schoology, our primary LMS, as well as digital curriculum resources. Learning opportunities will be provided to support best practice for when students need to engage in the classroom as a mobile learner. Differentiated professional development opportunities to support teachers new to the mobile learning experience, will be a focus. Training will also be differentiated by grade level to ensure teachers are receiving appropriate content and resource training based on what courses and grade levels they teach. Continuous modeling and training for the digital tools provided, including Schoology, Zoom/Teams and 360 degree Owl cameras, will allow teachers to gain confidence as they engage their students at home within the mobile classroom experience. Pioneer Educators, those with extensive background in online and hybrid delivery modalities, are identified and ill provide support to teachers new to (or struggling with)the online/hybrid experience. CSUSA FL schools will extend the reach of their pioneer educators to support quality instruction for all students. Teachers will be able to provide school leadership teams with feedback to identify targeted support needs. Training is provided during New Teacher Induction (NTI) and Returning Teacher Orientation (RTO)for mobile learning best practices. Mid-year NTI/RTO sessions will be provided for appropriate onboarding of new staff. State team members continue to train/support CRTs throughout the year during Curriculum Cadre meetings with implementation of synchronous and asynchronous mobile learning best practices. Process documents and how-to videos are provided for teachers and school teams to reference regarding implementation and best practices. The domains on our Teacher Feedback and Evaluation Tool (TFET) include regular feedback on instruction in a digital learning environment. Leadership will continue to monitor pedagogical strategies through frequent classroom observations. Stakeholder survey data will be analyzed to address strengths and gaps noted by parents, students and staff. Component 5: Parent and Family Support The language in the ICP should: Identify the household technology capabilities and needs of students and their families; Establish effective two-way lines of communications with parents and families of students using a variety of media; Provide guidance and direction to students, parents, and families on how to create distraction-free learning environments at home that are conducive to learning; Develop and communicate to staff and parents/families the protocols for providing special education services and accommodations for students in need; Develop a plan to conduct regular outreach and wellness checks to help support the health and safety of students and their families; Develop a plan to ensure that the needs of special student populations, e.g., ESE, ELL, homeless, etc., are being supported in keeping with the requirements of IEPs and other educational specification documents. The school has a process in place to identify technology capabilities and needs of students and their families. This process will allow the school to equip families in need with loaner devices, including hotspots and iPads/laptops, for use should students need to learn from home due to a stay-at-home order. The school will identify these needs early, to allow those devices to be deployed rapidly should the need arise. The school may provide family information sessions or process documents in multiple languages to give parents guidance on how to access school instructional continuity platforms, including but not limited to the Learning Management System, electronic gradebook and instructional software programs through Clever. In addition to school email, school staff will send communication to families through School Messenger and/or updates will be posted within the Learning Management System platform. School staff will welcome communication with families via web conferencing platform, phone and text. The school may post on its website sharing the various ways that students and families can connect to the school, as well as the mechanism that the school will use to communicate information to the students and their families. During family information sessions, the school may share strategies on how to create distraction-free learning environments that are conducive to learning. Families will be provided digital citizenship guidance to ensure proper and appropriate use of devices and/or content. The school, in alignment with procedures required by the LEA,will continue to provide special education services and accommodations for students who may need to learn from home. ESE service providers will have web-conferencing links available to share with students and families so that they can join their scheduled sessions via mobile platform. Teachers have been provided tools and strategies that can be used to provide students their accommodations, even when learning from home. These will also be shared with families during family information sessions. The school will identify a staff member or create a committee that will be responsible for monitoring student attendance to ensure that every student is accounted for and participating in their education. If a student is learning from home, student engagement/participation will be monitored through conversations with the student's teachers and work submission via the school's learning management system. If students display a pattern of non-attendance or are not participating in school via our mobile opportunities, the school will reach out to the families in multiple ways (certified letters, phone calls, emails, home visits, etc.)and conduct wellness checks when necessary. The school will engage local agencies and officials as needed to conduct the wellness checks, ensuring the health and safety of students and their families. The educational needs of special populations students, including those who are economically disadvantaged, migrant, homeless, in foster care, students with disabilities, and students who are English Language Learners will continue to be supported in the event of any stay-at-home orders. Special education services, related services and accommodations will continue to be delivered to students who may be on a stay-at-home order to ensure the provision of a free and appropriate public education. IEP/504/EP meetings will continue to be conducted with an option for team members to join through a web-conferencing platform, in accordance with LEA guidelines. Screening and evaluation of students will also continue following LEA parameters. CSUSA FL Schools will continue to follow LEA guidelines and procedures related to registration and identification of English Language Learner(ELL) students. ELL students will continue to receive instruction that is equal to the instructional quality, content, and scope that native English speakers will receive while on a stay-at-home order. All educational programming will comply with all applicable federal, state and local laws, statutes, and guidelines. ELL committee meetings may be convened based on a review of the progress monitoring data to determine appropriate ESOL services and additional interventions that may be warranted. The school will continue to provide robust progress monitoring and requisite interventions to all students,with tiered support for students not making adequate progress. The school will continue to provide supplemental services (after school, weekend, TECHNOLOGY Component 6: Technology and Technical Support The language in the ICP should: Identify the technology staff members who will be key to the ICP planning process; Determine the robustness of the technology infrastructure for delivering synchronous and asynchronous instruction with crashes or other service disruptions, and upgrade as needed; Determine which students will need devices (if the LEA or charter school does not already have a 1:1 initiative); Survey students and families to determine which are in need of internet access and provide this access as needed; Provide devices that will support the digital curriculum and also complies with Free and Appropriate Public Education (FAPE); Identify and implement a web content filtering solution for all devices used by students and staff; Identify roles needed to support technology in a remote learning model and reallocate personnel accordingly. The ICP planning process is a cross functional team that includes, but is not limited to, the Senior Manager of IT, regional technicians, school-based technicians and other applicable school-based staff members. They will be key to the ICP planning process. The school's administrative team will organize a device pick-up procedure to provide students in need of a device the opportunity to pick one up at the school site. Schools will use their current inventory of laptops and mobile devices to check out to students. Schools will explore options for purchasing additional devices at a discounted rate aligned with funding guidelines provided by the Florida Department of Education. II schools have a primary internet connection of 1 GB along with secondary failover connection in the event of a service disruption. The school's administrative team will organize a device pick-up procedure to provide students in need of a device with the opportunity to pick one up at the school site. Schools will use their current inventory of laptops and mobile devices to check out to students. Schools will explore options for purchasing additional devices at a discounted rate aligned with funding guidelines provided by the Florida Department of Education. All students have access to devices needed for curriculum instruction with schools either 1:1 or working to that end. Based on the access survey data, the school's administrative team will organize a device pick-up procedure to provide students in need of a device with the opportunity to pick one up at the school site. During stay-at-home orders, companies such as Comcast may offer Xfinity Wi-Fi hotspots across the country free for anyone who needs them, including non-Xfinity customers. The school will provide additional information to families related to free and discounted internet and device accessibility as it becomes available. CSUSA Florida schools will work collaboratively with state team members to engage our partners at Verizon Wireless to purchase hotspots for families when appropriate. Based on the results of the Family Contact and Access Survey, schools determine student and parent connection needs. Schools then escalate requests to the IT department who is partnered with preferred providers, such as Verizon Networks to provide managed and filtered hotspots to meet the identified needs. Acquired devices exceed minimum standards which support the delivery of digital curriculum. Schools will provide devices that support the digital curriculum mentioned above and complies with FAPE. Web filtering is implemented through Lightspeed systems Relay, Intune, and Apple MDM management system, Mosyle, and Verizon MDM for hotspots issued to Parents. School-based technicians and support staff will aid regarding digital access and online usage of tools. Technical office hours will be provided for students and families in need of support with technology. Component 7: Cyber Security The language in the ICP should: Identify recommended national and state cyber security framework standards to be adopted by LEAS and charter schools; Include a business continuity plan tailored to the LEA or charter school operations; Include an incident response plan tailored to the LEA or charter school operations; Stipulate all cyber security-related policies and procedures aimed at safeguarding the entire LEA or charter school information system and IT infrastructure; Include an executive summary of the LEA's or charter school's current security posture; Include current Plan of Actions and Milestones for cyber security improvements to maximize ICP effectiveness. All network devices are connected on a private management network VLAN where Access Control Lists (ACL's) and restrictions are applied. Configurations are tested and vetted prior to being deployed into production. Standard configuration policies which are reviewed on an annual basis are applied based on pre-configured templates using network configuration tools. Virtual Local Area Networks (VLANs)are configured throughout the network for network segmentation. VLANs are used to segment various types of network devices such as voice, facilities, IoT, data centers, management, etc. CSUSA Schools use Enterprise WP2 with 802.1x for authentication where possible. Guest access is on a separate restricted vlan with limited ports and bandwidth. Two-factor authentication is available and enforced for all faculty and staff at CSUSA.Vulnerability scans are performed on a regular basis to all endpoints connected to the CSUSA network. Vulnerability reports are shared with the various IT administrators for corrective action. Follow-ups and rescan are performed. CSUSA has a cloud disaster recovery site where critical services are replicated and maintained in an active configuration. CSUSA performs disaster recovery tests twice a year for critical systems. These tests are documented. Some applications and services are hosted in online cloud environments such as AWS and AZURE which are part of our disaster recovery plan.All units within the company are required to have a disaster recovery and business continuity plan. Exercises are performed on a regular basis to test the disaster recovery plans. The Business Impact Analysis (BIA) is a key step in the contingency planning process. The BIA enables the full characterization of system requirements, processes, and interdependencies. This is then used to determine contingency requirements and priorities. Departments and Business Units must conduct a BIA to ascertain and evaluate the potential effects of an interruption to critical business operations as a result of a disaster, accident, or emergency. Results from the BIA should be appropriately incorporated into the analysis and strategy development efforts for the department or BU's recovery plan. The BIA helps Business Units and Departments (1) Identify Critical IT Resources and dependencies. (2) Identify Disruption Impacts and Allowable Outage Times; Prioritize uptime requirements, (3) Recovery Time Objectives (RTO)and Recovery Point Objectives (RPO), and (4) Establish recovery strategies, priorities, and requirements for resources and time. A bi-annual business impact analysis must be done to identify time-sensitive or critical business data and processes and the resources that support them.A Business Impact Analysis Worksheet must be used to collect and address new information from all Business Units managers to assess changes to be made to data storage requirements such as frequency, location, availability, and restoration of service timeline. During this analysis, gaps or inconsistencies are identified and meetings with individual managers can be held to clarify information and obtain missing information. Listed here are the policies and procedures, available upon request, that CSUSA schools have in place: CSUSA Accept Use Policy, CSUSA Computer Security and Device Standards Policy, CSUSA Data Classification Policy, CSUSA Email Encryption Policy, CSUSA Email Retention Policy, CSUSA IT Cyber Security Plan, CSUSA IT Disaster Preparedness Guide, CSUSA Multi Factor Authentication Policy, CSUSA Password Reset Policy, CSUSA Security Education and Training, CSUSA Username and Password Policy. CSUSA has adopted a security posture of adaptability and innovative thinking in response to impending cyber threats. Several industry best practices from the National Institute of Standards and Technology(NIST) have been adopted, including NIST Special Publication 800-39: Managing Information Security Risk. Moreover, CSUSA and the schools it manages have adopted the following six strategic principles with supporting goals to help strengthen its current posture: (1) Data governance and information classification by using a zero-trust model, (2) Risk management and framework to minimize risk through role base access, (3) End user training, awareness, and education, (4)Consolidation of code network services and asset identification, (5)Cyber threats intelligence through monitoring, dissemination, and remediation, (6) Optimize Services, Establish Security Metrics, Promote Compliance, Achieve Continuous Diagnostics and Mitigation. CSUSA implements and monitors security protocols in line with our Strategic plans listed previously and our Security policies. Periodic reviews are conducted to ensure policies align with industry standards. Component 8: Engaging Students with Limited Access The language in the ICP should: Specify a team of service providers and determine a point person for communication with families about the efforts to provide education and supports for their child; Develop a plan to communicate early and often with students and parents to identify needs and ensure supports; Ensure that LEA leadership is engaged with special education service providers to deliver needed supports and resources to educators, learners and families; Research and implement best practices in online special education. Schools will identify a staff member or create a committee that will be responsible for monitoring attendance for students who may be at risk and display a pattern of truancy or non-attendance. They will also be responsible to ensure that every student is accounted for and participating in their education. If technical difficulties are identified as a barrier for access to their education, the school will provide support for families to acquire the necessary resources to ensure that students have devices and connectivity. CSUSA FL Schools will continue to identify vulnerable students who have had limited or no contact with the school and will work with the family to transition the student to the learning modality that will result in acceptable attendance rates. The following strategies may be used to identify and transition these vulnerable students: 1. identify students with frequent absences; 2. identify barriers to attendance and/or participation; and 3. develop intervention plans to address barriers to student participation. Schools may also monitor the level of engage ment/participation of its ESE students in their scheduled ESE sessions to determine if outreach activities targeting these specific interventions is warranted for some students. School leadership and state team personnel engage and collaborate with special education service providers, including ESE teachers and contracted staff, to ensure that special education services are provided to students who may be on a stay-at-home order. Families will be advised on how to connect with their student's special education providers should a stay-at-home order be issued. School-level teams for special education will collaborate with other special education professionals within the CSUSA FL network related to best practices for delivering special education services via mobile platforms. Through this professional learning community, best practices and research may be shared based on individual school needs. OPERATIONS Component 9: Continuation of School Operations The language in the ICP should: Identify the facets of school operations that are impacted by extended school closures along with the essential personnel needed to support learning continuity through remote teaching and learning; Identify and communicate expectations of charter school or LEA staff related to schedules and work performance during school closures; Develop and communicate an execution plan to provide food services to students and families in need during school closures; Develop and execute a plan to provide special education services and accommodations to students in need during school closures; Conduct outreach to community organizations to provide comprehensive support to students and families during school closures. In the event of a school-wide stay-at-home order, CSUSA Florida schools are prepared to follow their emergency procedures. Each CSUSA Florida school will make mobile learning opportunities available for all students. Mobile learning is aimed at providing continuity of critical content planned for each grade level or subject area planned for the school year. Our schools are ready to provide students and families with mobile learning plans, alleviating the need for our families to look for alternative enrollment in other virtual options. In the event of a school-wide stay-at-home order, only school administration and select staff members will report to the building. II other staff members will work remotely during this time. Extended school closures impact a variety of facets of school operations, including but not limited to: 1. Transportation is put on hold. 2. When applicable, extracurricular and athletic activities will be put on hold. 3. Food service provides meals for grab and go. 4. All meetings and communications shift to mobile modalities. Essential personnel (administration, food service, IT, front office, etc.) may be required to report to campus depending on their roles and responsibilities. All staff are expected to continue to work their regular hours and conduct their regular work responsibilities, unless job functions are specific to in person learning models. Essential staff members may be required to report in person to the building. Meal distribution will be available at a minimum of two times per week through a drive-thru format. Meals will be provided for multiple days at a time during these distributions. Families will be encouraged to sign-up in advance or proper counts, however, all school-based families that report to the school will be provided with meals. Special education teams, in alignment with procedures and documentation requirements from the LEA, will agree on how students will continue to receive the special education and related services during stay-at-home orders. ESE service providers will have web-conferencing links available to share with students and families so that they can join their scheduled sessions via mobile platform. Teachers have been provided tools and strategies that can be used to provide students their accommodations even when learning from home. These ill also be shared with families during family information sessions. School administration will work with a variety of community organizations, depending on the needs of the families, and depending on the local community organizations. Some of these organizations might include, but are not limited to food pantries, churches, mental health providers, homeless shelters and organizations, etc. COMMUNICATIONS Component 10: Emergency and Ongoing Communications The language in the ICP should: Identify stakeholder groups within the school community along with the appropriate communication channels for each group; Clarify roles and responsibilities of school personnel assigned to communicate with stakeholder groups; Define the scope of communications to be sent to stakeholders along with a schedule for such communications to ensure coordination; Publish guidance for stakeholders and ICPs on the charter school or LEA website leading up to and throughout the duration of extended school closures. Communication among all stakeholders is considered key in the implementation of our Instructional Continuity Plan. Immediately after a stay-at-home order, each affected school s administrative team will provide teachers, students, and families with timely and accurate information regarding the school site and the transition to remote learning. School leaders may utilize the following modes of communication to reach all school community members: 1. Phone Calls 2. School Messenger 3. Emails 4. Letters 5. School Website 6. School Social Media Pages Throughout the stay-at-home order, families will receive communication from the school s administrative team and their student's teacher(s) regarding supervision of students during mobile learning times and family/student support during the stay-at-home order. Teachers will also communicate directly with students/families regarding the instructional continuity plan schedules, expectations, and procedures. Initial communication will include an overview of processes and expectations in the event of a stay-at-home order. The state team will coordinate with school leadership to coordinate appropriate communication to stakeholders. The scope of the communication will vary depending on the severity of the situation (ex. timelines, processes, etc.)All up-to-date communication will be updated and published on the school website in the event of a school-wide stay-at-home order. CITY OF "ENTURA OFFICE OF THE CITY MANAGER MEMORANDUM TO: City Commission, acting in its capacity as the Governing Board for the Don Soffer Aventura High School (DSHAS) FROM: Ronald J. Wasson, City Manager s DATE: September 24, 2021 SUBJECT: Recommendation to Accept Don Soffer Aventura High School Out-of-Field Waivers September 30, 2021 DSAHS Governing Board Meeting Agenda Item 5 RECOMMENDATION It is recommended that the City Commission, acting in its capacity as the Governing Board of the Don Soffer Aventura High School, accept the out-of-field waiver list as outlined in this memorandum. BACKGROUND The Miami-Dade County School Board requires the Governing Board of each charter school annually to accept a list of teachers considered out-of-field. Teachers working on additional certification or endorsements for subjects that they are teaching are considered out-of-field until requirements are met. All teachers hold current certification. The additional certification or endorsements are extra credentials. This is a typical practice as teachers expand their professional development. Below is a listing of instructional staff members who are working toward additional certification in the following subject areas: Out of Field Assignments Yaiza Burgos — ESOL Drew Bennett — English Vincent Divito - Science If you have any questions, please feel free to contact me. RJW/act CCO2005-21 CITY OF "ENTURA OFFICE OF THE CITY MANAGER MEMORANDUM TO: City Commission, acting in its capacity as the Governing Board for the Don Soffer Aventura High School (DSAHS) FROM: Ronald J. Wasson, City Manager er DATE: September 24, 2021 SUBJECT: Updated Don Soffer Aventura High School Family Handbook for 2021-2022 September 30, 2021 DSAHS Governing Board Meeting Agenda Item 6 RECOMMENDATION It is recommended that the City Commission, acting in its capacity as the Governing Board for the Don Soffer Aventura High School (DSAHS), approve the attached updated Don Soffer Aventura High School Family Handbook for 2021-2022 . If you have any questions please feel free to contact me. RJW/act Attachment CCO2009-21 Summary of Updates Included in the Attached DSAHS Handbook Sept. 23, 2021 Many grammar, formatting, and font corrections were made which did not impact the meaning or content. Here are additional changes that did alter the content: 1. AGENDA PLANNER/DIGITAL PLANNER: Removed 2. ACADEMICS: made more concise and relevant 3. ATTENDANCE: Information added re. consequences for tardies. 4. CAFETERIA: Information re. free lunch and breakfast added, prices removed. 5. CELL PHONE POLICY: Updated to reflect current practice. 6. DISMISSAL: Superfluous information from "Early Dismissal" section removed. 7. ENROLLMENT AND LOTTERY: Removed. Not relevant to enrolled students and families. Application on website includes necessary information. 8. DRESS CODE: Added "Dress to Express" Fridays information. Softened language in accordance w/recommendations from last handbook review. 9. ELECTRONICS: Acceptable use policy is referenced, but not included since it is at the end of the document. 10. FIELD TRIP: Payment options other than My School Bucks APP removed. 11. GRADING POLICY: Written succinctly. Tables corrected and consolidated. 12. GRIEVANCE PROCEDURE: Section added in accordance w/CSUSA practice and state requirement. 13. PARENT TEACHER COOPERATIVE: Updated to match current practice. 14. PARENT VOLUNTEER HOURS: Updated concisely and in accordance with current practice. 15. PEDICULOSIS: Replaced by Contagious Conditions section, earlier in handbook. 16. SCHOOL ACTIVITIES AND CLUBS: Updated concisely and in accordance with current practice. 17. SCREENINGS: Updated information added re. at-risk screening. 18. TELEPHONE: Removed, outdated information re. student use of landline. 19. PARENT OBLIGATION FORM: Paragraph added re. information gathering permission. 20. CAMBRIDGE INTERNATIONAL AP PLACEMENT: Form removed as it is not used. 21. DIGITAL DEVICE AGREEMENT: Added to handbook. Had been separate form, required for iPad distribution. DON SOFFER -(LHIGH SCHOOL AVENTU A Family Handbook zozi-zozz A1111110,11"ll CHARTER SCHOOLS_ AMeniberofthe CHARTER SCHOOLS, FanAyof5chools ILTSA �[]SA Florida From the very first day of school until they don their Aventura City of Excellence caps and gowns, students go through the most Bonita Springs Charter School enriching growth period of their lives. The Charter Clay Charter Academy Schools USA family of schools is proud to offer you and Collier Charter Academy your family the opportunity to choose a great Coral Springs Charter School educational experience. As an alternative to public Creekside Charter Academy Don Soffer Aventura High School schools without the typical added cost of tuition, our Downtown Miami Charter School schools offer a rigorous academic curriculum, a safe Duval Charter High School at Baymeadows learning environment, a community atmosphere and so Duval Charter School at Baymeadows much more. Duval Charter Scholars Academy Duval Charter School at Coastal Duval Charter School at Flagler Center Educational success for all students cannot be achieved Duval Charter at Mandarin without parent partnerships. You are the most essential Duval Charter at Southside part of your child's education and it is important that we Duval Charter School at Westside Four Corners Charter School build a strong relationship in order to best serve your Four Corners Charter Upper School child's educational needs. Gateway charter High School Gateway Charter School Please use this handbook as a guide. If you cannot find Gateway Intermediate Charter School Governors Charter Academy the information you need, please contact school staff G-Star School of the Arts members as indicated on the following pages. We look Henderson Hammock Charter School forward to a successful year and are committed to Hollywood Academy of Arts and Science providing our students with quality learning Innovative Preparatory Academy opportunities that will help them become productive Keys Gate Charter High School Keys Gate Charter School citizens in the 21st century. Manatee Charter School Mid Cape Global Academy Charter Schools USA's Mission North Broward Academy of Excellence CSUSA provides world-class educational solutions with: Renaissance Charter School at Boggy Creek Renaissance Charter School at Central Florida • An unwavering dedication to student success Renaissance Charter School at Central Palm • An unyielding commitment to ethical and sound Renaissance Charter School at Chickasaw Trail business practices Renaissance Charter School at Cooper City Renaissance Charter School at Coral Springs Renaissance Charter School at Crown Point Providing a choice for our stakeholders that fosters and Renaissance Charter School at Cypress promotes educational excellence. Renaissance Charter School at Goldenrod Renaissance Charter School at Hunter's Creek Renaissance Charter Schools at Pines Charter Schools USA's Vision Renaissance Charter School at Plantation CSUSA will have a dramatic impact on the world's next Renaissance Charter School at Poinciana generation —changing lives and leaving a legacy. Our Renaissance Charter School of St.Lucie brand will be the standard by which quality is measured Renaissance Charter School at Summit Renaissance Charter School at Tapestry In education. Renaissance Charter School at Tradition Renaissance Charter School at University CSUSA Values Renaissance Charter School at Wellington Purpose Renaissance Charter School at West Palm Beach Passion Renaissance Elementary Charter School Renaissance Middle Charter School Integrity Six Mile Charter School Grit SouthShore Charter Academy Tradition Preparatory High School Union Park Charter Academy Waterset Charter School Winthrop Charter School Winthrop College Preparatory Academy Woodmont Charter School 2 Don Soffer A ventura High School, Charter Schools USA—Family Handbook, 2021-2022 TABLE OF CONTENTS PRINCIPAL'S LETTER 5 SCHOOL CALENDAR 6 ACADEMICS 7 ARRIVAL 9 ATTENDANCE POLICY 9 BELL SCHEDULE 10 BOOK BAGS/FOLDERS/PERSONAL ITEMS 11 BUS TRANSPORTATION 11 CAFETERIA 11 CARE OF SCHOOL PROPERTY 11 CELL PHONE POLICY 12 CHARACTER/CITIZENSHIP 12 CHILD ABUSE 12 COMMUNICATION BETWEEN HOME AND SCHOOL 12 CONTAGIOUS CONDITIONS, INCLUDING PEDICULOSIS AND EYE INFECTIONS 12 DELIVERIES TO STUDENTS 13 DISCIPLINE PROCEDURES 13 DISMISSAL 15 DRESS CODE/SCHOOL ATTIRE POLICY 15 ELECTRONIC DEVICES/LAPTOPS/TABLETS 16 EMERGENCIES 16 FAMILY RIGHTS AND PRIVACY ACT 17 FIELD TRIPS 17 GOVERNING BOARD 17 GRADING POLICY 18 GRIEVANCE PROCEDURE 19 HOMEWORK POLICY 20 HONOR ROLL REQUIREMENTS 20 INJURY 20 INSTRUCTIONAL BOOKS, EQUIPMENT, MATERIALS,AND SUPPLIES 20 LOST AND FOUND 20 MEDICATION 21 PARENT TEACHER COOPERATIVES (PTC) 21 PARENT VOLUNTEER HOURS 21 POSITIVE SCHOOL CULTURE 21 PUPIL PROGRESSION PLAN 22 3 Don Soffer A ventura High School, Charter Schools USA—Family Handbook, 2021-2022 REPORT CARD DISTRIBUTION 22 SCHOOL ACTIVITIES AND CLUBS 22 SCHOOL HOURS 22 SCHOOL SAFETY AND SECURITY 22 SCREENINGS 23 STUDENT INFORMATION SYSTEM 23 STUDENT SCHEDULING 23 STUDENTS RECORDS 24 STUDENTS' RIGHTS 24 SUSPENSION AND/OR EXPULSION 24 TEACHER CONFERENCES 25 TRESPASSING 25 SEVERE WEATHER INFORMATION 25 VISITORS 25 PARENT OBLIGATION 2020-2021 26 HANDBOOK ACKNOWLEDGEMENT 27 ACCEPTABLE INTERNET USE POLICY: STUDENT AND PARENT AGREEMENT 28 POLICY PROHIBITING DISCRIMINATION, SEXUAL, AND OTHER FORMS OF HARASSMENT 30 DIGITAL DEVICE AGREEMENT 35 COVID-19 DISCLAIMER Sections of this handbook that pertain to health-related protocol are subject to change based on health and safety conditions. 4 Don Soffer A ventura High School, Charter Schools USA—Family Handbook, 2021-2022 DON SOFFER LAVENTURA 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 5 Don Soffer A ventura High School, Charter Schools USA—Family Handbook, 2021-2022 DON SOFFER LAVENTURA 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 17, 2021: Student Orientation • August 23, 2021: First Day for Students/Start of Quarter 1/Q1 • 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 23, 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 4, 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 2, 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 20, 2022: End of Quarter 2/Q2 (43 Days) • January 21, 2022: Professional Development Day- No School for Students • January 24, 2022: Start of Quarter 3/Q3 • February 3, 2022: Q2 Report Cards Distributed • February 21, 2022: President's Day Holiday-School Closed • February 24, 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 5, 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) 6 Don Soffer A ventura High School, Charter Schools USA-Family Handbook, 2021-2022 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. Receipt of a Florida high school diploma at DSAHS requires successful completion of a four-year curriculum, including 1) successful completion of a minimum of seven Advanced International Certificate of Education (AICE) courses in the appropriate subject areas, or 2) completion of 24 credits, including 16 core academic credits and eight elective credits. The AICE curriculum requirement includes AICE Global Perspectives, at least one class in the AICE Arts and Humanities category, at least one class in the Math and Science category, at least one class in the Language category, and any three additional AICE classes. Students who complete these requirements are not required to meet the PE, performing or expressive arts, or online requirement detailed in the next paragraph. The 24-credit standard diploma option includes four credits in English/Language Arts,four credits in mathematics; three credits each in 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. Diploma Designations 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 Diploma Designation • Pass the Geometry, Biology 1, and U.S. History End of Course exams. • 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, AICE, or dual enrollment. Merit Designation • Meet 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 • Meet the standard high school diploma requirements, and • Earn credit in at least 4 Honors, AP, AICE, or dual enrollment courses • Complete at least 75 hours of community service • Earn 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. 7 Don Soffer A ventura High School, Charter Schools USA—Family Handbook, 2021-2022 Advanced International Certificate of Education (AICE) Diploma • Earn a total of seven credits through passing the AICE University of Cambridge final exam and project requirements in AICE Global Perspectives and at least one course in these categories: Mathematics and Science, Language, and Arts and Humanities. • Complete 100 hours of community service during high school College Board AP Capstone Diploma • Earn a 3 or above on AP Seminar, AP Research, and on 4 more AP exams. 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 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 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 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 their 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: 8 Don Soffer A ventura High School, Charter Schools USA—Family Handbook, 2021-2022 • 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. 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. Students who commit acts of academic misconduct will receive consequences. Arrival Students need to learn the importance of regular and prompt school attendance. All students must be dropped off in the school driveway.The early start drop-off time is from 7:OOam —7:15am to ensure students are in class by 7:21am.The standard start drop off is from 8:00-8:25am to ensure students are in class by 8:30am.There is no supervision before 7:OOam or after 3:45pm, unless students are involved in school-sponsored extracurricular or athletic activities. Breakfast is available on school days from 7:OOam —7:7:15am for early start students and 8:OOam —8:25am for standard start students. For drop off and pickup,vehicles 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 vehicles drive back into the park's parking lot and exit West bound (right) on to NE 213t" street. Please follow drop-off procedures very carefully to keep our students 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 of absence. 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 front office staff. c. Death in family 9 Don Soffer A ventura High School, Charter Schools USA—Family Handbook, 2021-2022 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 activities. b. Absences due to older students providing day care for siblings 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 not in the classroom when the late bell rings. For every tardy, a student must serve a lunch detention. If a student earns more than five tardies in a quarter, additional unexcused tardies will result in referrals for insubordination, and will earn additional consequences. 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 parent, individuals authorized by the parent as indicated on the Emergency Student Data form, a police officer with judicial authority, or a court official. 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 unexcused and are strongly discouraged. 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. 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 time period 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 will have a negative impact on 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 7:21am. All other students will begin school at 8:30am. Here is the bell schedule, which is subject to change for special events: • p.1, 7:21-8:26 (15 minute success block included) • p.2, 8:30-9:23 (3 minute success block segment) 10 Don Soffer A ventura High School, Charter Schools USA—Family Handbook, 2021-2022 • p.3, 9:27-10:17 • p.4, 10:21-11:11 • p.5A, 11:15-12:05 (students with p.5 class on first or second floor, including gym); Lunch B, 12:05- 12:33 OR • Lunch A (students with p.5 on the 3rd or 4th floor), 11:11-11:39; p.513, 11:43-12:33 • p.6, 12:37-1:27 • p.7, 1:31-2:21 • p. 8, 2:25-3:30 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 or more miles from school, as determined by the school's contracted bus company. Cafeteria Our School Food Services provider serves 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 at no cost to students during the 2021-2022 school year. Students are not allowed to bring sodas to school, and are discouraged from bringing foods with high sugar content, including candy, cookies, and gum. 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, 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 free/reduced lunch will be sent promptly. 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 lunch. 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 11 Don Soffer A ventura High School, Charter Schools USA—Family Handbook, 2021-2022 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 during class unless pre-approved by the teacher or administrator for instructional purposes. Cell phones and electronic devices are subject to search by an administrator if there is reasonable 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. Failure to surrender items will result in a disciplinary consequence. If confiscated, the parent may come in to pick up the device when the administrator in possession of the device is available. 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. 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 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. Teachers will communicate with parents on behavior and academics via email, phone calls, or through 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 communication tools. Report cards (sent home quarterly) and Interim Progress Reports (sent home once during the middle of each grading period) provide information about student progress. Parents may also view their student's current academic status and attendance through PowerSchool. Link and login information for PowerSchool will be sent directly to DSAHS parents at the beginning of the school year. Parents should call the office regarding problems or questions that concern your student. Conferences and visits must be pre-arranged with school personnel. Impromptu conferences with teachers during the school day,arrival, or dismissal are not permitted as this may distract the teacher from supervision of students during a crucial time. Contagious Conditions, Including 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.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 students weekly, and shampoo frequently. A student with any eye condition that appears to be infectious must be cleared by the school nurse before the student is permitted to return to class. 12 Don Soffer A ventura High School, Charter Schools USA—Family Handbook, 2021-2022 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 payments. 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. DSAHS 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 DSAHS 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. Lunch Detention B. After School Detention C. Suspension D. Dismissal from DSAHS E. Recommendation for Expulsion 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 display pictures or slogans referring to drug culture or alcohol. No profane, abusive or slang language is to be used F. There is zero tolerance for aggression, drugs, or 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 13 Don Soffer A ventura High School, Charter Schools USA—Family Handbook, 2021-2022 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. Severe offenses will result in administrative referrals and consequences: • Verbal warning • Phone call to parent • Behavioral Contract • Referral to Student Services • Peer mediation/conflict resolution • Parent conference • 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 is tardy to class or 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. 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. 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, automated calls, emails. F. Referral to Student Services and/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 to the Governing Board that a student be dismissed 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. 14 Don Soffer A ventura High School, Charter Schools USA—Family Handbook, 2021-2022 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, extra- curricular activities or approved transportation. B. Level 11 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 11 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 Ill. 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. 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). Parents must wait for their student(s) in the parking lot and must comply with the established traffic pattern.As a reminder,there is no supervision of students after 3:45pm, 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 student 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. Dress Code/School Attire/Uniform Policy Many studies have linked productivity and conduct to attire. Our Dress Code requires that students wear DSAHS polos or sweatshirts, as well as school pants, skorts,or shorts.All attire must be purchased through Chai Tees,the DSAHS uniform vendor. Every student in attendance will wear a school uniform. Failure to wear any part of the 15 Don Soffer A ventura High School, Charter Schools USA—Family Handbook, 2021-2022 school uniform will result in exclusion from class until the dress code violation is corrected.Additional disciplinary action will be taken for repeat or egregious offenders. This year, our Student Government is sponsoring Dress to Express Fridays. Students may volunteer to participate through making a $60 contribution through the My School Bucks app. The collected funds will be spent as designated by the Student Government officers and sponsor and approved by the principal. Expenditures of these funds will benefit all qualifying DSAHS students. Here are additional guidelines regarding attire and appearance: • Hair: Hair must be neat and clean with no "unnatural" colors i.e. fluorescent, bright green, mohawks, spikes, head symbol shavings, etc. Hair that administration deems to be distracting to the educational setting will not be allowed. • No hats, hoodies, headbands, scarves, or bandanas may be worn. • 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. Athletic shoes/sneakers are preferred. • 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. • Pants/Shorts: Pants, shirts and skorts must be purchased from the school's uniform agent. Other purchases must be 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, short shorts, cargo pants, joggers, or capris are not 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 or Navy. • At no time are students permitted to wear anything offensive or immodest. Dog collars, spiked jewelry, or other accessories deemed inappropriate by administration may not 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. 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 a device and/or when using the school's network. Disciplinary measures will be implemented in accordance with 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 symptoms of any contagious ailment. In order for a student to return to school, he/she must be fever-free without fever reducing medication, and without diarrhea, nausea, congestion, or a productive cough for at least 24 hours. The school nurse must be notified in writing of any student's chronic illness (i.e. asthma, diabetes, heart conditions, or seizures, etc.). Please update Emergency Contact Information whenever changes occur. 16 Don Soffer A ventura High School, Charter Schools USA—Family Handbook, 2021-2022 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 student's educational records. In special instances,you may waive this right of access to allow other agencies working with your student 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 student 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 student(s) 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. • Field trips must be paid through the MySchoolBucks app. • Only DSAHS students and approved chaperones will be able to attend DSAHS field trips. 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. For additional information regarding our Governing Board click the link on our school website. 17 Don Soffer A ventura High School, Charter Schools USA—Family Handbook, 2021-2022 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. Grades, progress notifications, reports on state assessment and/or the standardized testing, parent conferences, and student conferences serve as the primary means of communicating progress and achievement. 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, the assignment may be lengthened due to the extra time allotted, and a behavioral consequence may be assigned 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 curriculum modifications on the Individualized Education Plan (IEP) as well as using the report card comment #48 - Curriculum has been modified. Here are guidelines for grading performance and reporting student progress: Grade and Percentage Unweighted Course Honors Course AP or AICE Course Point Value* Point Value* Point Value* A- 89.5-100% 4 5 6 B -79.5-89.4% 3 4 5 C-69.5-79.4% 2 3 4 D -59.5-69.4% 1 1 1 F—0-59.4% 0 0 0 Note that the point value for each class is used to calculate each student's weighted grade point average and rank. For instance, if Dalton has straight A's in unweighted courses, Mia has straight B's in all Honors courses, and Devin has all C's in AICE classes, Dalton, Mia, and Devin will each have a cumulative grade point average of 4.0, and the same rank. 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 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: A-A conduct grade of"A" reflects excellent behavior on the part of the student.The student consistently 18 Don Soffer A ventura High School, Charter Schools USA—Family Handbook, 2021-2022 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. 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. 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 • 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 opportunities 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. 19 Don Soffer A ventura High School, Charter Schools USA—Family Handbook, 2021-2022 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. Citizenship Grades: All A's and B's Honor Roll recipients will be recognized quarterly among their grade level peers. Students will participate in a recognition ceremony held during the school day. Inim 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 not 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 is issued. Any student who has not paid for a lost book, or any other financial obligation(s), will have the unpaid expenses added to the cost of non-academic activities such as the prom or homecoming. 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, lost items 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. unclaimed items are donated periodically to charities. 20 Don Soffer A ventura High School, Charter Schools USA—Family Handbook, 2021-2022 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 student take any medication while in school, a completed Physician's Form must be submitted to the school nurse. 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 main office. Students are not allowed to have any medication (not even over the counter medication) in their possession while at school or any school event. 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. Parent Teacher Cooperative (PTC) The partnership between the student's home and school support network is essential for success. 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. The DSAHS PTC will create monthly opportunities for parents to volunteer. Club sponsors and team coaches will recruit parents and staff members teams for events, fundraisers, and school tasks. Parent Volunteer Hours To further the School's mission, which includes developing well-rounded, engaged students, active parental participation will be required at the School. Each year, one parent per student household is required to volunteer for 20 hours for the 15Y student and 30 volunteer hours for two or more students. 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, PE assistant. Any individual interested in volunteering at DSAHS must present a current driver's license or government ID and social security card; complete a background check; and go through orientation with the volunteer coordinator. The volunteer coordinator will communicate with the school principal's designee to verify the completion of volunteer hours is credited to the family's account. Parents are not permitted to volunteer in classrooms. Also, the parent may not be accompanied by a minor or unscreened adult while volunteering on campus. Positive School Culture At Don Soffer Aventura High School, it is the policy that all students and school employees have an educational setting that is safe, orderly, and free from harassment and bullying. Our school will not tolerate bullying or 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. 21 Don Soffer A ventura High School, Charter Schools USA—Family Handbook, 2021-2022 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 government, clubs, honor societies, service clubs, school publications, and class activities. Club meetings are scheduled at times when instruction is not taking place, before or after school, or during lunch. School Hours Main Office: 7:OOam—3:45pm Student Arrival: 7:OOam—7:15am Early Start 8:OOam—8:25am Regular Start Student Supervision: 7:OOam—3:45pm School Safety and Security Safety and security are of paramount importance to the CSUSA and DSAHS faculty and staff. As part of DSAHS's commitment to being a premier school, it is our priority to provide a safe and secure learning environment. We all play an important role in maintaining this positive atmosphere. Students powerfully impact school safety through respecting and valuing differences; through not promoting or participating in violent interactions; not bullying, teasing, gossiping, or sharing negative information about others. Any student who feels threatened or endangered should immediately report these concerns to a teacher, administrator, or our school resource officer. Any student with knowledge of another student or visitor in possession of a weapon, who has a plan to harm someone else, or is engaged or planning to self-harm should immediately share this information with a teacher, administrator, or the school resource officer. Most of us have learned from an early age that it is wrong to "snitch" or "tattle", but in some instances, doing so is courageous and life-saving. Breaking the "code of silence" is the first step in creating a positive school culture. If any student is concerned that sharing such information will result in retaliation, the student may leave an anonymous note in the office, or go to GetFortifyFL.Com and make an anonymous report. 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 communication methods with staff, students, parents/guardians, and the media during a critical incident or an emergency. Some 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 22 Don Soffer A ventura High School, Charter Schools USA—Family Handbook, 2021-2022 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 students. 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 student'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 student at school during an evacuation period. For information during such an emergency, including the student pickup reunification plan, you may contact 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 student. 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 student. Keeping this in mind, please notify the office immediately when there is a change in home/cell phone numbers. Screenings In accordance with Florida Statute 381.0056 (4), students participate in the following required health screenings: Growth and development screening shall be provided, at a minimum, to students in grades 1, 3 and 6 and optionally to students in grade 9. 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 student 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 student'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 Scheduling Student course assignments will be determined by the administrative team, in collaboration with the instructional staff, after careful review of the academic performance, as well as the student's educational needs and interests. 23 Don Soffer A ventura High School, Charter Schools USA—Family Handbook, 2021-2022 Data review, including standardized and formative assessments,will be considered.The goal will be to place each student in the most challenging course that student is capable of managing. 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) or University of Cambridge Advanced International Certificate of Education (AICE) course who takes the respective AP 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. 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 student and/or parent are requested to speak to the Administration. Parents approach the other student or the student's parent 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.All such offenses will be reported to law enforcement. 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 or disruptive behavior (hitting, kicking, harassing, safety threats, pushing). 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. Repetitive disruption of class 7. Emotional outburst 8. Profanity 9. Insubordination 10. Disrespect 11. Peer Conflict 24 Don Soffer A ventura High School, Charter Schools USA—Family Handbook, 2021-2022 Teacher Conferences Parents can request a conference by contacting their student's teachers directly. We encourage you to have conferences, 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:OOam or after 3:45pm. Intruder Information: If anyone is seen in the building without a visitor sticker, or who appears threatening or as if he/she does not belong on campus,this should be immediately reported to the nearest faculty or staff member. Do not, for any reason, open the doors to the school for any individual. Without opening the door, the individual should be directed to report to the Main Office. Severe Weather Information If school closes due to severe weather, 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 All visitors, including parents, must report to the main office upon arrival during the school day. For the safety and protection of all students, parents and visitors 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 administrative approval before proceeding to any location other than the main office during school hours. The School Resource Officer will address anyone who does not comply with this requirement. 25 Don Soffer A ventura High School, Charter Schools USA—Family Handbook, 2021-2022 $HIGHDON SOFFER AVENTURA SCHOOL PARENT OBLIGATION I (We) the parent(s)/guardian(s) of have read and agree to abide by the Code of Conduct and Dress Code of DSAHS. I (We)understand that my(our)student is a Miami-Dade County Public School student. • WHEREAS, in order to provide my(our)student with a unique educational opportunity; • WHEREAS,by choosing to enroll my(our)student at DSAHS is a decision of my(our)personal choice and not an obligation; • WHEREAS, my (our) desire to enroll my (our) student at DSAHS is premised upon my (our) desire to become an active partner in the education of my(our) student; NOW,THEREFORE, in consideration of the foregoing: 1.As a parent of a student at DSAHS, my(our)commitment is to abide by the following resolutions: A. To recognize and embrace my role as the primary educator of my student. B. To participate in the parenting workshops as provided by the school. C. To attend conferences scheduled with any member of the DSAHS staff. D. To participate in the Parent Volunteer Program for 20 hours for the first student and 10 hours for each additional student. 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 15t E. To provide transportation to and from school for my student,unless my student qualifies for bus transportation. I understand that if I am late picking up my student, DSAHS is not responsible for my student's safety. If my student is continually tardy, I understand that for the benefit of my student's education, he/she may be required to transfer to a school that is more accessible for my student. F. To purchase uniforms for my student from the approved supplier and ensure that my student is wearing the approved uniform daily. G. To supply a lunch,packed or purchased from the DSAHS vendor,each school day f o r my student. H. To be responsible for timely payment of any fees accrued to my account at the school. I. 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) student'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 student in regularly using a library card allowing 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. E. To check my student's homework nightly. As proud members of the Charter Schools USA family,we believe all parents should have a choice in their students'education, and that all students deserve access to a quality education. We look forward to sharing information with you regarding changes in legislation,or other factors that could impact the educational environment or a parent's right to choose.We may call upon you to help us communicate the importance of putting students first.To assist with the advocacy of school choice, you agree, by indicating below, to allow for the licensing of your school related demographic data. You may opt out by checking: No I do not want to participate. Thank you in advance for your support. I (we) understand that participation in the school, as defined above, fulfills the mission of the school by enhancing my student'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) student, 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 student's status with the school. Signature of Parent(s)/Guardian(s): Date: Once this document is completed,please sign,scan,and email to DSilver@A venturaCharterHS.Org at your earliest convenience. 26 Don Soffer A ventura High School, Charter Schools USA—Family Handbook, 2021-2022 DON SOFFER $AVENTURAGH Handbook Acknowledgement Dear Parent, Please complete, sign, scan, and email to DSilver@AventuraCharterHS.Org at your earliest convenience. Thank you, Dr. Geoff McKee, Principal Student Name I acknowledge that I have read the parent handbook. I agree to complywith the policies set forth in this handbook. Parent/Guardian Signature Date Parent/Guardian Signature Date Once this document is completed,please sign,scan, and email to DSilverPAventuraCharterHS.Ora at your earliest convenience. 27 Don Soffer A ventura High School, Charter Schools USA—Family Handbook, 2021-2022 DON SOFFER AVENTURA Acceptable Internet Use Policy:Student and Parent Agreement Student: Grade: 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. 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. 28 Don Soffer A ventura High School, Charter Schools USA—Family Handbook, 2021-2022 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 Signature Date Parent Approval Contract Please review the above policy with your student and sign the consent form. If you would like more information about DSAHS 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 student to use the Internet through classroom curriculum projects. Parent Name (please print) Parent Signature Date Once this document is completed,please sign,scan, and email to DSilverL@AventuraCharterHS.Org at your earliest convenience. 29 Don Soffer A ventura High School, Charter Schools USA—Family Handbook, 2021-2022 DON SOFFER �AVENTURA GH SCF POLICY PROHIBITING DISCRIMINATION, SEXUAL HARRASSMENT,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 complywith 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 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. 30 Don Soffer A ventura High School, Charter Schools USA—Family Handbook, 2021-2022 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 effect 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. 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 31 Don Soffer A ventura High School, Charter Schools USA—Family Handbook, 2021-2022 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 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 VI.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 whetherthere 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. 32 Don Soffer A ventura High School, Charter Schools USA—Family Handbook, 2021-2022 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 V1.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. 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 33 Don Soffer A ventura High School, Charter Schools USA—Family Handbook, 2021-2022 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 34 Don Soffer A ventura High School, Charter Schools USA—Family Handbook, 2021-2022 ,�N AVENTURA CSUSA Digital Device Agreement Thanks to generous supplemental funding from the City of Aventura and Charter Schools USA (CSUSA), we are able to loan an iPad to each student. These devices remain the property of CSUSA, and are to be used strictly for schoolwork,enhancing productivity, providing access to learning opportunities beyond the classroom, broadening research,and fostering communication. Prior to receiving an iPad,students and their parents/guardians must sign the mandatory Equipment Borrower Responsibility Form. School rules apply to students when they are using the iPad.As students are responsible for their behavior in class and on school grounds,they must also be responsible when using a CSUSA-owned iPad, regardless of the location. The information and procedures found within this document apply to all digital devices used at DSAHS. Our teachers may also set additional requirements for use in their respective classrooms. Responsibility:As it states in the Equipment Borrower Responsibility Form, "In the event of loss or damage of any kind to any item of equipment, the parent/guardian and student shall pay the cost to replace the same in good repair, condition, and working order; or, if Charter Schools USA determines the equipment to be lost, stolen, destroyed, or damaged beyond repair,you shall pay Charter Schools USA the book value of the equipment." Safety and Security: Security and safety are a priority when using CSUSA-owned devices. It is important to note the specific security/safety and acceptable use concerns that could exist and how those situations will be handled since the device is being accessed both at on and off school grounds. DSAHS provides a secure, filtered and monitored environment while students are in school and using the CSUSA computer network. Software Licensing: The CSUSA-owned device will be configured with a standard-suite of applications and programs that are appropriate for student use along with State mandated safety applications. Software or applications for personal use, such as entertainment and games, may not be installed on this Wad or any CSUSA- owned device. Consequences of Misuse and/or Violation of the Provision of the Agreement: Inappropriate use of CSUSA-owned devices on or around school property, in school vehicles and buses, and at school-sponsored activities may result in disciplinary action. DSAHS jurisdiction to enforce student behavior and discipline policies shall apply whether the inappropriate use or violation is at school or away from school. Limitation of Liability: DSAHS shall not be responsible for and shall be held harmless from any damages suffered by the student, including those arising from service interruptions, unauthorized use, loss of data, and exposure to potentially harmful or inappropriate material or people. Use of the digital device and accessing the Internet or communication technologies with this device is done at the Parent/Guardian/student's own risk. DSAHS specifically denies any responsibility for the accuracy or quality of information obtained through the Internet. Compliance with Children's Internet Protection Act 2001 (CIPA): In accordance with the Children's Internet Protection Act(CIPA, updated 2011) parent permission is required for students under 13 to use some online tools. Any programs will be used for educational purposes only and all educational data will remain private. 35 Don Soffer A ventura High School, Charter Schools USA—Family Handbook, 2021-2022 Terms of use for CSUSA-owned devices: 1. The device is the property of CSUSA. The device shall only be used to access educational information and to promote learning activities both at school and at home.Additionally, students shall not transmit or knowingly post their own or other's personal information such as telephone numbers, home addresses, last name,email addresses, photos, or other personal identifying information using CSUSA-owned devices.The CSUSA-owned device is only for the use of the student to whom it is assigned. 2. Physical and virtual vandalism will not be tolerated. Any intentional act by a student that damages or interferes with the appearance or performance of the CSUSA-owned device will be considered vandalism and will be subject to school discipline and/or appropriate criminal or civil action. Students will be responsible for keeping their devices clear of stickers or other items that might deface or damage the devices finish, screen, or other necessary components. 3. Cyber bullying is specifically prohibited. Students agree not to access, submit, send, publish, display, or print inappropriate material, including ay impolite, abusive, defamatory, obscene, profane, abusive, threatening, offensive, sexually oriented, or illegal material over the internet or CSUSA network. Any recipient of cyber bullying should report the incident immediately to an administrator,teacher, or other staff member. 4. Any attempt to load and/or use software on the or to modify the software image loaded on the CSUSA-owned device is strictly prohibited. 5. The use of CSUSA-owned devices is not private;students should not expect that files stored on or transmitted via this device will be confidential. All digital transmissions are subject to inspecting and/or monitoring by DSAHS employees and other officials. 6. This device has been set up specifically to be used on the CSUSA wireless network. 7. Students and their parent/guardians are financially responsible for the device in case of loss,theft, or damage from the time the device is checked out until it is returned. 8. Students shall immediately report all malfunctions, damage, theft, or loss of a device to a classroom teacher or school administrator at the school. Please enter the information requested below and sign to acknowledge that you have read and understood the terms of this Digital Device Agreement. Student Name (please print): Student ID Student Signature: Date: _ Parent/Guardian Name (please print): Parent/Guardian Signature: Date: 36 Don Soffer A ventura High School, Charter Schools USA—Family Handbook, 2021-2022 Equipment Borrower Responsibility Student Information Student(print) Parent/Guardian (print) Homeroom Teacher Grade Level Address Telephone Number Items Checked Out Description IF LOST Serial Number Date Item # IPAD $300 Item# Description Serial Number Date Charger $40 X Description Serial Number Date Item# IPAD CASE $100 1 acknowledge that I am financially responsible for the items assigned to my student in case of loss, theft, or damage from the time the item is assigned to my student until my student returns the item. I also agree to return said materials immediately upon request. The term "financial responsibility"means that the student shall use the equipment in a careful and proper manner, and shall complywith all laws,Charter Schools USA policies, rules and regulations related to the possession, proper use, and maintenance of the equipment, and all requirements of this form; and that the parent/guardian and student assume and bear the entire risk of loss and damage to the equipment from any and every cause, unless confirmed by a school technology specialist can demonstrate that any such loss or damage was not caused, in whole or in part, by misuse, carelessness, or neglect. In the event of loss or damage of any kind to any item of equipment, the parent/guardian and student shall pay the cost to place the same in good repair, condition, and working order; or, if Charter Schools USA determines the equipment to be lost, stolen, destroyed, or damaged beyond repair,you shall pay Charter Schools USA the book value of the equipment. Student Name (please print): Student Signature: Date: Parent/Guardian Name (please print): Parent/Guardian Signature: Date: For Administration Use Only Name Signature Date Authorized By Date to be Returned: Date Returned: 37 Don Soffer A ventura High School, Charter Schools USA—Family Handbook, 2021-2022