Values 3 - KIPP St. Louis St_ Louis Middle School Student...KIPP Vocabulary 23 Slogans 25 Paycheck...

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Values 3

Commitment to Excellence 3

Academics and Instruction 7

Academic and Instructional Philosophy 7

Academic Probation 7

Academic Standing Model 8

Assessment 8

Interim Assessments (Interims) 8

Standardized Assessments 8

Grading Policies 9

Grading breakdown 9

Grading Scale 9

Learning Support 9

Lifework 10

Make-up Work Policy 10

Physical Education 10

Progress Reports 10

Promotion Standards 10

Promotion 11

Retention 11

Report Cards 11

Extended School Year 11

Saturday School | KIPP Triumph Academy 11

Saturday School | KIPP Inspire Academy 12

Summer School 12

School Culture 12

Chants 12

Character Education 13

Character Growth Card 14

Discipline System 17

KIPP Triumph Academy Referrals 18

Discipline System | KIPP Inspire Academy 19

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Field Trips 22

Hand signals 22

KIPP Vocabulary 23

Slogans 25

Paycheck and Scorecard 25

Awarding Paycheck & Scorecard Dollars 26

Deducting Paycheck & Scorecard Dollars The paycheck can also be used for deductions. If a student does not respond appropriately to interventions/consequences, the teacher should do the following: 27

Positive Reinforcement and Culture Building 27

Student Support Team 27

KIPP Parent Ambassador Program 28

Health and Wellness Services 28

Health Related Services 28

Crisis Intervention Services 28

Families in Transition Services 28

Uniform 28

Uniform Sales 28

Field Trip Dress 29

Policies and Procedures 29

Birthday Celebrations 29

Restroom Policy 29

Classroom Visitors 29

Bus Route Changes 29

Early Dismissal 30

Weekly Memo 30

Tardiness 30

Lost and Found 30

Tardy/Early Release 31

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Values At KIPP St.Louis Middle Schools, we live by our HEART values of Honor, Excellence, Absolute Determination, Respect, and Teamwork. Every cultural practice, behavioral expectation, and academic standard is tied into one of our core values. We teach our students that KIPPsters have HEART in everything they do and, as a result, are capable of climbing the mountain to college and inspiring change in their own communities. In order to encourage the character development of our students, we intertwine cultural expectations within our everyday lessons whenever possible. These values are not just for our students, though. The HEART values guide our instructional and cultural practices as a staff of educators. Commitment to Excellence

The Commitment to Excellence is the foundation of a KIPP school. It represents the contract that all faculty, students, and parents sign upon starting their work with KIPP. The contract lays out the expectations the school has for teachers, for parents, and for our students. A signed copy of this document should be in place for every student and parent that has enrolled at KIPP. This process in completed during the home visit. Some version of this contract has been in place at all KIPP schools since KIPP was opened in 1994. The contract itself does not ensure that all members of our team and family embody each of these characteristics on a day-to-day basis. However, the contract serves as a reminder of what we are obligated to uphold as members of the KIPP team and family. In addition, it provides us with information on what we are committing to inspire our students and families to uphold each day. For example, if a student is not completing his or her lifework or is not treating their teammates with respect, then it is our job to teach them a new and better way. In that same way, if a parent is not checking his or her child’s lifework, then it is our obligation to have a conversation with that parent to get him or her invested in holding the child accountable. The following three pages contain copies of the Commitment to Excellence for staff, scholars, and parents.

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As a leader at KIPP St. Louis Middle Schools, I make the following promises: I will show honor by being fair, truthful, and loyal. ● I will do the right thing when no one is watching me. ● I will take responsibility for my behavior, mistakes, goals, and results, and I will hold my students and

colleagues accountable to doing the same. ● I will make choices that are supported by what I know is right. ● If I don’t know what is right, I will ask a teammate or coach and reflect before making a decision. I will show excellence by striving to be outstanding or great in my role. ● I will ensure that all of my work and actions reflect my best effort. ● I will follow all rules and expectations of the school. ● I will listen to and accept feedback to ensure that I am the best that I can be. ● I will plan ahead and be proactive in and outside of the classroom. ● I will find a way or make one. ● I will be on time to school each and every day. I will show absolute determination by refusing to let anything prevent me from doing what I have decided to do. ● I will respectfully ask questions when I do not understand a concept, thought, or belief. ● I will not make excuses or take shortcuts when they cause me to achieve less than my goal. ● I will constantly seek to improve my performance. ● I won’t ever give up the hope of building a better tomorrow, and will view each day as an opportunity for

another chance to achieve my goal. I will show respect by understanding that everyone & everything has value and worth. ● I will use positive tone, words and gestures when communicating with others. ● I will care for my community, school, and teammate’s property and treat it as my own. ● I will view my teammates and community members as valuable resources in my work. ● I will listen with my ears, brain, and heart when someone is speaking or sharing an opinion, method, or

different way of looking at something. I will show teamwork by collaborating with a group of people to make this work more efficient and effective. ● I will encourage my teammates to learn and be successful through optimism. ● I will exude a love of teaching and learning and create opportunities throughout each day for students

and teammates to smile, laugh, and have fun. ● I will appreciate the opportunity to collaborate, learn, dream, and teach with my team and family, and

because of this amazing opportunity, I will be grateful. ● I will always work and behave in a way that will protect and benefit the members of my team, their

success, and safety. ● I will consider the thoughts, opinions, and beliefs of my team & family when making decisions or acting.

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As a scholar at KIPP St. Louis Middle Schools, I make the following promises: I will show honor by being fair, truthful, and loyal. ● I will do the right thing when no one is watching me. ● I will take responsibility for my behavior, mistakes, goals, and results, and I will hold my teammates

accountable to doing the same. ● I will make choices that are supported by what I know is right. ● If I don’t know what is right, I will ask a teammate and reflect before making a decision. I will show excellence by striving to be an outstanding student. ● I will ensure that all of my work and actions reflect my best effort. ● I will follow all rules and expectations of the school. ● I will listen to and accept feedback to ensure that I am the best that I can be. ● I will plan ahead and be proactive in and outside of the classroom. ● I will find a way or make one. ● I will be on time to school each and every day. I will show absolute determination by refusing to let anything prevent me from doing what I have decided to do. ● I will respectfully ask questions when I do not understand a concept, thought, or belief. ● I will not make excuses or take shortcuts when they cause me to achieve less than my goal. ● I will constantly seek to improve my grades, character, and self. ● I won’t ever give up the hope of building a better tomorrow, and will view each day as an opportunity for

another chance to achieve my goal. I will show respect by understanding that everyone & everything has value and worth. ● I will use positive tone, words and gestures when communicating with others. ● I will care for my community, school, and teammate’s property and treat it as my own. ● I will view my teammates and community members as valuable resources in my education. ● I will listen with my ears, brain, and heart when someone is speaking or sharing an opinion, method, or

different way of looking at something. I will show teamwork by collaborating with a group of people to make this work more efficient and effective. ● I will encourage my teammates to learn and be successful through optimism. ● I will exude a love of teaching and learning and create opportunities throughout each day for students

and teammates to smile, laugh, and have fun. ● I will appreciate the opportunity to collaborate, learn and dream with my team and family, and because of

this amazing opportunity, I will be grateful. ● I will always work and behave in a way that will protect and benefit the members of my team, their


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As a parent or guardian of a scholar at KIPP St. Louis Middle Schools, I make the following promises: I will show honor by being fair, truthful, and loyal. ● I will do the right thing when no one is watching me. ● I will take responsibility for my scholar’s behavior, mistakes, goals, and results, and I will hold my child ● I will make choices that are supported by what I know is right. ● If I don’t know what is right, I will ask a KIPP staff member for his/her input. I will show excellence by encouraging my child to be an outstanding student. ● I will ensure that all of my student’s work and actions reflect his/her best effort. ● I will support all rules and expectations of the school. ● I will work with KIPP staff to find the best solutions for my child’s challenges. ● I will plan ahead and be proactive in and outside of the classroom, and encourage my child to do the

same. ● I will find a way or make one. ● I will be on time to school each and every day. I will show absolute determination by refusing to let anything prevent me from doing what I have decided to do. ● I will respectfully ask questions when I do not understand a concept, thought, or belief. ● I will not make excuses or take shortcuts when they cause my child or me to achieve less than my goal. ● I will constantly seek to improve my child’s grades, character, and self. ● I won’t ever give up the hope of building a better tomorrow, and will view each day as an opportunity for

my family to achieve our goals. I will show respect by understanding that everyone & everything has value and worth. ● I will use positive tone, words and gestures when communicating with others. ● I will care for my community and school property and treat it as my own. ● I will view my teammates and community members as valuable resources in my child’s education. ● I will listen with my ears, brain, and heart when someone is speaking or sharing an opinion, method, or

different way of looking at something. I will show teamwork by collaborating with a group of people to make this work more efficient and effective. ● I will encourage my child to learn and be successful through optimism. ● I will exude a love of education. ● I will appreciate the opportunity to collaborate, learn and dream with my team and family, and because of

this amazing opportunity, I will be grateful. ● I will always work and behave in a way that will protect and benefit my child, his/her teammates, their


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Academics and Instruction

Academic and Instructional Philosophy Led by the Chief Academic Officer for KIPP St Louis and assisted by each School Leader, the vision for the eventual network of middle schools within KIPP St Louis will be to implement a curriculum that is a blend of best practices across the country as well as the best practices of the staff of the KIPP middle schools. We, as KIPP St. Louis Middle Schools teachers, believe: ● All kids can learn and will learn. ● That learning should be fun! ☺ ● In a growth mindset. ● In building our children’s ability to work and think critically and independently, from 5th to 8th grade. ● We should consistently display a sense of urgency while teaching – the idea that every minute of every day

matters, so we teach bell to bell. ● In holding our students accountable to high-quality work and pushing them to self-accountability. ● In assigning lifework every day in every subject in order to ensure that learning continues outside of school. ● In exposing our kids to different world cultures (through both curriculum and extracurricular offerings) and

building well-rounded children who will be excellent St. Louis citizens. ● In the Academic Impact Model that suggests that Teacher Mindsets influence Teacher Actions, which

influence Students Actions, which influence Student Outcomes. ● In using data to drive our planning and instruction daily, weekly, and at the end of the unit. ● That we will all improve in our craft, learn from each other, and display the mindsets and habits of lifelong

learners.

Academic Probation Academic Probation will look different in each grade and may change throughout the course of the year. An “I” on a progress report or report card is our replacement for an “F”. We don’t want to label our students as failing. Instead, we use an “I” for incomplete. To begin the year, if a student in 5th or 6th grade has 3 or more Is on their Progress Report at the end of a unit, he/she will go on Academic Probation to make up missing work, get ahead on Lifework, or complete extra credit assignments. In the 7th or 8th, if a student has 2 or more Is, he/she will go on Academic Probation. Grade level teams will track academic probation and determine the weekly percentage of students in Good Academic Standing. Grade level teams will provide the first line of interventions for students on academic probation and meeting with students on probation to bring up their GPA. Each Grade Level Chair will work with their team to create this intervention plan. For students who have been on academic probation for two units or more, students will move to school-wide interventions which can will include, but not be limited to, a parent conference with the School Leader or Dean, mandatory study hall instead of specials, or increased accountability over work turn in. The plan for each student at this point will be worked out between the Grade Level Chair and the Dean.

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Academic Standing Model Academic Standing is a classification for students based upon their weekly grades. Moving forward, academic standing is going to be tied more to GPA as a way to track the GPA goal as well as build a sense of college readiness for our kids. The current model is:

5th and 6th Grades 7th and 8th Grades

KIPP St. Louis High School Scholar A Grades

KIPP St. Louis High School Scholar A Grades

Honor Roll All A and B Grades

Honor Roll All A and B Grades

Good Academic Standing A, B, and C Grades

Good Academic Standing A, B, and C Grades

Poor Academic Standing 1 Incomplete

Poor Academic Standing 1-2 Incomplete

Academic Probation 2 or more Incompletes

Academic Probation 3 or more Incompletes

Assessment

Interim Assessments (Interims) During the last week of each unit (once every six weeks), students will take an interim in each class. The interim is cumulative assessment that covers all previously taught material from the unit and previous units. These assessments are counted as either 20% or 25% of the grade, depending on the content area.

Standardized Assessments NWEA (Northwest Evaluation Association)

o National test o Taken 2 times a year (Fall, Spring) o Measures growth from test to test o After first test, students receive their goal for the year (1.5-2 years of growth) o 100% students should be able to meet their growth goals each year o Computerized adaptive test (meaning questions will change to provide an accurate picture of

achievement) o Multiple choice test o Scores show up on screen immediately after test is over

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o Takes, on average, about an hour per student o FYI: NWEA is also known as the MAP (Measures of Academic Progress)

Grading Policies

Number of grades per week The expectation is that a teacher has at least 3 grades entered per week. Some weeks may have more and some weeks may have fewer grades based upon the demands of the week. However, for the most part, there should be at least one classwork, one lifework, and one assessment grade a week.

Grading breakdown Grade breakdown for all tested subjects (except for ELA):

• Interim Exams: 25% • Classwork: 25% • Lifework: 25% • Assessments: 25%

Grade breakdown for ELA:

• Interim Exams: 20% • Classwork: 20% • Lifework: 20% • Assessments: 20% • Accelerated Reader: 20%

Grading Scale Percentage Grade

90-100 A 80-89 B 70-79 C

Below 70 I (incomplete)

Learning Support

At KIPP, we strive to meet the needs of all of our learners and push students towards success while building in structured supports along the way. We understand all students have different needs, our learning support intervention spectrum is diverse and leveled, and is designed to accommodate students who have diagnosed disabilities or who simply struggle with the content. Students with Individual Education Plans work with Special Education teachers to meet their individual needs. An IEP is a legal document for students with disabilities that details the goals and accommodations they are entitled to while at school. Each grade level has a specific Special Education (also known as Learning Support teacher) working with the students in that grade level. Students with IEPs and special needs are serviced both inside and outside of the classroom. The learning support teacher will often teach with and support the regular classroom teacher while also occasionally pulling a small group of students out of the classroom to work with them individually.

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Lifework It is the expectation that every student takes home lifework from each class each day, including over weekends and breaks. On average, student lifework assignments should last from 60-90 minutes in total. The lifework should be handed out separately for students in each class. They will turn this lifework in each morning. Each class should have at least one lifework grade per week.Lifework should be reviewed and signed by a parent/guardian on a daily basis. Please see the KIPP St. Louis Regional Handbook for more information.

Make-up Work Policy When students miss school, they are expected to make up all assignments. Teachers will provide students their work when they return at the student’s request. A student has until the number of days they were absent to return the work. For example, if a student misses 2 days and returns on Tuesday, she has until Thursday to complete the work before it should be marked as incomplete. Teachers may make accommodations for certain extended absences or situations. Physical Education

All students will receive comprehensive health and physical education classes in accordance with the Missouri state standards. Due to the nature of physical education classes, parents and students are asked to notify the physical education teacher of any circumstance(s) that may limit a child’s ability to participate in class (for example, if a student has asthma or a broken arm). If a student has a particular medical condition that would prevent him or her from participating in physical education classes for the entire year or for a short period of time, parents must bring a signed statement from a physician to the physical education teacher. Progress Reports

Every week, academic progress reports will be given to students that reflect the most up-to-date progress of that student. Progress reports will be distributed with paychecks on Fridays. Promotion Standards

A student must earn an End-of-year Class Average of 70% or above in order to pass a course. The End-of-year Class Average is calculated using a weighted average:

● Term 1 worth 30% ● Term 2 worth 30% ● Term 3 worth 40%

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Below, you will find 4 examples of how this calculation is made using 4 different students as examples:

Student 1 Term 1

Term 2

Term 3

EOY Average Student

2 Term 1

Term 2

Term 3

EOY Average

Average 58% 65% 82%

70%

Average 42% 53% 100%

69% Weight 0.30 0.30 0.40 Weight 0.30 0.30 0.40

Points 0.174 0.195 0.32

8 Points 0.126 0.159 0.4

Student 3 Term 1

Term 2

Term 3

EOY Average Student

4 Term 1

Term 2

Term 3

EOY Average

Average 81% 73% 85%

80%

Average 92% 84% 90%

89% Weight 0.30 0.30 0.40 Weight 0.30 0.30 0.40

Points 0.243 0.219 0.34 Points 0.27

6 0.252 0.36

Promotion A student must pass 4 or more of his or her core content class to be promoted to the next grade-level. Core content classes include Literature, Math, Science, Writing and History.

Retention If a student earns an End-of-year Class Average that falls below 70% in 2 or more core classes (Literature, Math, Writing, Science, History) he or she will be recommended for retention. At this point, the school leadership team, along with the student’s Grade-level Chairs will review a series of other data points including but not limited to the following:

1. Attendance 2. Character Point Average 3. Academic Habits Percentage on Paycheck (Lifework, Morning Work, Responsibility dollars, etc...)

After a thorough review, the School Leader will determine if he or she will make a recommendation to the CAO regarding whether or not to promote the student. For more information on student promotion, please see the Regional Handbook.

Report Cards Report Cards will go out every twelve weeks, breaking the school year into 3 trimesters. Report cards will be available for parents and guardians to pick up from the school and, when necessary, can be mailed home to scholars.

Extended School Year

Saturday School | KIPP Triumph Academy Saturday school will occur once per month from 8-12. Students will participate in two elective activities. Dates can be found on the KIPP Triumph School calendar. Saturday school is required for all students. Parents are also welcome to attend parent ambassador meetings that take place from 10:30-11:45 at KIPP Triumph.

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Saturday School | KIPP Inspire Academy Saturday school will occur once per semester per grade level from 8-12. Students will participate in two elective activities. Dates can be found on the KIPP Inspire School calendar. Saturday school is required for all students.

Summer School KIPP St. Louis Middle Schools implement an intensive Summer Session each July, prior to the start of the regular academic school year. The goal of the Summer Session is to give students a jump start for the upcoming academic year as well as to familiarize students and families with the routines and procedures of the school. All students are asked to attend the entire summer session every year. Students who are not present during this session may accrue unexcused absences and/or may risk losing their place at KIPP. School Culture

Chants When Dave Levin and Mike Feinberg were struggling new teachers in Houston, Texas, they had the good fortune to observe a veteran teacher named Harriet Ball. In Dave’s words, Harriet was able to teach students, in 45 minutes, what he had failed to teach in months. Harriet accomplished that goal by chanting with her students and setting most of their lessons to particular rhythms, rhymes or hand gestures. Since then, chanting and the integration of songs, dances, and gestures has become a HUGE part of being a KIPP team and family member. Chants are used for many purposes: to memorize academic information, to get someone’s attention, to create a sense of unity among students, etc. Chanting at KIPP St. Louis Middle Schools begins in summer school, where all new students learn a series of school wide chants. For 5th graders, learning to chant their multiplication tables during summer school is an essential part of their KIPPnotizing. Since many of our students arrive so far below grade level, they often have significant deficits in terms of their multiplication facts. However, when set to a chant, students—even our most struggling students—are able to learn all of their times tables in a few weeks. This learning—perhaps more than anything that takes place during summer school—helps students realize what is possible at KIPP and invests them in becoming a KIPPster. For information about academic chants or grade level chants, please speak with an experienced KIPP teacher or utilize KIPP Share. The chants that follow are a few examples of the many school wide chants we will use to build student culture and unity:

KIPPsters Don’t Play We KIPPsters don’t Play We KIPPsters don't play

We just pull up our chairs and Work hard all day

And then track (what) And then track (what) And then track (what)

And then track.

Read, Baby, Read Are there any KIPPsters in the house? (Awwww yeahhh!)

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Then give me a beat!

You’ve got to read, baby, read You’ve got to read, baby, read

The more I read, the more I know. The more I know, the more I grow.

Because Knowledge is power and power helps others And I waannt to….umph!

You’ve got to read, baby, read You’ve got to read, baby, read

REMIX!

You’ve got to read, baby, read (Say what?) You’ve got to read, baby, read

The more I read, the more I know. The more I know, the smarter I grow.

The smarter I grow, the stronger my voice. While speaking my mind or making my choice.

You’ve got to read, baby, read (Say what?) You’ve got to read, baby, read

You’ve got to read!

I’m Young I’m young

I'm young and I'm positive. I am the future

And Imma’ tell it like it is. I won't let anything stand in my way,

My eyes on the prize And it's gonna stay that way

Character Education KIPP’s longstanding motto — “Work hard. Be nice.” — isn’t just a tagline. Since KIPP's beginning in 1994, the development of character has been as important to us as the teaching of rigorous academic skills. Together, they are the combination that makes our schools come alive. We believe both are critical to the success of our students in college and life. KIPP offers teachers, kids, and parents a structured, meaningful way to talk about and develop character. Our approach is rooted in the research of Dr. Martin Seligman (University of Pennsylvania) and Dr. Chris Peterson (University of Michigan) that identifies 24 character strengths as leading to engaged, meaningful, and purposeful lives. At KIPP, explicitly creating opportunities to develop character is infused throughout the school day. Building off of a research partnership between KIPP NYC and Dr. Angela Duckworth (University of Pennsylvania), KIPP is now especially focused on seven highly predictive strengths: zest, grit, self-control, optimism, gratitude, social intelligence, and curiosity. We’ve integrated our own experiences as teachers with the research of Seligman, Peterson, and Duckworth to create a road map for the development of each strength. For example, to help teachers, kids, and parents develop grit we ask them to reflect on whether they try very hard after experiencing failure.

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Character Growth Card The Character Growth Card is a school-based assessment developed to help middle school teachers provide students with formative feedback on skills that researchers and teachers alike have linked with success. We believe these questions are a useful springboard for teaching and learning activities related to a young person’s development of character skills. It is not appropriate for diagnosing or comparing children. We do not yet have evidence that it is a valid tool for evaluating programs or schools. The skills on this card fall into three major categories: social character, which facilitates harmonious relationships with other people and is exemplified by social intelligence and gratitude; achievement character, sometimes termed performance character, which facilitates the achievement of personal goals and is exemplified by grit; and intellectual character, which facilitates learning and is exemplified by curiosity. Some skills relate to two categories. For example, self-control is both interpersonal and an achievement strength; zest is both interpersonal and a learning strength; and, finally, optimism relates both to achievement and learning. During the 2013–2014 school year, KIPP St. Louis began using a Character Growth Card during each of its three report card periods. These growth cards will serve to inspire dialogue among the school’s faculty about how students are modeling—or are not modeling—the character strengths we hope to instill in them. Character Growth Cards provide students the opportunity to reflect on their individual character strengths as well as their current academic habits. With a character report card, teachers and students are more equipped to set targeted and personal goals around character development. Students will receive a score from 1-4 for each of the 8 character strengths. We call the 8 character strengths the “Elite 8”:

Curiosity Gratitude

Grit Optimism

Self-Control (Academic) Self-Control (Interpersonal)

Social Intelligence Zest

Students will receive a score for each strength from each teacher on their grade-level’s team, three times per school year. Scores will be averaged to create a summary of each character strength as well as their overall character score. An example of a Character Growth Card is shown on the next pages.

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Front:

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Discipline System

Vision At KIPP Triumph Academy, we strive to manage student discipline issues in ways that minimize the number of minutes a student is out of the classroom and maximize the positive impact of assigned consequences and interventions. We hope that our system creates an environment that is clear and consistent, and holds students, teachers, and administrators accountable. We believe that the work happening in our classrooms is so important that students cannot be disruptive of the learning environment in any way, nor should they miss a single second of instruction. When we find gaps within our system, we will think of the Credo and create new and improved solutions. Discipline Referral Process 1. Teacher fills out a Discipline Referral Form. The referral needs to be emailed or delivered to the Dean of

Students by the end of the class period. 2. Teacher sends a message to the Dean of Students informing him/her of the send out using the walkie talkie. 3. The Dean of Students will come to pick up the student (preferred) or will respond with instructions describing

where to send the student. 4. The Dean of Students will assign the student an intervention/consequence and may choose to send the

student back after the class has ended or keep the student for a longer period of time. When a student receives a discipline referral they automatically receive a phone call home, paycheck deduction and lunch detention.

5. Within the next 24 hours the teacher must contact the parents/guardians of the child and send notes from the call to the Dean of Students. The student will have to call home when they arrive to the WIT room to notify parent that they have been sent out of class.

Interventions/Consequences 1. When a student is written up and sent to the Dean, the student will first fill out a Behavior Reflection Guide.

a. The Dean of Students will then determine if any additional interventions/consequences are necessary and communicate the intervention/consequence to the teacher.

b. Interventions/consequences may include the following: ▪ Lunch detention ▪ 4-5 Detention ▪ Parent Meeting ▪ Conflict Mediation ▪ BENCH ▪ Student may not return without a parent ▪ Suspension (in school) ▪ Suspension (out of school) ▪ Meeting with the School Social Worker ▪ Community Service

2. In some cases, a student will stay with the Dean for the remainder of the day. Examples of those cases are:

a. When a student is sent out of class for the second time in a single day. b. When a student commits a Benchable act while on Bench.

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In both cases, the student might be asked to get picked up from school.

KIPP Triumph Academy Referrals

Referral Number (in Unit) Consequence

1 $10, Class in Dean’s Room

2 $10, Public Apology

3 $10, Community Service (1 hour)

4 $10, ASD

5 $10, Community Service (2 hours)

6 $10, Friday or Saturday Detention (2 hours)

7 $10, 1 Day Suspension

8 $10, ASD

9 $10, 2 Hour Community Service

10 $10, 1 Day Suspension, HEART Essay

11 $10, 2 Day Suspension, 2 Hours Community Service


13 $10, 4 Day Suspension, or 2 Day and Parent Sit-in







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Discipline System | KIPP Inspire Academy At KIPP Inspire Academy character education is as important as academic education. Our goal is to set consistently high expectations for students while providing the appropriate interventions to improve student’s academics and character and to provide a safe and open learning environment for all. ALL BEHAVIOR INCIDENTS WILL BE REPORTED ON THE STUDENT’S PERMANENT BEHAVIOR RECORD. The following table will be used to determine consequences for all students. The table below does not include all types of misconduct for which consequences will be imposed. A student who commits an act of misconduct whenever the student's prohibited behavior is reasonably related to school or school activities, including, but not limited to, on/off school grounds, school sponsored activities, traveling to or from school or a school activity, in any form of electronic media, and the greater community, which is not listed in the Code, but which is nonetheless prejudicial to good order and discipline in the school or which tends to impair the morale or good conduct of students, will be subject to the consequences deemed necessary by the School Leader, Executive Director or the Board. (Note: KIPP will follow the due process procedures set forth in the Individuals with Disabilities Education Act, Section 504 of the Rehabilitation Act of 1973, and accompanying federal and state regulations where a student’s conduct is found to be related to an existing disability) :

Level One Violation

Offense 1st Consequence 2nd Consequence 3rd Consequence

Gross Disrespect ● Slamming/throwing ● Not responding to an adult when

spoken to ● Rolling eyes ● Not tracking ● Smacking lips/sucking teeth

BENCH and/or Immediate Team and Family Meeting

BENCH and Immediate Team and Family Meeting

BENCH and Immediate Team and Family Meeting (may result in 1 – 3 day Out of school Suspension, OSS)

Lying ● That implicates yourself ● That implicates others


BENCH and Immediate Team and Family Meeting

BENCH and Immediate Team and Family Meeting (may result in 1 – 3 day OSS)

Cell Phones/Electronic Devices ● Cell phone is seen, it rings, it beeps,

or vibrates during school hours. ● Electronic devices such as MP3

players, iPods, CD players, portable video games, and DVD players are seen or used during school hours

See Cell Phone Policy See Cell Phone Policy See Cell Phone Policy

Level Two Violation

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Cutting/Walking Out of Class

● Leaving class without permission ● Missed class without permission




Walking Out of Building

● Leaving school building without permission

Immediate Team and Family Meeting (may result in 1 – 2 day OSS)



Profanity or Obscenity Cursing at any time

● Inappropriate gestures towards a student or staff member

● Writing inappropriate notes/letters to/about a student or staff member

● Possession of pornography

BENCH and/or Immediate Team and Family Meeting (may result in 1 – 2 day OSS)



Misuse of School Property

● Inappropriate use of school equipment including computers, Internet, furniture, etc.




Damage of School Property/Vandalism

● Writing, painting, drawing, scratching, or otherwise making any marks on school property

● Damage of school property such as broken windows, doors, and equipment




Plagiarism or Misrepresentation/Forgery

● Copying someone else’s work ● Allowing someone else to copy your work ● Having someone else complete an

assignment ● Copying the answers from an answer key ● Going against the directions in seeking

outside assistance ● Stealing someone else’s ideas or words and

representing them as one’s original work

BENCH and/or Immediate Team and Family Meeting (may result in 1 – 2 day OSS) Automatic zero

BENCH and Immediate Team and Family Meeting (may result in 2 – 3 day OSS) Automatic zero

BENCH and Immediate Team and Family Meeting (may result in 5 – 10 day OSS Automatic zero

Level Three Violation


Rough Housing/Horse Playing Engaging in mutual physical contact in a playful manner

BENCH and/ or Immediate Team and Family Meeting (may result in 1 – 2 day OSS)



Harassment/Bullying Name calling Racial slurs Threats Any form of intimidation Any form of violence Teasing, harassing, threatening, or intimidating others resulting in physical contact

BENCH and/or Immediate Team and Family Meeting (may result in 1 – 5 day OSS)


BENCH and Immediate Team and Family Meeting (may result in 5 – 10 day OSS or recommendation for expulsion)

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Sexual Misconduct Touching or grabbing of sexual parts, indecent exposure, using force that leads to sexual attention Sexual gestures

Immediate Team and Family Meeting that may result in consequences ranging from OSS to recommendation for Expulsion

Recommendation for Expulsion

Stealing/Robbery Possess (at any time) the belongings of someone else without right or permission




Assault Against a Student Any intent to hurt or harm a student in which the other student does not fight back or only defends himself/herself



Fighting Engaging in mutual physical contact with intent to cause harm Verbally inciting or physically supporting a fight by one’s encouragement or presence (instigating)


Long Term OSS or Recommendation for Expulsion

Long Term OSS or Recommendation for Expulsion

Possession of Stolen Property Receiving, retaining, possessing, concealing, or disposing of stolen property (includes paychecks and snacks)



BENCH and Immediate Team and Family Meeting (may result in 5 – 10 day OSS or recommendation for expulsion)

Dangerous Weapons This includes all weapons as defined in R.S.Mo. § 571.010 and 18 U.S.C. § 921 and can include objects that have a legitimate use such as scissors, guns, bats, knives, exacto knives. This includes at any time on school property, at school functions, and on school provided transportation

Suspension of not less than one year or recommendation for expulsion. See R.S.Mo. § 160.261.5.



Assault Against a Staff Member Any intent to hurt or harm a staff member unless such physical harm was in defense of himself/herself

Immediate Team and Family Meeting that may result in consequences ranging from OSS to recommendation for expulsion


Possession of Alcoholic Beverages, Illegal Drugs, and Controlled Substances

Consequences may range from family meeting to suspension to recommendation for expulsion, in compliance with State and Federal law.



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Field Trips

Grade levels take a field lesson at the end of each unit. Field Lessons for all grades will be taken on the last Thursday of each unit. In order for students to be eligible to attend the field lesson, they must have at least 80% of their paycheck for that particular unit. Students who don’t earn the field trip will be assigned to Whatever it Takes, which will be led by members of the grade level team. During Whatever It Takes, students complete make-up work in an effort to improve their grades and raise their paychecks so that they are more likely to attend the next unit field trip.

Hand signals

Another way that we build school-wide culture at KIPP is through the use of common hand signals. Teaching students specific hand signals helps us maximize our instructional time. For example, a teacher who knows that a student has a misconception about the lesson can address that student immediately. Additionally, a teacher who knows that a student wants to go to the bathroom can address that student with a simple nod and continue teaching. These hand signals will be taught explicitly during summer school and must be reinforced frequently during the first few weeks of school. Hand signal Signal name Meaning

Answer I have an answer to your question.

Question I have a question to ask.

Comment I have a comment to share about something

that was just shared.

Bathroom I have to go to the bathroom.

Water I would like some water.

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Yes/agree; excitement Yes, I think that answer is correct. Or I agree with what is being said.

No/disagree No, I do not think that answer is correct. Or I disagree with what is being said.

KIPP Vocabulary

A fundamental step when striving to create an innovative school culture is the creation of unique terms and phrases. By creating unique terms and phrases for our school, our students feel a sense of belonging to the school and begin to construct an identity as a KIPPster. As a new staff member, the number of phrases and terms can be overwhelming. As a result, here is a glossary of terms written to help strengthen and explain the culture at KIPP St. Louis Middle Schools. Term Definition

Advisory

n : a group of approximately 30 students who meet each morning and afternoon; the strongest example of team and family a student will encounter at KIPP. There are typically two teachers assigned to each advisory. This is similar to a “homeroom” at a traditional school.

Agenda

n : preprinted book where students write down their lifework assignments for each class. This is the first thing that happens in each class taught on campus. The agenda is signed each night by a parent after he/she has verified that all assignments are complete.

Assign yourself v : to find a productive way to use one's time without a teacher having to give a specific assignment (a great example of this is when students finish work early and read silently).

Bench

n : reflective discipline system designed to help students identify problematic behaviors they exhibit and to change those behaviors so that they can climb the mountain to college. When a student is on Bench, he/she cannot communicate with other students, is separated from their teammates, and is excluded from all school privileges.

Bench work n : work that students will complete in order to earn their way off Bench.

Commitment to Excellence

n : document signed by every teacher, student, and parent at KIPP that outlines the responsibilities of all parties to ensure that each student is capable of climbing the mountain to and through college.

Dollars n: “money” that KIPPsters earn each day; dollars are added or taken away according to a student's choices. Dollars are symbolic and not real money.

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Exit Slip

n: Students complete an exit slip at the end of each class. Teachers grade these show offs to track student mastery and write the percentage of students that mastered that day’s objective on their in-class data board.

Heading

n : written by students at the top of every paper received; includes first and last name, subject, date, slogan and advisory name: Name Advisory name Date Grade level slogan Example: Corde Clark Missouri State University May 23, 2012 Be nice. Work hard.

HEART n: core values at KIPP; stands for Honor, Excellence, Absolute Determination, Respect and Teamwork.

Lifework n : replaces the word "homework"; Triumph students typically complete 90 minutes of lifework daily. Students will have lifework each night and over every break without exception.

Lifework Shout-Out n : a brief review of the lifework assigned during the day; occurs during afternoon advisory

Mastery

adj: a term describing our instructional model. Students are coached to achieve Mastery or at least 75% proficiency along all objectives and standards. n: students at KIPP achieve mastery in subjects when they earn a final grade for a report period of at least 75%; students who do not achieve mastery will receive an individualized learning plan.

Objective n; used to describe what the students will learn or be able to discuss at the end of a lesson; can be worded in the form of a question or statement.

Paycheck

n : a reflective discipline system used to teach students the behavior expectations at the school and to identify undesirable behaviors they exhibit so that they can change those behaviors as they climb the mountain to college. A student’s paycheck decreases by one dollar for most infractions against the core values (some infractions cause students to lose more than one dollar). A student’s paycheck increases by one dollar for every time he or she goes above and beyond the core values and/or demonstrates the character strength being taught school wide that week. Paychecks also serve as a behavior record for the week that parents can use to monitor a student's performance. The paychecks must be signed by a parent/guardian and returned each week.

Paycheck Percentage

n : the percentage of the total money earned on each paycheck; calculated weekly. A student’s average percentage is used to determine Fun Friday and field lesson eligibility. Typically, students have needed to earn 80% of the available paycheck dollars to earn these rewards.

Self-advocate n : one who does not let him/herself get left behind; one who seeks help when needed

Shortcut n : the easy way out; KIPPsters are taught to avoid these (i.e. unnecessary abbreviations are even considered shortcuts)

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STL v : acronym describing how students sit in class (sit up, track, listen)

Team and Family n : phrase used to describe the sense of unity that exists at KIPP Academy among teachers, staff, students and families.

Track the Speaker v : to look at the student or teacher who is speaking

Transition n : three minutes allotted between each class period during which students rotate classes in silence.

Slogans

School-wide slogans are also critical to developing a culture of unity and achievement among students and staff. The slogans listed below will be displayed prominently in all classrooms and hallways within KIPP Triumph Academy and KIPP Inspire Academy. Many of these slogans will be taught explicitly during summer school and referred to throughout the year. Teachers will also have the autonomy to post other complimentary slogans within their room to showcase their own individuality. 1. KIPPsters have HEART.

Used to reinforce our core values of honesty, excellence, absolute determination, respect and teamwork. Individual values should be posted as well.

2. Don’t eat the marshmallow. Used to summarize the lesson learned about patience, perseverance, and delayed gratification.

3. There are no shortcuts. Used to remind students to never take the easy, lazy way out.

4. All of us will learn. Used to remind students that we are a team and family; we will not let anyone get left behind. Also, this slogan reminds teachers to help EVERY student and to not let anyone fall through the cracks.

5. Class of 2023 Used to remind students of the year they will start college.

6. No shortcuts. No excuses. Used to remind students to avoid shortcuts and to never make excuses. Everyone at KIPP is responsible for his or her own choices and must be prepared to articulate how their choices are contributing to their own personal development.

7. KIPP Credo: If there is a problem, we look for a solution. If there is a better way, we find it. If a teammate needs help, we give. If we need help, we ask.

8. Work hard. Be nice. We want our students to be strong academically, but we also want them to be good people. As a school, we stress the importance of academics as well as good character.

9. Team beats individual. We accomplish more together than as an individual. We work together as a team to ensure that everyone on the team is successful.

10. Be the change. Derived from Gandhi’s quote, “Be the change you wish to see in the world.”

Paycheck and Scorecard

In order to encourage students to live by our values, KIPP St. Louis Middle Schools have established a school-wide student management system called the paycheck. It is a reflective disciplinary system that sets clear behavior expectations for students, helps them identify positive and negative behaviors, and encourages them to continue positive behaviors and stop negative ones. It is also a tool that we use to track academic

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habits. Students will earn dollars for completing both their lifework as well as their morning work each day. With this system, students can earn a set amount of money in the morning. Throughout each day, students then may earn dollars for exemplifying our school values or lose dollars for failing to demonstrate those values. Each week, students will receive their paycheck from the previous five-day period. Students will take this paycheck home to have it signed by a parent or guardian. At KIPP, we have found that the paycheck system facilitates communication with parents and students about behavior. If a parent wants to know about a student’s behavior, he/she simply has to look at the most recent paycheck. When a teacher wants to talk to a parent about trends in a student’s behavior, he/she enters the conversation armed with information about how many times a student didn’t follow directions, was missing materials, etc. However, the paycheck system only works if used consistently by every teacher on campus. Throughout the year, our team will need to engage in conversations about what constitutes a dollar lost, what doesn’t, which categories are most heavily marked, etc. More than anything else, the paycheck system serves to diagnose trends in student behavior. If our team notices that students in a particular class receive a lot of dollars taken for focus, then steps should be taken to ensure compliance with that particular rule, possibly by providing the teacher with additional strategies for keeping students on task.

Awarding Paycheck & Scorecard Dollars ● Academic Habits. Each student is eligible to earn dollars each morning. To earn the full amount available,

students must have completed all of their lifework from the night before, completed all of their morning work and have their agenda and or any other documents signed by a parent. Students fail to earn dollars for not completing their morning work and fail to earn dollars for each lifework assignment missed. They will also fail to earn dollars if a parent doesn’t sign their agenda and or other documents.

Category

On Time

Correct Uniform

Morning Work Complete

Math Lifework Complete

ELA Lifework Complete

Science Lifework Complete

Social Studies Lifework Complete

Writing Lifework Complete

Agenda Signed

● Character Strengths & School Values. Students may also earn bonus dollars throughout the day for demonstrating strong character. When a teacher notices a student demonstrating strong character, the teacher should publicly or privately inform the student of his or her specific actions and then assign a single

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bonus dollar for the specific character strength. These dollars will support the school in its effort to help develop a child’s character.

Deducting Paycheck & Scorecard Dollars The paycheck can also be used for deductions. If a student does not respond appropriately to interventions/consequences, the teacher should do the following:

● Communicate to the student the exact infraction, using specific keywords ● Deduct a dollar on the paycheck

Positive Reinforcement and Culture Building

At KIPP, we will always ensure that our students learn from their mistakes AND celebrate all their triumphs, big and small. We will do this through:

1. Field Lessons every six weeks for students who have a certain percentage on their paycheck. Our goal is for 80% of students (approximately 80 students) will earn each field trip.

2. Fun Friday time during the last hour of the day on Fridays for students who have a certain percentage on their paycheck for the week. Fun Fridays will be planned by the grade level team and will feature a fun activity for students to participate in. Examples of activities include: basketball, cupcake decorating, arts and crafts, movies, etc.

3. Unit Celebrations following interims every six weeks to celebrate student achievement 4. School events sponsored by the Student Council such as school dances, community service, and

fundraising 5. Saturday School with electives for students 6. End of Year Trips for students who have earned 80% on their paychecks for the whole year!

These events will eventually be planned and prepared for by individual grade level teams and grade level chairs to ensure that the activities meet the needs and interests of our students.

Student Support Team The school is fortunate to have a Student Support Team that provides a range of services to ensure that all students are successful. If you feel that a student could benefit from additional supports, please schedule time to speak with our social worker and dean of students to set up those additional services. Some reasons to meet with the Student Support Team, include, but are not limited to: ● If your family is in transition (without a residence or home) ● If your child is experiencing a recent trauma or needs counseling ● If your child could benefit from a student or adult mentor

Social skills groups Students who may have challenges getting along well with peers may participate in social skill groups to promote positive peer relationships and offer encouragement of positive decision-making. These are sessions that teach students strategies for effective communication, effective decision-making, bullying prevention, conflict resolution and building healthy friendships. Students may be referred to participate in these groups if they are observed in more than one instance of bullying or seem to struggle to find positive ways to cope with peers or stress within student groups. Community service is also utilized as a completion step of this group process. If you’d like a student to be added to our program list, please make a request through the Dean of Students and Social Worker.

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KIPP Parent Ambassador Program Parents are encouraged to participate throughout the year in our KIPP Parent Ambassador Program. At KIPP Inspire Academy the group is called KIPP Inspired Parents and at KIPP Triumph Academy the group is called KIPP Triumph Parent Ambassadors. These parent group meet monthly to increase parent awareness and involvement within the school structure. Parents actively learn all the “KIPPisms” and school culture through the training to have a better understanding of the expectations of students and families while attending KIPP. In the past, classes have included health classes, financial literacy, fundraising, planning for school social events, incentive and recognition sessions, parent support topics and a speaker workshop series. The goals of this group is to offer support and empowerment to the families served within the school setting. Please contact your school's main office to find out when these meetings are scheduled. Health and Wellness Services

KIPP has many partnerships within the community to help serve our students and families. These services are connected to mental health, wellness, family support, uniform resources and more. Parents should contact their school’s social worker or Student & Family Support coordinator for more information.

Health Related Services Our social work practicum students (students working on their M.S.W.s at Washington University) also work throughout the year to connect students and families to a variety of other community health resources. These organizations include Institute for Family Medicine, Visiting Nurses Association, LIttle Bit Foundation, BJC Healthy Kids Express, UMSL Optometry Van, Kids Vision for Life and Gateway to Oral Health. There may be additional services added throughout the year based on need for our students and families. Please feel free to find forms in the Student Support Office. All services are provided at either a low cost or no cost, depending on a family’s insurance and financial need. Please see the Social Worker regarding details of services.

Crisis Intervention Services All students and families are able to receive crisis intervention services based upon their need. Most assistance comes in the form of referrals to appropriate resources within the community that are able to help students and families in crisis situations. Please see our Social Worker regarding possible assistance if you may need emergency assistance.

Families in Transition Services Students that undergo a housing transition (homelessness due to fire, relocation involuntary, etc.) may be eligible for short term assistance and help with uniforms, supplies and transportation to encourage their academic support and success. Please see the Social Worker for more information regarding possible assistance. Uniform

Please see the KIPP St. Louis Regional Handbook for information about our uniform policy.

Uniform Sales ● Parents and students may purchase uniforms during school hours. ● Uniforms can be purchased through Fischer’s Uniform Store. ● Items can also be purchased online. Contact the main office for details.

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Field Trip Dress About every six weeks our students will have the opportunity to participate in field trips. On field trips, they may be eligible to wear jeans and their KIPP shirts. Students who are not participating in the field trip should wear their full uniform. Policies and Procedures

Birthday Celebrations We welcome family-sponsored birthday celebrations at KIPP. Birthday celebrations may take place during lunch or afternoon advisory. Parents may choose to drop off birthday treats or supplies at another time that is more convenient for them, but these items will be kept in the main office until lunch or afternoon advisory when they can be distributed to students. If snacks or treats are brought in for a birthday celebration, there must be enough for the entire class to participate. To receive the most accurate number, we encourage you to speak to your KIPPster’s advisory teachers directly. Due to safety concerns and classroom distraction risks, we cannot allow candles or balloons to be a part of birthday celebrations.

Restroom Policy In order to maximize student learning inside our classrooms, students have specific opportunities for restroom usage. Students may use the restroom twice throughout the academic portion of the day, during morning and afternoon advisory, and during lunch. When asking to use the restroom during academic time, students must wait until the teacher is not instructing and either independent or group work is taking place. Students with a documented medical condition that may increase their need to use the restroom should bring a note listing accommodations from their doctor. KIPP will make necessary accommodations for medical conditions and emergencies.

Classroom Visitors All visitors to the classroom must schedule a time to meet with a staff member. The staff member is required to let the front office know the day before the visitor arrives the time of the visitor arrival. The visitor must check in with the front office. Once checked in, they are then given a visitor nametag and escorted to the appropriate class or office. Any visitor to the campus must sign in at the office. All former students, friends, relatives, parents/guardians of students, etc. must sign in for security purposes. Parents should schedule conferences during teacher’s planning time; any other visits should be kept to a minimum. Classroom observations are welcome, but must be scheduled in advance.

Bus Route Changes ● All route changes need to be submitted to First Student by Wednesday of each week.

o All emergency requests i.e., newly enrolled students and address changes (permanent and temporary) need to go through KIPP.

● Changes submitted by Wed will go into effect the following Monday if approved.

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● Approvals will be communicated to parents by Thursday of each week. o Communication regarding non-emergency requests will come from KIPP. o Communication regarding emergency requests will come from KIPP.

Early Dismissal ● If a student will not be taking their original means of transportation, parents/guardians must notify the main

office by 3:00pm at the latest. Otherwise the student will be sent home with their normal means of transportation.

● Parents/guardians need to pick-up students by 3:30pm at the latest for early dismissal. Parents/guardians must be present before a student can be released from class.

Weekly Memo The school sends home a weekly newsletter every Monday. The purpose of the newsletter is to inform community members about what is happening at the school, including policy changes, upcoming events, special programs and volunteer opportunities. We ask all parents to ask their children for the weekly memo every and to read it carefully. .

Tardiness Student are expected to arrive at 7 am. Students who arrive after 7:30 are considered tardy. They are to enter through the front door and report immediately to the front office to receive a tardy pass.

Lost and Found The School Operations Manager has a container that is designated as a lost and found. Any items that are picked up around the school, such as student clothing, are placed in this container. Unfortunately, we do not have the space to hold these items throughout the year. Consequently, items in the lost and found that are not claimed will be donated or disposed of each unit. If a student believes that he or she is missing something—and that it may be in the lost and found—he or she must ask for a pass to see the appropriate staff member. Regular School Monday – Thursday Doors open at 7:00 a.m. | Students will be marked tardy at 7:31 | Students are dismissed at 4:00 p.m. Friday Doors open at 7:00 a.m. Students will be marked tardy at 7:31 a.m. or any time thereafter | Students are dismissed at 1:30 p.m. Saturday Doors open at 8 a.m. Students are dismissed at 12:00 p.m. Half Day Students are released at 1:30 p.m. Early Release Day Students are released at 1:30 p.m.

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Tardy/Early Release Attending school on a daily basis and being on time for school and class are critical to academic success. It is crucial students learn to arrive on time for their job of learning and stay at school through the entire day. Students arriving after 7:31 a.m. will be marked tardy. So much happens in the first minutes of school to set the tone and prepare students for instruction. Learning continues through the very end of the day and many assignments are given that may be missed if students are released early. Early release must be communicated to the front office before 2:00 PM. It takes a combined effort between the home and the school to convey the importance of education, class attendance and promptness to ALL of our students. As we continue to work together, we encourage you to contact the school office with any questions or concerns. Thank you in advance for supporting your child’s education by ensuring that they are at KIPP throughout the entire school day, each day, throughout the school year.

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