KIPP Believe Primary Student and Family Handbook

Transcription

Student and Family Handbook
2016-17 School Year
KIPP Believe Primary
421 Burdette Street, New Orleans, LA 70118
504-266-2050
Work Hard. Be Nice. Change the World.
Table of Contents
Introduction ...............................................................................................................................................................3
Welcome Letter from the School Leader ..............................................................................................................4
About KIPP New Orleans Schools ..........................................................................................................................5
Policies and Procedures .......................................................................................................................................... 16
Academic Policies................................................................................................................................................ 16
Attendance .......................................................................................................................................................... 17
Discipline and Behavior ...................................................................................................................................... 19
Enrollment........................................................................................................................................................... 36
Health and Safety Policies .................................................................................................................................. 36
Property Expectations ........................................................................................................................................ 38
Travel to and From School .................................................................................................................................. 41
Other School Policies .......................................................................................................................................... 44
Appendix ................................................................................................................................................................. 47
School Calendar .................................................................................................................................................. 47
School Supply Lists .............................................................................................................................................. 48
Introduction
Welcome to KIPP New Orleans Schools!
Whether you are a new or a returning family, we are excited to work with you and your child on their path to
and through college. At KIPP our mission is to empower all of our students with the knowledge and skills they
need to find success in college and the world beyond. You are part of a family of over 500 educators, 11 schools,
4500 students and thousands of alumni!
This Student and Family Handbook provides answers to the most important questions about life at KIPP New
Orleans Schools. The Handbook reflects federal, state and local law and policy and also contains many policies
that are uniform across all KIPP schools in New Orleans.
Our hope is that this Handbook will provide answers to most of your questions, but if you are looking for more
information, please contact your school’s principal or front office staff.
Welcome Letter from the School Leader
Dear KIPP Believe Primary Families,
We are very excited and honored to be working with you and your student this year, and the many years to
follow!
At KIPP Believe Primary we make you a solid promise—the promise that in working together we will see your
student to and through college. While college may seem a long way off, we believe it is our shared responsibility
to ensure that our students are set up with the knowledge, skills, character, and habits necessary to graduate
from college and positively shape our community and our world.
We recognize that reaching this goal will take a tremendous amount of teamwork on the part of our families,
our staff, and our students. The name of the school is deliberate, to reflect this dedication to working together
as a team, placing an emphasis on the importance of our school community.
A large part of having a strong community is having excellent communication. This Handbook is a first step in
gaining clarity and providing you with important information. We want to ensure our families understand the
policies and procedures that we’ve designed to help us provide a consistent, safe, and excellent learning
environment for our students.
If ever you have any questions or concerns, please call the school; we are always happy to assist in any way that
we can. Thank you for your continued support and we welcome you to KIPP Believe Primary, where together
we will accomplish much!
Love and thanks,
Sarah Beth Greenberg
School Leader
About KIPP New Orleans Schools
Mission and Vision
KIPP New Orleans Schools exists to empower all students with the knowledge and skills they need to succeed in
college and the world beyond.
Our vision is that, one day, all children will have access to public schools that help children develop the
knowledge, skills, character, and habits necessary to achieve their dreams while making the world a better
place.
History
KIPP New Orleans Schools began in 2005 as a collection of New Orleans residents – parents, teachers and
community leaders - dedicated to providing high quality educational options in New Orleans. The founding
group was drawn together by a shared commitment to education and a belief that a rigorous education will
provide students a path to a life full of choices.
KIPP New Orleans’s first school, KIPP Phillips Preparatory, opened its doors in July 2005 to a class of 120 eighthgrade students in the former E.H. Phillips Middle School building, near the St. Bernard housing projects. After
three weeks of summer school and two weeks of regular classes, the school was brought to an abrupt end by
Hurricane Katrina.
The week after the hurricane, KIPP students who evacuated to Houston shelters called their teachers’ cell
phones to ask for help enrolling in school in Houston. KIPP staff members traveled to Houston and spent several
days walking through shelters at the Astrodome, Reliant Center, and George R. Brown Convention Center to
search for their students. They quickly saw the need for education options for New Orleans children who had
evacuated to Houston.
KIPP New Orleans staff members worked closely with KIPP Houston Schools to open a new school specifically for
New Orleans residents who evacuated to Houston. That school was named New Orleans West (NOW) College
Prep. The school opened on October 3rd, 2005 and served over 450 students in grades Kindergarten through 8th.
In 2006, KIPP families and staff returned to New Orleans to open KIPP Believe College Prep and KIPP McDonogh
15. Eleven years later, KIPP New Orleans Schools enrolls more than 4,600 students in grades Kindergarten
through 12th at eleven schools across the city.
KIPP New Orleans Schools (KNOS) is a Louisiana not-for-profit organization governed by a local board of
directors. As part of the national Knowledge Is Power Program (KIPP) network of schools, KNOS is dedicated to
empowering all students with the knowledge and skills they need to succeed in college and in life.
For more information about KIPP New Orleans Schools, visit www.kippneworleans.org, like us on Facebook at
www.facebook.com/KIPPNewOrleans or follow us on Twitter at @KIPPNO.
Knowledge Is Power Program (KIPP) Network
KIPP began in 1994 with a powerful idea: to create a classroom that helped children develop the knowledge,
skills, character and habits necessary to succeed in college and build a better tomorrow for their communities.
Founders Mike Feinberg and Dave Levin began by redefining what was possible for a classroom of public school
students in Houston. The following year, they opened two KIPP middle schools, one in Houston and one in New
York City. By 1999, these original KIPP public charter schools were among the highest-performing schools in
their respective communities.
In 1999, Don and Doris Fisher, founders of The Gap, gave their support to replicate KIPP in other communities.
As KIPP opened new schools in more cities, expanding from middle schools to elementary and high schools, our
network began helping transform futures of thousands of children and families in underserved communities.
There are currently 183 KIPP schools in 20 states and the District of Columbia serving 70,000 students.
Nationally, more than 94 percent of KIPP middle school students have graduated high school, and more than 82
percent of KIPP alumni have gone on to college.
KIPP schools are public charter schools that operate in accordance with a license agreement with the KIPP
Foundation. Day-to-day operations are managed by KIPP local charter management organizations that hold the
charters.
For more information about the national KIPP network, visit www.kipp.org.
KIPP Through College Program
The KIPP Through College (KTC) program is an essential part of the KIPP education. The goal of KTC is to provide
ongoing academic and organizational support to empower all KIPP alumni to achieve success in high school, in
college, and also as they transition into the competitive professional world.
From KIPP’s inception, college graduation for students has been our big goal. When students choose KIPP, they
are choosing a commitment to academic excellence and perseverance no matter the obstacles, and in return,
KIPP promises to support each student through the rigorous journey of getting to and through college. We are
dedicated to providing the resources necessary to ensure they persist in climbing the mountain to and through
college.
In middle school, the KIPP Through College (KTC) program begins by advising KNOS students and their families
throughout the high school transition process. In high school, KNOS students and alumni receive support from
College Advisors in the following areas: academic advising, ACT preparation, summer program support, college
tours, college admissions and application assistance, scholarships, and ﬁnancial literacy.
In college, Alumni Advisors support KNOS alumni by visiting them on their college campuses, in addition to
remaining in contact via email and phone. Advisors discuss academic progress, ﬁnancial aid, social pressures, as
well as internship and career options to support alumni as they work toward graduation.
KIPP New Orleans School Directory
KIPP Believe Primary
Grades Served: Kindergarten – 4th
Founding Year: 2011
School Leader: Sarah Beth Greenberg
Address:
421 Burdette Street, 70118
Building Name: Banneker
Phone Number: 504-266-2050
KIPP McDonogh 15 Middle
Grades Served: 5th – 8th
Founding Year: 2006
School Leader: Deanna Reddick & Anthony Cognata
Address:
5500 Piety Drive, 70122
Building Name: Coghill Modulars (Morial)
KIPP McDonogh 15 Primary
Founding Year: 2006
School Leader: Mark Burton
Address:
721 St. Philip Street, 70116
Building Name: McDonogh 15 (Morial)
KIPP Central City Academy
Founding Year: 2008
School Leader: Alex Jarrell
Address:
2514 Third Street, 70113
Building Name: Woodson
KIPP Central City Primary
Founding Year: 2008
School Leader: Korbin Johnson
Address:
2625 Thalia Street, 70113
Building Name: Guste
KIPP Leadership Academy
Founding Year: 2010
School Leader: Herneshia Dukes
Address:
2300 St. Claude Avenue, 70117
Building Name: Colton
KIPP Leadership Primary
Founding Year: 2011
School Leader: Jenni Seckel
Address:
Building Name: Colton
KIPP Renaissance High School
Founding Year: 2010
School Leader: Joey LaRoche & Towana Pierre-Floyd
Address:
Building Name: Douglass
KIPP East Community Primary
Grades Served: Kindergarten – 2nd
Founding Year: 2014
School Leader: Jennifer Carey
Address:
4500 Mendez Street, 70126
Building Name: Coghill Modulars (Abrams)
KIPP Woodson High School
Grades Served: 9th
Founding Year: 2016
School Leader: Alex Jarrell
Address:
2514 Third Street, 70113
Building Name: Woodson
KIPP Believe College Prep
Founding Year: 2006
School Leader: Luke Naegele
Address:
9330 Forshey Street, 70118
Building Name: Dunbar
About KIPP Believe Primary
Our Mission.
KIPP Believe Primary is built on the belief that accountable schools constructed on a foundation of thoughtful
college-focused planning and strong neighborhood partnerships have the ability to transform communities from
within.
At KIPP Believe Primary we empower our young scholars with academic knowledge and community support
while cultivating strong character and values. Our scholars gain the tools needed to advocate for themselves,
their friends and families in order to become respectful leaders who ultimately succeed in ending generational
poverty within their community.
Our Vision.
KIPP Believe Primary creates a school environment where all children are safe, successful and free to take risks
in order to become their best selves. Highly trained and compassionate teachers provide our scholars the
knowledge, skills and experiences they need to become not only academic achievers, but also artists, scientists,
authors, athletes, community organizers and agents of change.
Our scholars will be held to high literacy standards, be taught through rigorous instruction, engage in hands on
service learning and be exposed to dynamic learning experiences. We believe this will lead our students to
develop a deep love for education and literacy, internalize a sense of social responsibility focused on improving
the world around them and feel committed to their own success and the success of others as they become the
active leaders of tomorrow.
Our School Values.
 PRIDE
 LOVE
 PERSISTENCE
 JUSTICE
Our Credo.
At KIPP, we believe.
We believe in the creation of inspired lives
produced by desire, discipline, and dedication.
We are not frightened by
the challenges of reality
but believe that we can change our world
and our place within it.
We work, plan, create, and dream.
Our talent, character, and integrity
will be the tools we need
to build a better tomorrow.
We believe that we can take this place,
this time, and the people here and
build a better place, a better time,
and a better people.
As a team and family,
we will either find a way, or make one
Pride
“Tortoise smiled as his friends carried him on their shoulders.
He had learned an important lesson: HARD WORK AND
PERSEVERANCE BRING REWARD.”
Janet Stevens
We believe we are honorable scholars who work hard everyday,
do our best at all times, and have PRIDE in ourselves, our
future and our Team and Family.
Kindergarten Key Student Messages:
 I am proud of myself, my school and my community.
 I am proud of who I am, where I come from and where I am going.
 I am a lifelong learner.
First Grade Key Student Messages:
 I actively participate at all times because I am a lifelong learner.
 I am a positive role model in my school.
 I am a positive role model in my community.
Second Grade Key Student Messages:
 I am eager to explore new things.
 I actively listen to others.
 I ask and answer questions to deepen my understanding.
Third Grade Key Student Messages:
 I am honest and open with my team and family I actively listen to
others.
 I take responsibility for my actions.
 I do the right thing when no one is looking.
Fourth Grade Key Student Messages:
 I am always learning and growing.
 There is no perfect person, only perfect practice.
 I ask and answer questions to examine things from all sides before
making judgments.
Adult Reflective Questions:
 Am I operating in a way that I would want my scholars to emulate?
 Am I thinking about how others may perceive KIPP or Believe
Primary?
 How can I learn from this challenge and emerge a stronger and wiser
person?
Love
“Once there was a tree, and she loved a little boy.”
Shel Silverstein
We believe we are effective communicators who show LOVE by
building strong relationships that help us better understand and
help members of our Team and Family.
 I show love by respecting myself and asking for help.
 I show love by giving help.
 I show love by respecting my community.
 I value close relationships with others.
 I maintain and create new relationships.
 I give to help others be the best they can be.
 When I make good choices, good things happen.
 I recognize and show appreciation for others.
 I recognize and show appreciation for my opportunities.
 I work hard to bring smiles to other’s faces.
 My cup is half full.
 I laugh and look on the bright side.
 I work hard each day to be my best self.
 I help others become their best selves.
 I recognize and show appreciation.
 Am I questioning or doubting this person’s commitment?
 If I were to start with an assumption that this person is
competent and committed, how else would I understand their
actions?
Persistence
"I think I can. I think I can. I think I can. I know
I can."
Watty
Piper solvers who are solutionWe believe we are persistent
problem
oriented, and show PERSISTENCE by learning from our
mistakes and never giving up.
 I never, ever give up.
 I learn from my mistakes.
 When there is a problem, I work to solve it.
 I succeed when I work hard to share my Inner Beauty.
 I take risks to solve problems.
 I get knocked down, but I get up again.
 I speak the truth, even when it is hard.
 I come from a place of love when solving problems.
 I finish what I start.
 I work independently with focus.
 I work hard after experiencing failure.
 I finish what I start.
 I will not give up on myself.
 I will not give up on others.
 I will not give up on this world.
 Which, if any, of the challenges that I’m perceiving are within my
control to influence?
 Are there ways to expand what’s in my control so that I can do
even more to help my students/ colleagues/families handle the
challenges they are encountering?
 Are there any possible downsides to take on this challenge,
given my current relationship or the ways in which I’m already
perceived?

From this situation, what can I learn and how can I grow?
Justice
“Unless someone like you cares a whole awful lot,
nothing is going to get better. It's not.”
Dr. Suess
We believe we are respectful revolutionaries who PURSUE
JUSTICE and will be the change we wish to see in the world.
 I own my actions.
 I think about my choices and make good decisions.
 I do the right thing when no one is looking.
 I embrace similarities and differences.
 I treat everyone fairly by giving them what they need to be successful.
 I give EVERYONE a second chance.
 I make choices to be the best I can be.
 I make choices to help my team and family be the best they can be.
 I make choices to help the world be the best it can be.
 I get over frustrations and setbacks quickly.
 I respectfully stand up for my teammates and myself.
 I look out for myself, my teammates and my family.
 I lead to create change in my life.
 I lead to create change in my school.
 I lead to create change in the world.
 Am I trying to figure out the other person’s intentions and the challenges they
are up against?
 What strengths and resources do this person possess, are there any that I
may be ignoring? How can I genuinely acknowledge and build upon these
strengths and resources in my work with this person?
 Am I thinking about my contribution to the program, how am I coming across,
or the impact I am having?
 What steps can I take to avoid getting bogged down in the deficits that
I perceive this person or situation has?
 How can I learn about these things while helping this person understand what
I intended and the impact their actions are having on me?
2016 – 2017 Commitment to Excellence Form
Teachers’/School Leader’s Commitment:
We will fully commit to KIPP Believe Primary in the following ways:









We will be accountable for our student results, doing whatever it takes to teach the knowledge and
skills, nurture the confidence and character, and inspire the passion needed for our students to achieve
their goals, live their best lives as their best selves, and positively impact the world.
We will work to improve our craft to best meet our students, families, and teammates’ needs.
We will be available and respectful to families and students by phone and in person.
We will arrive by 7AM on each day and work hard until the end of the day.
We will participate fully in grade level meetings, staff meetings, and professional development.
We will attend summer professional development sessions.
We will live by example and teach the values of KIPP Believe Primary every day.
We will work purposefully and intentionally to meet our professional and student achievement goals and outcomes.
We will follow and adhere to school policies and procedures outlined in both the Staff and Family Handbooks.
We understand that not fulfilling these commitments will result in consequences, including possible release from duties.
X_____________________________________________
Parent/Guardian Commitment:
We will fully commit to the KIPP Believe Primary school community in the following ways:












We will help our child in the best way we know how and will do whatever it takes to support him/her in learning the
academic skills, the character traits and participating in the learning experiences needed for him/her to thrive in
primary school through college.
Every night, we will read with our child, check his/her homework, and sign daily communication sheets.
We will call the teacher if we have a question or concern about the homework in order to complete all assignments.
We will make ourselves available to our children and the school in order to address any concerns.
We will give permission to and make sure our student attends KIPP Believe Primary every day and all field trips. If
our child is going to miss school, we will notify the teacher as soon as possible.
We give permission for our child to participate in all supplemental instruction as needed.
We will make sure our child follows the KIPP Believe Primary dress code.
We understand our child must follow the KIPP Believe Primary rules and values in order to protect
the safety, interests, and rights of all individuals in the school. We will be responsible for the behavior
and actions of our child.
We will make sure that our child arrives on time at KIPP Believe Primary everyday prepared to learn
Monday through Friday and stays throughout the instructional day, including supplemental instruction
opportunities.
We will attend and participate in all mandatory meetings and conferences.
We will arrange for our child to remain at school until the end of the school day every day.
We will follow and adhere to school policies and procedures outlined in the Family Handbook.
We understand that not fulfilling these commitments will result in consequences including loss of privileges for my child.
X_____________________________________________
Student’s Commitment:
I will fully commit to KIPP Believe Primary in the following ways:










I will always come to school prepared to work hard, be nice, be safe, make good choices, and live the
values of KIPP Believe Primary.
I will do whatever it takes for my fellow scholars and me to learn.
I will complete all my homework well every night and seek help if there is a problem with my
homework.
If I need help I will ask. If a teammate needs help, I will give it.
I will always behave so as to protect the safety, interests, and rights of all individuals in the classroom.
I will follow the teachers' directions and accept the consequences for breaking rules.
I will follow the KIPP Believe Primary dress code.
I will make sure that I arrive at KIPP Believe Primary on time every day Monday through Friday or board a KIPP
Believe Primary school bus at the scheduled time.
I will remain at school until the end of the day every day.
I am responsible for my own behavior and choices.
I understand that by not fulfilling these commitments, I will receive the consequences of the school’s behavior code,
including loss of privileges at the school.
X_____________________________________________
Policies and Procedures
This document contains the most important policies and procedures governing the operations of KIPP schools in
New Orleans. This document, along with the KIPP New Orleans Schools Pupil Progression Plan (PPP) are the
guiding policy documents for KIPP New Orleans Schools.
KIPP offers language assistance services in person and over the phone. The Home Language Survey can be
found in the annual student registration packet. Please contact your child’s school for more information.
Student and Family Handbook
This Student and Family Handbook explains the rights and responsibilities of all members of the school
community in order to provide students a safe, positive, supportive, and achievement-oriented learning
environment.
The policies in this Handbook apply to actions of students during school, on the way to and from school, while
on school property, while traveling in vehicles sponsored by KIPP New Orleans Schools, at all school-sponsored
events, and on online social networks and other internet correspondence.
Pupil Progression Plan
The Pupil Progression Plan (PPP) describes many of the academic policies related to student placement,
promotion, and remediation. Many, but not all, of the policies in the Pupil Progression Plan are contained in this
document. If you would like to view the full Pupil Progression Plan, it is available in the front office at each KIPP
school, or online at www.kippneworleans.org.
Academic Policies
KIPP Believe Primary Curriculum Overview
KIPP Believe Primary has a student-centered, constructivist approach to instruction. In each block of the day,
scholars are pushed to solve problems independently or with peers and given ample work time to practice skills
on their own level. We have a balanced approach to literacy instruction—ensuring that scholars are pushed to
understand high level text as well as given guidance with texts at their reading level. Some of KIPP Believe
Primary’s curricular resources include Lucy Calkins Reading and Writing Workshop, Cognitively Guided
Instruction (Math), Math Investigations (K-2), Eureka Math (3-4), and Mondo Phonics. In order to ensure that
our scholars’ social and emotional skills develop we also have direct social skills instruction through the PATHS
curriculum daily. In order to serve all scholars at different ability levels we strategically group scholars
throughout the day for intervention for all areas of development. At KBP every child gets what they need to be
successful every day.
Homework Policy
Homework folders are sent home daily Monday-Thursday and parents are expected to sign the daily log.
Scholars receive weekly homework packets with assignments Monday-Thursday and weekend homework
packets for Friday-Sunday.
Student Records and Privacy
KIPP New Orleans Schools takes student data privacy seriously and follows regulations contained in the Family
Educational Rights and Privacy Act (FERPA) and Louisiana data privacy laws. Pursuant to ACT 677 and ACT 837 of
the 2014 Louisiana Legislative
Session, KIPP New Orleans Schools posts information regarding the transfer of students’ personally identifiable
information (PII) to private entities who provide student and other educational services to them. Please visit the
“Student Data Privacy” section of www.kippneworleans.org for more details about how student information is
shared.
Attendance
Regular attendance at school is a primary factor in student success. We believe that in order for students to
succeed, they must attend school and arrive on time. The following section outlines policies and procedures
governing attendance.
School Start and End Times
Monday, Tuesday, Thursday, Friday
7:15 AM – 3:45 PM
Wednesday
7:15 AM – 1:00 PM
Please refer to the Appendix for the school’s annual calendar.
Types of Absences
Excused absences are absences incurred due to personal illness or serious illness in the family (documented by
acceptable excuses), which are not considered for purposes of truancy. Students with excused absences are
eligible to make up work and tests and receive credit for work completed on those days. Absences are
considered unexcused until the school receives proper documentation of the absence. Absences are excused
for the following reasons:
1. Personal illness (as verified by a written note from a physician, dentist, or nurse practitioner licensed
to practice in Louisiana)
2. Death in family (not to exceed one week, as verified by a written note from the parent)
3. Natural catastrophe and/or disaster
4. Participation in school-approved off-site activity
5. Absence for the observance of recognized holidays of the child’s own faith (as verified by a written
note from a religious official)
6. Any other extenuating circumstance as approved by the school leader
Unexcused absences are any absence not meeting the requirements set forth in the excused absence definitions
below. All absences are considered unexcused until documentation of an excuse is provided to the school.
Students are required to make up work missed during unexcused absences.
Suspensions are absences in which a student may not make up work and may be given failing grades for missed
work. The absence is considered when determining whether or not a student may or may not be promoted, but
is not considered for purposes of truancy.
Procedure for Excusing Absences
If a child is going to miss school for any reason, it is the parent’s responsibility to call 504.266.2050 by 8:30 AM
to report the absence.
For an absence to be marked excused, parents are required to submit a note to the student’s teacher the day
the child returns to school.
Absences, late arrivals and early pick-ups will not be excused, except for the following situations:
Acceptable Excuse
Documentation Required

Illness
Note from doctor (if over 3 days)

Religious observance
Official letter from religious organization

Student’s medical appointment (that is
impossible to schedule outside of school hours)


Note from doctor
Note from doctor
Extreme family emergency (death or medical
emergency of immediate family member)
Other extreme emergency approved by Principal Official documentation
Truancy
KNOS reserves the right to refer truant students and their parents to the Office of Child Welfare and Attendance
at the Louisiana Department of Education or the RSD/OPSB Youth Opportunity Center. These agencies
investigate violations of the compulsory attendance laws, and when necessary, provide parents and guardians
written notice, either in person or by registered mail, of legal action to be taken and next steps in the
adjudication process.
If a student has been absent for 10 days due to medical issues and has a doctor’s excuse to miss school, the
student shall be referred for review by the Response to Intervention Team to determine need for referral for
Section 504 services if the student has not previously been identified as a student with a disability.
The school leaders or designee will notify the parent or legal guardian on or before a student's third unexcused
absence to convene a meeting with the parent and student and/or refers the student to the Response to
Intervention Team for truancy interventions. KNOS considers arriving late to school four times as the equivalent
of one unexcused absence. Tardiness also includes leaving or checking out of school unexcused prior to the
regularly scheduled dismissal time.
Per RSD policy, students absent for 15 consecutive schools days may be dropped from the school’s roster.
Checkouts from School
1. Students who leave school for any reason must sign out through the Main Office.
2. Students may only be signed out by persons whose name(s) appear on the student registration
database unless the school receives permission in writing by the parent/guardian in advance.
3. Written permission is to be given by the parent/ guardian or “emergency person” shown on the
registration database before each checkout. Picture identification must be presented.
4. Students will not be allowed to check out after 3:00PM unless for reasons approved by the School
Principal in advance.
School Assignments During Absences
When a student returns to school after an excused absence, the student shall have the opportunity to complete
missed assignments.
A student who is absent five (5) or more days in any quarterly grading period must make up missed work before
the end of the grading period or the student shall receive an incomplete grade. The student can make up work
during the next nine-week grading period, but if he/she fails to do so, the incomplete grade automatically
becomes a failing grade. It shall be the responsibility of the teacher to inform the student of the deadline for any
make-up work.
Students missing school as a result of any suspension shall be counted as absent, considered unexcused, and
shall be given failing grades for work missed in compliance with State Statute Bulletin #741. If a suspension is
modified or reversed through the suspension appeal process, related absences will be excused and the students
will receive make-up work for those excused days.
Absences and Retention
Students with more than 15 unexcused absences per year (or the pro rata equivalent based on their date of
enrollment) may be considered for retention.
Discipline and Behavior
KIPP New Orleans Schools is committed to using positive behavior supports and effective tools, strategies and
incentives to ensure a safe and orderly school environment and a caring school culture. KIPP New Orleans
Schools do not condone or utilize corporal punishment. Please refer to the section titled “Discipline for Students
With Disabilities” for additional information.
In accordance with Louisiana’s mandate for the implementation of a School Master Plan for Discipline, KNOS’
school-based leadership teams monitor discipline incidents and referrals by month, time, location, student,
grade level and type of incident.
Infractions and Corrective Strategies
Discipline incidents will be classified as Level 1, Level 2, Level 3, and Level 4 infractions. The tables below
identify the KIPP New Orleans Schools behavioral expectations, examples of expected behaviors, types of
infractions and potential corrective strategies.
In the effort to fully implement Positive Behavior Support and reduce the loss of instructional time due to outof-school suspension and expulsion, KNOS utilizes a wide variety of corrective strategies that do not remove
children from valuable instructional time when appropriate. Corrective strategies also include referral to and
collaboration with outside agencies and with court appointed workers for students involved with the juvenile
justice system.
Level 1 Infractions - Productive Personal Environment
Behaviors that occur in the classroom and affect only the misbehaving student.
Behavioral
Expectations
Be Safe
Be Responsible
Be Respectful
Examples of
Expected
Behaviors
Walk in hallways
Arrive to class on time and
participate in class
Follow the teacher’s directions and use
positive language with peers
1.4 Inappropriate items in class
1.5 Passive non-compliance i.e.,
sleeping, refusing to participate
1.6 Unexcused tardiness and
absenteeism to class
1.7 Cheating or plagiarism
1.8 Profanity/cursing
1.9 Disrespect of an adult
1.10 Disrespect of a peer
1.11 Disruption in class, on school
grounds, on school bus or RTA bus
1.12 Any other infraction that the School
Leader deems to be similar in severity to
other Level 1 infractions
1.13 Ongoing commission of Level 1
infractions
Level 1
Infractions
1.1 Horseplay or running in
the hall/class
1.2 Throwing objects
1.3 Out-of-assigned
seat/table/area
First Infraction
 Re-teach the behavioral expectations
 Have the student apologize and make amends with those affected
 Provide a reflective activity
Possible
Correctives
Strategies
Corrective Actions for Repeated Infractions:
 Contact and/or conference with parent/guardian
 Implement a home/ school communication system
 Utilize check-in/check-out
 Loss of privilege
 Implement a behavior contract that includes expected student behavior, incentives for
demonstrating expected behavior and consequences for infractions
 Refer to the school social worker
 Refer the student for tiered interventions through the Response to Intervention Team
 Detention
 Use of in-school intervention
 Bus suspension
Level 2 Infractions - Productive Classroom and School Community Environment
Behaviors that occur in the classroom or within the school community that affect a misbehaving student and
threaten to or interfere with the learning of others, and behaviors that are non-compliant with reasonable
requests and directions by an adult in the school, despite clear understanding of expectations and an attempt to
redirect by an adult.
Behavioral
Expectations
Be Safe
Be Responsible
Be Respectful
Examples of
Expected
Behaviors
Solve problems peacefully
Take care of school property and
ask before borrowing other
people’s property
Consider other people’s feelings and
respect personal space
2.4 Unauthorized display or use of
a cell phone or other disallowed
electronic property during school
hours
2.5 Stealing/possession of stolen
property
2.6 Vandalism
2.7 Willful Disobedience
2.8 Making a threat
2.9 Physical assault without bodily harm
2.10 Leaving school grounds without
permission
2.11 Any other infraction that the
principal deems to be similar in severity
to other level 2 infractions
infractions
Level 2
Infractions
2.1 Fighting or instigating a fight
2.2 Using or possessing tobacco
products, matches or lighters
2.3 Possession of fireworks
For level 2 Infractions, the following steps must be implemented:
Possible
Correctives
Strategies
1. MANDATORY parent contact to inform parent of accusation and status of investigation. Parent will be given the
option to attend the student conference.
2. MANDATORY student conference and school-level investigation.
3. MANDATORY confiscation of disallowed property during school hours
If the principal determines that discipline action is warranted:
3. MANDATORY school level conference with student, parent, principal or designee and staff member(s) involved
determining and implementing appropriate corrective strategies.
4. Referral to the Response to Intervention Team for tiered interventions, counseling, and/or completion of a
Functional Behavioral Analysis (FBA) and implementation of a Behavioral Intervention Plan (BIP)
5. MANDATORY suspension or alternative to suspension
Level 3 - Orderly and Safe Environment
Behaviors that occur inside and outside the classroom and negatively affect an orderly environment. These
behaviors are generally not intended to cause physical or mental harm to another individual and are not
necessarily illegal. Behaviors that are intended to cause another individual serious physical or mental harm
and/or are illegal.
Behavioral
Expectations
Examples of
Expected
Behaviors
Be Safe
Be Responsible
Be Respectful
Ask for help if you are not safe
Be cooperative in the event of an
emergency
Understand when the answer given to
you is, “No”
Level 3
Infractions
3.1 Coming to school under the
influence of drugs or alcohol
3.2 Aggravated assault to another
student or school district
employee with serious bodily harm
3.3 Inappropriate and unwanted
sexual behavior
3.4 Starting a fire
3.5 Use of any object to harm,
frighten or intimidate others
3.6 Causing false fire alarms or
making bomb threats
3.7 Extortion
3.8 Theft of property
3.9 Inciting Violence
3.10 Failure to follow instructions
during school-wide lockdown or
emergency.
3.11 Bullying
3.12 Burglary
3.13 Robbery
3.14 Possession of a dangerous
instrument or the use/display of an
instrument deemed by others to be
dangerous
.3.15 Any other infraction that the
to other Level 3 infractions
infractions
3.17 Conviction of a felony or conviction
of an offense which, had it been
committed by an adult, would have
constituted a felony.
3.18 Use of electronic device to
repeatedly threaten, intimidate, or bully
another student or to share sexually
explicit material.
For level 3 infractions, the following steps must be implemented:
1. MANDATORY parent contact to inform parent of accusation and status of investigation. Parent will be given the
option to attend the student conference.
2 MANDATORY student conference and school level investigation.
If the principal determines that a recommendation for long term suspension is warranted:
Possible
Correctives
Strategies
3. MANDATORY conference with the parent, student and appropriate school staff
4 Referral to the Response to Intervention Team for tiered interventions, counseling, and/or completion of a
Functional Behavioral Analysis (FBA) and implementation of a Behavioral Intervention Plan (BIP)
5. MANDATORY conference with and referral to school social worker for student assessment, referral to emergency
mental health treatment and/or implementation of school based treatment plan, and connection to outside
agencies for support
Corrective Strategies
Create home/school communication system
Re-teach the behavior expectations
Have the student apologize and make amends with those harmed or offended
Provide meaningful reflective activity
Loss of privilege
Create a behavior contract that includes expected student behavior, incentives for demonstrating expected
behavior and consequences for infractions
Check-in/check-out
Arrange linkage with a counseling agency
Detention
Short-term suspension or alternative to suspension
Long term suspension
Possibility of recommendation for expulsion
Level 4 – Expellable Offenses
Behaviors that are illegal, defined and regulated by Louisiana education law, and extremely harmful to the
misbehaving student and/or others, including possession of a dangerous weapon, possession of a controlled
substance, and assault with maiming.
1. Weapons - A student carries a weapon to or possesses a weapon at school, on school premises, or to
or at a school function under the school’s jurisdiction.
2. Drugs - A student knowingly possesses or uses illegal drugs, or sells or solicits the sale of a controlled
substance, while at school, on school premises, or at a school function under the school’s jurisdiction;
3. Serious Bodily Injury - A student inflicted serious bodily injury upon another person while at school, on
school premises, or at a school function under the jurisdiction of the State or KNOS.
Behavioral
Expectations
Be Safe
Be Responsible
Be Respectful
Examples of
Expected
Behaviors
Ask for help if you are not safe
Be cooperative in the event of an
emergency
Understand when the answer given to
you is, “No”
Level 4
Infractions
4.1 Possession, use, or
concealment of illegal drugs at
school or school related activities
4.2 Possession of a dangerous
weapon
4.3 Assault with maiming
4.4 Sexual Assault
4.5 Well-documented and ongoing commission of serious acts
that threaten the safety of
others.
4.6 Any other infraction that the
to other Level 3 or level 4 infractions
For infractions involving possession, use of concealment of illegal drugs and firearms, the following steps must
be implemented.
1. MANDATORY student conferences and school-level investigation.
Possible
Correctives
Strategies
If the principal determines that a recommendation for expulsion is warranted:
2. MANDATORY parental contact.
3. MANDATORY school level conference
4. POSSIBLE referral to outside agencies such as Police, FINNs and/or Juvenile Justice authorities.
5. MANDATORY recommendation for long-term suspension or expulsion and interim placement.
6. MANDATORY referral to RSD Hearing Office for any student recommended for expulsion.
School-wide Behavior System Description and Process
Kindergarten through Second Grade
Character Management System: Color Chart System (Red to Purple)



Scholars all start the day on Green—in Kindergarten and 1st Grade Colors Reset after lunch to Green, 2nd
Grade colors are cumulative per day
Scholars have the opportunity to move up to Blue for following rules and meeting all expectations.
Scholar who are on Purple are making exceptional choices without reminders or going above and beyond to
live the values (examples: Scholar without prompting helps a friend clean up Math materials, Scholar finishes work
early and gets a Beyond Z workbook so not to waste any learning time)
SCALE:
Purple (Aim: 2-3 children per day)
Blue (Aim: Most children per day)
Green (Neutral)
Yellow
Red
Communication with Families:

Kindergarten and 1st Grade: Afternoon and Morning Color will be displayed as well as anecdotal notes
from teacher about the choice made to warrant color (examples: Dot had a hard time using safe hands in the
morning. Dot was really helpful to friends during Math today!).
2nd Grade: Only Cumulative Color Displayed with anecdotal notes from teacher about the choices made
to warrant color.
Parents receive a same-day phone call from the teacher if ever scholars end the day on Red
(not during instructional time).
Minor Misbehavior STEPs:
STEP 1 (Warning and Yellow):



One Verbal Warning (be specific about behavior you need to see; warn about clip move)
Clip Move
Note: After any consequence, quickly look for appropriate behavior and PRAISE (or potentially change color back up)
STEP 2 (Separation from Group):
 Scholar should be asked to move to a different location in the classroom (not Take-a-Break*) to think about
their choices and told that they may rejoin the community after they have shown appropriate behavior
(example: “Patrick, You are not being safe because you have been putting your hands on friends. Please go to your
desk and you can return when you are being safe”).
 Teacher monitors scholar and if appropriate behavior is shown (ideally within 5 minutes), she or he may
return to the group.
*This removal from the group should not be to the Take-a-break corner of the classroom. The function of the Take a
Break is center for de-escalation. Using it as a punitive area of the classroom can inhibit scholars from using the
Take-a-break as a voluntary technique for self-control.
STEP 3 (Red, Reflection, and Coaching Conversation):
Scholars move to Red when major misbehaviors occur and/or if they have not improved after moving to yellow
and the separation from group.


At this point, a student is again removed from group and required to complete a Character Reflection Form
(*again, not in Take-a-Break).
At some point during the day (e.g., independent work, lunch, recess, free-choice centers, etc.), the teacher
and student review the Character Reflection Form and engage in a Coaching Conversation.
STEP 4 (Buddy Classroom):
 If a scholar makes another poor choice after moving to Red, they should be asked to go to another
designated classroom (buddies will be predetermined).
 The teacher, a support, or a peer should escort the scholar to the Buddy Classroom (teachers can text
Admin if assistance is need). Upon entering the classroom the Buddy Teacher will say, “We have a friend who
needs some extra love. Please take a seat away from the community and start your work.”
 Buddy Teacher should give the scholar 2 minutes alone to calm down. After 5-10 minutes, either the
Buddy teacher, a support, or a peer should engage in a Coaching Conversation. The scholar who enters the
classroom should sit at the teacher table or another designated “time-out”/separation from group space and
not Take-a-Break to do the classroom work occurring in the Buddy class.
 Once calm and post-Coaching Conversation, scholar should be sent back to their homeroom and asked to
apologize for the choice that they made as well as name what they will do differently to “turn it around.”
The community will affirm the friend coming from Buddy classroom by saying “We love you, we believe in
you, and we won’t give up on you!”
BIG NOTE: Scholar should quickly earn the opportunity to move up on the color chart for reflecting
and deescalating.
STEP 5 (Referral to AP or SSC):
 If a scholar makes another poor choice after integration back into the community, the teacher should ask
the scholar to move from the community and wait while an Office Discipline Referral Form (ODR) is being
completed. The teacher should fully complete the ODR and either call an AP or escort the child to the AP.
If the scholar is enrolled in College Club the referral should go to the Scholar Support Coordinator.
 At this point, the AP or SSC will also engage in a coaching conversation with a scholar and make a phone
call to the parents. If it is the scholar’s first referral, the AP or SSC will attempt to reintegrate the child into
the classroom and observe the scholar for at least 15 minutes to ensure that they have turned it around.
 Upon the 2nd referral in the same day, the AP or SSC will call the parent and require a Parent Teacher
Conference to make a plan for aligning home and school systems or for other next steps.
 Upon the 3rd Referral in the same day, the AP or SSC will discuss with the leadership team and determine if
a suspension or another next step would be most supportive of positive behavior. The AP or SSC will call
the parents about next steps.
Consequences
Morning* and Afternoon Consequences: Scholars will make up work or practice to perfection the adaptive
replacement behavior during Free Choice Centers.
Red: Miss Free Choice Center time
Yellow: Miss 5 minutes of Free Choice Center time
*The morning free choice centers are only applicable for Kindergarten and First Grade Scholars. Second Grade scholars
have one opportunity for free choice centers in the afternoon and their colors are cumulative throughout the day.
Major Misbehavior STEPs:
Major Misbehaviors include but are not limited to any behavior with a malicious intent to hurt others or
property such as: physical aggression towards peers, verbal aggression, or cyber/texting aggression (the specific
behaviors related to these categories are outlined on the KBP referral document). **
NOTE: Any behaviors that could be interpreted as suicidal, homicidal, or sexual in nature must be reported
immediately to the Social Worker. If there is a scholar who is in crisis in this way, the teacher must not leave
the scholar alone, but should escort the scholar to admin, or send another scholar or teacher to Ms. Green
(front office) to page an administrator with the appropriate immediately.
*If the infraction is manifestation of the disability suspension will be at the discretion of the SSC.
STEPs for Automatic Referral:


If a scholar commits a major misbehavior, the teacher should ask the scholar to move from the community
and wait while a paper referral is being completed. The teacher should fully complete the Office Discipline
Referral and either call an AP or escort the child to the AP. If the scholar is enrolled in College Club the
referral should go to the Scholar Support Coordinator.
AP or SSC will follow referral protocol (Step 5 above)
**STEPs for Automatic Red:
Some behaviors, in Kindergarten through Second grade, are an automatic Red and Separation from Community
in the classroom, but would not necessarily warrant an automatic referral. These behaviors include but are not
limited to: minor physical aggression (does not lead to injury), minor profanity, minor stealing, etc.
Third and Fourth Grade System
Character Management System: Fluid Feedback Chart
Note. All scholars begin the day on “Shine your Light”
STEP 1 (Verbal Warning):


Scholars receive a verbal warning from one of the teachers stating the appropriate behavior needed and also
cueing that the next step is a clip move.
If students transition to a class already on Feedback #1, the teacher still begins first with verbal warning.
STEP 2 (Feedback #1on Clip-Stick):

Once scholars have received one verbal warning their clip should be changed to Feedback #1.
STEP 3 (Separation from Group):


Scholar should be asked to move to a different location in the classroom (not Take-a-Break*) to think about
their choices and told that they may rejoin the community after they have shown appropriate behavior
(example: “Patrick, You are not working hard because you are drawing instead of writing with us on the carpet.
Please go to your desk and you can return when you show that you can work hard”).
Teacher monitors scholar and if appropriate behavior is shown (ideally within 5 minutes), she or he may
return to the group.
*This removal from the group should not be to the Take-a-break corner of the classroom. The function of the Take a
Break is center for de-escalation. Using it as a punitive area of the classroom can inhibit scholars from using the
Take-a-break as a voluntary technique for self-control.
STEP 4 (Feedback #2 on Clip-Stick with a Reflection and Coaching)
 Scholars move to Feedback #2 if they have not improved after moving to Feedback #1 and separation from
group.
 At this point, a student is again removed from group and required to complete a Character Reflection Form
(*again, not in Take-a-Break).
 At some point during the day (e.g., independent work, lunch, recess, free-choice centers, etc.), the teacher
and student review the Character Reflection Form and engage in a Coaching Conversation.
STEP 5 (Mr. Turner and Buddy Classroom):




If a scholar makes another poor choice after moving to Feedback #2, Mr. Turner should be texted/called
(504-251-6722) and he will escort the scholar to the designated classroom (buddies will be predetermined).
Upon entering the classroom the Mr. Turner will say, “We have a friend who needs some extra love. We will be
sitting away from the community to work.”
Mr. Turner should give the scholar 2 minutes alone to calm down. After 5-10 minutes, Mr. Turner will
engage in a Coaching Conversation. The scholar who enters the classroom should sit at the teacher table or
another designated “time-out”/separation from group space and not Take-a-Break to do the classroom
work occurring in the Buddy class.
Once calm and post-Coaching Conversation, scholar should be sent back to their homeroom and asked to
apologize for the choice that they made as well as name what they will do differently to “turn it around.”
The community will affirm the friend coming from Buddy classroom by saying “We love you, we believe in
you, and we won’t give up on you!”
BIG NOTE: Scholar should quickly earn the opportunity to move up on the feedback clip-stick for
reflecting and deescalating.
STEP 6 (Referral to AP or SSC):




If a scholar makes another poor choice after integration back into the community, the teacher should ask
the scholar to move from the community and wait while an Office Discipline Referral Form (ODR) is being
completed. The teacher should fully complete the ODR and either call an AP or escort the child to the AP.
If the scholar is enrolled in College Club the referral should go to the Scholar Support Coordinator.
At this point, the AP or SSC will also engage in a coaching conversation with a scholar and make a phone
call to the parents. If it is the scholar’s first referral, the AP or SSC will attempt to reintegrate the child into
the classroom and observe the scholar for at least 15 minutes to ensure that they have turned it around.
Upon the 2nd referral in the same day, the AP or SSC will call the parent and require a Parent Teacher
Conference to make a plan for aligning home and school systems or for other next steps.
Upon the 3rd Referral in the same day, the AP or SSC will discuss with the leadership team and determine if
a suspension or another next step would be most supportive of positive behavior. The AP or SSC will call
the parents about next steps.
Data Collection:

Afternoon: Teachers leave their clip-stick intact at the end of the day. Fellows/Americorps will circulate to
their assigned classrooms to enter data into data tool daily.
Communication with Families:
Teacher records end of day feedback level with anecdotal notes from teacher (if needed) in scholars’
binders.
Afternoon Consequences: Work through Free Choice Centers
Feedback #1: Miss 5 minutes of Free Choice Center Time
Feedback #2: Miss entire Free Choice Center Time
Major Misbehavior STEPs:
Major Misbehavior Include but are not limited to any behavior with a malicious intent to hurt others or property
such as: physical aggression, verbal aggression, emotional aggression, or electronic aggression (the specific
behaviors related to these categories are outlined on the KBP referral document). NOTE: Any behaviors that
could be interpreted as suicidal, homicidal, or sexual in nature must be reported immediately to the AP, SSC,
and Social Worker. If there is a scholar who is in crisis in this way, the teacher must not leave the scholar
alone, but should escort the scholar to admin, or send another scholar or teacher to Ms. Green (front office) to
page an administrator with the appropriate code immediately.
Major Misbehaviors include but are not limited to any behavior with a malicious intent to hurt others or
property such as: physical aggression towards peers, verbal aggression, or cyber/texting aggression (the specific
behaviors related to these categories are outlined on the KBP referral document). **
NOTE: Any behaviors that could be interpreted as suicidal, homicidal, or sexual in nature must be reported
immediately to the Social Worker. If there is a scholar who is in crisis in this way, the teacher must not leave
the scholar alone, but should escort the scholar to admin, or send another scholar or teacher to Ms. Green
(front office) to page an administrator with the appropriate immediately.
*If the infraction is manifestation of the disability suspension will be at the discretion of the SSC.


If a scholar commits a major misbehavior, the teacher should ask the scholar to move from the community
and wait while a paper referral is being completed. The teacher should fully complete the Office Discipline
Referral and either call an AP or escort the child to the AP. If the scholar is enrolled in College Club the
referral should go to the Scholar Support Coordinator.
AP or SSC will follow referral protocol (Step 6 above)
Suspensions
A suspension, in which the student is not allowed to attend school for a designated period of time, is a serious
and formal corrective strategy a school may take if a student commits a Level 2, 3 or 4 infraction.
All students shall be treated fairly and honestly in resolving grievances and complaints, and in the consideration
of any suspension or expulsion. For Student Code of Conduct infractions that may warrant a suspension or
recommendation for expulsion:
1. The school must conduct a student conference and school-level investigation within a 24 hour period.*
Investigation includes taking written statements (or helping with the writing of a statement) from
teachers and other students who were witnesses to the incident.
2. Prior to any suspension or recommendation for expulsion, the principal or designee must inform the
student of the “particular” misconduct of which he/she is accused and the basis for the accusation.
3. Prior to any suspension or recommendation for expulsion, the principal or designee must give the
student an opportunity to present his/her version of the incident and ensure the student’s version is in
writing. The principal or designee may call witnesses requested by the student. The principal or designee
shall make a reasonable effort to reach a fair determination of the incident before making any
disposition.
4. The school must contact the parent/guardian by telephone on the day of the incident and no later than
the following day or send a certified letter giving notice of the suspension, the reason for the
suspension, and the date and time of a conference to be conducted within 5 days with the principal or
his/her designee.
5. The school must give the parent/guardian notice in writing of the suspension and the reason for the
suspension. The written notification must include information about the parent’s right to review any
evidence that will be presented at the Hearing.
6. The student shall remain in school until the end of the school day unless released into the care of a
parent/ guardian. No student should be sent home without proper documentation of the particular
misconduct and reason for suspension.
7. In extraordinary circumstances, the principal or designee is authorized to call law enforcement
personnel to transport the student home and/or to a designated facility, including juvenile detention.
8. Any parent/guardian of a suspended student shall have the right to appeal a suspension to the KNOS
Executive Director or designee. The decision of the Executive Director is final.
9. The school must hold a school-level conference conducted with the principal or designee,
parent/guardian, and the school social work specialist within a reasonable time. All students have the
right to fair and reasonable treatment during disciplinary proceedings and the opportunity to present
evidence and defend his/her actions. Your child has a right to bring a representative of his/her choice to
all disciplinary proceedings. If a parent encounters a problem with discipline procedures and/or fair
student treatment, the parent may contact the Student Support Office.
Appeal of Suspension
Any parent/guardian of a suspended student shall have the right to appeal a suspension to the KIPP New
Orleans Schools Executive Director or designee. The Executive Director or designee will conduct a hearing to
review the suspension and make a decision based on the merits of the case. The decision of the Executive
Director shall be final. Parents of students with disabilities who disagree with any long-term removal for
disciplinary reasons have the right to request a due process hearing.
To appeal a suspension upheld by the Executive Director, the parent must submit a written statement of appeal
request within five (5) school days after the beginning date of the suspension to the LDE Hearing Office with a
copy of the disciplinary action form (Notification of Suspension). After formal notification of the request, the
hearing officer will assess the merits of the case. The decision of the Hearing Officer shall be final.
Expulsions
Expulsion is defined as “a removal from all regular school settings for a period of not less than one school
semester.” Any student, after being suspended for committing an expellable offense, may be expelled upon
recommendation by the school principal and approval by the RSD Hearing Officer. The principal may
immediately suspend and recommend for expulsion a student who commits one or more of the following
expellable offenses:
o
Distributing, selling, giving away, or loaning any controlled dangerous substance governed by the Uniform
Controlled Dangerous Sub- stances Law, or any prescription drug not prescribed to the accused student, or
any chemical substance that affects the central nervous system and produces stimulant, depressant,
euphoric, or hallucinogenic effects to the mind or body
o
Carrying, possessing, or using a firearm, knife with a blade of two inches or longer, or any other instrument
of which the purpose is lethal force
o
Sexual assault and other sexual acts where the ability of one party to consent is compromised by age,
intellectual ability, intoxication, or incapacitation
o
Intentional battery or assault on any individual using a weapon, or which causes serious, documentable
injury that necessitates medical care
o
Engaging in an intentional physical altercation with a member of the school staff that does not rise to the
level of battery, does not involve using a weapon, and does not result in serious, documentable injury
necessitating medical care
o
Possessing any controlled dangerous substance governed by the Uniform Controlled Dangerous Substances
Law, or any prescription drug not prescribed to the accused student, or any chemical substance that affects
the central nervous system and produces stimulant, depressant, euphoric, or hallucinogenic effects to the
mind or body
o
Possession or use of any implement/substance with the ability to seriously harm another person
o
Robbery of an individual on school property or at any activity over which the school has jurisdiction
o
Engaging in consensual sexual acts on school property or at any school-sponsored activity
o
Well-documented and on-going commission of serious acts that threaten the safety of others
o
Sharing sexually explicit material, including through the use of an electronic device
o
Theft of school property or the personal property of individuals on school property or at any activity over
which the school has jurisdiction
No student who has been expelled shall be admitted to any public school in any other parish or city school
system in the state except upon the review and approval of the governing authority of the school system to
which he seeks admittance.
Due Process Procedures for Expulsions
A principal cannot expel a student. A principal can recommend a student for expulsion. If a principal
recommends a student for expulsion the student will be suspended pending a hearing for a recommendation for
expulsion. The student will then have an expulsion hearing, in which the RSD Student Hearing officer will
determine if the recommendation for expulsion is upheld, reversed, or modified.
The due process procedures for recommendations for expulsion hearings are as follows:
1. The process begins with the commission of an offense that could be grounds for expulsion. From this
point, the student will not be permitted to voluntarily transfer to a new school until they are either
cleared of the accusation, serve an expulsion or the incident is reported to the hearing office as waiving
the school’s right to recommend for expulsion.
2. The school is responsible for the continual provision of free appropriate public education (FAPE). During
the investigation and hearing process, the student may remain on suspension, but the suspension may
not exceed the maximum number of days allowed by law. If a student poses a risk to the welfare of
others, the student may serve in-school suspension or receive homebound instruction.
3. The principal or designee conducts a student conference and school-level investigation within three (3)
school days. Investigation includes collecting written statements from staff and student witnesses.
4. Prior to any long-term suspension or recommendation for expulsion, the school principal or designee
must inform the student of the “particular misconduct of which he/she is accused” and the basis for the
accusation.
5. Prior to any long-term suspension or recommendation for expulsion, the principal or designee must give
the student an opportunity to present his/her version of the incident. The student’s version must be
written or summarized and signed by the student. The principal or designee may call witnesses
requested by the student. The principal or designee shall make a reasonable effort to reach a fair
determination of the incident before making any disposition.
6. The parent must be notified by phone, in person or by certified letter of the incident, immediate
suspension, possible recommendation for expulsion, and a proposed time to meet within five days on
the day of the incident and no later than the following day.
7. The student shall remain in school until the end of the school day unless released into the care of a
parent/ guardian. No student should be sent home without proper documentation of the particular
misconduct and reason for suspension. In extraordinary circumstances, the principal or designee is
authorized to call law enforcement personnel to transport the student home and/or to a designated
facility, including juvenile detention.
8. If a principal chooses to recommend a student for long-term suspension or expulsion, the KNOS
Executive Director and Director of Student Support Services must be notified prior to submitting any
documentation to the Student Hearing Office. All required paperwork must be thoroughly reviewed by
the Director of Student Support Services prior to submission to the RSD Hearing Office.
9. If a principal chooses to recommend a student for expulsion, the appropriate paperwork must be
submitted to the Student Hearing Office within 24 hours of completing the investigation, including but
not limited to:







Student Incident form
Witness Statements
Police Report
Expulsion Recommendation form (474)
LDOE Behavior Report Form
Expulsion Recommendation checklist
Notification of expulsion and right to appeal
(Failure of a school to submit the paperwork to the RSD within 24 hours of the incident could result in
allowing the student to return to the school.)
10. Within 24 hours after completing the investigation, the parent must be provided with written
notification of the recommendation for expulsion, the reason for the recommendation for expulsion,
information about the hearing to determine whether the student is expelled, and the parent’s rights.
The student remains on suspension from school and school activities until the hearing takes place.
11. A hearing will be conducted by the RSD Student Hearing Officer or designee within three (3) days. The
principal or teachers as well as the student,* may be represented by someone of their choice at this
hearing. If the hearing officer decides that a hearing will not be conducted, the school may appeal that
decision to the Deputy Superintendent of Portfolio.
12. After the hearing, the RSD Student Hearing officer or designee then makes a determination of the
student’s guilt based on the evidence gathered during the school’s investigation. If found guilty, the RSD
Student Hearing Officer will determine the appropriate length of expulsion according to RSD expulsion
guidelines, and the expulsion is effective immediately.
13. The parent(s)/legal guardian(s) of the student may, within five (5) school days after the decision to expel
a student has been made, request in writing that the KIPP New Orleans (KNOS) governing board review
the findings of the RSD Student Hearing Officer or designee.* Otherwise the decision shall be final.
14. The KNOS board may uphold, modify or reverse the decision.
15. If the KNOS board upholds the decision of the RSD Student Hearing Officer or the designee, the
parent(s)/legal guardians of the student may, within ten (10) days, appeal to the parish court in which
the student’s school is located. The parish court may reverse the ruling of the local educational
governing authority.
Referral to and Action by Law Enforcement and Judicial Authorities
KIPP New Orleans Schools refers any student who has committed a Level 4 offense (and some level 3 offenses)
to law enforcement officers, including the reporting of a crime committed by a student with a disability.
School personnel reporting a crime committed by a student, especially a student with a disability must ensure
that copies of the special education and disciplinary records of the student are transmitted for consideration by
the appropriate authorities to which the agency reports the crime. Records must be transmitted only to the
extent permitted by the Family Educational Rights and Privacy Act.
Civil Rights, Harassment and Bullying
KNOS defines bullying as aggressive behavior that involves unwanted, negative or discriminatory action; a
pattern of behavior repeated over time, and an imbalance of power. KNOS does not tolerate derogatory
comments and name-calling, social exclusion or isolation, physical aggression, lies and false rumors, extortion
and stealing of money and property, or forced acts. KNOS prohibits the harassment, intimidation and bullying of
a student by another student in accordance with Louisiana’s RS 17-416.13.
Harassment. It is expected that no forms of mental, physical, sexual and/or verbal abuse and harassment
toward another person will take place. If a student observes an incident involving harassment, it is his/her
responsibility to report the incident to a staff member. Anyone reporting an incident has the right to have
his/her identity remain anonymous. Students may also report an incident of harassment by writing an
anonymous letter to the staff.
Physical Touch. Students are to keep their hands and feet to themselves at all times. This includes, but is not
limited to, public displays of affection, horseplay, pushing, shoving or bumping into each other. Dependent upon
the severity, no touch violations can be minor or major violations of the school discipline policy.
Threats. It is expected that no student would make threats against individuals, groups, or the school. Threats of
any nature will be taken seriously and may be reported to the proper authorities, as required by law. In
addition, KNOS reserves the right to impose a consequence up to and including expulsion from the school when
a student has caused a major disruption and emergency situation because of a serious threat.
Cyber Bullying. KNOS students are prohibited from the transmission of any electronic, textual, visual, written or
oral communication with the malicious and willful attempt to coerce, abuse, torment, or intimidate a person
under the age of 18.
Prohibition Against Bullying
KIPP New Orleans Schools believes that all students have a right to a safe and healthy school environment. All
schools have an obligation to promote mutual respect, tolerance, and acceptance among students, staff, and
volunteers. Behavior that infringes on the safety of any student will not be tolerated. A student shall not bully
or intimidate any student through words or actions. Such behavior includes, but is not limited to direct physical
contact, verbal assaults, the use of electronic methods, and social isolation and/or manipulation. The school
district policy prohibiting bullying is included in the student code of conduct and includes but is not limited to
the following:





Any student who engages in bullying will be subject to disciplinary action up to and including expulsion.
Students are expected to immediately report incidents of bullying to the principal or designee.
School staff and/or administrators will promptly investigate each complaint of bullying in a thorough
and confidential manner.
If the complainant student or parent of the student feels that appropriate resolution of the
investigation or complaint has not been reached after consulting the school principal, the student or
the parent of the student should contact the local superintendent or his or her designee.
The school system prohibits retaliatory behavior against any complainant or any participant in the
complaint process.
All students and/or staff shall immediately report incidents of bullying, harassment or intimidation to the school
principal or designee. School staff members are expected to immediately intervene when they see a bullying
incident occur. Each complaint of bullying shall be promptly investigated. This policy applies to students on
school grounds, while traveling on a school bus to and from school, or a school-sponsored activity, and during a
school-sponsored activity.
Bullying and intimidation will not be tolerated. Disciplinary action will be taken following each confirmed incident
of bullying.
If necessary, counseling and other interventions should also be provided to address the social-emotional,
behavioral, and academic needs of students who are victims of bullying and students who commit an offense of
bullying.
Students, parents/guardians and other school personnel may report incidents of bullying to an administrator,
teacher, counselor or other staff member orally or in writing by using the appropriate form.
The procedures for intervening in bullying behavior include but are not limited to the following:




All staff, students, and their parents will receive a copy of the policy prohibiting bullying at the
beginning of the school year as part of the student code of conduct.
The school will keep a report of bullying and the results of an investigation confidential.
Staff are expected to immediately intervene when they see a bullying incident occur or upon receipt
of any report of bullying.
Anyone who witnesses or experience bullying is encouraged to report the incident to a school official.
Discipline for Students with Disabilities
Students with disabilities receive extra legal protections when discipline constitutes a change in placement. If a
student violates behavior expectations, before consequences or punishment are imposed, the
principal/designee must consider whether the student has an IDEA or Section 504 disability; or is a student who
is “thought to have a disability.” While all students may be disciplined, the placement of students with
disabilities cannot be “changed” when the offense is directly related to his/her disability or when the IEP or
Section 504 plan is not implemented, except in the case of emergency and expellable offense circumstances
(drugs, weapons, significant bodily injury).
KIPP New Orleans Schools special education teams are proactive in addressing any behavior and socio-emotional
concerns of students with disabilities.
After the first suspension the school will:
1. Conduct a Functional Behavior Analysis (FBA).
2. Develop and implement an individual Behavior Intervention Plan (BIP) to address the behavior that
resulted in suspension.
3. Conduct a conference with parent/guardian.
After the second suspension, the school will:
1. Reconvene the IEP Team to discuss/review the academic, social, and behavioral needs of the student
2. Conduct a FBA and develop/implement an individual BIP only if the behavior exhibited is a new
behavior. If the behavior is a repeated behavior, review/revise the BIP to address the behavior.
3. Discuss, review, and revise the IEP, as needed, to address the behavior resulting in the suspension.
After the removal of a special education student for more than 10 school days (consecutive or cumulative) for
disciplinary reasons, the student must be provided with procedural safeguards. This includes a Manifest
Determination Review meeting to discuss the student’s disability, behavior, implementation of services and
determination of placement.
For more information regarding the rights of students with disabilities, please visit Louisiana Department of
Education website and download the “Louisiana’s Educational Rights of Children with Disabilities” handbook at
https://www.louisianabelieves.com/academics/students-with-disabilities.
Enrollment
Participation in EnrollNola system
All KIPP New Orleans Schools follow the calendar and policies of the New Orleans Common Application Systems
(referred to as OneApp or EnrollNOLA). There are no admissions requirements to attend KIPP schools (including
prior academic performance, prior behavior record, special education status or language spoken). For more
information on the Common Application System, please visit www.enrollnola.org.
Withdrawal and Transfers
Withdrawal and transfers to and from KIPP schools are governed by the Common Application System. All
transfers between schools in the EnrollNola system are governed by the Recovery School District. A student is
considered enrolled at a KIPP school until:
1. a transfer to another school has been confirmed by the EnrollNOLA system, or
2. the school has received documentation of enrollment from a non EnrollNOLA school, or
3. the student has had 15 consecutive unexcused absences from school
Health and Safety Policies
Immunizations
At the start of each school year the nurse is responsible for review of all vaccination records for entering
Kindergarten students, new students and for all updated vaccination records for returning students. The nurse
works closely with the State Department of Health, utilizing the Louisiana Immunization Network for Kids
Statewide (LINKS) database. Immunization information is entered into the state immunization database and
reports are generated that show which immunizations are due. Parents should update immunization records for
students as needed.
Medical Information
At the start of each school year, parents are responsible for submitting a health information form for each child.
Students with chronic conditions that require medical treatment or adaptations during the course of the school
day may sign a release of medical information form to access medical records. Parents who wish the nurse to
administer any treatments or medications (including over the counter medications) must submit a medication
administration order form signed by their Louisiana physician. All forms can be retrieved from the school nurse.
Illness
Parents will be contacted immediately for any child who is at school with any of the following symptoms: fever,
vomiting, diarrhea, uncontrolled asthma, ringworm, unspecified rashes, pinkeye, head lice, infectious disease,
moderate trauma. Scrapes and minor bruises will be attended to at school and child will return to class. Children
with the above symptoms must be picked up within a reasonable amount of time. Return to school will require a
physician’s release note.
Students seen by the nurse will have an assessment or referral note sent home in their folder. The nurse will call
parents with health findings and recommendations as needed.
Any student suspected of having any of the above will be excluded from school until satisfactory treatment has
been given. Discretion is used to check other students in classes where there is an outbreak. Written notice will
be sent home regarding outbreaks.
Chronic Illness/Allergies
All students with chronic conditions such as: asthma, allergic reaction, diabetes, respiratory distress, seizure
disorder, urinary frequency or incontinence must meet with the nurse at the beginning of the school year to
discuss a health/emergency care plan which must accompany orders signed by the child’s physician for medication
or treatment in school. The nurse will communicate with the school administrative team as necessary to
implement the plan. The Director of Food Services will be notified in writing of any students with food allergies or
intolerance. The front office will be notified of students that may present with medical emergencies so that swift
intervention may be implemented.
Emergency Procedure/Severe Injury Policy
A student sustaining severe or life threatening injury or illness at school will be triaged by the nurse and
transported to an appropriate medical facility. Parents will be notified prior to transfer and the students will be
accompanied by trained school personnel if parent is not available immediately. In the event parent is unavailable
to ride in ambulance with child, parent is expected to meet staff at the respective hospital.
Student Medication
No medication can be administered or consumed at school unless both a doctor and a parent/guardian have
completed the appropriate forms. The school strongly encourages families to dispense both temporary and
maintenance medications outside of school hours. Ask your physician for a medication schedule that will
accomplish this. In those few cases where this is not possible, please bring in the medication to the main office.
The medication needs to be in the original container with the appropriate prescription label (including the name
of the student, the name of the medicine, the date, the dosage information, and directions for administering the
medication) and the appropriate Student Health Authorization for Administration of Medication Form.
We store and administer the medicine in a secure location. Please be aware that the medication cannot travel
back and forth to school – once it’s given to us for your child’s use, it must remain with us until it needs to be
refilled. Therefore, we strongly encourage you to ask for two separate prescriptions when at the doctor’s office
with your child. Students are not allowed to have medication (prescription or non-prescription) of any kind in
their possession at school and it should not be placed in their bookbags. Adults should bring the medication to
the nurse. For further information on medication or any health related issues please call us.
Reporting a Child’s Sickness
If your child is going to miss school because of illness, please call the school as soon as possible. All student
absences should be followed up the next day with a note signed by a parent, guardian or doctor. KIPP staff will
call to verify all student absences. Please let the school nurse know if there are any medical concerns or special
circumstances of which we should be aware.
Safety Expectations
Emergency Closings. At times, emergencies such as severe weather can disrupt school operations. In extreme
cases, these circumstances may require the closing of the facility. In the event that such an emergency occurs
during school hours, we will post over local radio and/or television stations. We will also post all school closures
on the KIPP New Orleans Schools website (www.kippneworleans.org).
Fire Drills. Instructions for Fire Drills are posted in each classroom and schools conduct fire drills on a regular
basis.
Emergency Evacuations. If an emergency is not immediately time-sensitive, parents or guardians are called to
retrieve their children. If students need to be removed from the property for safety reasons, they will be
accompanied by teachers to the nearest, open public space. Should these plans not be feasible, the School
Leader will request the local fire station to assist the school in sheltering the students and in reaching parents or
guardians to make arrangements for them to retrieve their children.
Lockdown: If there is an immediate threat to the school due to an emergency outside of the building, an intruder
or threat of violence within the building, school leaders may enact a school-wide lockdown. During this time,
parents will not be able to enter the school building and may not be able to contact their child.
Asbestos Management Plan
The school Asbestos Management Plan is available for inspection in the school’s front office during regular
business hours.
Health and Wellness Policy
Students, parents, teachers, food service professionals, health professionals, and other interested community
members are invited to help develop, implement, monitor, and review district-wide nutrition and physical
activity policies. The region’s Health and Wellness Policy can be found at www.kippneworleans.org and those
interested in the policy review process should contact James Graham at jgraham@thsfc.com.
Property Expectations
School Property Expectations
Students are responsible for respecting and maintaining all school property and equipment. Students
are thus expected to keep school property clean and in proper working order. This includes books and
other learning materials that are to remain free of writing or damage while in students’ care. If school
property or materials are damaged or lost, the student accepts responsibility for paying to repair or
replace the items.
Personal Property Expectations
KIPP New Orleans Schools create an environment that provides privacy and respects all property. Students bring
personal belongings at their own risk. The best protection against loss or theft is avoid bringing personal
property to school unless necessary, and to clearly mark all clothing and equipment with the student’s name.
Items found distracting to the learning environment may be confiscated by school staff and returned to the
parent at the school’s discretion.
Cell Phone Policy
Students who are in Kindergarten, First Grade and Second Grade are not permitted to carry a cell phone to
school at any time.
If Third Grade and Fourth Grade students elect to bring a cell phone to school, it must be turned in to the
locked technology closet upon arrival daily. It can be picked up at the locked technology closet during dismissal.



The first time any cell phone is seen or heard by a KNOS staff member, the telephone will be
confiscated and kept in the front office until a parent or guardian visits the school to pick it up.
The second time any cell phone is seen or heard by a KNOS staff member by the same student the
telephone will be confiscate and held in the front office until the end of the quarter.
If any student is found to be viewing inappropriate content on their cell phone while at school, the cell
phone will be confiscated and held in the office until the end of the school year.
KNOS is not responsible for lost, damaged or stolen cell phones.
Technology and Internet
In accordance with La. R.S. 17:239, no student, unless authorized by the school principal or designee shall use or
operate any electronic telecommunication device including cell phones in any public elementary or secondary
school building or grounds or in any school bus used to transport public school students, except in the case of an
emergency (actual or imminent threat to health or safety). Violation of this policy may be grounds for
disciplinary action including but not limited to suspension from school.
Use of the KIPP New Orleans Schools computer network and other resources is a privilege that will be extended
to individuals who observe the expectations of acceptable use as outlined below. All users are expected to:




use the network only for educational purposes only
use the network in a considerate and polite way at all times, particularly when communicating with
others
use the network for legal purposes only: tampering with the computer hardware or software,
unauthorized entry into computers, vandalism or destruction of computer files, and violating of
copyright laws are prohibited.
keep passwords and accounts private and respect the privacy of those of others.
KNOS uses a filtering system to track and monitor all computer use on the network. The filtering system is
designed to prevent access to educationally inappropriate sites. However, it is important to understand that no
solution is perfect. Due to the nature of the Internet and evolving technology, even with supervision we cannot
guarantee that students will not find their way to an inappropriate site. It is the student’s responsibility to
report the opening of any inappropriate site to the teacher and return to the educational topic
assigned.
In accordance with La. R.S. 17:280, KIPP shall provide age and grade appropriate classroom instruction regarding
Internet and cell phone safety. This instruction shall include, but is not to: (1) safe and responsible use of social
networking websites, chat rooms, electronic mail, bulletin boards, instant messaging, and other means of
electronic communication; (2) risk of transmitting private personal information; (3) recognizing, avoiding, and
reporting, solicitations by sexual predators; (4) recognizing and reporting illegal activities and communications;
(5) recognizing and reporting harassment and cyberbullying; (6) recognizing and avoiding unsolicited or
deceptive communications; and (7) copyright laws on written materials, photographs, music, and video.
Electronic Communication
KNOS requires that all communications between its employees and students be appropriate and in accordance
with all applicable state and federal laws. All electronic or any other communications by employees to students
at any time is expected to be professional, acceptable in content to any reasonable person, and limited to
information that is school-related or is acceptable to both student and parent. All electronic communication,
including electronic mail, by an employee to a student must take place via a means provided by or otherwise
approved by KNOS for this purpose. Any electronic communication made by an employee of KNOS to a student
or received by an employee of KNOS from a student using a means other than one provided by or approved by
KNOS must reported by the employee to his/her school leader. The school leader must maintain a record of any
such reported communication for a period of at least one (1) year.
KNOS offers each employee access to a KNOS-provided mobile phone and laptop to facilitate electronic
communication with students and parents. KNOS also allows employees to use personal mobile phones for
electronic communication. Any employee using a personal mobile phone for electronic communication
understands that all interactions with students and parents via a personal mobile phone are considered KNOS
work product and/or public records. As such, by using a personal mobile phone to conduct electronic
communication with students and parents, the employee agrees to provide KNOS access to the personal mobile
phone and all electronic communication recorded on the personal mobile phone upon KNOS’s request.
KNOS has established the following hours during which electronic communication with students and parents is
deemed reasonable:


7 a.m. - 9 p.m. Monday through Friday, and
10 a.m.-6 p.m. Saturday and Sunday
Employees should refrain from electronic communication with students during all other hours. KNOS holds no
expectation that employees can immediately respond to all electronic communications from students and
parents within the hours KNOS has deemed reasonable for such communication. KNOS does expect all
employees to respond to electronic communication that necessitates a response within the bounds of
reasonable professional courtesies.
So that there is no question about what this policy signifies, please note the following definitions:


Computers: pertains to any and all computers.
Electronic communication: includes any direct communication facilitated by voice or text-based
telecommunication devices (or both), computers, and those devices that facilitate indirect
communication using an intermediate method, including but not limited to Internet-based social
networks. It also includes transfer of signs, signals, writing, images, sounds, data, or intelligence of any



nature in whole or in part by wire, radio, electromagnetic, photoelectric, or photo-optical system and
pertains to both personal and KNOS-issued devices.
Electronic mail: the transmission of text-based information or communication by use of the Internet,
computers, a facsimile machine, a pager, a cellular telephone, a video recorder, or any other electronic
device or means sent to a person identified by a unique address or telephone number and received by
that person.
Improper or inappropriate communications: any communication between employee and student,
regardless of who initiates the communication, that may be viewed as derogatory, sexual or lewd in
content, threatening or harassing, discriminatory, simple fraternization, or suggestive in nature.
Social media: locations on the Internet where users may interact with other users (e.g., Facebook,
Twitter, YouTube, and other social network sites available on the Internet or on a mobile device).
Student Searches
In order to maintain the security of all its students, KIPP New Orleans Schools reserves the right to conduct
searches of students and their property. If searches are conducted, the school will ensure that the privacy of the
students is respected. School officials may search a student if there is reasonable suspicion the student is in
possession of an item that is illegal or against school rules. Student vehicles brought on campus, student book
bags, school desks and other school property are subject to inspection and search by school authorities at any
time without prior notice to students or parents.
Travel to and From School
Arrival and Dismissal Procedure
Arrival





Students may be dropped off as early as 7:15 AM. The doors will open at 7:15 AM.
o Children will not be supervised or allowed into the building before that time as s/he will not be
supervised if dropped off early. KIPP Believe Primary is not responsible for children dropped off
before 7:15 AM.
Between 7:15 and 7:30 AM parents may drop their student off at the gate on Pearl St.
Breakfast will be served in the classroom from 7:15 to 7:45 AM. Parents may walk their students to the
classroom if they so choose.
After 7:45 AM students are considered tardy. A parent must accompany the student to the cafeteria to
get breakfast, then to the Front Office where s/he will record the arrival time in the Tardy Log.
The student will not be permitted to class without a tardy pass from the Front Office.
Dismissal


You must notify the Front Office of any changes to your scholar’s daily bus assignment by 2:00 PM
daily and 11:00AM on Wednesday’s. For example, if you plan to pick up your scholar when s/he
usually rides the bus, you will call the front office by 2:00 PM so that we can make the change.
o If we know the change by 2:00 PM then we are able to tell our staff in plenty of time.
o If you do not let us know the change by 2:00 PM, we cannot guarantee that the change will
happen.
All students must be picked up between 3:45 and 4:00 PM.
o
o
Parents may pick up their scholars at the gate on Pearl St. until 4:00 PM.
After 4:00 PM parents may pick up their scholars in the cafeteria.
Transportation Plan
As BESE authorized Type 5 Charter Schools all schools operated by KIPP New Orleans Schools provide free
transportation to and from school to any student living in Orleans Parish more than one mile from their school.
Transportation may consist of yellow school bus, Regional Transit Authority (RTA) bus, or other means.
Transportation to KIPP schools will be provided subject to eligibility.
Bus Stop Expectations
KIPP New Orleans Schools follows the following process when the parent or guardian of a student under the age
of 10 or with a relevant transportation accommodation in the student’s IEP is not at the bus stop.
A student’s parent, guardian or designee is required to accompany their child at the bus stop during the pick-up
and drop-off each day if their child is under 10 years old or has a transportation accommodation in their IEP.
Parents/guardians are required to be present at the assigned bus stop 10 minutes before and after the designated
pick up or drop off time to account for unexpected traffic conditions.
If a parent, guardian or designee fails to meet a student under ten years old or with a transportation
accommodation at a bus stop during drop-off, the student will not be allowed to exit the bus and will be
transported back to their school or to the transportation company headquarters until a family member is reached.
In cases where the school or transportation company is unable to reach any responsible adult listed in the
student’s file, they may deliver the student to the care of the New Orleans Police Department after notifying a
member of the KIPP New Orleans Regional Operations Team.
Repeated incidence of child abandonment at the bus stop will result in the family losing their bus riding privileges
for a probationary time. If a child is placed on probationary bus suspension, it is the parent’s or other authorized
person’s responsibility to ensure the child has transportation from school at the regular dismissal time. Absences
due to lack of transportation will not be excused. If incidence of Bus Abandonment continues, the parent may be
referred to an outside social services agency for intervention.
Students riding on Hammond’s Transportation buses will observe the route schedule published. Under no
circumstances shall a parent/guardian make arrangements with a driver and vice/versa with regard to the
published stop
Student Bus Behavior Expectations
Expectations for student bus behavior are aligned with school class behavior expectations and the BESE Model
Master Discipline Plan. Students must comply with KIPP New Orleans Schools behavior expectations while
traveling on a school bus to and from their homes or school-sponsored activities. If a student commits an
infraction covered in the Student and Family Handbook on a school bus or at the school bus stop, the school bus
driver/monitor will notify the principal who will complete an investigation and documentation as needed. Based
on the severity of the consequence, the principal’s discretion for consequences include regular school-based
consequences, as well as bus suspension and/or assigned seating.
If a child is suspended from the bus, it is then the parent/guardian’s responsibility to ensure that the child gets
to school on time. KIPP New Orleans Schools will also provide RTA fare for students who lose bus privileges. If a
student with a disability receives a bus suspension, the school is responsible for offering an alternative form of
transportation to and from school.
Assigning New Bus Stops
KIPP New Orleans Schools observes the following procedure for assigning bus stops to new students. If the
family of a new student requests transportation when enrolling, their contact information will be provided to
the transportation company and a bus stop on an existing route will be assigned. If a current student moves to a
new residence, upon verification of their address, the transportation company will assign a stop on an existing
route.
Communicating About Transportation Issues
KIPP New Orleans Schools observes the following procedure regarding communicating about transportationrelated issues. All parents are required to keep their most current contact information on file with the school, as
well as contact information for at least two emergency contacts. The school will use the contact information on
file to communicate with families about transportation issues. As needed, the school may send home written
documentation regarding transportation or discipline issues. Parents should contact the school directly with any
transportation-related issues. In some cases, the parent may be directed to contact the transportation provider
directly.
In the event of an emergency situation, the school will attempt to contact all parents, guardians, and emergency
contacts listed in the student’s file. In whole-bus emergency situations (such as a severe traffic delay or a bus
accident), the school will attempt to contact all parents of children on the affected bus.
Bus Driver Expectations
KIPP New Orleans Schools holds the highest expectations for all bus drivers. Bus drivers are an extension of the
school staff and are expected to provide the highest level of customer service and professionalism to students
and their families. Bus drivers are expected to follow all applicable federal, state and local laws and also comply
with all policies set forth by their employer. Drivers are expected to report serious disciplinary issues to the
school immediately so they may be addressed in a timely fashion. Drivers are to maintain professionalism is all
communications with students, families and staff.
This Transportation Plan has been developed in compliance with all applicable BESE policies and procedures, and
that all transportation employees either contracted with or employed directly by the LEA have received required
background checks through the LBCI. All documentation relevant to this Transportation Plan shall be maintained
on file by KIPP New Orleans Schools.
Permission to Walk Home
Permission for students to walk home without the escort of an adult is a sign of increased responsibility.
Students in grades 5-8 will be permitted to walk home with their parents’ written permission; students in grades
K-4 will be permitted to walk home with their older siblings and with their parents’ written permission. Written
permission forms signed by the student’s parents will be kept on file for the school year. It is a
parent/guardian’s responsibility to inform the school of any changes related to walking home.
All students who walk from school to home are expected to follow all school expectations during this transition,
as they would be on a school bus. Respect for traffic, other pedestrians, and neighborhood homes and
businesses en route to and from home is an important expectation of all students.
Other School Policies
Policy on Birthday Celebrations and Food
If your child’s birthday lands on a school day, s/he is allowed to wear professional attire rather than a
KIPP polo. The birthday child may not wear jeans or t-shirts, professional dress attire only. Students
are not mandated to dress in professional attire on their birthday, but they have the option to do so.
Dress Code Expectations
The purpose of our dress code is to ensure that students are able to fully focus their attention on their
education while they are at school.
1. Scholars will wear only gray or plaid pants, shorts, skirts and jumpers. All pants, skirts and shorts
must be an appropriate size and fit. Baggy pants and pants that are too long or big around the
waist will not be allowed. Skirts and shorts must be worn at the knee. Khaki bottoms are not allowed.
2. Scholars will wear a plain black belt without logo, design, or graphics. The belt should have a
simple buckle.
3. Scholars will wear a KIPP Believe Primary polo shirt or button down shirt that is tucked in
(waistband should be visible). Undershirts need to be solid white, black or gray with sleeves that
do not stick out past the polo.
4. Scholars will wear pants on their waist. No underwear or boxers should be visible.
5. Scholars will wear black sneakers with no logos, designs, graphics, or lights. If shoes have laces,
they must be black and must be tied. If your scholar cannot tie his/her shoes, your scholar must
wear Velcro shoes.
6. Scholars will wear uniform sweatshirts and sweaters as part of the uniform. These are available for
sale in the Front Office. Non-uniform sweatshirts and sweaters are discouraged. Scholars must take
their hoods off their heads while in the building.
7. Earrings must be studs and smaller than a nickel. Scholars may only wear small chain necklaces
inside their shirt.
8. Scholars will not wear hats, bandanas, or other head coverings in the school building.
9. Scholars may not wear artificial nails.
KIPP Believe Primary reserves the right to change or modify the dress code as problems arise during the year.
Parent Teacher Organization
At KIPP Believe Primary, the Family Engagement Team believes that together we are a powerful voice for
children. With a “students come first” approach, we commit to building a bridge between our school team,
families and community in order to celebrate and advocate for every KIPP Believe Primary scholar.
Through partnership and strong communication, we collaborate to execute meaningful events, effective
fundraising and enhanced learning experiences to ensure every child has the relationships, resources and
community connections they need to prepare them in graduating from college in four years.
V.O.I.C.E Meetings are a safe and productive space where the Family Engagement team will meet once a month
with all members to:
 Visualize school events.
 Operate with Urgency.
 Include all parties involved with our scholars’ journey to and through college in plans and progress.
 Collaborate with our school’s staff and community members to provide every student with
enriching programs.
Encourage all stakeholders to use their talents and strengths to take part in our mission.School
Parent and Student Grievance Policy
KIPP New Orleans Schools has established the following grievance protocol to solve disputes or
complaints in a fair and prompt manner. The formal procedures described below may be implemented
only after the parties have engaged in an earnest attempt to resolve matter(s) informally.
Complainants should first schedule a conference with the immediately involved school staff member to
discuss the issue. For example, if the complaint is regarding math class, the parent should contact the
math teacher. The school reserves the right to redirect complainant(s) to the appropriate personnel if
this step has not been followed.
If complainant(s) conclude that the initial response/course of action was insufficient, a meeting may
then be scheduled with the School Leader. The School Leader may choose to redirect the meeting to
the appropriate vice-principal or administrator that supervises the immediately involved staff member.
If this meeting is insufficient, the School Leader will arrange a meeting.
Prior to the scheduling of a meeting with the School Leader, complainant should provide to the School
Leader a letter that identifies:
a. the issue / concern / complaint;
b. what steps have been taken to resolve the situation;
c. the reason for the complainant(s)’ dissatisfaction with the decisions previously
rendered;
d. proposed solutions
If a resolution cannot be reached through a discussion with the School Leader, complainants(s) may
submit their complaint to the KIPP New Orleans School Support Center staff. The appropriate staff
contact information can be obtained through the school’s front office. The School Support Center staff
will work with the parent to seek resolution to the problem and make a decision regarding the
outcome of the grievance.
If a parent disagrees with the decision made by School Support Center staff, they may appeal the
decision to the Executive Director. The decision of the Executive Director will be final. The Board of
Directors does not consider individual parent grievances except in cases related to the alleged violation
of law.
School Visitors
We encourage parents and family members to have an active role in their child’s learning. Approved visitors are
welcome to observe classrooms according to the Visitor Policy below, unless scholars are testing.






All visitors to the school must report to the school office immediately upon arrival, sign in when they
arrive, and sign out when they leave.
Visitors must wear our visitor’s tag at all times while they are on campus.
No materials are to be dispersed on campus without prior approval by school administration.
No person will be allowed to conduct or attempt to conduct an activity on school premises that has not
had prior approval by the School Leader.
All classroom observations must be approved by the School Leader.
Visitors are allowed on campus at the discretion of the School Leader.
For the safety and security of everybody in school, all visitors to KIPP New Orleans Schools must first stop in the
office to sign the Visitors’ Book and follow the above procedures. Parents coming should follow these
procedures. However, KIPP New Orleans Schools reserve the legal right to limit or prohibit individuals on
campus who harass, threaten, harm, or disrupt the safety or peace of the education environment.
Volunteers
Like visitors, volunteers are required to sign-in in the front office and sign a form that acknowledges that they
understand the policies and volunteer expectations of KIPP New Orleans Schools. Volunteers working directly
with children require background checks
Appendix
School Calendar
July
Su
Mo
Tu
August
We
Th
Fr
Sa
1
2
Su
September
Mo
Tu
We
Th
Fr
Sa
1
2
3
4
5
6
Su
Mo
Tu
We
Th
Fr
1
2
Sa
3
3
4
5
6
7
8
9
7
8
9
10
11
12
13
4
5
6
7
8
9
10
10
11
12
13
14
15
16
14
15
16
17
18
19
20
11
12
13
14
15
16
17
17
18
19
20
21
22
23
21
22
23
24
25
26
27
18
19
20
21
22
23
24
24
25
26
27
28
29
30
28
29
30
31
25
26
27
28
29
30
Mo
Tu
Th
Fr
Sa
Su
Mo
Tu
Su
Mo
Tu
31
October
Su
We
November
1
1
2
3
4
5
6
7
8
6
 
We
December
Th
Fr
Sa
  
5
We
Th
Fr
1
2
Sa
3
9
10
11
12
4
5
6
7
8
9
10
9
10
11
12
13
14
15
13
14
15
16
17
18
19
11
12
13
14
15
16
17
16
17
18
19
20
21
22
20
21
22
23
24
25
26
18
19
20
21
22
23
24
23
24
25
26
27
28
29
27
28
29
30
25
26
27
28
29
30
31
30
31
Su
Mo
Tu
We
Th
Fr
Sa
Su
Mo
Tu
Su
Mo
Tu
We
Th
Fr
Sa
1
2
3
4
5
6
7
1
2
3
4
8
9
10
11
12
13
14
5
15
16
17
18
19
20
21
12
22
23
24
25
26
27
28
19
29
30
31
Su
Mo
Tu
January
February
26
Th
Fr
Sa
1
2
3
4
6
7
8
9
10
11
5
6
7
8
9
10
11
13
14
15
16
17
18
12
13
14
15
16
17
18
   
24
25
19
20
21
22
23
24
25
26
27
28
29
30
31
Su
Mo
Tu
Th
Fr
1
2
3
27
28
Mo
Tu
We
Th
Fr
Sa
1
2
3
4
5
6
April
We
March
We
May
Th
Fr
Sa
Su
1
June
We
Sa
2
3
4
5
6
7
8
7
8
9
10
11
12
13
4
5
6
7
8
9
10
9
10
11
12
13
14
15
14
15
16
17
18
19
20
11
12
13
14
15
16
17
16
17
18
19
20
21
22
21
22
23
24
25
26
27
18
19
20
21
22
23
24
23
24
25
26
27
28
29
28
29
30
31
25
26
27
28
29
30
30
Student and Staff Holidays
Notable Dates
Labor Day
September 5
First full day of school
October Holiday
October 6-10
Leadership Appreciation Week Feb. 13-17, 2017
Parent/Teacher Conf.
October 28
Teacher Appreciation Week
May 1-5, 2017
Thanksgiving Holiday
November 21-25
EOY Ceremony (K)
May 25, 2017
Winter Holiday
Dec. 21-Jan.3
Rising Up Ceremony (4)
May 25, 2017
Teacher PD: No Students
January 4
Last day of school
May 24, 2017
MLK Day
January 16
Mardi Gras Holiday
Feb 27 -Mar 3
March 24
Family Meeting
Spring Break
April 14 - 17
Value Celebration
May 30 - 31
Academic Calendar
Daily/Weekly
Daily
Key
Weekly/Fridays
Holidays
Teacher PD: No Students
Quarters
Start
2016-17
August 8, 2016
Quarterly STEP Goal
End
Parent Data Dives
K
1
2
1st August 8
October 5
October 28
1
5
9
2nd October 11
December 20
N/A
2
6
10
3rd January 5
March 10
March 24
3
7
11
4th March 13
May 26
May 30-31
4
8
12
Home Visits - July 25- July 29
Back to School Night - Aug 25 @ 4PM - 6PM
Fall Fest - Oct 19 @ 12PM (ALL Grades)
Parent/Teacher Conf. - Oct. 28 (ALL Grades)
Winter Fest - Dec. 14 @ 5PM - 6:30PM (K-2)
Winter Fest - Dec. 15 @ 5PM - 6:30PM (3&4)
Annual Team & Family Events
Mardi Gras Parade - Feb. 22 @ 10AM (ALL Grades)
Black History Program - Feb. 16 @ 5PM
Parent/Teacher Conf. - March 24 (ALL)
New Student Recruitment - Feb 1-March 15
EOY Picnic - May 15 (Second Grade)
EOY Picnic - May 16 (Third Grade)
Pride | Love | Persistence| Justice
End of Quarter

Early Release (1:30 PM)
Parent/Teacher Conference
EOY Picnic - May 17 (Fourth Grade)
EOY Picnic - May 18 (First Grade)
EOY Ceremony - May 25 (Kindergarten)
Rising Up Ceremony - May 25 (Grade 4)
Parent/Teacher Conf. - May 30-31 (ALL)
School Supply Lists
School Supply Lists
Kindergarten
To bring to school and be used at school:













1 large backpack labelled with student’s name
1 box of gallon size Ziploc bags with the slide lock
1 box of quart-size Ziploc bags with the slide lock
25 #2 Pencils
5 Large erasers
24-count crayons (4 boxes)
A clean cotton sock (to clean individual white boards)
5 boxes of tissues
2 large rolls of Paper Towels
1 large container of Hand sanitizer
2 Boxes of Wet Wipes
One change of clothes (to keep in cubby, labeled with student’s name)
3 Wipes - Disinfectant
First Grade













25 #2 Pencils
1 washable school glue
4 oz24-count crayons (4 boxes)
5 boxes of tissues
4 Expo Dry Erase Markers
Second Grade








25 #2 Pencils
12-count colored pencils (2 boxes)
5 boxes of tissues





3 glue sticks
Third Grade
To bring to school and be used at school::













24-count colored pencils
3 composition books - Wide Ruled
24-count crayons (2 boxes)
6 glue sticks
10-count markers (thick)
1 pair kids scissors
5 boxes of tissues
School Supply Lists cont.
At Home To keep at home for homework assignments (Please let the teacher know of you will need help getting the materials
listed below):









Child-Safe Scissors
Pencils (lots)
Large eraser
Glue sticks (6)
1 bottle Elmer’s glue
Crayons
Washable markers (pack of 8)
Reading books (students will need to read a minimum of 20 minutes every night)
Paper (for writing and drawing)
50

KIPP Believe Primary Student and Family Handbook

Transcription

Similar documents

Opportunity knocks, Chromebook answers

View Larger - Kipp Scott Automotive Rewards

Student and Family Handbook

KIPP: Columbus - The Thomas B. Fordham Institute

May 1st, 7:00 pm May 2nd, 2:00 pm Iron Gate

Student and Family Handbook

TEAM Charter Schools

Hardy Brown College Prep`s Parent Newsletter Week 7

ARCHBISHOP HANNAN HIGH SCHOOL

KIPP STAR - Family Handbook 2014-2015

Open living room