2013-14 Guide for Academics and Student Life - Tampa Preparatory ...

Tampa Preparatory Schoolfor students in grades 6 – 12a place to...thinkWhere a rigorous grounding in skills and knowledge is just the beginning –where teachers and students share inquiry, reflection and analysis on thepath to personal understanding.createWhere people celebrate the imagination in geometric proofs and formalessays, on canvas, computer and stage, in poetry readings and morningassemblies.be yourselfWhere people respect differences and can find their place in a diversecommunity.aspire to excellenceWhere students develop winning attitudes in academics, athletics and arts.go beyondWhere Florida Keys, North Carolina mountains, museums, concert halls andcommunity service become classrooms that foster deeper understandingsof one’s self, others and the world.MORE THAN JUST A COLLEGE PREPARATORY SCHOOL…A PREPARATION FOR LIFE WITH A HIGHER PURPOSE THAN SELF

2013-2014guide for academics and student lifeTampa Preparatory School727 WEST CASS STREETTAMPA, F LORIDA 33606www.tampaprep.orgTEL 813.251.8481 • FAX 813.254.2106CEEB SCHOOL CODE 101729THE SCHOOL’S PHILOSOPHYFounded in 1974, Tampa Preparatory School is a coeducational college preparatory institutionenrolling 640 students. It exists to provide young men and women in grades six through twelve withrigorous intellectual training, and to instill values of fairness, decency, honor, diligence, and academiccuriosity within an orderly and humane environment.The School is first of all a diverse community of people. It possesses a special quality arising from itsrelative smallness, with all that this implies in developing close personal relationships. The facultyis composed of high caliber teachers who assist the students in achieving the greatest personalgrowth. In addition to fine scholarship and enthusiasm for their fields, they have an abiding interestin young people and their influence extends far beyond the classroom. The opportunity for studentsand teachers to know and to respect one another as individuals is one of the greatest strengths ofindependent education in general, and of Tampa Preparatory School in particular.Classes are taught as seminars, labs, and lectures in which students form and express ideas ratherthan merely receive and dispense information. Classes frequently are taught in the Socratic mannerso that maximum participation is encouraged. The School stresses the development of self-confidence,a sense of worth, and the importance of a sense of humor—of having fun in the pursuit of one’s goals.This approach provides a fertile environment for the growth of academic excellence, and encouragesstudents to develop life-long habits of industry and intellectual curiosity through the discovery ofnew interests.In an age that demands instant answers, liberal education cannot demonstrate immediate results, butcan stress the values and standards that provide structure for living. The School’s goal is to developthe academic, intellectual, moral, emotional, and physical potential of each student, and to prepareeach student as an individual to live a creative, productive, humane, and compassionate life.Tampa Preparatory School is accredited by the Southern Association of Colleges and Schools andthe Florida Council of Independent Schools. Additionally, the School is a member of the NationalAssociation of Independent Schools, the National Association of Principals of Schools for Girls, theCollege Board, the Secondary School Admissions Test Board, the National Association of CollegeAdmissions Counseling, the Southern Association of College Admissions Counseling, and theEducational Records Bureau.

honor code:a commitment to honorAs a member of the Tampa Prep Community, I amresponsible for upholding and promoting honesty,trust, respect and fairness in all venues of school life.I pledge to maintain personal and academic integrityand support it in others.I solemnly promise to uphold my commitment tohonor this code.2 | GUIDE FOR ACADEMICS AND STUDENT LIFE

table of contentsAbout our School ...........................................................................................1Honor Code ................................................................................................ 2Purpose of This Guide....................................................................................... 6Non-Discrimination Policy.................................................................................. 6Where To Go For Help....................................................................................... 7Faculty and Staff ...........................................................................................8Academic Information and Policies. ................................................................. 12General.............................................................................................. 12Honors Attitude...................................................................................... 12Academic Integrity ................................................................................... 12Tampa Prep Grading Overview.........................................................................13Upper School Add/Drop Policy..........................................................................13Other Academic Policies .............................................................................. 14Policy for English as a Second Language (ESL) Students. ................................................ 16Academic Probation.................................................................................. 16Academic Policy for Suspended Students. ..............................................................17Academic Levels of Courses............................................................................17AP Student Qualifications..............................................................................17AP Exam Policy........................................................................................17Opportunities for Accelerated Study....................................................................17Global Studies and STEM Concentrations. ............................................................. 18Honor Societies. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20Registration for Classes............................................................................... 20Tampa Prep Graduation Requirements ................................................................ 21Disabilities Policy ..........................................................................................21Services for Students with Disabilities ................................................................. 21Experiential Learning and Extended Trips .................................................................. 23General Information. ................................................................................ 23Field Trip Standards .................................................................................. 23Senior Internship and Service Program. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23International Students. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24Semester Programs and School Year Abroad............................................................ 24Year-Long Program for Juniors and Seniors............................................................. 24Semester Programs for Juniors and Seniors ............................................................ 24Semester Program for Sophomores.................................................................... 24Commonly Asked Questions. ......................................................................... 24Attendance Policies........................................................................................ 25Attendance Guidelines ............................................................................... 25Tardiness ............................................................................................ 26Leaving the School Campus ........................................................................... 26College Guidelines. ....................................................................................... 26College Counseling................................................................................... 26College Admission ................................................................................... 26College Visits......................................................................................... 26GUIDE FOR ACADEMICS AND STUDENT LIFE | 3

table of contentsPolicy for Reporting Information to Colleges. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26GPA, Test Scores and Course Minimums for Florida's State Schools....................................... 27Student Records and Transcripts. ..................................................................... 27Florida’s Bright Futures Scholarship Program. ......................................................... 27Athletics and Activities.................................................................................... 28Athletic and Activity Eligibility ........................................................................ 28Participation in Non-Academic Events................................................................. 29Student Organizations. .............................................................................. 29Fundraising.......................................................................................... 29Character Expectations and Development.................................................................. 29The Peer Counseling and Mentoring Program.......................................................... 29Four Pillars of Tampa Prep Character Education ........................................................ 30Tampa Prep Norms................................................................................... 30Community Service. ................................................................................. 30Student Government................................................................................. 30Guiding Students...........................................................................................31Advising..............................................................................................31Weekly Meetings......................................................................................31My BackPack..........................................................................................31Limits of Advising and the Role of the School Counselor..................................................31Counseling. ..........................................................................................31Course Selection Assistance............................................................................31Student Conduct and Discipline ............................................................................31General Disciplinary Guidelines........................................................................31Types of Infractions................................................................................ 32Disciplinary Consequences......................................................................... 32Concern for Students .............................................................................. 33Conduct Review Board............................................................................. 34Conduct Policies...................................................................................... 34Animal Policy. .................................................................................... 34Book Bags......................................................................................... 34Cleanliness and Litter.............................................................................. 34Criminal Activity .................................................................................. 34Dress Code........................................................................................ 34Drugs, Alcohol, and Tobacco Policy .................................................................. 35Eating in the Buildings. ........................................................................... 35Elevator Use....................................................................................... 35Fights or Horseplay................................................................................ 36General Conduct .................................................................................. 36Harassment/Bullying.............................................................................. 36Hazing............................................................................................ 36Identification Cards................................................................................ 36Illness ............................................................................................ 36Laptop and Mobile Device Security ................................................................. 37Laser Pointers ..................................................................................... 374 | GUIDE FOR ACADEMICS AND STUDENT LIFE

table of contentsLockers. .......................................................................................... 37Off Campus Behaviors ............................................................................. 37Posting Signs...................................................................................... 37Public Displays of Affection. ....................................................................... 37Student-Adult Interactions and Communications ................................................... 37Study Halls........................................................................................ 38Weapons and Threats.............................................................................. 38Technology Policies ................................................................................ 38Technology Mission Statement .................................................................. 38Technology Acceptable Use Policy................................................................ 38Technology, Electronic Devices, and Computer Systems Usage Policy. .............................. 38Parking and Transportation............................................................................... 41Automobiles and Parking............................................................................. 41Transportation To and From School-Sponsored Events .................................................. 42Other Information ....................................................................................... 42Child Abuse Reporting................................................................................ 42Child Safety from Sexual Offenders and Predators...................................................... 42Communications from School......................................................................... 42Evacuation........................................................................................... 42Faxing and Email..................................................................................... 42Health Information Sharing........................................................................... 42Inspection Policy ..................................................................................... 43Interpretation, Modification, Amendment ............................................................. 43Investigations........................................................................................ 43Lunch Service ........................................................................................ 43Parent/Family Cooperation ........................................................................... 43Payment of Tuition and Fees .......................................................................... 43Re-Enrollment Considerations......................................................................... 43Student Records and Information ..................................................................... 43Library Policies............................................................................................ 44Peifer Library......................................................................................... 44Challenged Book and Other Library Materials Policy .................................................... 44Course Descriptions ....................................................................................... 45Appendix.................................................................................................. 64Middle School Three-Year Planning Sheet .............................................................. 64Upper School Four-Year Planning Sheet................................................................ 65Add/Drop Form ......................................................................................66Registration for Non-Traditional Courses. ............................................................. 67Absentee Permission Form............................................................................ 68Service Report Form ..................................................................................69URL Shortcuts........................................................................................ 70Fundraising Event/Project Request Form............................................................... 72GUIDE FOR ACADEMICS AND STUDENT LIFE | 5

PURPOSE OF THIS GUIDEThe purpose of this Guide is two-fold. The first and most important is to provide guidelines for acceptablestudent conduct in a variety of specific situations in which students need to know what isexpected of them. The second is to inform students of what very likely will happen if they violate rulesor the concepts established under the School’s Honor Code. Some of the expectations in this Guide alsogovern expectations of parents and guardians within our community. Therefore, parents and studentsare resonsible for knowing its contents. Because it is impossible to consider every possible situation,especially in an ever-changing environment, we want to stress that none of the stated rules or proceduresprecludes the School from taking disciplinary action if students are involved in activities, on oroff campus, that the School considers detrimental to other students or contrary to the general expectationsof the School community. The Administration, in consultation with the Head of School, has theright to make final decisions in all matters involving student and parent rules. (Revised 7-13)The School reserves the right to interpret the content of this Guide, including the rules and regulationsgoverning the academic and non-academic conduct of students. This Guide is not a contract, nor is itintended to be so construed. Our School reserves the right to modify and/or amend the content of thisGuide at any time during the year. Please consult the most updated version of the Guide on the Schoolwebsite at www.tampaprep.org/guide. If you have any questions about the Guide or any of its policiesplease contact School officials.NON-DISCRIMINATION POLICYAdmission and participation in our educational programs is open to all eligible students who meet ourqualification requirements regardless of race, color, religion, ethnicity, national origin, gender, sexualorientation or disability.6 | GUIDE FOR ACADEMICS AND STUDENT LIFE

WHERE TO GO FOR HELPDESCRIPTION UPPER SCHOOL EXT.# MIDDLE SCHOOL EXT.#absences & tardiness TBA 4031 TBA 4031academic probation Mr. Carlson 4043 * * * * * * * * * * * * * * *academic programs & curriculum Mr. Carlson 4043 Mr. Fenlon 4047admissions Mr. Facciolo 4011 Mrs. Honegger 4009athletics Mr. Flynn 4075 Mr. DeTringo 4247college counseling Mrs. Wall 4039 * * * * * * * * * * * * * * *disciplinary actions Mrs. Jisha 4051 Mr. Fenlon 4047faculty questions Mr. Morrison 4045 Mr. Morrison 4045f inancial aid Mrs. Honegger 4009 Mrs. Honegger 4009illness and First aid TBA 4031 TBA 4031ipad questions Mrs. Lassacher 4105 Mrs. Lassacher 4105locker assignments Mrs. Steel 4053 Mrs. Souza 4049middle school questions* * * * * * * * * * * * * * *Mr. Fenlon 4047my backpack questions Mr. Couchman 4055 Mr. Couchman 4055parking decals TBA 4031 * * * * * * * * * * * * * * *personal concerns Mrs. Cole 4035 Mrs. Cole 4035social, educational concerns Advisors Advisorsschedule adjustments Mrs. Jisha 4051 Mr. Fenlon 4047senior internships Mrs. Steel 4053 * * * * * * * * * * * * * * *student records/transcripts Mrs. J. Rodriguez 4037 Mrs. J. Rodriguez 4037standardized testing Mrs. Wall 4039 Mr. Fenlon 4047summer programs Mrs. Honegger 4009 Mrs. Honegger 4009technology Mr. Lewis 4061 Mr. Lewis 4061textbooks Mrs. Horbert 4093 Mrs. Horbert 4093upper school questions Mr. Carlson 4043 * * * * * * * * * * * * * * * *visitors to the school Mr. Facciolo 4011 Mr. Facciolo 4011The Tampa Prep campus is defined as west of the Hillsborough River, east of North Boulevard, north of Cass Streetand south of Cypress Street extension. The gates to the campus open at 6:30 a.m. The school buildings open at 8:35a.m. (the Student Center will open at 7:30 a.m.) and all students are expected to be at the School by 8:45 a.m. to allowtime to put away books and other personal belongings before class. Students must remain on campus from the timethey are dropped off in the morning until they depart campus for the final time that day (exception: seniors mayleave campus during the designated lunch period). Students should be picked up from school no later than 5:00 p.m.unless they are engaged in a school-related function.GUIDE FOR ACADEMICS AND STUDENT LIFE | 7

FACULTY AND STAFFleyla m. aponte, m.d.ScienceUniversity of Puerto Rico, B.A.Ponce School of Medicine, Puerto Rico, M.D.lynn d. ashworthArtsSavannah College of Art and Design, M.A.Virginia Commonwealth University, School of the Arts, B.F.A.michelle t. bahticEnglishUniversity of South Florida, B.A, M.A.m. john bamfordEnglishHarvard University, B.A.New School for Social Research, M.A.harold bonoCustodianlindsay l. bowmanAssistant Director of DevelopmentDickinson College, B.A.robert w. bradshawHistory and the Social SciencesYale University, B.A.Temple University, J.D.andy v. brickerPhysical EducationCampbell University, B.S.laura m. bridges-pereiraForeign and Classical LanguagesVirginia Commonwealth University, B.A.Pennsylvania State University, M.A.ryan w. buchanan, ‘00ArtsFull Sail University, B.S.jessica l. calandraArtsUniversity of Tampa, B.M.katherine l. calvinScienceUniversity of Tampa, B.S., M.A.stephanie a. cardilloEnglishEnglish Department ChairFlorida State University, B.S.carl c. carlsonDirector of the Upper SchoolWesleyan University, B.A.Harvard University Graduate School of Education, Ed.M.santiago l. carreñoForeign and Classical LanguagesUniversity of Morelos (Mexico), B.A.kimberly b. catesMarketing and Publications ManagerEmporia State University, B.A.virginia r. chapmanScienceGettysburg College, B.A.University of Tampa, M.Ed.michael p. circleFacilities Managerryan j. clementsEnglishState University of New York, College at Oswego, B.S.d. michele coleSchool CounselorCornerstone University, B.A.Liberty University, M.A.david j. couchmanDirector of Database ManagementUniversity of Florida, B.F.A.Tulane University, M.F.A.stacey l. cumminsMathematics, Yearbook, ArtsUniversity of Tampa, B.S.University of South Florida, M.A.martha m. deambroseArtsArts Department ChairSigety Family Academic ChairUniversity of Tampa, B.A.susan g. depatieDirector of DevelopmentAlbright College, B.A.john n. detringo, iiiMathematics, Middle School Athletic DirectorSUNY at Potsdam, B.S., B.A.8 | GUIDE FOR ACADEMICS AND STUDENT LIFE

FACULTY AND STAFFpatricia g. embryAssociate Director of the Middle School,MathematicsMathematics Department ChairUniversity of South Florida, B.A., M.A.i. enaye englentonHistory and the Social SciencesHistory and the Social Sciences Department ChairGolden Gate University, B.A.University of San Francisco, M.A.w. dennis faccioloDirector of AdmissionsUniversity of Delaware, B.A.Johns Hopkins University, M.L.A.joseph r. fenlonDirector of the Middle SchoolUniversity of Wisconsin at LaCrosse, B.S.University of Tampa, M.Ed.michael r. f lynnAthletic DirectorAthletic and Physical Education Department ChairFlorida Southern College, B.S., M.Ed.donna h. fowlerMathematicsColby College, B.A.mike l. fowlerHistory and the Social SciencesUniversity of Arkansas, B.A.frank j. frenFacilitiesmery garciaCustodianmanuela garcía luqueForeign and Classical LanguagesRollins College, B.S.Universtiy of South Florida, M.A.stephen f. garrettBusiness ManagerUniversity of Massachusetts, B.S., C.P.A.dominick j. giombettiEnglishUniversity of Miami, B.S.kerri-ann grossoScienceThe College of William and Mary, B.S.Texas A&M University, M.S.benjamin t. hallScienceBrigham Young University, B.S.University of Florida, Ph.D.lisa m. harmanHistory and the Social SciencesDickinson College, B.A.rosa b. harwellMathematicsUniversity of South Florida, B.A.katrina m. hehnCommunications CoordinatorStetson University, B.B.A.adrian j. hendrixMathematicsIndiana University, B.S.andrew c. hillHistory and the Social Sciences, JournalismUniversity of Montana, B.A.mary beth hillForeign and Classical LanguagesUniversity of Richmond, B.A.kimberly j. hitzelHistory and the Social SciencesUniversity of South Florida, B.S.carole s. holwayMedia SpecialistUniversity of Tampa, B.A.University of South Florida, M.A.tamra d. honeggerAssociate Director of Admissions, Director of Financial Aid,Director of Summer ProgramsEastern Illinois University, B.S.nancy m. horbertAssistant Business Manager, Human Resource ManagerUniversity of South Carolina, A.A.andrew d. hoyArtsUniversity of South Florida, B.M., M.A.chris s. hughesFacilitieskim m. jago, ‘81History and the Social SciencesUniversity of the South, B.A.University of South Florida, M.A.GUIDE FOR ACADEMICS AND STUDENT LIFE | 9

FACULTY AND STAFFeugene r. jalbertMathematicsSigety Family Academic ChairBoston College, B.A., M.A.christine d. jishaDean of StudentsSkidmore College, B.A.University of Virginia, M.Ed.bradley p. kaczmarskiPhysical Education, Weight Room SupervisorSouthern Illinois University, B.S.jennifer l. kellerMathematicsUniversity of South Florida, B.A.john e. kelly, ivPool TechnicianIndiana University of Pennsylvania, B.S.robin p. kennedyDirector of Communication and Alumni RelationsUniversity of Tampa, B.A.linda h. krancScienceKalamazoo College, B.A.Florida State University, Ph.D.susana f. laddReceptionistUniversity of South Florida, B.A.sean e. lakeForeign and Classical LanguagesBoston University, B.A.Fordham University, Ph.D.suzanne lassacher '85Student Technology Support CoordinatorUniversita di Firenze, B.A.Montana State University, M.S.david lemuelCustodianchad m. lewisDirector of TechnologyOhio State University, B.A.Western Governors University, M.B.A.victoria g. lewisTechnology Integration SpecialistKarelian State Pedagogical University (Russia) B.A., M.EdWestern Governors University, M.Ed.andrew j. liss-nodaEnglish, History and the Social SciencesManhattanville College, B.A.Monmouth University, M.A.University of Pennsylvania, M.Ed.sarah r. lonettoEnglishSigety Family Academic ChairFlorida State University, B.A, M.S.carmen lorenteCustodianchristopher a. maraghyScienceEckerd College, B.S.marjorie s. mcduff ieEnglishUniversity of South Florida, B.A.nöel h. moneaEnglishCalvin College, B.A.suzanne l. morrowScienceUniversity of South Florida, B.S., M.A.donald d. morrison, ‘86Dean of Faculty, History and the Social SciencesHaverford College, B.A.University of Victoria (Canada), M.A.Columbia University, Teachers College, M.Ed.tara b. nelanAssistant Director of College CounselingUniversity of South Florida, B.A.Florida Atlantic University, M.Ed.latonigi c. nembhardSecuritycelia nuFLOCustodianbarry r. parksHistory and the Social Sciences, MathematicsUniversity of South Florida, B.A., B.S., M.Aalfredo a. p. pereiraForeign and Classical LanguagesUniversidade Novade Lisboa, B.S.Universidade de Granada, M.A.felix e. perezCustodian10 | GUIDE FOR ACADEMICS AND STUDENT LIFE

FACULTY AND STAFFstacia a. perry-eatonScienceScience Department ChairUniversity of Miami, B.S.john h. phelps, jr.Director of SecurityLeary Institute, A.A.kevin m. plummerHead of SchoolColby College, B.A.Columbia University, Teachers College, M.A.k. k. quahScienceUniversity of Wisconsin, B.S.American Graduate School of International Management, M.B.A.bruno a. quattronePhysical EducationIthaca College, B.S.sherri l. queenForeign and Classical Languages,History and the Social SciencesUniversity of Nebraska-Omaha, B.A.Florida State University, M.A.linda y. quinnAssistant to the Director of AdmissionsUniversity of South Florida, B.S.james d. rileyMathematicsThe Richard Stockton College of New Jersey, B.A.University of Tampa, M.S.meredith t. robertsEnglishUniversity of Tampa, B.A.University of South Florida, M.A.T.jody b. rodriguezRegistrar, Assistant to the Director of College CounselingEmory University, B.A.University of Tennessee, M.A.melanie l. rodriguezAssistant to the Business Manager,Assistant to the Human Resource ManagerUniversity of South Florida, B.A.julia l. roperForeign and Classical Languages,History and the Social SciencesWellesley College, B.A.andrea r. seymoreAssistant to the Director of FacilitiesUniversity of Tampa, B.A.holly a. smiekel ‘93Foreign and Classical LanguagesForeign and Classical Languages Department ChairUniversity of Georgia, B.S.douglas a. smithHistory and the Social SciencesUniversity of Maryland, B.A.Cleveland-Marshall College of Law, J.D.eric d. snowAssistant Athletic DirectorUniversity of Tampa, B.S.ivan sosaCustodiankimberly a. souzaAssistant to the Director of the Middle SchoolUniversity of Florida, B.S.jillian m. stantonAssistant to the Head of School,Global Studies Coordinator, International Student SupportCollege of New Jersey, B.A., B.S.kristy j. steelAssistant to the Director of the Upper SchoolUniversity of Florida, B.S.andrew r. suff icoolPhysical Education, Science, Athletic TrainerCatawba College, B.S.University of South Florida, M.A.jean r. wallDirector of College CounselingCalifornia State Polytechnic University, B.A.California State University, M.S.bonnie s. warfelAssistant to the Director of Developmentw. scott warfelArtsEckerd College, B.A.c. brian williamsMathematics, ScienceUniversity of Southampton (England), B.S., Ph.D.GUIDE FOR ACADEMICS AND STUDENT LIFE | 11

ACADEMIC INFORMATION AND POLICIESTampa Prep has always offered a demanding college preparatory curriculum that has encouraged its students toperform well in the most competitive of college environments. The School realizes, however, that education goes wellbeyond a simple preparation for college and incorporates the education of the whole child—encouraging each todiscover, develop and maximize his or her inner strengths and capacities.Tampa Prep’s curriculum allows opportunity for individual growth, independent research and some subjectspecialization. To ensure that it does this most effectively, the School’s curriculum, using as its minimum standardsthe guidelines published by the Florida Council of Independent Schools, is reviewed annually by the CurriculumCommittee and Head of School and is updated according to current needs. Changes in the curriculum will be reflectedin the Course Description section of this handbook.Tampa Prep strongly believes in the sanctity and standards of its most important community values and norms. Amongthese values and norms are: Academic Honesty and Integrity, Artistic Integrity, Athletic Integrity, an appreciation fordiversity and acceptance, a community free from harassment, a drug and alcohol-free campus and adherence to thepolicies and procedures of Tampa Preparatory School.In 2009, the following Honor Code was developed and adopted:the honor code: a commitment to honorAs a member of the Tampa Prep Community, I am responsible for upholding and promoting honesty, trust,respect and fairness in all venues of school life. I pledge to maintain personal and academic integrity andsupport it in others. I solemnly promise to uphold my commitment to honor this code.HONORS ATTITUDETampa Prep encourages each student to develop an “honorsattitude,” which is reflected in all areas—academic, social,physical, and moral. The School strongly believes that anhonors attitude is important for all students, regardless oftheir level of aptitude. Students who aspire to an “honorsattitude” may look to the following as a model:Seriousness of purpose. A student with an honors attitudetries to produce the best work that he or she can.When confused about an academic matter, or when missinga class, a student with an honors attitude takes responsibilityfor successfully learning or producing therequired material.Class contributions. A student with an honors attitudecontributes to a positive learning environment throughclass discussion, attentive listening, well-plannedoral reports, cooperative group work, and thoroughpreparation for class.Effective management of course requirements. A studentwith an honors attitude manages time wisely to keep trackof and meet deadlines and produces his or her best work bydevoting sufficient time to homework and study.Emotional maturity. As appropriate to the grade level, astudent with an honors attitude discusses controversial orchallenging ideas with emotional maturity. Such a studentalso strives for excellence in all assignments, even thosewhich may be of less personal interest.Academic integrity. A student with an honors attitudetakes responsibility for his or her learning, completesin-class and out-of-class assignments according to theHonor Code, and works cooperatively and respectfullywith teachers and other students.ACADEMIC INTEGRITYEducation presupposes a context in which honesty is acardinal virtue. Truthfulness, respect of work and integrityare fundamental expectations for academic integrity and tothe Honor Code. Departure from this standard constitutes aviolation of the School Honor Code and causes the student tobe liable for major disciplinary action.All homework, tests, quizzes, examinations and papers arewritten under the Honor Code.EXAMPLES OF ACADEMIC DISHONESTYActions that fall below the expectations of trust, honesty,respect and fairness, as established by the Honor Code, willalso constitute a violation of the Honor Code and result indisciplinary action. Examples include, but are not limited to:• Lying.• Using notes, calculator memory, or other unauthorizedaids in a quiz, test, examination or paper, or copying fromor being influenced by another student’s work.• Giving unauthorized aid to another student: allowinganother student to copy or use one’s test paper, homework,or notebook, or giving answers to tests or quizzes.• Using a cell phone or any unauthorized electronic deviceduring a quiz or examination.• Obtaining help on homework or on take-home tests thatis beyond the limit specified by the teacher.• Plagiarizing: presenting work as one’s own, in part or fullfrom some other source (be it published work, a parent,another student’s work, an Internet site, Spark Notes, orany similar aid).12 | GUIDE FOR ACADEMICS AND STUDENT LIFE

ACADEMIC INFORMATION AND POLICIESAVOIDING PLAGIARISMIn most written work, one can avoid the charge of plagiarismor unauthorized aid by acknowledging sources in thefollowing ways:• Formal footnoting – many guides are available; consultyour M.L.A. handbook section 1.6;• Formal or informal bibliography – listing at the end of thepaper any sources you have consulted while writing;• Internal citation – giving credit in your text to the originalsource for a direct quotation or paraphrase (restating thetext in another form or in other words);• Checking with your class teacher when in doubt.DISCIPLINARY ACTION FOR ACADEMIC DISHONESTYAcademic honesty violations will be addressed by the Deanof Students and/or administration directly. Major violations,as determined by the administration, will be referred to theConduct Review Board for assessment and recommendation.In all cases (minor and major violations), disciplinary actionwill be determined by the severity of the infraction, thestudent’s prior record of similar violations, and the student’scooperation and honesty in the investigatory process.Penalties for Honor Code violations may include one or moreof the following:• An “F” on the test, quiz, examination or paper in whichthe violation occurred.• Lowering of the student’s final grade.• Failure in the course involved.• Suspension from School.• Expulsion from School.Students who are suspended for Honor Code violations willbe required to make up all academic work missed while onsuspension. The student will have a one letter level reduction(i.e., B to B-) of their semester pre-exam average in all classes.TAMPA PREP GRADING OVERVIEWGrades and comments will be issued to parents four timesa year, at the middle and end of each semester. Parents areencouraged to discuss their student’s progress with thestudent’s advisor. Should further concern arise, appointmentsshould be made with Mr. Fenlon (for Grades 6, 7, 8) or Mrs.Jisha (Grade 9), Ms. Nelan (Grade 10), Mr. Morrison (Grade 11),or Mrs. Wall (Grade 12). In addition, teachers and advisorsare encouraged to communicate with parents regardingoverall school performance.TAMPA PREP UNWEIGHTED GRADE SCALELETTER POINTS GPALETTER POINTS GPAA+ 97-100 4.33 C+ 77-79 2.33A 93-96 4.00 C 73-76 2.00A- 90-92 3.67 C- 70-72 1.67B+ 87-89 3.33 D+ 67-69 1.33B 83-86 3.00 D 63-66 1.00B- 80-82 2.67 D- 60-62 0.67F

ACADEMIC INFORMATION AND POLICIESDEADLINES FOR DROPPING CLASSESClasses may be dropped without penalty within five schooldays after the School posts mid-semester grade updates.Transcripts of classes dropped after these dates and througheither November 15 or April 15 will indicate that the studenthas “withdrawn passing” or “withdrawn failing.” Classes maynot be dropped after either November 15 in the first semesteror April 15th in the second semester.(Revised 7-13)Seniors who drop classes are responsible for notifying thecolleges to which they have applied if those colleges alreadypossess the seniors’ transcripts.DEADLINE FOR ADDING CLASSESNo class, other than a class comparable to one in a student’scurrent schedule, may be added after its 12th meeting.TRANSFER DEADLINES AND GRADE TRANSFER POLICIESBETWEEN COMPARABLE CLASSESIf students transfer from one level of a comparable course toanother (i.e. classes with decidedly similar content but taughtat different academic levels, such as AP US History and USHistory Honors, or Algebra 2 Advanced Honors and Algebra2 Honors) as late as two weeks after mid-semester reportsare sent home, then the only grades transferred from oneclass to another are those assessments for material shared incommon by the two courses. These grades are agreed uponthrough conversations with the two corresponding teachers.After two weeks beyond the date when mid-semester reportsare mailed, all grades are transferred from one comparablecourse to another. Students may not transfer from onecomparable class to another after November 15 or April 15of each semester. Should questions arise, the correspondingDivision Director will determine whether one course iscomparable to another.MAKE-UP WORKAny student switching into a class already in progress may beasked to make up all significant work (i.e., required reading,tests, papers, projects, labs, reports, etc.) assigned before hisor her transfer. This work should be completed according toa calendar agreed upon by the student and teacher. In certainsituations, the Division Director may mitigate the amount ofwork to be made up.OTHER ACADEMIC POLICIESPOLICY FOR MAJOR ASSIGNMENTS1. Schedule with Division Directors. To distributestudent work loads and school resources as effectivelyas possible, the Middle School Director coordinatesand approves all Middle School major assignment duedates and the Upper School Director coordinates andapproves all Upper School major assignment due dates.2. Identify as “major.” “Major assignments” are thosethat require substantial extra and extended time andindependent work. Examples: Grade 11 Synthesis14 | GUIDE FOR ACADEMICS AND STUDENT LIFEProject, Middle School Portfolio Presentation,research papers, etc. Teachers designate relevantassignments as “major” and make certain that allstudents understand their designation at the time theassignments are made.3. Collect at 8:50 a.m. To discourage students frommissing school to complete homework, all majorassignments are due at 8:50 a.m. Teachers make theirmajor assignments due on Mondays.4. Grade Reduction if late. If a student is absent on thedue date of a major paper, project, or report, he or shemust send the assignment to school with someone else.Major assignments not received by 8:50 a.m. on thedue date are automatically turned in to the DivisionDirector who will determine a grade penalty.NUMBER AND VARIETY OF TESTSTo help students perform well academically, teachers shoulddo their best to schedule tests so that students have nomore than two tests in one day. Students who are unable torearrange to no more than two tests should see the Directorof the Middle School (MS) or the Director of the Upper School(US). To help students maintain academic integrity, teachersof multiple sections of the same course are encouraged tovary their tests and quizzes when all sections do not take thetest on the same day.TESTS AND MAJOR ASSIGNMENTS BEFORE EXAMSTo ensure quality evaluation and optimum benefit for exampreparation, all major assignments must be due no later thantwo weeks before the start of exams. Unless pre-approvedby the Division Directors, feedback and grades for all butthe smallest quizzes and homework assignments must becollected from and returned to students at least five schooldays before exams begin.EXAMSWith rare exceptions, Tampa Prep classes include exams.These are weighted 25% of the semester’s total grade. Twohour exams are administered over a three-hour period atthe end of each semester. Arts performances are consideredexams.Seniors who have more than eight unexcused absences fromany class during the second semester will be required to takethe second semester final examination and be required toattend all meetings for that class prior to the final exam.EXEMPTION FROM EXAMSWith few exceptions, courses must conclude with atwo-hour final examination during finals week. In thefollowing situations, however, students may be excusedfrom taking certain exams:1. Second semester juniors and first semester seniorsare exempt from their semester final exams if theirpre-exam average is an A+. This policy does not apply

ACADEMIC INFORMATION AND POLICIESto Arts courses.2. AP students who maintain at least a B- average in theAP course, who miss no more than eight of the APcourse’s second-semester classes, and who take thecourse’s AP exam.3. First semester seniors with a pre-exam average ofan A or above in an AP class, who do not have morethan six absences in the semester. The absence caveatcan be waived by appealing to the instructor and theUpper School Director.4. Seniors who participate in the Internship Program areexempt from all second semester final exams.They must, however, take an exam in any semesterclass they are failing.(Revised 7-13)ARTS EXAMSArts major performances are considered exams. All Artsfaculty will notify their students of these dates during thefirst week of classes.INCLUDING OTHER ASSESSMENTS AS PART OF AN EXAMOther culminating requirements such as class presentations,term papers, oral examinations and projects may beconsidered a portion of a course’s examination grade. Whethersimply a two-hour final or a multi-faceted assessment whichincorporates a final with other culminating assignments,the total exam grade equals one-quarter of the student’ssemester grade.OPEN BOOK EXAMSOpen book exams may be given if 1) logistically theiradministration site can be isolated from other exam sites and2) the Division Director approves the teacher’s request togive such an exam.REPEATED COURSESStudents may repeat a class in Tampa Prep’s Summer School orduring the next school year. Upon completion of the repeatedcourse, the grade of the first class is deleted from the student’sofficial school transcript and replaced with the new grade ifhigher. If not higher, then the original grade will remain. Pleasenote: Tampa Prep grades will not be replaced with gradesearned at any other academic institution.The following Repeated Courses policy applies to gradesreceived during and after the 2012 - 2013 academic year:Students may only repeat a class at Tampa Prep during thefollowing periods: 1) During the summer after the classwas first completed; 2) During the subsequent school year;3) During the second summer after the course was firstcompleted. Upon completion of the repeated course, thegrade of the first class is deleted from the student’s officialschool transcript and replaced with the new grade if higher.If not higher, then the original grade will remain. Courseswith grades of B- or higher may not be replaced. Please note:Tampa Prep grades will not be replaced with grades earned atany other academic institution.EXTRA HELPWith minor exceptions, faculty members are available in theirclassroom for extra help from 3:30-4:15 p.m. each day andat other times during the day as designated by the teacher.Students may be required by faculty to attend these sessions.In addition, faculty may make some time available each weekin the classroom for review and for working individually withstudents. Students who have teachers who coach need tomake special arrangements for extra help sessions. Coacheswill ensure that they are available at least one afternoon perweek and other mutually agreed upon times.National Honor Society members volunteer as tutors for otherstudents during the school day. Appointments with thesestudents should be made through the National Honor SocietyAdvisor. Students should seek help from their teachers beforeseeking student tutors.The Writing Center, staffed by selected juniors and seniors,is located in room 3004 and is staffed daily from 3:30-4:15p.m. Students may sign up for appointments on the thirdfloor bulletin board.TESTS AND WORK MISSED DUE TO ABSENCEAll missed or due quizzes, tests, labs, and assignments mustbe completed and turned in on the day the student returnsto school, even if that student’s class does not meet that dayor if that student arrives at school after that class has met.Teachers may penalize assignments received beyond theirdue dates according to individual teachers’ policies. Underextenuating circumstances such as prolonged absences orreligious holidays (see below), students must complete andturn in assignments within five school days of returning toschool. No work should be accepted for credit beyond thattime unless approved by the appropriate Division Director.Refer to “Policy for Major Assignments” as well.TUTORINGTutoring may be appropriate when students need special,continuing individualized assistance, but it should beconsidered only after the teacher has provided extensiveextra help. Teachers should consult with the Division Directorbefore pursuing tutoring options or recommendations.Tampa Prep faculty may not tutor or give private athleticcoaching to Tampa Prep students for pay.INCOMPLETE GRADESIf a student has not completed all work for a grading period,his or her comment form may include an expected date ofcompletion. If more make-up time is needed, the teachershould arrange a make-up schedule with the advisor andDivision Director.RELIGIOUS HOLIDAYSReligious holidays are not formally recognized on the TampaPrep calendar. In setting the academic calendar for eachyear, conflicts with holidays that involve many Tampa PrepGUIDE FOR ACADEMICS AND STUDENT LIFE | 15

ACADEMIC INFORMATION AND POLICIESstudents, faculty, and staff are avoided. In consideration oftheir significance for many students, no examinations maybe given either on the day of or the calendar day after thereligious holidays listed below.The following are dates of religious holidays for the 2013-14school year:Eid-al-Fitr – August 8, 2013Rosh Hashanah – September 5, 6, 2013Yom Kippur – September 14, 2013Eid-al-Adha – October 15, 2013First Day of Passover – April 15, 2014Good Friday – April 18, 2014Easter – April 20, 2014Tampa Prep recognizes that there are other religious holidaysthat are of importance to the school community. These includebut are not limited to Hannukah, Sukkot, Ash Wednesday,Passover, Shavout, Simchat Torah, Shemini-Atzerat and Ra’sal-sana. Students who miss these days will be allowed tomake up all work and examinations in a timely fashion asagreed to by teacher and student.HOMEWORK OVER THANKSGIVING/SPRING BREAKNo homework is to be assigned over Spring Break. Noassignments can be due on the day of return from Spring Break.No major projects can be due during the first week back fromSpring Break. The above policy is also strongly recommendedfor the Thanksgiving Break, but is left to the discretion of theteacher.UPPER SCHOOL FIELD TRIPS AFTER SPRING BREAKWith the exception of set days on the School Calendar, therewill be no Upper School field trips after Spring Break save for“unique opportunities” that must be approved by the CurriculumCommittee. This policy only applies to those field trips thatrequire students to miss a class other than the one involving thefield trip.CALCULATOR POLICYScientific calculators may be used throughout the Science andMathematics curriculum at the discretion of the instructor. Acalculator application on the iPad may often be appropriate.However, in testing situations students will be requiredto bring their own TI-35 scientific calculator. In advancedclasses, a TI-84 graphing calculator may be required. Use ofmore advanced calculators such as the TI-89 and TI-92 areprohibited. (Revised 7-13)POLICY FOR ENGLISHAS A SECOND LANGUAGE (ESL) STUDENTS1. As individual teachers deem appropriate, they maybe flexible with the assessment of assignments forESL students as a way to facilitate these students’efforts to master material.2. Ultimately, however, Tampa Prep’s ESL studentsare to be held to the same academic standardon their transcripts as all other Tampa Prepstudents. For instance, on the transcript a teacher’s“B” should represent the same level of academicaccomplishment for ESL and native-Englishspeaking students alike.3. Tampa Prep’s teachers are not required to provideany more out-of-class help to ESL students thanthey would to native-English speaking students.ACADEMIC PROBATIONAny student who earns two D’s or one F, or worse, in anysemester will be placed on Academic Probation for the nextsemester. Each student on Academic Probation may meetwithin two weeks of the release of grades with his or herAcademic Probation Advisory Committee (APAC) to discussdefinite actions to help the student improve his or heracademic performance (unless a parent/teacher conferencewas previously held). These actions may include, but arenot restricted to, extra help, tutoring, diagnostic testing,counseling, removing school privileges, and suspendingschool activities (clubs, arts, sports). A letter will be senthome informing each student and parent(s) of the student’sprobationary status.Each student’s progress will be monitored closely by theDivision Director and the Advisor. At other intervalsduring the semester, the student will meet with the DivisionDirector, Dean of Faculty, Dean of Students, or the Advisor, andas needed, specific teachers. The results of these meetingswill be communicated to parents. The number of follow-upmeetings will be determined by the Division Director andAdvisor.Students on Academic Probation who earn improved grades(no more than one D) for the next semester will be removedfrom Academic Probation. Any student remaining onprobation for the next semester may be subject to separationfrom the school. The Head of School or Division Directorwill inform the parent(s) and the student of the School’s finaldecision.NOTE:1. The determination of Academic Probation statusrelies only on semester grades, not cumulativegrades.2. Tampa Prep Summer School grades may be usedto replace grades. The new grade (followingSummer School) may remove the student fromAcademic Probation.APAC COMPOSITIONThe Academic Probation Advisory Committee is comprised ofthe student’s:1. Grade level administrator2. Advisor16 | GUIDE FOR ACADEMICS AND STUDENT LIFE

ACADEMIC INFORMATION AND POLICIES3. School Counselor (as needed) and4. TeachersACADEMIC POLICY FOR SUSPENDED STUDENTS1. Suspended students must make up all academic workmissed while serving the suspension;2. Teachers must give that work full academic credit;3. Students suspended for academic honor violationswill receive a one grade level drop in all classes for theirpre-exam average (i.e B to B-).ACADEMIC LEVELS OF COURSESCOLLEGE PREP COURSESSelected courses at Tampa Prep are taught at the College Preplevel. These classes prepare students for college courseworkwhile reducing the pace and rigor of the topics covered.HONORS COURSESMost classes at Tampa Prep are taught at an honors levelappropriate to the grade or level of the course.ADVANCED HONORS COURSESAdvanced Algebra 2, Advanced Precalculus, Calculus,Chemistry 2, Physics 2, Advanced Spanish 3, Spanish 4 andFrench 4 are designated as “Advanced Honors” classes andrequire academic dedication beyond those necessary forsuccess at the Honors level. (Revised 7-13)ADVANCED PLACEMENT COURSESTampa Prep offers a wide selection of Advanced Placementcourses for students who wish to engage in college-levelstudy while still in high school. These courses demand time,study, and specialized abilities above the normal rigors of theSchool’s other classes. Therefore, students wishing to enrollin more than three AP courses for any one year must obtainpermission from the Upper School Director.Admission to AP classes requires the permission of thecourses’ instructors, who base their decisions on teacherrecommendations and past academic performances in therelevant discipline. The Upper School Director has the finalsay in all AP placements.AP STUDENT QUALIFICATIONSStrong candidates for AP courses typically possess thefollowing qualities:Intellectual interest. Strong AP candidates display anintellectual curiosity and motivation for the subject matterof the course beyond merely meeting grade requirements.Strong skills. Strong AP candidates should not requirebasic level work in reading, writing, vocabulary, orcomputation. AP courses focus on subject matter andhigher level skills.Developed capacity for abstract thinking. Strong APcandidates should be able to move beyond the literalor concrete level of thinking and reading to cope withabstraction, implication, discovery, metaphor, irony,and similar secondary levels of meaning. Strong APcandidates should be able to analyze coherently and todraw supportable conclusions from facts and data.AP teachers require prospective students to indicate writteninterest in taking future AP courses. While teachers may useslightly different methods for determining an AP class roster,using the parameters listed above, these teachers generallyconsult with colleagues, refer to student transcripts and mayeven speak with students before making decisions on coursesuitability.AP EXAM POLICYFaculty have the prerogative to admit students selectivelyinto AP classes based on prior academic performance and“honors attitude.” Therefore, each teacher establishes his/her own policy as to whether students must take the CollegeBoard’s Advanced Placement exam. All AP students whomaintain at least a B- average in the AP course, who miss nomore than eight of the AP course’s second semester classes,and who take the College Board AP exam, are exempt fromthe course’s final exam.If a student does not take an AP exam for a course thatmandates the taking of the exam, then the student will berequired to take an alternative assessment as deemed bythe instructor. While it is suggested that the alternativeassessment be a final exam, if it is not, then the assessmentmust be comparable in nature to a final exam.If a student is taking an AP exam, he/she may be excusedfrom classes (or internship) on the half-day prior to theexam. Arrangements to make up missed work must be madein advance with the teachers whose classes are missed.Students who take an exam in the morning are expected toattend afternoon classes (or internship).Students who are taking an AP exam but are not enrolled inthat exam’s AP class must take the final exam for their non-APcourse, unless they are second semester juniors with a gradeof A+. (see Exemption from Exams Policy)OPPORTUNITIES FOR ACCELERATED STUDYCRITERIA TO ADVANCE TO PRE-ALGEBRA IN THE SIXTH GRADEA student who would like to be considered for advancementmust: achieve an ERB Percentile of 90% in QuantitativeReasoning and Mathematics 1 & 2 using the IndependentNorms; maintain a mathematics average of A+ during thecurrent year; receive the recommendation of all currentteachers; maintain exemplary grades in all classes; completethe Pre-Algebra Placement Test with a score no lower than aB+; meet with a Middle School member of the MathematicsDepartment to discuss long range goals in mathematics; andgain approval of Middle School Director and MathematicsDepartment Chair.GUIDE FOR ACADEMICS AND STUDENT LIFE | 17

ACADEMIC INFORMATION AND POLICIESCRITERIA TO ADVANCE TO ALGEBRA I IN THE SEVENTH GRADEA student who would like to be considered for advancementmust: achieve an ERB Percentile of 90% in QuantitativeReasoning and Mathematics 1 & 2 using the IndependentNorms; maintain a mathematics average of A+ during thecurrent year; receive the recommendation of all currentteachers; maintain exemplary grades in all classes; completethe Algebra Placement Test with a score no lower than aB+; meet with a Middle School member of the MathematicsDepartment to discuss long range goals in mathematics; andgain approval of Middle School Director and MathematicsDepartment Chair.DOUBLED MATHEMATICS COURSESStudents with an A- average in Algebra 1 may enroll inGeometry and Advanced Precalculus concurrently if theyreceive the approval of the Algebra 1 instructor and theMathematics Department Chair. If either course’s averagedrops below a B by the end of the semester, the student mustwithdraw from the class with the lower grade.Upon completion of Geometry, other mathematics courses maybe taken concurrently (for instance, Calculus and AP Statistics).Approval by the instructor and Mathematics Department Chairis required.ADDITIONAL MATHEMATICS REQUIREMENTSAll Middle School students should have a B average for thesecond semester in Algebra 1 in order to advance to Geometry.In addition, any Algebra 1 student who intends to acceleratehis/her math during the summer must have a B average forthe second semester.ADDITIONAL FOREIGN LANGUAGE REQUIREMENTSAll Middle School students must have a B- average or higherfor the second semester of their level 1B language course inorder to advance to level 2. In addition, a level 1B studentwho wishes to accelerate over the summer by taking a level2 course for the first time must have an A- or higher in theirlevel 1B course for the second semester.TAMPA PREP SUMMER SCHOOLUpper School students wishing to accelerate their studiesmay choose from an assortment of academic courses inTampa Prep’s credit-granting Summer School. (Consultthe Summer Programs brochure or the Director of SummerPrograms for more details.) Such courses appear on theTampa Prep transcript and count toward the student’s GPAand graduation requirements.INDEPENDENT STUDYOn a limited basis, students may design an independent studyprogram with a faculty sponsor. All requests for independentstudy must be approved by the Curriculum Committee in atimely manner.Petitions should be given to the Dean of Faculty and shouldinclude 1) specific objectives; 2) methods and criteria forassessment of learning; 3) meeting times; 4) a week-by-weeksyllabus; and 5) as appropriate, a reading list.CLASSES TAKEN ELSEWHEREWith prior permission, students who take classes outsideTampa Prep may count these classes towards Tampa Prepgraduation requirements. Such courses’ grades will appearon the students’ Tampa Prep transcripts and will be includedin GPA calculations. These grades, however, will not replaceTampa Prep grades for the same course.For a non-Tampa Prep course to be counted towards agraduation requirement, students must meet all three of thefollowing criteria:1. The Upper School Director must be petitioned bysubmitting a “Registration For Non-TraditionalClasses” form (see Appendix) and his permissionreceived before the proposed study commences.2. The course’s credit must be granted by the institutionat which the student received the academicinstruction.3. The course must be taken at, and the credit grantedby, either a fully accredited four-year college oruniversity or an independent school approved by theUpper School Director.GLOBAL STUDIES CONCENTRATION ANDSTEM CONCENTRATIONTampa Prep offers two interdisciplinary programs forrising tenth grade students: a Global Studies Concentrationfor those who are passionate about international issuesand a STEM Concentration for those who relish the studyof science, technology, engineering and mathematics. Eachof these programs requires students to select classes froma body of relevant coursework that lie at the heart of eachinterdisciplinary focus. In addition, students must participatein one of several extracurricular activities that complementeach program. Participants must also attend a manageableselection of related events. The underlying goal of eachConcentration is to equip graduating students with a rangeof experiences that prepare them for further opportunitiesin these interdisciplinary fields, while also completing TampaPrep’s graduation requirements. Students who successfullycomplete all requirements for a Concentration will berecognized at graduation. Below, please find the details ofeach Concentration:GLOBAL STUDIES CONCENTRATIONSummary of requirements1. Application and acceptance into the Concentration2. Completion of the core curriculum3. Completion of two additional Global Studies credits4. Regular participation in an approved activity5. Attendance of at least one Model United Nationsconference before graduation6. Attendance of all planned on campus Global Studiesevents and one off campus Global Studies event per18 | GUIDE FOR ACADEMICS AND STUDENT LIFE

ACADEMIC INFORMATION AND POLICIES••Science▫▫Biology▫▫Chemistry or Chemistry 2▫▫Physics or Physics 2▫▫At least one AP science course••Engineering and Technology▫▫Introduction to Engineering Design▫▫Principles of Engineering▫▫Engineering Design and Development••Art▫▫At least one half-credit Visual Arts course3. Students must be a regular, yearly participant in one ofthe following activities••Robotics Club••Science Fair••Math League••Terrapin Programmers••Any additional activity approved by the STEMCommittee4. Students must attend all planned on campus STEMevents each semester and one off campus STEM eventper semester••There will be a variety of offerings each semester••After each event students must submit an artifactfrom the event (if off-campus) and a written reflectionof the event to the STEM Committee5. Students must complete a culminating STEM ResearchProject as part of the Engineering Design andDevelopment course••Students must present their research in a public forum6. Students must pursue a STEM-oriented Senior Internship(Revised 7-13)Applications and deadlines for both of these programs areavailable on Tampa Prep’s website. Any questions aboutthese Concentrations should be directed to Mr. Morrison orMs. Stanton.HONOR SOCIETIESCUM LAUDEThe Cum Laude Society was founded in 1906. Its purpose isto promote learning and scholarship in secondary schools.The presence of a Cum Laude chapter at Tampa Prep is anindication that superior scholastic achievement is valued bythe School.Students are inducted to the Society through the followingparameters. According to the Society’s guidelines, juniormembership cannot constitute more than 10% of theeleventh grade class. Inductees are chosen based on astudent’s cumulative weighted GPA. If several studentswith identical cumulative weighted GPAs drive this groupto exceed 10% of the Junior class, then the final selectionsfrom the identical cumulative weighted GPA group aredetermined by a student’s junior year weighted GPA. Juniorsmust have attended Tampa Prep for at least the entire tenthand eleventh grade. According to the Society’s guidelines,senior induction may not constitute more than 20% of thetwelfth grade class, including those students inducted asjuniors. Qualified seniors are awarded membership uponconsideration of a student’s cumulative weighted GPA. Ifseveral students with identical cumulative weighted GPA’sdrive this group to exceed 20% of the Senior class, then thefinal selections from the identical cumulative weighted GPAgroup are determined by a student’s Senior year weightedGPA. Seniors must have attended Tampa Prep for at least theentire eleventh and twelfth grade.NATIONAL HONOR SOCIETYThe National Honor Society was founded in 1921 as anorganization for secondary schools, which recognizes andencourages academic achievement, and develops othercharacteristics essential to citizens in a democracy. Theseideals are scholarship, character, service, and leadership.Students are inducted to the Society through the followingparameters. Sophomores, juniors and seniors with acumulative unweighted GPA of 3.0 are invited to submit anactivities sheet to the Faculty Council. The student lists thosethings which he/she has done while in high school that showleadership and service and that contribute to school andcommunity life. There is an induction ceremony in April forsuccessful candidates from all three classes, and for seniorsin December.NATIONAL JUNIOR HONOR SOCIETYThe National Junior Honor Society recognizes studentswho reflect outstanding accomplishments in the areas ofscholarship, character, leadership, citizenship, and service.Eligible candidates are seventh or eighth grade students, whohave attended Tampa Prep for at least two semesters andattained a cumulative grade point average of 3.0. Interestedcandidates may submit an activities form to the FacultyCouncil. The form lists their activities and accomplishmentsduring Middle School. The Faculty Council reviews the formsalong with teacher recommendations and invites qualifyingstudents to join the National Junior Honor Society. TheInduction Ceremony takes place in May.REGISTRATION FOR CLASSESMIDDLE SCHOOL1. Review Middle School course requirements andoptions.2. Complete your course registration form and return itto the Middle School Director.UPPER SCHOOL1. Review graduation requirements for Tampa Prep.2. Review Florida Scholars Program requirements.3. Review Florida state college admissions requirements.4. With your Faculty Advisor, complete and/or reviseyour Four-Year Plan. Include courses you havecompleted, refresh your memory regarding coursesyou intend to take, and monitor your progress towardgraduation and scholar requirements. Importantadvice for ALL grades: Keep in mind that selective20 | GUIDE FOR ACADEMICS AND STUDENT LIFE

DISABILITIES POLICYcolleges and universities expect you to challengeyourself with a demanding academic schedule insecondary school. Tampa Prep advises you to plan ahigh school career which challenges you according toyour own abilities.5. Select your courses according to your Four-YearPlan. The School reserves the right to add or deletecourses without notice due to such matters as classenrollments.6. Ask your parents to review your choices and to signyour registration form. Then, return your registrationform to the designated administrator.7. The Upper School Director and the Dean of Studentsregister all students new to the Upper School.TAMPA PREP GRADUATION REQUIREMENTSEntering freshmen must satisfactorily complete 22.5 credits tograduate. Entering sophomores must earn a minimum of 15credits to graduate, entering juniors 10 credits, and enteringseniors 5 credits.department specif ic course requirements creditsEnglish English 9, English 10, English 11 4and English 12 or AP EnglishMathematics Through Precalculus, Advanced 4Precalculus or Prob/StatsScience Biology, year-long Chemistry 3or Physics, one otherscience credit other than anEngineering-sequence courseHistory World History 1, WH 2 or AP WH, 3and U.S. or AP U.S. HistoryForeign Lang. Through the 3rd level of 3French, Spanish, or LatinArts Choose from Dance, Digital Arts, 2Music, Studio Arts and Theatre ArtsPhysical Ed. Physical Education, Health, 1.5one other semester courseOther Student’s Choice 2TOTAL 22.5(Revised 7-13)DISABILITIES POLICYPHILOSOPHYTampa Prep recognizes that students learn in differentways and that sound teaching includes awareness of thosedifferences when designing lessons and assessments. TampaPrep also recognizes that students with mildly disablinglearning conditions may do well academically at our school.When deemed appropriate, the School will offer suchstudents certain accommodations. Our goal is to help thesestudents to adjust to and to thrive in our demanding collegepreparatory environment and, ideally, to overcome the needfor any accommodation. Tampa Prep may be unable to offeraccommodations in some circumstances.SERVICES FOR STUDENTS WITH DISABILITIESWe understand that there may be circumstances when aparent may request that the School provide an adjustmentor accommodation for a student’s medical needs or physical,mental, or learning differences. As the range of requestshave grown over the years, the School believes that it isappropriate at this time to outline the School’s policy andgeneral guidelines for addressing such requests.GENERAL POLICYIn general, it is our School’s policy to provide accommodationsor adjustments for a student’s minor needs in circumstancesin which the administration determines, in its sole discretion,that doing so is within the reasonable ability of the Schooland/or its staff and will not result in an unacceptableimpairment to the rights of other students (or employees)or a fundamental change to our educational environment ormission. We also ask parents to realize that, given the size ofour school and our available resources, we may not be ableto provide all requested accommodations. To the extent weagree to provide accommodations, we may require a sharingof responsibility for the accommodation.PROCESS FOR REQUEST AND DOCUMENTATIONFor any type of accommodation (including administrationof medication at school), the parent must alert the School’sDivision Directors of the need. Tampa Prep reviews eachrequest for accommodation individually and follows anestablished process to ensure consistent and fair treatmentof each student. The Division Directors will then advise theparent of the type of medical documentation needed, whichgenerally will state the student’s diagnosis, how the conditionlimits the student, the recommended accommodations,and the length of time that the accommodation(s) will beneeded. In some situations, the documentation may includea psycho-educational evaluation. The Division Directorswill communicate any appropriate accommodations to theteachers and parents, and the list of accommodations will befiled in the student’s permanent Tampa Prep record. Requestsfor changes in the accommodations may come from thestudent’s teachers or parents or from the School’s Counseloror the consulting psychologist and should be presented to theDivision Directors.Teachers who suspect that a student has an undiagnosedlearning disability may ask the Division Directors to granttemporary accommodations in order to gain additionalinformation about how that student learns or performs onassessments.GUIDE FOR ACADEMICS AND STUDENT LIFE | 21

DISABILITIES POLICYRELEASE FOR COMMUNICATIONS WITH PHYSICIANSometimes, the documentation received from the physicianmay raise questions or be unclear as to the recommendations.For that reason, the parent(s) must sign a Release ofInformation form, permitting the School to contact themedical professional, when necessary. In addition, if thereis any cost associated with the physician’s cooperation (i.e.,to answer a set of questions submitted, etc.), the parent mustagree to bear the cost of such process.ASSESSMENT OF REQUESTOnce the parent’s request and medical documentation hasbeen received by the School, appropriate persons withinthe administration will meet with the parents to clarifyinformation and to discuss whether the School will be ableto implement the accommodation requested. In some cases,the parent may be asked to provide (at the parent’s cost) anyspecial equipment needed, training for the school’s staff,or other associated matters. In addition, the School mayadvise the parent that the School will allow a particularaccommodation, but the full responsibility for doing so willrest with the parent. For example, if the student needs tobe tested or have certain types of medicines administeredduring the day that the School, Division Director, or HealthCoordinator believe are beyond the scope of the School’sresponsibility, the School may allow the parent to makearrangements to visit the campus for the purpose of testingand administering.LIMITATIONS ON REQUESTSPlease understand that the School is not a medical facilityand does not have the personnel, training, or equipment tohandle certain types of medical procedures best left to thestudent, parent, or physician. Examples of accommodationsmade for students include appropriate classroom locations,extended time on tests, use of computers, and/or dispensingwith medication through the Health Coordinator.COMMONLY ASKED QUESTIONSHow does my child apply for accommodations at TampaPrep?Any student with mildly disabling learning conditionsat Tampa Prep is eligible to receive certain academicaccommodations, provided the School has a current,complete psychological evaluation of the student on file thatindicates a need for the accommodations or has receivedapproval for disabilities accommodations from The CollegeBoard Services for Student Disabilities (SSD). Approval fordisabilities accommodations from The College Board alsopermits disabilities accommodations on the PSAT/NMSQT,the SAT, and the AP exams.If my child has accommodations at Tampa Prep, doesthat mean they automatically have accommodations forthe PSAT, SAT, and AP Tests?No. The College Board recommends that SSD Student Eligibility22 | GUIDE FOR ACADEMICS AND STUDENT LIFEForms be submitted at the conclusion of the students’ firstyear in high school. An information and application packetwith an SSD Student Eligibility Form is available from theCollege Counseling Office, the School’s counselor or the UpperSchool Directors. Tampa Prep expects students who requestacademic accommodations to apply for accommodations withThe College Board for PSAT, SAT, and AP testing.Does Tampa Prep accept a student’s IEP or 504 Plan forreceiving accommodations?School plans such as Individualized Education Program (IEP)and 504 Plans are by themselves insufficient documents foraccommodation at Tampa Prep. The student’s documentationfor learning disability accommodation must:1. State the specific disability as diagnosed.2. Be no more than three years old for initialqualification. Thereafter, a new or updated assessmentmay be necessary to determine the current needfor accommodation if the existing documentationis deemed outdated or if the student’s observedperformance indicates that significant changesmay have occurred since the last assessment wasconducted.3. Describe the presenting problem(s), a diagnosticinterview, and relevant educational, developmental,and medical history.4. Include comprehensive testing, the tests’ date(s),and the actual test results with subtest scores frommeasures of intelligence, cognitive ability, currentacademic achievement, and information processing.5. Include an interpretive summary which integratesassessment data, background information,observations of the student during the testingsituation, teacher observations and ratings,evidence that the evaluator has ruled out alternativeexplanations for academic problems, and thecurrent context. The summary also should indicatehow patterns in the student’s cognitive ability,achievement, and information processingreflect the presence of a learning disability anddescribe the student’s functional limitations resultingfrom the disability, as supported by the test results.6. Describe the specific recommended accommodationsand provide a rationale explaining how theaccommodations address the student’s functionallearning limitations.7. Be conducted by a qualified professional and includeinformation about this person’s license or certificationand area of specialization.Who is responsible for helping teachers implement studentaccommodations?The general responsibility for helping teachers implementthe accommodations resides with the Division Directors andthe School Counselor. Teachers of students with learningaccommodations are informed about those students by the

EXPERIENTIAL LEARNING AND EXTENDED TRIPSDivision Directors.What are the responsibilities of students with accommodations?Learning accommodations often require the student toassume extra responsibilities, such as:1. Personally arranging in advance with the teacher fortest or quiz accommodations. When tardiness orabsence from another academic or extra-curricularcommitment is possible due to an accommodation,the student must discuss this possibility in advancewith the faculty who may be affected.2. Dependable fulfillment of all arrangementsfor accommodation, including punctuality to speciallyarranged accommodations and to any schoolcommitments which may follow theseaccommodations.3. Impeccable integrity when taking a quiz or testbefore or after other students have done so, or whenan accommodation otherwise makes unsanctionedassistance possible.4. Complete adherence to school policies before, during,and after the accommodation.What are some of the standard accommodations grantedat Tampa Prep?Tampa Prep regards the following accommodations asreasonable given its academic mission and may be granted tostudents who have satisfied the School’s established approvalprocess.• Extended time on specified subjects’ quizzes, tests,and exams• Word-processing on computer because of dysgraphia• Photocopying another student’s notes• Recording class lectures and discussions• Supervised study after school• Opportunity to clarify information and instructionswith teacher• Preferential seating• Preferential scheduling• Laptop computer in class• Low-stimulus test environment• Alternative to scan-type answer sheetsEXPERIENTIAL LEARNING AND EXTENDED TRIPSAll grades at Tampa Prep extend education beyond thetraditional classroom. The goal is to deepen the student’sappreciation for, and understanding of, academic studies andto foster a deeper understanding of the self, the world, andother people. Individual classes may use guest speakers,take local field trips, role-play mock trials, or otherwiseincorporate non-traditional ways of learning. The followingprograms, regardless of the student’s particular classes,occur school-wide each year.FIELD TRIP STANDARDSDay and overnight field trips are part of the educationalprocess. It must be stressed, however, that only thosestudents who, in the administration’s sole discretion, havedemonstrated good conduct at school and school-sponsoredevents will be permitted to attend. Proper behavior duringthe trip continues to be of utmost importance. Parents ofany student who fail to follow the given guidelines will benotified. In severe cases, the parent will be requested tocome and/or provide transportation home for the student. Acondition of a student’s or parent’s participation in any fieldtrip is the execution of the School’s standard ParticipationRelease. For any students whose parents have not executedthe release, the student will not be allowed to participate inthe field trip. Other arrangements will be made. Parents whoare interested in volunteering to assist on field trips musthave been cleared through the School’s criminal backgroundprocess. This process is for the protection of all studentsand is not intended to hinder volunteerism or embarrass anyfamily. We sincerely hope that you understand our concernfor student safety and will willingly cooperate in this process.MIDDLE SCHOOLSixth graders spend five days at Camp High Rocks in theNorth Carolina mountains. Seventh graders culminate theirstudy of marine science in the Florida Keys. Eighth gradersvisit Boston, Massachusetts to further enhance their study ofAmerican History and American Literature.UPPER SCHOOLDuring the Orientation Period, freshmen, sophomore, andsenior classes engage in a variety of school-related activities.These on and off-campus activities are designed to re-engagestudents in school activities and experiential learning.Prior to the beginning of Upper School classes, juniors spendfour days and three nights camping and hiking in PisgahNational Forest in western North Carolina. The Junior PisgahTrip is a Tampa Prep graduation requirement.Please note the Junior Pisgah Trip to Pisgah National Forestis required of all juniors. Juniors choosing not to attend mustwrite a research paper (details upon request) to be submittedbefore students will be allowed to begin classes for theirsenior year.SENIOR INTERNSHIP AND SERVICE PROGRAMMost students spend the last three weeks of their senioryear participating in this Program. Seniors who do not electto participate in the Program remain in their classes andtake their courses’ exams with the rest of the School duringexam week. All seniors receive a comprehensive packet ofinformation, which includes the following rules:• Full Program participation is a minimum of seventy(70) hours, Monday, May 5 to Thursday, May 22. Partialparticipation, to be approved on a case by-case basis,includes time spent in class.• Participants may conclude the following classes priorGUIDE FOR ACADEMICS AND STUDENT LIFE | 23

EXPERIENTIAL LEARNING AND EXTENDED TRIPSto beginning their internship: 1) non-AP courses and2) AP courses for which an AP exam is not required. Allcoursework for these classes must be completed beforethe internship begins. Participants can expect thesecourses to conclude with some kind of final assessmentto be decided by the course’s teacher. Possible examplesinclude: a unit test, a small project or report, a shortpaper, a lesson taught to a class, etc.• Participants must continue to fulfill any remainingschool obligations and to schedule their internshipsaround these obligations, which include the following:1) AP classes with AP exams. Participants must attendsuch classes until they take these AP exams. 2) Anyclass in the second semester that a participant is failingor has missed eight or more times due to illness or anyother reason unrelated to a school-sponsored event.Participants must attend such classes for the remainderof the course and take their exams with the rest of theUpper School students.INTERNATIONAL STUDENTSWith its rich mosaic of students, Tampa Preparatory Schoolcelebrates diversity of all forms and strives to be a placeof compassion, understanding, empathy and learning. Wecelebrate the individual differences of our students, facultyand staff and honor the human dignity and worth of eachmember of our community. Like many of our peer IndependentSchools of NAIS, Tampa Preparatory School providesinternational students and families with a number of uniqueopportunities: attendance at a first-rate college preparatoryschool; participation in championship interscholasticathletics, exploring a stellar fine arts program and anarray of social events; education in self-discipline, personalorganization and self-reliance; and lastly, the opportunityto build enduring friendships with American students andteachers, as well as with students from around the world.A unique emphasis is put on providing a supportiveatmosphere that allows international students to confidentlygain the skills, abilities and habits necessary to be successfulin an American college preparatory school.A tailored academic schedule, weekly advisor meetings,and academic counseling help prepare these young men andwomen to better benefit from, as well as contribute to, thetotal life of the school community. Specific staff members areassigned to the supervision of these students.Tampa Preparatory School is proud that so many internationalfamilies and exchange students are attracted to our fineeducational institution. Our student body includes studentsfrom around the globe. We feel that one of the greatestbenefits for all students attending Tampa Preparatory is theopportunity to experience the rich culture of students fromother countries. As educators, it has become apparent thatlearning to adapt to and work with people from other partsof the world is essential in the workplace. Because of the24 | GUIDE FOR ACADEMICS AND STUDENT LIFEinternational experience, we feel that Tampa Prep studentshave a distinct advantage over other children without thisopportunity.In order to assist in the special needs of the internationalstudents, each student will be assigned to an advisor whowill assist the international student in course selection,scheduling, and other academic concerns. A tailoredacademic schedule, weekly advisor meetings, and academiccounseling help prepare these young men and women tobetter benefit from, as well as contribute to, the total lifeof the school community program. International studentsneeding assistance with any issues should see the Assistantto the Head of School.SEMESTER PROGRAMS AND SCHOOL YEAR ABROADMany high schools around the country, both independentand public, enthusiastically cooperate with the followingprograms. Upper School students are able to participate inyear-long and semester-long programs such as:YEAR-LONG PROGRAM FOR JUNIORS AND SENIORSSchool Year Abroad. First organized through PhillipsAcademy (Andover) and in existence since 1965. Choosebetween year-long study in France, Spain, Italy, or China,with some courses taught in the native language and somein English (in Italy, all courses are taught in English but Latinlanguage and culture is the emphasis; in China, all but theChinese course are taught in English). Ph: 978/725-6828Email: mail@sya.org Web: www.sya.org.SEMESTER PROGRAMS FOR JUNIORS AND SENIORS• Maine Coast Semester. Near Wiscasset on the coast ofMaine. Exclusively for juniors. Ph: 207/882-7323 Web:www.chewonki.org• The Mountain School. In the Vermont mountainssoutheast of Montpelier; initiated and still sponsoredby Milton Academy. Mainly for juniors, but some seniorsadmitted for the fall semester. Ph: 802/685-4520 Web:www.mountainschool.org• City Term. Located just outside New York City andassociated with The Masters School. For juniors andseniors. Ph: 914/693-1400 Web: www.cityterm.org• Rocky Mountain Semester. Outside of Leadville,Colorado. Designed for juniors but can accept a fewseniors. Ph: 719/486-8200 x104 Email: rms@hminet.orgWeb: www.hminet.orgSEMESTER PROGRAM FOR SOPHOMORES• The Outdoor Academy of the Southern AppalachiansNear Brevard, N.C. in Pisgah Forest. Ph: 828/877-4349Web: www.enf.org (Eagle’s Nest Foundation)COMMONLY ASKED QUESTIONS:What about academics? All of the programs featureinnovative, highly experiential curricula that usually enable

ATTENDANCE POLICIESstudents to return to their “home” schools on pace with, andsometimes even ahead of, their peers. All of the programsare for students of proven academic ability and personalmaturity; they are not for “problem” students.The student who truly wants four uninterrupted yearsof traditional lab science should probably not enroll in asemester program, although studying abroad through SchoolYear Abroad might suffice. The student who desires a heavyload of AP courses might decide, depending on the specificcourses and the program, not to participate in a semesterprogram as a junior or senior.Do their courses match Tampa Prep’s? The semesterprograms typically tailor their science, history, English, art,and PE curricula to fit with their particular environments.Participants might return to Prep having studied differentnovels or aspects of history than the classmates they leftbehind, but the School recognizes that their scholarship,skills, and minds will be well prepared to continue their moretraditional studies once they return to Tampa. The semesterprograms tend to teach mathematics and foreign language ina less integrated, more traditional manner.In all cases, Tampa Prep will count the grades earned duringthe time away from school towards Tampa Prep’s graduationrequirements and they will be included in the student’s GPA.What about college? Colleges like to see applicants whohave taken risks, done something different, or somehowdistinguished themselves from other applicants with thesame SAT scores and GPA. These programs can bolster acollege application. This should not be the reason to opt foroff-campus study; however, choosing not to participate inthese programs will not keep high-achieving students fromgetting into a good college or university.What about money? Students do not pay tuition to TampaPrep for the time they are enrolled in one of these off-campusprograms. Some financial aid is available through theindividual programs. If a student wishes to enroll in anoff-campus program for his/her senior year and still receivea diploma for graduating from Tampa Prep, then a small feewill be applied by the Head of School.How do I apply? Admission to these programs is competitive,and the application deadlines range from mid-Februaryto mid-March. All applications must be mailed through theUpper School Director’s office.ATTENDANCE POLICIESOn the day a student is absent, parents are asked to notifythe School before 9:00 a.m. An Absentee Permission Formis required for planned absences. For an extensive illnessinvolving several days of absence, the School may require astatement from a physician. (Revised 7-13)Students are required to make up all work they miss duringan absence. The amount of time allowed for make-up workwill be decided by each instructor, but may not exceed 5 days.Work not made up within the time specified will receive a zero.It is the student’s responsibility to see each teacher followingan absence. For pre-arranged absences, i.e. athletic events,it is the responsibility of the student to see each teacher forinformation on assignments prior to the day of the absence.NOTE: If a student is absent for a portion of the school day, he/shemay be required to make up any tests missed and turn in any workthat is due by 4:15 p.m. that same day. Any major research projectmust be given to the assigning teacher by 8:50 a.m. on the day it isdue, whether or not the student is present or the class is held.If a student is absent during the academic day, he/she may notparticipate in any after school activities, including athleticand social activities.The family of any student who accumulates four (4) firstperiod absences or four (4) seventh period absences fornon-School-related reasons may be contacted by the Deanof Students, and possible disciplinary sanctions may beimposed.The following are examples of acceptable reasons for astudent’s absence from school: illness of the student; majorillness in the immediate family; death in the immediatefamily; and any absence determined by the appropriateDivision Director to be in the interest of the student.Because of the importance of consistent class attendance, theSchool does not endorse absences requested for the purposeof family convenience, outside social activities or extendedvacation time. If unavoidable circumstances necessitate suchan absence, parents must submit a written request to theappropriate Division Director two weeks prior to the datein question. An Absentee Permission Form must be pickedup from the Assistant to the Dean of Students before the daythe student is to be excused. This form must be signed byeach instructor whose class will be missed and returned tothe appropriate Division Director for his/her signature. Theadministration reviews planned absence requests on anindividual basis. If the request is not approved, the Schoolconsiders the absence unexcused.All unexcused absences will result in a zero for the day’s work.After eight absences, a concerned teacher may approach aDivision Director to request a meeting with the student andhis/her parents. If a meeting is held, it may include any ofthe following: teacher, Department Chair, advisor, DivisionDirector, Dean of Students and Head of School.For the purpose of taking attendance, students are requiredto sit with advisors during assembly.GUIDE FOR ACADEMICS AND STUDENT LIFE | 25

COLLEGE GUIDELINESTARDINESSStudents are expected to be on time to their classes and toall their appointments. Only four tardies to each class persemester will be allowed. After the fourth tardy, 1/4 of a pointwill be deducted for each additional tardy from the student’ssemester grade. Students who are late to school must checkin with the Assistant to the Dean of Students to get a tardyslip. (Revised 7-13)Parents must notify the school of a student’s expected latearrival by 9:00 a.m. If a student is detained by a facultymember, he or she must secure a note from that facultymember, or from the Dean of Students or the appropriateDivision Director stating that “(student) was detained.” TheAssistant to the Dean of Students will keep a record of alltardies and the Dean of Students or the Director of MiddleSchool will determine the appropriate discipline.All students who arrive late to school must check with theteachers of the classes that they missed that day in order tomake arrangements for any missed work. (See “Tests andWork Missed Due to Absence” in Academic Information andPolicies section.)Chronic absences and tardiness will result in parentconferences and may ultimately result in suspension ordismissal from the School.LEAVING THE SCHOOL CAMPUSAll Upper and Middle School students leaving early mustuse the sign-out sheet located at the Assistant to the Dean ofStudent’s desk. Upon signing out students will be given a passto submit to security allowing them to leave campus. Studentsare only permitted to sign out with parental permission in theform of a note, email or phone call. Middle School studentsmust be met at the front circle by the parent for pick-up.Ongoing absences must be approved by the Division Director.(Revised 7-13)Students are expected to try to make medical appointmentsthat do not interfere with school activities or classes. Due tothe limited time for lunch and the traffic congestion at that timeof day, students may not leave campus unless given permissionby the appropriate Division Director. If a student has engagedin misconduct off campus, engages in behavior that raisesa concern of drug or alcohol use, or leaves campus withoutpermission, he/she is subject to being sent for testing under theSchool’s Drug and Alcohol Policy. During the senior internshipperiod (last three weeks of the second semester) juniors may,with written parent permission be permitted to leave campusduring the lunch period.COLLEGE GUIDELINESCOLLEGE COUNSELINGThe initial college counseling activities begin as early asgrade 9, becoming more directed as students progressthrough their senior year. All advisors encourage their26 | GUIDE FOR ACADEMICS AND STUDENT LIFEadvisees to strive for good academic, extra-curricular, andcommunity service credentials. Students are also encouragedto pursue leadership opportunities and quality involvementin a manageable number of extra-curricular activities whilemaintaining a strong academic record.COLLEGE ADMISSIONCollege Counseling at Tampa Prep is an individualized andstudent-centered program. Our students have been admittedto many different types of colleges and universities from allparts of the country as well as internationally. For a list ofcolleges where students have been admitted, please refer tothe College Counseling homepage where the list may be foundin PDF format: www.tampaprep.org/college.The School believes the college process should be a positiveexperience where students are encouraged to be independentand self-reliant in their college search. The college counselorswork one-on-one with students during their junior year toselect colleges and/or universities that are best suited fortheir individual needs and desires.Students are mentored throughout their four years at TampaPrep by faculty, their advisors, coaches and grade advisors.Each student is advised throughout the Upper School topursue a course of study that emphasizes his/her particulartalents and strengths. Furthermore, they are encouraged tobecome involved in the life of our community in areas thatreflect their unique set of skills and talents.For more information about the college counseling process,please refer to the College Counseling Guide on the School'swebsite: www.tampaprep.org/college-guide.COLLEGE VISITSCollege visits are considered to be an important part of thecollege admissions process and are given high priority. Itis necessary, however, to balance these visits against theacademic responsibilities of each senior. Therefore, our policyis:1. Seniors should keep their college visit time to aminimum. Whenever possible, travel should be doneon weekends, in conjuction with school holidays andduring the summer.2. A maximum absence of three (3) school days withoutspecial permission will be allowed.3. In extenuating circumstances and with clearance fromthe Director of the Upper School, extensions beyondthe three (3) days may be granted.4. All class assignments should be picked up by thestudent prior to leaving. The instructor will give thestudent instructions as to when these assignments aredue.POLICY FOR REPORTING INFORMATION TO COLLEGESTampa Preparatory School is a member of the NationalAssociation of College Admission Counseling (NACAC) and

COLLEGE GUIDELINESas such supports NACAC’s “Statement of Principles of GoodPractice.” Accordingly, the School will provide colleges towhich a student has applied with whatever informationthe College Counseling Office believes is appropriate and/or is requested concerning the student. This also appliesto any change in status between the time of application andgraduation. It includes, but is not restricted to, a major dropin grades, honor violations, hurting themselves or others, andalcohol and/or drug use all of which may result in probation,suspension and dismissal.If requested on the original application, students and parentsare responsible for immediately reporting to colleges andother schools to which the student may be transferring 1)disciplinary matters for which a consequence has been given;and 2) circumstances under which a student was withdrawnfrom Tampa Prep to avoid the possibility of a disciplinaryinfraction. The student and/or parent must also provideTampa Prep with a copy of the letter or other informationdisclosed. It is important for the student and parent to realizethat Tampa Prep and/or the student's college counselor willalso inform the school/college of such an incident. In the casewhere a disciplinary action (or withdrawal) has occurredafter the college or school transfer application has been sent,the same process must be followed. In other words, if theoriginal application asked for information on disciplinaryinfractions, the student should update the information ifit later changes and provide Tampa Prep with a copy ofthe update letter. Similarly, Tampa Prep will update theinformation to the college or school. This reporting must takeplace in letter form to the college or school within seven daysafter the consequence has been imposed or the withdrawalhas occurred. (Revised 7-13)SAT II SUBJECT TESTSSeveral selective colleges require applicants to take two (afew require three) SAT II subject tests (mathematics and oneother). Each year Prep advises its juniors and some science andforeign language students (see below) to take spring SAT II’s.Science: Accomplished AP students in Biology, Chemistry,and Physics should consider taking the relevant SAT IIsubject tests.Foreign Language: Accomplished level 4 or higherstudents should consider taking the SAT II foreignlanguage subject test.GPA, TEST SCORES, AND COURSE MINIMUMSFOR FLORIDA’S STATE SCHOOLSMeeting the following guidelines does not guaranteeadmission to Florida’s public universities. However,applicants must meet these minimum requirements to apply.All Florida public universities add GPA points for Honors andAP courses. Please contact the individual universities fortheir policies.To be considered for admission to a state university, youmust earn 18 credits in the subject areas shown below andgraduate from high school. Admission offices also consider:• GPA earned in the “college prep” courses,• Difficulty of the “college prep” courses (they like to seehigh-level courses such as AP), and• College entrance exam scores (SAT or ACT).subjectcreditsEnglish 4Mathematics 4Science 3Social Studies 3Foreign Language 2Electives 2total 18The chart below shows the admission profiles for recentadmits (all students who were accepted to state schools inFall 2010).admission prof ile of students accepted in fall 2010weighted college sat score act scoreprep score range rangefamu 3.01-3.49 1200-1500 17-20fau 3.2-3.8 1530-1730 22-26fgcu 3.06-3.75 1460-1670 20-24fiu 3.4-4.1 1100-1230 23-27fsu 3.7-4.2 1730-1960 26-30ncf 3.76-4.29 1250-1410 28-31ucf 3.5-4.2 1150-1290 25-29uf 4.1-4.4 1970-2090 28-32unf 3.4-4.1 1140-1260 23-27usf 3.6-4.2 1120-1280 25-29uwf 3.0-3.8 1010-1140 20-25NOTE: Other minimum standards are required. Please seeinformation from individual Florida public universities.STUDENT RECORDS AND TRANSCRIPTSRequests for student records and transcripts should be madethrough the College Counseling Office. Tampa Prep reservesthe right to withhold student transcripts and records fornon-payment of tuition or fees. (Revised 7-13)FLORIDA’S BRIGHT FUTURES SCHOLARSHIP PROGRAMThe Florida Bright Futures Scholarship information providedis accurate as of the date of dissemination. All studentsshould independently research the requirements for thesescholarships on their own, as they are subject to change.(Revised 7-13)FLORIDA ACADEMIC SCHOLARS AWARD (FAS)Award LevelPublic and Private Institutions: Fixed cost per semester hour.Grade Point Average3.5 weighted GPA (based on the Statewide ScholarshipGUIDE FOR ACADEMICS AND STUDENT LIFE | 27

ATHLETICS AND ACTIVITIESWeighting System) using the 16 credits and communityservice hours listed below:Required Credits4 English (3 with substantial writing)4 Mathematics (Algebra 1 and above)3 Natural Science (2 with substantial lab)3 Social Science (any)2 Foreign Language (in the same language)16 Credits TotalCommunity Service100 HoursTest Scores for the Class of 20141290 SAT (based on combined critical reading andmath sections only)29 ACT (excluding the writing section)Other Ways to QualifyNational Merit, Achievement Scholars and Finalists andNational Hispanic ScholarsYour Responsibilities• Stay informed.• Fill out an online application at FloridaStudentFinancialAid.orgavailable online December 1 for all seniorsapplying for the Florida Bright Futures Scholarships.• Earn the necessary GPA in the required classes (not allclasses qualify). If unsure, ask the College Counselor orconsult the Bright Futures web site at www.firn.edu/doe/brfuture or call 1-888-827-2004.• Earn the required test score on the SAT or ACT andgraduate from high school.• To receive scholarship funds, you must:a. Be a Florida resident as determined by your collegeb. Attend an eligible Florida college and pursue anundergraduate degreec. Begin using the award within three years of your highschool graduationd. Earn at least 24 semester hours per year.e. Complete the FAFSA (Free Application for FederalStudent Aid) during the spring of senior yearNotification Of EligibilityThe Department of Education (DOE) will evaluate youreligibility during your last term in high school and officiallynotify you, via email, of your award status prior to graduation.FLORIDA MEDALLION SCHOLARS AWARD (FMS)Award LevelPublic and Private Institutions: Fixed cost per semester hour.Grade Point Average3.0 weighted GPA (based on the Statewide ScholarshipWeighting System) using the 16 credits listed below:Required CreditsSame required credits as Florida Academic Scholars28 | GUIDE FOR ACADEMICS AND STUDENT LIFEAwardCommunity Service75 HoursTest Scores for the Class of 20141050 SAT (based on combined critical reading and mathsections only)23 ACT (excluding the writing section)Other Ways to QualifyNational Merit, or Achievement Scholars and FinalistsNational Hispanic Scholars, who have not completed 75community service hours.Your Responsibilities• Stay informed.• Fill out an online application at FloridaStudentFinancialAid.orgavailable online December 1 for all seniorsapplying for the Florida Bright Futures Scholarships.• Earn the necessary GPA in the required classes (not allclasses qualify). If unsure, ask the College Counselor orconsult the Bright Futures web site at www.firn.edu/doe/brfuture or call 1-888-827-2004.• Earn the required test score on the SAT or ACT andgraduate from high school.• To receive scholarship funds, you must:a. Be a Florida resident as determined by your collegeb. Attend an eligible Florida college and pursue anundergraduate degreec. Begin using the award within three years of your highschool graduationd. Earn at least 24 semester hours per year.e. Complete the FAFSA (Free Application for FederalStudent Aid)Notification Of EligibilityThe Department of Education (DOE) will evaluate youreligibility during your last term in high school and officiallynotify you of your award status prior to graduation.If your award status can be improved by including additionalinformation from the final term, DOE will review youreligibility and notify you after graduation.ATHLETICS AND ACTIVITIESATHLETIC AND ACTIVITY ELIGIBILITYStudents are expected to meet all athletic and activityresponsibilities unless excused by a doctor. Tardiness orabsence from an athletic or activity responsibility will betreated in the same manner as that for classes.In order to be eligible for athletics, students must maintain a2.00 cumulative unweighted GPA on a 4.00 scale. Freshmanand sophomore students may be eligible on a semester basis

CHARACTER EXPECTATIONS AND DEVELOPMENTwithout a 2.00 cumulative unweighted GPA. Additionally,students have to arrive at school by 8:50 a.m. in order toparticipate in any school activities. See the Director of theUpper School or the Athletic Director for details.ATHLETICSFallBowling (B,G) V, MSDiving (B,G) V, MSRowing (Club)Swimming (B,G) V, MSCross-Country (B,G) V, MSGolf (B,G) VSoccer (B) MSVolleyball (G) V, JV, MSWinterBasketball (B,G) V, JV, MS Soccer (B,G) V, JV (G) MSWrestling (B) V, MSSpringBaseball (B) V, JV, MSRowing (B,G) V, JV, NoviceTennis (B,G) V, MSLacrosse (B) V, MSSof tball (G) V, MSTrack & Field (B,G) V, MSPARTICIPATION IN NON-ACADEMIC EVENTSStudents must meet all academic and school requirements onthe day of an athletic event or activity in order to participatein that event or activity.In order to participate in a game or activity on a given day,a participant must arrive at school by 8:50 a.m. and meetall appointments on the day of the game, unless specificallyexcused in advance or excused by a non-parent doctor’s note.The same policy will apply to any person participating orperforming in any special events, such as a play or concert.Any special circumstances will be handled by the Dean ofStudents in advance of the absence. Students participating inathletics or non-academic events are expected to turn in allassignments on time.STUDENT ORGANIZATIONSA number of student organizations are active at Tampa Prep.These activities open new areas of interest, permit a differentkind of valuable association with classmates and faculty,provide opportunities for students to develop leadership andhelp give a total sense of school community.These activities include: Student Council, National HonorSociety, Mu Alpha Theta, Cum Laude, Tri-M Music Society,Quill & Scroll, Ambassadors of Goodwill, STAND, Teen Court,Peer Counseling, Art Club, Debate, Prom Committee, Key Club,various language clubs, newspaper and yearbook, in additionto other athletic, art, music and speech groups. Several groupsperform community service and all students are encouragedto volunteer both at school and in the community. MiddleSchool clubs include Chess, Latin, French, SAC (Student ActionCommittee), Art, Terrapin Times, Robotics, Sunshine Readers,and Eighth Grade Leadership.Students are prohibited from holding any two or more ofthe following positions simultaneously: Student CouncilPresident, Editor of the Yearbook, Editor of the Newspaper,Key Club President, or any other leadership combinationsthat might represent a conflict of interest or overburden astudent as determined by the Head of School.All clubs must be sanctioned by the Director of the UpperSchool (or designee) and/or the Director of Middle Schoolwho will help select appropriate faculty advisors. Any specialactivity or program which will use school facilities must alsobe scheduled with the Assistant to the Dean of Students.FUNDRAISINGFrom time to time, students may wish to engage in fundraisingactivities, either to benefit Tampa Prep and its students or forthe benefit of a cause outside the School community. Proposedstudent projects will be evaluated for learning potential andprojects that encourage students to take responsibility, workwith a group, promote school spirit, learn valuable businesslessons and further the School’s mission are preferred.Students are encouraged to seek out opportunities forservice, using their time and energy, rather than raisingmoney or conducting drives to bring in items that costmoney. Fundraising projects should be a level appropriate forstudents and their limited financial resources.Prior to initiating any fundraising activity, the guidelinesbelow are to be followed:1. All projects must follow the Fundraising Policy asapproved by the Board of Trustees.2. In order to provide appropriate guidance, each studentproject must be adopted by a recognized entity withinthe School and must have a faculty sponsor.3. All proposed fundraising projects (with the exceptionof bake sales) must be submitted to the DevelopmentOffice on the Fundraising Request Form for approvalbefore initiating the project (see appendix for form).This applies to projects that aim to raise money aswell as drives to collect in-kind items.4. All printed materials, including merchandise designs,must be approved by the appropriate DivisionHead before being submitted for approval to theDevelopment Office.5. Proposals for fundraisers involving privileges notcustomarily granted, such as T-shirt days, must beapproved by the appropriate Division Head beforebeing submitted for approval to the DevelopmentOffice.CHARACTER EXPECTATIONS AND DEVELOPMENTTHE PEER COUNSELING AND MENTORING PROGRAMA select group of juniors and seniors are chosen to serve as rolemodels and peer counselors for the Middle School. In addition,a select group of seniors are chosen as senior mentors to serveas role models and peer leaders for ninth grade students.These peer counselors meet with a group of younger studentsGUIDE FOR ACADEMICS AND STUDENT LIFE | 29

CHARACTER EXPECTATIONS AND DEVELOPMENTon a monthly basis during the Advising period. This providesa unique opportunity for our older students to practiceleadership and experience the role of mentoring. Our youngerstudents benefit from a non-threatening forum to discusssocial issues, academic concerns, and peer relations witha responsible and respected older student. This programpromotes a sense of community between the Upper Schooland Middle School, as well as a sense of accountability andresponsibility toward one another.FOUR PILLARS OF TAMPA PREP CHARACTER EDUCATIONIn support of the Tampa Prep norms, our character educationprogram has elected to highlight the following characterattributes.Honesty. Members of the Tampa Prep community tell thetruth and act with integrity and honor. We do not mislead,cheat or steal.Responsibility. Members of the Tampa Prep communityare reliable and hold themselves and others accountablefor their actions. We do not make excuses, blame others,or take unwarranted credit.Respect. Members of the Tampa Prep community affirmthe intrinsic dignity of all people. We act with tolerance,courtesy, and thoughtful regard for all persons, forproperty, for the environment, and for ourselves.Kindness. Members of the Tampa Prep community exhibitcaring and compassionate behavior in all aspects of dailylife. We are not mean; we do not harass, nor act in a cruelmanner. By our positive example, we discourage unkindbehavior in others.TAMPA PREP SCHOOL NORMSAt Tampa Preparatory School, we believe in a preparationfor life with a higher purpose than self. We encourage thefollowing values to be manifested in our attitudes andbehavior towards ourselves, others and the community inwhich we live.Respect. Respecting ourselves, we will be able to respectothers.• Set moral and ethical standards to be discussed regularly.• Encourage parents, teachers and students to verbalizewhen they feel put down by teasing or sarcasm andexpect the offender to stop.• Recognize that spreading rumors, gossiping and tellingsecrets to others are unkind acts. Do not allow “alliancebuilding” to get other students to side with one person, atthe expense of another person’s feelings.Empathy. Showing support and understanding of another’ssituation can be expressed by verbal acknowledgement of theother’s feelings.Accountability. Being held responsible for one’s own actionsand comments.30 | GUIDE FOR ACADEMICS AND STUDENT LIFE• Encourage parents, teachers and students tocommunicate and try to work through conflict situationsbefore taking an issue to the school administration.• Educate children in effective ways to intervene, andencourage children to intervene to help the victim ofaggression.• Encourage students to work out conflicts in anon-aggressive manner, with students, mentors andfriends acting as mediators.Kindness. Treating others as one wishes to be treated,regardless of the situation.• Encourage praise and compliments rather than putdowns,sarcasm or making fun of others in academic and socialcontexts.Integrity. Being honest and adhering to a code of values inevery aspect of one’s life• Teach and encourage good sportsmanship; respectfultreatment of both teammates and opponents.• Have parents, teachers and mentors provide meaningfulleadership opportunities for each student.Acceptance. Respecting differences and allowing everyoneto find his or her own place within the community.• Appreciate and utilize every child’s unique gifts and skillswithout comparing.• Promote friendship groups, which are inclusive, ratherthan cliques, which are exclusive: at the lunch table,library table, or work area.• Teach children to be inclusive whenever possible withregard to outside activities, events and parties. If allstudents are not included, then students are taught not todiscuss the event at school.COMMUNITY SERVICEWhile Tampa Prep does not maintain a community servicerequirement, the School deeply values the genuine andcontinual practice of “A Higher Purpose Than Self.” Severalorganizations within the School perform community service.Through either these or other groups, students are encouragedto volunteer both on campus and in the community. A ServiceReport form (found in the Appendix) must be completed andfiled with the School Registrar's office in order for the hoursto be calculated towards Florida Bright Future's ScholarshipProgram. Students should also keep track of their owncommunity service hours. (Revised 7-13)STUDENT GOVERNMENTIn the spring, elections are held for class representatives tothe Student Council. The President of the Student Council is arising senior elected by the student body at large. The ninthgrade class will elect its four representatives in the fall. Inorder to be eligible to run for or hold office, a student musthave a cumulative grade point average of C- or better andmust have never been subject to major school discipline.

GUIDING STUDENTS / STUDENT CONDUCT AND DISCIPLINEThe Student Council organizes student events, promotesschool spirit, works with the Tampa Prep Parents Alliance,and acts as student advisors to the administration.GUIDING STUDENTSADVISINGOne of the most important facets of Tampa Prep is its intensiveadvising program. Many parents cite it as influential intheir enrollment decisions and come to depend on it to keepthem informed of both existing and possible or anticipatedproblems.The goal of Advising is to create a safe space for community.The advisor’s job is a complex one which requires considerablecommitment and conscientiousness. He or she provides areliable, communicative link between the advisee and hisor her parents/guardians and teachers, particularly forstudents with a grade of C or below in a course. In addition,the advisor functions as the advisee’s advocate, and monitorsand promotes the advisee’s academic and personal growth.Ninth grade teachers and advisors are particularly sensitiveto the academic and social adjustments involved in being anUpper School student and communicate early and frequentlywhen concerns arise about these matters.An open, communicative relationship between parents/guardians and advisors is important.WEEKLY MEETINGSOnce each week, advisors meet with their advisees in assignedlocations to address a wide variety of student-relatedconcerns or issues. While the tenor of these gatherings mayvary according to grade level, advisors use this time forpositive interactions with their students. These meetingsare viewed as opportunities for interactions outside thetraditional classroom where advisors help students uncoversolutions to their concerns, or discuss matters of importanceto the community.MY BACKPACKMy BackPack is a secure online web portal through whichfamilies and advisors can view student grade reports,attendance, class schedules, homework assignments, as well asaccess an online parent directory. One of the great benefits ofMy BackPack is the communication it fosters between parentsand children. Parents who have questions about particularassignments or grades are encouraged to speak with theirchild before contacting the School. If a grade appears on aMy BackPack report, chances are the student already has thegraded quiz, test, essay, project, etc. in his/her possession.Conversing with the student should encourage him/her tostrategize and to move forward. If further information is stilldesired, parents should communicate with either the advisoror the teacher.Please note that the final grade calculation on the MyBackPack report may not seem logical for some classes. In alllikelihood this is because grades are being weighted in a class.Weighting occurs when teachers allot a certain percentage ofthe overall grade to specific facets of the class such as quizzes,tests, homework, projects, etc. One should refer to the coursesyllabus for more information on weighting percentages for aparticular class.LIMITS OF ADVISING ANDTHE ROLE OF THE SCHOOL COUNSELORAdvisors are aware of their limits and recognize when anadvisee’s issues require additional professional assistance.Teachers and advisors are not trained psychologists andare not expected to offer counsel or advice on family orother personal matters. Some “light” advising in this areais appropriate to the degree to which the advisor feelscomfortable. However, more in-depth matters are referredeither to the Division Director or the School’s Counselor.COUNSELINGThe School Counselor is on campus full time. In addition tomeeting with individual students about specific problems,she also is considered a resource for the School communityand creates special programs for students, teachers andparents.Students and parents should be aware that conversationswith the School Counselor may be priviliged and confidential,unless the nature of the communication reveals the immediaterisk of harm to the student or others or a violation of the childabuse laws.COURSE SELECTION ASSISTANCEGrade level administrators help students select their classesfor the following year. In doing this, they ensure that courseselections 1) are appropriate to the student's abilities and2) will continue the student's smooth progress towardfulfillment of Tampa Prep’s graduation requirements.Students, parents, and grade level administrators must signstudents’ registration forms before these are submitted tothe Dean of Students. Students or parents may not requestspecific teachers. The following individuals are responsiblefor course selection in each grade: Mr. Fenlon (6, 7, 8), Mrs.Jisha (9,10), Mr. Morrison (11) and Mrs. Wall (12).STUDENT CONDUCT AND DISCIPLINEGENERAL DISCIPLINARY GUIDELINESWhen a student deviates from the norms of acceptablebehaviors, as outlined in the Four Pillars of CharacterEducation and in our conduct policies and guidelines,the student should expect some type of disciplinaryconsequence. The administration will determine theappropriate disciplinary consequences for each particularsituation. For many types of major disciplinary matters inGUIDE FOR ACADEMICS AND STUDENT LIFE | 31

STUDENT CONDUCT AND DISCIPLINEthe Upper School, the Conduct Review Board provides adviceto the Administration. The level of disciplinary responsefor any violation of School rules will depend on a variety ofcircumstances, including but not limited to:• Whether any person was harmed;• Whether there was property damage or other loss ofproperty;• The level of any class or School disruption caused by thestudent’s behavior;• The number, if any, of prior infractions of School rulesand regulations;• Whether the student has been previously disciplined;• Whether there were illegal substances (for example,drugs, alcohol, cigarettes, etc.);• Whether the student had been earlier warned about thesame or similar conduct;• Whether there was a weapon or other dangerous iteminvolved;• Whether the conduct is of the kind also prohibited bycriminal law; and/or• Whether the student was honest and cooperative inconnection with the investigation of the behavior.TYPES OF INFRACTIONSMinor Infractions. Eating/drinking in the building, littering,minor profanity, general incivility, missed commitments, andother similar behaviors will result in the imposition of one ormore Disciplinary Holdovers, as determined at the discretionof the administration.Major Infractions. Tampa Prep has several major schoolrules that are essential to maintaining a healthy academic andsocial environment. The following are examples of behaviorsthat are forbidden at school, at any school-sponsoredevent, or on the Tampa Prep campus, and are grounds fordisciplinary action, which may include expulsion. In addition,some behaviors may have occurred away from school but mayimpact the individual’s ability to continue at school or mayimpact other students’ or employees’ ability to be comfortableat school. This list does not include a listing of all actions thatmay result in serious disciplinary action and/or expulsion.The administration always retains the right to assess anyindividual circumstance and determine the appropriatedisciplinary action. The following are always prohibited oncampus:• Smoking or possession of any tobacco product• Infliction of bodily harm• Consensual or non-consensual sexual activity• Harassment, bullying, hazing, threats, intimidation,disrespect, defiance, incivility• Possession of any type of weapon or fireworks• Damaging the school property or property of others• Irresponsible use of an automobile or riding on/in avehicle in an unsafe way• Theft• Violation of the School’s Drug and Alcohol policy• Violation of the School’s Technology and Computer policy32 | GUIDE FOR ACADEMICS AND STUDENT LIFE• Unexcused absences from school or leaving schoolproperty/event without permission• Repeated minor infractionsDISCIPLINARY CONSEQUENCESThe range of possible disciplinary consequences include oneor more of the following:DISCIPLINARY HOLDOVER (DH)Disciplinary Holdover is for students who have violated theSchool’s rules. DH is a required detention period during whichstudents will remain quietly seated. This time is intended toafford the student a chance to reflect upon the consequencesof his or her action and serve as full punishment for minorinfractions. Conversation, homework, games and sleep willnot be permitted.A list of students who have been assigned a DH will be availableeach day. While it is the responsibility of the student to checkthe list, the Dean’s office will make every effort to contact theassigned students.In addition, the Dean of Students holds a Friday afternoonDean’s DH each week from 3:40-5:10 p.m. Students areassigned to this DH by the Dean when deemed an appropriateconsequence to a rule infraction. Also, students who fail toserve a DH in a week will be assigned a Friday afternoonDean’s DH the following Friday. This DH must be served onthe date assigned and takes precedence over all other schoolcommitments.• Middle School DHs are held in the computer hub on thefirst floor from 3:40-4:10 p.m.• In the Upper School, DH is held during lunch Mondaythrough Friday and after school from 3:40-4:10 p.m.Monday through Thursday. If a Friday afternoon Dean’sDH is assigned, it is held from 3:40-4:10 p.m. on Fridays.• Lunchtime DH is held in the library. After school DH isheld in Room 3015.• A student must complete the DH within one week of itsassignment.Failure to complete the DH in the required time will resultin a Friday afternoon Dean’s DH from 3:40-5:10 p.m. AFriday afternoon Dean’s DH takes precedence over all othercommitments (sports, rehearsals, club meetings, etc.) anda student will not be allowed to participate in after schoolactivities during that time.Accumulated Upper School DHs will be treated according tothe following schedule (per semester):#dhs consequence2 Communication home via student’s advisor4 Letter to parents with DH policy6 Letter to parents, assignment of a Saturdaymorning DH, and a phone call home toparents from the Dean of Students8 Letter to parents and parent/studentconference with the Dean of Students

STUDENT CONDUCT AND DISCIPLINE10 Letter to parents and a student will appearin front of the Conduct Review Board andwill be issued additional sanctions.DISCIPLINARY WARNING STATUSStudents who have serious or repeat infractions will beplaced on disciplinary warning status, which means thatfurther infractions may result in probation, suspension, orexpulsion. The administration will determine the term ofthe Disciplinary Warning Status. A student on DisciplinaryWarning Status may not be eligible to participate inSchool-sponsored activities.PROBATIONA student on probation is in jeopardy of being expelled iffound guilty of a major offense. Students on probation maylose privileges (such as participating in extracurricularactivities, holding office, participating in student council,off-campus lunch, etc.).IN SCHOOL SUSPENSIONStudents on In School Suspension are required to be oncampus at a designated area but are not allowed to attendclass or events. Students still have the responsibility tocomplete and timely submit all class work and to arrange tomake up examinations. Suspension becomes a permanentpart of a student’s record.OUT OF SCHOOL SUSPENSIONStudents are banned from all School activities, includingclasses, and are to remain at home. Students still havethe responsibility to complete and timely submit all classwork and to arrange to make up examinations. Suspensionbecomes a permanent part of a student’s record.REVERSE SUSPENSIONStudents on reverse suspension are required to be on campuson a day or at a time when classes are not on campus. Theywill be given work assignments during this time. Suspensionbecomes a permanent part of a student’s record.EXPULSIONStudents may be expelled for serious first offenses; repeatinfractions (even if not related); conduct resulting in harm,damage, or disruption to self, others, or the educationalenvironment; parent or family member causing disruption tothe School or the School’s educational mission; non-paymentof tuition or fees; not meeting academic requirements; or notmeeting attendance requirements. If a student is expelled,he/she will have the option to petition the Head of Schooland the Board of Trustees for re-entry the next school year.The student must remain out of school for one year. Studentsare prohibited from campus until the end of the year or forsix months, whichever is longer. Students returning fromexpulsion will remain on probation for the duration of theirenrollment at Tampa Prep.In order to maintain common trust and to provide anenvironment of mutual respect, tolerance, and sensitivity, itis important that every member of the community recognizesguidelines for appropriate behavior. Honest communication,courteous and respectful interactions with all members ofthe community, and responsible actions are behaviors valuedat Tampa Preparatory School. Inappropriate behavior, eitherverbal or physical, that disregards the self-esteem of othersis unacceptable, including unwelcome physical advances,unwarranted verbal remarks, profanity, and derogatory ordiscriminatory comments.Providing a safe and secure environment for all our studentsand our staff is a primary goal of the School. No set ofpolicies and procedures, however, can or should replacetrust, goodwill, and the judgments of reasonable people. Itis expected that parents will notify the School if they havereasonable cause to believe that a student has been the victimof discrimination or sexual harassment.Upper School students who are suspected of breaking a majorschool rule will be called before the Dean of Students who willgather all relevant information, including a statement fromthe student, if he/she so desires. If it is determined that therehas been a violation, the student will usually appear beforethe Conduct Review Board; however, the school reserves theright to resolve disciplinary matters in whatever mannerit deems appropriate. The Conduct Review Board may thenrecommend to the Head of School and to the appropriateDivision Director the appropriate disciplinary action to betaken. The parents of the student will be notified.Since violation of the Honor Code or the breaking of a majorschool rule is a very serious offense, there is no warning forthe first offense. Each case is treated individually and thepenalty is assessed according to the circumstances of theindividual case.Out of respect for the privacy and the sensitivity of some ofthe issues that accompany student conduct and discipline,the school may not publicly discuss or share the disciplinedecisions of the school. There may be times when a matterneeds to be discussed. At those times, the information may bepresented in conceptual terms to preserve the privacy of thestudent(s) involved.CONCERN FOR STUDENTSThe School continues to be concerned about the developmentof the whole child, and offers educational programs,discussion opportunities, and access to counseling inorder to encourage wise behavior choices, provide a basisfor decision-making and serve as a forum for the possibleconsequences of irresponsible behavior. In cooperation withthe Parents Alliance, the School annually mails a packet ofinformation to parents concerning the legal consequences ofunderage drinking and parents’ liability and responsibilities.While the School holds all students accountable for anyand all actions that occur during the school day or duringGUIDE FOR ACADEMICS AND STUDENT LIFE | 33

STUDENT CONDUCT AND DISCIPLINEa school-sponsored activity or event, the School cannot beresponsible for students 24 hours a day and relies on parentsto set appropriate guidelines and codes of behavior for theirchildren. The School does reserve the right to discipline thestudents for off campus activities. Parents are expected tomonitor parties and the other activities in which they allowtheir children to participate.A positive and constructive working relationship betweenthe School, the student and/or the student’s parents/guardian is essential to the accomplishment of the School’smission. The School accordingly reserves the right toterminate or not renew a student’s enrollment contract if theSchool reasonably concludes that the actions of a student ora parent or guardian make such a positive and constructiverelationship impossible, or otherwise seriously interferewith the School’s accomplishment of its purposes. There willbe no response from Tampa Preparatory School to unsignedletters or anonymous phone calls.CONDUCT REVIEW BOARDThe Conduct Review Board, comprised of students, faculty,and administrators, advises the administration regardingUpper School disciplinary matters. The Board meetsas necessary to respond to student infractions of majordisciplinary violations. In the administration’s discretion,certain matters may not be referred to the Conduct ReviewBoard. Family members or other outside parties are notpermitted to attend meetings of the CRB.CONDUCT POLICIESANIMAL POLICYDue to concerns about the health, safety, and welfare of peoplein the School community, no animals are allowed on Schoolproperty or at School-related events without the express,written permission of the Head of School. This means thatanimals may not be brought onto School property for anyreason (even if the animal remains in a vehicle or on a leash),including drop off, pick up, parties, games, and activities, andmay not be brought to School-related events on or off campus.BOOK BAGSFire Department regulations require that book bags may notbe left in the hallways, but must be carried to class or placedin lockers or book cubbies. Book bags left in the hall may bepicked up. To prevent theft we strongly advise all students toeither place their valuables in their locked locker or simplyleave them at home.CLEANLINESS AND LITTERAll students are expected to eat in the Student Center or in thecourtyard. Receptacles are provided in hallways, classroomsand the patio areas for disposal of litter and trash. Please helpkeep your campus clean by using the marked receptacles andcleaning your place at the lunch tables. Students may not eatinside any buildings unless accompanied by a faculty or staffmember.34 | GUIDE FOR ACADEMICS AND STUDENT LIFECRIMINAL ACTIVITYA student engaging in conduct that is defined under law asa serious misdemeanor or felony (whether charged by lawenforcement or not) is grounds for expulsion. Violationsof law that occur off-campus during the school day will besubject to review under school rules. Violations of law thatoccur after the school day may also be subject to reviewunder school rules. In the case of offenses that occur at theend of the school year, the school may require punishmentsto be served during the summer. Transcripts and otherreports pertaining to the student’s academic standing willbe withheld until the completion of the assigned punishment.All decisions involving suspension or expulsion are subjectto the final approval of the Head of School and the DivisionDirector.DRESS CODEThe dress code exists to encourage students to dresssimply and attractively. Tampa Prep’s dress requirementsstress modesty, decency, common sense, neatness andgood taste. Not all of society’s fashions are appropriatefor school. All clothing should be clean, in good repair (noholes, tears, patches, frays or cutoffs), and sensible for theseason. All students are expected to arrive at school dressedappropriately and to remain so throughout the day. Parentsare expected to make sure that their students are properlydressed for school.Students not adhering to dress code will be seen by the Deanof Students in the Upper School and by the Division Director inthe Middle School. The Division Offices have clothing availablefor students to change into. The Dean also has disposablerazors and shaving cream available for boys who need toshave. Repeated offenses will result in communication withthe parent/guardian and the chance of further consequencesissued by the Division Offices. (Revised 7-13)BOYS DRESS CODEDress code-appropriate tops for boys include a collared shirt,and a Henley shirt. Shirts with buttons must be buttonedwithin the first 2 buttons. No other shirts are acceptableunless there is a designated t-shirt day at school. Dress codeappropriate bottoms for boys include Bermuda-length shorts,jeans, khakis and dress pants. All clothes must be neat andin good repair (no rips or frays). Sweatpants, warm-upsuits, swimwear and athletic shorts are not permitted.Undergarments should not be visible. Appropriate shoes forschool include loafers, deck shoes, athletic shoes, sandals,or dress shoes. Shoes must be worn at all times. For safetypurposes, feet must be completely covered in the science labs.Hair must be clean and neat. Boys with hair longer than theirshoulders must wear it pulled back. No extreme hair stylesand colors are allowed. Facial hair (beards, mustaches andgoatees) and unusually long sideburns are not permitted.Boys may wear earrings or a small stud in the nose. No otherpiercings are permitted. Boys are not allowed to have avisible tattoo. No hats are allowed during the School day.NOTE: All Middle School students must wear shirts with collars.

STUDENT CONDUCT AND DISCIPLINEFIGHTS OR HORSEPLAYFights and physical horseplay of any kind are prohibited andmay lead to disciplinary consequences for all of the individuals.GENERAL CONDUCTStudents and parents should be considerate and show respecttoward other students, faculty, all guests and visitors. Studentsshould respect School property and the personal property ofother people. Students and parents, whether as participantsor spectators, are required to show good sportsmanship andcourtesy at all School-sponsored events (on and off campus).Any person showing unsportsmanlike conduct may be askedto leave the event and may not be allowed to attend futureevents.HARASSMENT/BULLYINGThe School is dedicated to fostering an environment thatpromotes kindness, acceptance, and embraces differencesamong individuals. Therefore, the School will not tolerate anytype of harassment or bullying. Harassment includes, but is notlimited to, slurs, jokes, and other verbal, graphic, or offensiveconduct relating to race, religion, color, sex, sexual orientation,national origin, citizenship, or disability. Harassment alsoincludes unwanted, offensive sexual conduct. Bullyingincludes, but is not limited to, physical or verbal aggression(hitting, kicking, taunting, teasing, threatening, ridiculing,etc.), relational aggression (harming or threatening to harmrelationships or acceptance, friendship, or group inclusion),emotional aggression (teasing, threatening, intimidatingothers). The School also prohibits cyber-bullying (creatingwebsites, instant messaging, email, using camera phones,or other forms of technology to engage in harassment orbullying). Any of these types of offensive conduct, whetheron or off campus, on a school bus, or at a School-related event,can create an uncomfortable School environment.All concerns relating to harassment or bullying should bereported immediately to School officials. We also expectthat anyone, whether student, faculty, staff or family memberwho witness, or has knowledge of an incident of bullyingor harassment, will report the incident to administrationimmediately. When the School administration becomesaware of harassment or bullying, the situation will bepromptly investigated. Any student found to have violatedthis policy will be subject to disciplinary action, includingdismissal from school for serious violations. No adverseaction will be taken against any person who makes a goodfaith report of harassment or bullying. Retaliation in anyform against anyone for making a good faith complaint underthis policy or for participating in an investigation is strictlyprohibited. Any retaliation should also be reported pursuantto this policy and is itself a cause for disciplinary action.HAZINGAlthough we encourage students to participate inSchool-related athletics, clubs, associations, organizationsand other groups, the School prohibits all forms of hazing.36 | GUIDE FOR ACADEMICS AND STUDENT LIFEHazing refers to any activity expected of a student to joinor to continue membership or participation in any groupwhere the activity produces or could be expected to producemental, emotional or physical discomfort, humiliation,embarrassment, harassment, or ridicule to the student,regardless of the student’s willingness to participate. Hazingactivities include, but are not limited to, acts of personalservitude (i.e., forced labor or service), sleep deprivation,restrictions on personal hygiene, yelling, swearing,insulting or demeaning verbal abuse, being forced to wearembarrassing or humiliating attire, consumption of vile orother non-food substances, consumption of alcohol, smearingof skin with vile substances, brandings, writing or markingon one’s skin or clothes, physical beatings, paddling or otherphysical abuse, performing sexual simulation or sexual acts,stunts or dares that could result in physical injury or harmto a person’s mental, emotional or social well-being, any actin violation of the law or School policy, and any other activitythat could fall within the definition of hazing. If you are notsure if an activity is hazing, then you need to contact Schoolofficials and ask.A student violates this policy whenever he or she engages,assists, or attempts to engage or assist in the planning orcommitting of any hazing activity, whether on or off Schoolproperty. Each student is also responsible for immediatelyreporting any hazing activity or plans for any hazing activityto School officials. The failure to make such a report is also aviolation of this policy.When the School administration becomes aware of any actualor planned hazing activity, the situation will be promptlyinvestigated. Any student found to have violated this policywill be subject to disciplinary action, including dismissalfrom the School for serious violations. No adverse action willbe taken against any person who makes a good faith report ofhazing activity.IDENTIFICATION CARDSIn order to protect the safety of all who attend the School,identification cards have become a fact of life. It is expectedthat all students will carry their Tampa Prep ID card wheneverthey are on campus. Students may be asked to produce theircard by School personnel for a variety of reasons, such as butnot limited to: campus security checks, athletic and otherschool-sponsored events, and book checkout.ILLNESSPrior to the beginning of School, a physical examination mustbe completed or transferred for each student entering theSchool. Immunization or a certificate of waiver is requiredfor all students. Immunizations must be kept current, anda Certificate of Immunization, signed by a physician, or animmunization waiver must be kept on file in the School office.Students may not attend School without an appropriateimmunization record.

STUDENT CONDUCT AND DISCIPLINEThe Health Coordinator is available to students daily. Ifa student is not feeling well, he/she should inform theclassroom teacher and ask to be excused to go to the HealthCoordinator's office. Students will be released for medicalreasons only with permission from the parent/guardian orfrom the person designated on the student's emergency card.If a parent cannot pick up a sick child, the child will be senthome by taxi at the parent’s expense.Many students must have medication available at School forcertain illnesses and conditions. School personnel cannotadminister medication, including pain relievers, withoutexplicit written parental/guardian permission. A permissionform completed by the parent/guardian is required inthe event a student must receive medicine at School. Themedicine, in its original container, labeled with the student'sname, name of medicine, dose and time to be given, doctor'sname (if prescribed) and possible side effects, must be given tothe Health Coordinator together with the signed permissionform. Parents are not to give medication to students toadminister to themselves.Students who are absent from School for the following reasonsrequire a physician's statement confirming the student'sability to return to School and any necessary limitations orrestriction:••Measles, mumps, chicken pox, ringworm, scarlet fever••Strep infection, mononucleosis, hepatitis, pink eye••Students who may not participate in sports or gymclasses following an extended illness, surgery orconcussion(Revised 7-13)LAPTOP AND MOBILE DEVICE SECURITYStudents have been assigned lockers capable of holding theiriPads as well as books. iPads should not be left anywhere oncampus unattended; the provided lockers should be used. TheSchool does not assume or accept any responsibility for lossor damage to iPads.LASER POINTERSLaser pointers are prohibited on School grounds at all times.LOCKERSStudents will be assigned a locker and are expected to useeither a lock provided by the School or to provide their ownlock to secure their possessions. When not in use, lockersshould be kept locked. Students may not move to any otherlocker other than the one that has been assigned to them.Students may not write on lockers or affix any stickersto lockers. Lockers are School property and are loaned tostudents. The School reserves the right to enter and searchlockers. The School assumes no financial responsibility foritems taken from lockers. (Revised 7-13)OFF CAMPUS BEHAVIORSAs stated elsewhere in this Guide, the School does not wishto unnecessarily involve itself in a student’s off campusbehaviors. However, the School reserves the right to takeaction to the extent that off campus behaviors impact theindividual’s ability to continue at school or impact otherstudents’ or employees’ ability to be comfortable at school.We expect students to avoid all types of behaviors, includingbehaviors that may be harmful to one’s body, self-esteem, orhealth. As examples, off campus Internet activity, criminalactivity, sexual activity, use of drugs, alcohol, or tobacco, mayresult in a student receiving disciplinary action, up to andincluding dismissal from school.POSTING SIGNSSigns posted by students around campus may be attachedonly using blue masking tape (available at the receptiondesk). Students must remove all signs immediately afterthe announced event is completed. Any damage to Schoolproperty will be repaired and billed to a student’s account.All postings should maintain decency, common sense, andgood taste or they will be removed.PUBLIC DISPLAYS OF AFFECTIONIn keeping with the School’s emphasis on modesty anddecency, public displays of affection (i.e. kissing, extendedembraces, etc.) between students are not permitted oncampus. In addition, any type of sexual conduct anywhereon campus, on School buses, or at a School-sponsored eventis prohibited. Any unwanted or offensive sexual conductoccurring on School property or at a School event must beimmediately reported in accordance with the Harassmentand Bullying Policy.STUDENT/ADULT INTERACTIONS AND COMMUNICATIONOur students and adults (teachers, administrators, staffmembers, parents, and visitors) are expected to interactwith each other in a professional and respectful manner.Although our adults can and should be friendly with thestudents, becoming too friendly with each other sometimesresults in confusion and anxiety. If a student or the student’sparents become aware of any adult’s communications oractions toward one or more students that seems unusual,overly friendly, or otherwise inappropriate, such informationshould immediately be reported to the School counselor orthe appropriate Division Director.Some examples of behaviors that should not occur and whichshould be reported include school employees:• Calling students at home for a non-school matter• Touching students or their clothing in non-professionalways or inappropriate places, or touching a student withaggression or in frustration• Making comments that are too personal (about a student’sclothing, hair, personal habits, etc.)• Sending emails, texts, or writing notes to students of apersonal natureGUIDE FOR ACADEMICS AND STUDENT LIFE | 37

TECHNOLOGY POLICIES• Flirting or asking a student on a date• Visiting students to “hang out” in their hotel rooms whenon field trips or sporting events or when the student’sparents are not at home• Asking or permitting students to sit on a teacher’s lap• Telling secrets or telling the student not to tell somethingthat’s a secret• Swearing, making inappropriate sexual, racial/or ethniccomments• Inviting students to visit the adult’s social networkingprofile or become a “friend” on a social network• Telling off-color jokes• Dating or engaging in consensual relationships withstudentsSimilarly, we expect that our parents will not take it uponthemselves to address a situation with a student relating to adisagreement with the student or the student’s parents. Loud,angry, or aggressive language or actions will not be tolerated.Any such interaction should be reported under this policy.STUDY HALLSUnless otherwise designated, all Study Halls meet in the PeiferLibrary. Study Hall should start on time and should remainquiet for the entire period. The Study Hall monitor will takeattendance, maintain a productive study environment, andnever leave the Study Hall unattended.In addition, Study Hall monitors will enforce the followingrules:1. Students should come to the Study Hall prepared withsufficient work to occupy them for the entire periodand should not be excused from the room to retrieveadditional materials.2. Students are allowed to use personal listening devicesas long as other students are not distracted.Seniors who did not receive either a D or F in their priorquarterly grades and who have been responsible Tampa Prepcitizens may be excused from Study Hall, but must remainon campus in designated locations. Juniors who are on theHead’s List during the first semester are exempt from StudyHall the second semester. Seniors who have been suspendedmay not be excused from Study Hall.WEAPONS AND THREATSThe School takes a zero tolerance position on threats andweapons, even when students make comments in jest, onemail, or away from School toward or about another student,employee, or the School. Students are prohibited frombringing any type of weapon to School or School-sponsoredevents, including knives, guns, fireworks, etc. Any such itemmay be confiscated and, if appropriate, turned over to lawenforcement. Any pictorial depictions of weapons or verbalor written comments that the administration determines inits discretion appear to be threatening in nature will result indisciplinary consequences.38 | GUIDE FOR ACADEMICS AND STUDENT LIFETECHNOLOGY POLICIESTECHNOLOGY MISSION STATEMENTTampa Preparatory School provides access to technologyand training for students and faculty alike in order toprovide the most appropriate tools available to supporthigher level learning and instruction. Technology isviewed as an important enhancement to the rigorousacademic curriculum taught at the school. We believe thattechnological skills are valuable as they pertain to soundpedagogy, not as an end in themselves. To this end, the schoolis committed to making available proven technologies andtraining to the students, faculty, staff and administration andto provide opportunities for growth on a continuing basis.TECHNOLOGY ACCEPTABLE USE POLICYTampa Preparatory School has ample technological resourcesincluding computer labs, desktop computers, laptops,SmartBoard and digital research tools. It is assumed thateveryone at Tampa Preparatory School (that is students,faculty, staff, administrators and parents) will use computersin an ethical, responsible manner. All computers are tobe used for academic purposes first and foremost. Theremay be times when students are allowed to use technologyfor recreational use, but students should not visit sitesthat have objectionable content or use technology to viewobjectionable material. Students should not attempt tobypass the technological blocks that have been placed oncomputers to filter content that the school has classified asobjectionable. All computers and technological resources areto be handled with care and consideration and be used foracademic purposes.While the School does not actively pursue or routinely viewpersonal social networking sites, when objectionable ordisrespectful material is brought to the attention of theSchool or School personnel or experiences are placed on asite, the school reserves the right to examine the content andaddress the conduct if it creates a hostile or disrespectfulenvironment and the right to address the student who placedthe content on the site.The School does encourage parents to routinely view theirchild’s site to ensure that information and content shareddoes not place a student at risk.TECHNOLOGY, ELECTRONIC DEVICES, AND COMPUTERSYSTEMS USAGE POLICYAll persons using the School’s computers, the School’snetwork, or personal computers on School property or overthe School’s systems are required to abide by the followingrules. This policy also applies to the use of any personalelectronic devices (computers, laptops, iPads, cameras, videocameras, phones, iPhones, iPods, Blackberries, PDAs, etc.) onSchool property or at a School-related event. Failure to abideby these rules will result in appropriate disciplinary actiondetermined by the School administration. All computersshould be used in a responsible, ethical and legal manner and

TECHNOLOGY POLICIESin compliance with the Honor Code. Violations of the followingguidelines may result in the revocation of access privilegesand possible disciplinary responses, including expulsion forserious offenses.Internet Access: Tampa Preparatory School providesboth wired and wireless connectivity for both faculty andstudents. Students are allowed to use personal digitalcommunication devices between classes and in the classroomat the classroom instructor’s discretion. While the Schoolprovides best effort Internet content filtering on both thewired and wireless connections, in order to allow accessto certain educational resources, students may be able tobypass these filters. Users of the Tampa Preparatory Schoolnetwork are expected to act as responsible digital citizensand conduct themselves in compliance with the School HonorCode. Furthermore, accessing or passing on any material thatis pornographic, violent in nature, or otherwise harassing istotally unacceptable and will be dealt with immediately by theappropriate administrator. Students are expected to abide bythe same policy whether using personal or School-provideddevices and whether on a cellular or School-provided network.In addition, the creation or utilization of personal Wi-FiHotspots while on campus is strictly forbidden. (Revised 7-13)Internet Safety: Students should never give out personalinformation (address, telephone number, name of School,address of School, date of birth, Social Security Number, creditcard number, etc.) over the Internet. Students also should notmeet with someone that they have contacted on-line withoutprior parental approval. Safety is the responsibility of theparent and student. The School is not liable in any way forirresponsible acts on the part of the student.Pirated Software: The term “pirated software” refersto the use and transfer of stolen software. Commercialsoftware is copyrighted, and each purchaser must abide bythe licensing agreement published with the software. Thereis no justification for the use of illegally obtained software.The School will not, in any way, be held responsible for astudent’s own software brought to School for personal use.In addition, usage of peer-to-peer file sharing software or bittorrent trackers while on campus is prohibited.Network Access/Passwords: Accessing the accounts andfiles of others is prohibited. Attempting to impair the networkor to bypass restrictions set by the network administratoris prohibited. Obtaining another’s password or rights toanother’s directory or email on the network is a violation ofSchool rules as well as a form of theft. Taking advantage of astudent who inadvertently leaves a computer without loggingout is not appropriate. Using someone else’s password orposting a message using another’s log-in name is a form ofdishonesty, just as is plagiarism or lying, and will be treatedas an Honor Code violation. Guard your password, you willbe responsible for any activity done on the School’s systemunder your password.School’s Right To Inspect: The School reserves the right toinspect user directories for inappropriate files and to removethem if found and to take other appropriate action if deemednecessary, including notification of parents. The School alsoreserves the right to inspect any personal electronic devicesbrought onto campus. Do not assume that any messages ormaterials on your computer or the School’s systems areprivate.Email, Chat Rooms, Instant Messaging, and SocialNetworking Sites: Email cannot be used to harass or threatenothers. The School reserves the right to randomly check emailor text messages. Email messages must not include personalattacks and should follow the normal rules of appropriatepublic language. They should not contain any language orcontent, which the author would not be willing to share fromthe podium at a School meeting.While the School does not actively pursue or routinely viewpersonal social networking sites, when objectionable ordisrespectful material is brought to the attention of theschool or school personnel or experiences are placed on asite, the School reserves the right to examine the content andaddress the conduct if it creates a hostile or disrespectfulenvironment. Any person who believes that they havebeen harassed or threatened by any of these methods ofcommunications should immediately report the concern inaccordance with the School’s No Harassment/No Bullyingpolicy.Students should not be “friends” with any faculty memberon any of these social networking sites. Any violation ofthis prohibition must be reported to the Administrationimmediately. Postings on social networking or other Internetsites of students engaging in inappropriate behavior (suchas drinking, smoking, sexual actions, etc.) is prohibited.Students are expected to cooperate in investigations byproviding access to such sites.Viruses: Every effort is made by the School to keep oursystem virus-free. Even with the best techniques, however,computer viruses can be transmitted to and from anycomputer, including those in the computer center. The Schoolis not responsible for the transmission of any virus or fordamage suffered from a virus.Computer Care: Members of the School community willnot abuse, tamper with, or willfully damage any computerequipment, use the computer for other than appropriatework, or bring food or drink into any computer area. Anyintentional acts of vandalism will result in discipline andstudents will be held responsible for replacement or repairs.Reporting Requirements/Discipline: Any student whoaccesses inappropriate material on the Internet, receivesharassing, threatening, or inappropriate materials via email,cell phone or on the Internet, must immediately report theconcern to the teacher who is supervising the activity or toGUIDE FOR ACADEMICS AND STUDENT LIFE | 39

TECHNOLOGY POLICIESSchool officials so that the situation can be investigated andaddressed appropriately. Students who violate any aspect ofthis Computer and Systems Usage Policy will be subject toappropriate discipline.PERSONAL ELECTRONIC DEVICESThe use of any and all electronic devices while on Schoolgrounds or in attendance at School-sponsored events is boundby the School’s rules for Honor Code and Student Conduct andDiscipline, including The Technology, Electronic Devices, andComputer Systems Usage Policy. Accessing inappropriatecontent on the Internet or on any device is strictly prohibited.The use of personal or School-provided electroniccommunication devices, including cellular phones ispermitted before and after school, during lunch and betweenclasses. The use of any electronic device within the classroomis permitted at the discretion of the classroom teacher, StudyHall proctor, or Dean of Students. Any usage of electronicdevices that causes a disturbance to the educational processis forbidden and may cause the student to face disciplinaryaction from either the appropriate Division Director or theDean of Students. (Revised 7-13)As stated in our Inspection Policy, the School reservesthe right to inspect any item or place on School campus orSchool-sponsored events, which includes the right to inspecta student’s electronic device and to take disciplinary actionfor any information or materials found on such devices.Parents who need to contact a child in an emergencyshould call the school, not the student. Urgent messageswill be relayed appropriately, while normal telephonemessages for students will be announced via the intercom atlunch and after school.A student phone is available at the Health Coordinator's desk.It is available for use during breaks and lunch, as well asbefore and after school hours. This telephone is to be usedfor school business only and is limited to placing calls withinthe Tampa Bay calling area.Use of imaging devices, such as camera phones, iPads, videocamera’s, etc, is prohibited in gym locker rooms and Schoolrestrooms. In addition, students may not use such devices inclasses without the express permission of the teacher. Anyvideotapes or photos permitted to be taken during class maynot be placed on the Internet.CARE OF THE IPADStudents are responsible for the care and safekeeping of theiriPads. Student iPads will be the property and responsibility ofthe student and his or her family. Insurance against damage,theft or other loss is highly recommended. The School willnot be responsible for repairing or replacing broken or stoleniPads. Families are responsible for furnishing the studentwith a protective case for the iPad and students must keepthe iPad in this protective case at all times.Not having an iPad or not having a working iPad will notexcuse the student from participating in class or completingassignments. If students leave their iPad at home they arestill responsible for getting coursework completed on time.Coursework not completed due to not having an iPad will besubject to the same consequences as other incomplete work.A loaner iPad will be made available for students while theiriPad is being repaired or replaced. The iPad will only beloaned out for one week and the student is responsible for anydamage/theft/loss incurred. Students will be able to accessdocuments stored in Google Drive, iCloud or other "cloud"based applications as well as having access to their apps.Other than iBooks, student ebooks may not be accessible tothe student, depending on the type of electronic resource.Screens should be kept clean with a soft cloth such as thoseused for cleaning eyeglasses. Do not set iPads near food,liquid or sources of heat. Keep iPads away from extremeheat. iPads should not be left at school overnight and shouldbe secured in the student's locker at all times when not in use.If carrying an iPad in a backpack, take care that it is placedflat against other items and that the cover of the iPad caseis closed over the screen with no pencils or pens pressedagainst the screen.iPad Security and Identification: iPads must be securedin the student’s locker when not in the student's possessionand should be taken home at night and fully charged. iPadsshould not be stored in vehicles and should never be left inview inside a vehicle. Students should set up the automaticpasscode lock on their iPads. Student should share thepasscode with their parents and no one else, unless requiredto do so by School personnel. The iPad is the sole responsibilityof the student and under no circumstances should the iPad beleft unsupervised. Students should never loan their iPad toanother student for any reason. Any iPad left unattended is atrisk of being stolen or damaged. If an iPad is found it will betaken to the Student Technology Support Coordinator.iPad Content Management: Apps and iPad updates shouldbe downloaded while off campus or before/after school hours.Students are prohibited from downloading movies, music orother bandwidth intensive resources while on campus unlessexplicitly directed by a faculty member. Inappropriate mediamay not be stored on the iPad at any time. Inappropriatemedia includes but is not limited to: pornographic materials,inappropriate language and references to tobacco, alcohol,drugs or firearms.Students will not be permitted to print from the iPads.Assignments will be distributed and collected via the iPadusing Google Drive and the Haiku Learning ManagementSystem. If printing is necessary, students may use the40 | GUIDE FOR ACADEMICS AND STUDENT LIFE

OTHER INFORMATION(this may also result in the suspension of parkingprivileges)The parking areas are patrolled by Tampa Prep Security whowill issue parking citations ($25 fine for each violation).TRANSPORTATION TO AND FROMSCHOOL-SPONSORED EVENTSThe School will provide transportation for all studentsparticipating in normally scheduled extracurricular events,such as athletic contests and drama and music competitions.This transportation will originate and terminate at theSchool. Students are strongly encouraged to use schooltransportation for school-sponsored events. Exceptions tothis will be discussed with program directors.OTHER INFORMATIONCHILD ABUSE REPORTINGSchool teachers and other personnel are mandatoryreporters under the Florida child abuse reporting laws.Please understand that we must take our obligationsseriously and if we assess that a situation requires it, wewill make a report to child abuse authorities of situationsthat we reasonably suspect constitute abuse, neglect, orabandonment. Depending on the circumstances, we may notbe able to communicate with parents about the report untilauthorized by child abuse authorities to do so. We ask foryour understanding and do our best to protect the childrenunder our care.CHILD SAFETY FROM SEXUAL OFFENDERS AND PREDATORSAccording to the National Center for Missing and ExploitedChildren (NCMEC), sexual perpetrators are commonly peoplethe parents/guardians or children know, and these peoplemay be in a position of trust or responsibility to a child andfamily.Because of our concern for student safety, all employees, andthose parents who volunteer for overnight field trips, arescreened through the School’s criminal background process.To keep their children safe, parents should talk openly totheir children about safety issues. Parents should know theirchildren’s friends and be clear with their children about theplaces and homes that their children visit. Children should betaught that they have the right to say no to any unwelcome,uncomfortable, or confusing touching or actions by othersand to get out of those situations as quickly as possible.Parents should regularly visit the public registry to checkout individuals for prior criminal records and sex offenses.Information concerning registered sex offenders andpredators in Florida may be obtained by visiting http://www.fdle.state.fl.us, the Florida Department of LawEnforcement Sexual Offenders database. Information mayalso be obtained by contacting the FDLE’s toll-free telephone42 | GUIDE FOR ACADEMICS AND STUDENT LIFEnumber: 1-888-FL-PREDATOR (1-888-357-7332). To view a mapof registered sex offenders living within a five-mile radius of anygiven address, parents should visit http://www.familywatchdog.us. To learn about additional child safety tips and links to childand internet safety sites and searches, parents should visit theFlorida Attorney General website at http://myfloridalegal.com.COMMUNICATIONS FROM SCHOOLTampa Prep sends important information about events, activitiesand policies via email. If we do not have your current email addresson file in the Development Office, please send an update to BonnieWarfel at bwarfel@tampaprep.org. Many email providers filterbulk messages as spam or junk, so verify that your settings allowall mail from tampaprep.org.The School provides various methods for obtaining information.You can sign up for Alerts through our website to receiveemail or text notification about School News, Athletic Newsand Athletic results by team. With iCal feeds, you can sync theSchool Calendar(s) to your iPhone, iPad or Google Calendar.For instructions on how to set up these features, view the“Staying Connected” tab at www.tampaprep.org/parents.(Revised 7-13)EVACUATIONA map can be found in each room showing the quickest and safestroute for leaving the building. Please familiarize yourself withthese maps. Students will be appointed to turn off lights and airconditioners and to close the windows and doors during fire drillsor an evacuation.Students should move quickly and quietly to designated area.Movement and noise during fire drills should be kept to aminimum. Talking is prohibited.FAXING AND EMAILParents and students are discouraged from faxing or emailingschoolwork to Tampa Prep unless specifically instructed by ateacher. We are unable to guarantee the timeliness of receipt ofsuch faxes by the teachers. Any assignments that are faxed oremailed are considered submitted when they are received by theteacher making the assignment.Student use of School email is tied to the Honor Code and allstudents are expected to conduct themselves in compliancewith the Honor Code guidelines. Students in grades 6-8 arerestricted from sending or receiving emails from outside of theSchool community, while students in grades 9-12 have full emailfunctionality. If a student’s instructor gives permission, thestudent may choose to submit assignments digitally via GoogleDrive or Gmail.HEALTH INFORMATION SHARINGParents and student agree, as a condition of continued enrollment,to consent to the release of any of the student’s health relatedinformation, including information relating to drug treatment,testing, medical and mental health records, to employees or

OTHER INFORMATIONagents of the School, as determined by the Head of School orhis or her designee, to meet the medical or safety needs of thestudent and the community or the legal responsibilities of theSchool.The School will maintain appropriate administrative,technical, and physical safeguards to protect the securityof all health-related information within its care or custody.While it is the obligation of the School to safeguard studentmedical information, we must also balance matters of privacyand confidentiality with safeguarding the interests and wellbeing of our students and our community. Thus, parents/guardians and students consent to allow employees andagents of the School, who have a need to know, to receive and/or share medical and/or psychological information necessaryto serve the best interests of the student and/or community.In the event of a disclosure required by law, every effort willbe made to notify the student and/or parents/guardians inadvance.(Revised 7-13)INSPECTION POLICYThe School reserves the right to inspect and conduct a searchof any place or item on School campus or at a School-relatedevent including, but not limited to, a student’s locker, bookbag, backpack, vehicle, computer, or personal electronicdevices. Inspections and searches may be conducted on aroutine or random basis or as deemed necessary. Further, theSchool has the right to seize and permanently retain propertydisclosed by an inspection or search which is consideredpotentially harmful, dangerous, illegal, or inappropriate,the possession of which is a violation of the School’s rules,community standards, and/or local and state law.INTERPRETATION, MODIFICATION, AMENDMENTThe School reserves the right to interpret the contents ofthis Guide, including the rules and regulations governingacademic and non-academic conduct of students. The Schoolreserves the right to modify and/or amend the contents ofthis Guide at any time during the year. Parents and studentsshould check the School’s intranet periodically to ensurethat they are aware of the most recent version of the Guidepolicies.INVESTIGATIONSStudents are expected to cooperate in investigations. Studentsare expected to be honest, but honesty is not necessarily amitigating factor and students’ own statements may be usedagainst them. Failure to cooperate with an investigation maybe cause for disciplinary action.If a student refuses to participate or cooperate at any stageof an investigation, or is unable to do so for whatever reason,including without limitation, pending criminal charges, theSchool reserves the right to take action, including proceedingwithout a statement from the student, or to require thestudent to withdraw from School.(Revised 7-13)LUNCH SERVICEDetails for the daily Tampa Prep lunch service can be found atwww.tampaprep.org/lunch. (Revised 7-13)PARENT/FAMILY COOPERATIONThe School believes that a positive and constructive workingrelationship between the School and parent is essentialto the fulfillment of the School’s educational purpose andresponsibilities to its students. If the parent’s or other familymember’s behavior, communications, or interactions on oroff campus (including during school-sponsored events) isdisruptive, intimidating, or overly aggressive, or reflects aloss of confidence or serious disagreement with the School’spolicies, methods of instruction, or discipline, or otherwiseseriously interferes with the School’s safety procedures,responsibilities, or accomplishment of its educationalpurpose or program, the School reserves the right to dismissthe family from the community. In addition, the Schoolreserves the right to place restrictions on parents’ or otherfamily members’ involvement or activity at school, on schoolproperty, or at school-related events if the parent or otherfamily member engages in behavior or has a status (such as acriminal conviction) that would reasonably suggest that suchrestrictions may be appropriate for the community.PAYMENT OF TUITION AND FEESThe School strives to provide the highest quality educationwhile maintaining affordable fees. We depend on thetimely payment of tuition and registration fees to coverour obligations. Enrolling your child requires a financialcommitment much like any other major purchase. Pleasemake School tuition a budget priority. Failure to maketuition/fee payments by the contractual dates may result ina child being removed from School or not being allowed totake examinations. Transcripts and student records cannotbe forwarded to another School if there is an outstandingbalance in his/her account, or if there are other outstandingdebts.RE-ENROLLMENT CONSIDERATIONSStudents are expected to maintain satisfactory academic andconduct grades on semester report cards. Students with lessthan satisfactory grades, a pattern of behavioral difficulties,excessive absenteeism or tardiness, delinquent accounts, orwhose family members have been uncooperative may not beinvited back for another academic year.STUDENT RECORDS AND INFORMATIONRequests for student records and transcripts must be directedto the Registrar’s Office. The School reserves the right towithhold student transcripts and records for non-payment oftuition or fees.The School makes reasonable efforts to ensure that bothnatural parents (or legal guardians) receive substantially thesame information (transcripts, records, appointments, etc.).The School must rely upon the correctness and completenessGUIDE FOR ACADEMICS AND STUDENT LIFE | 43

LIBRARY POLICIESof parental information when the student is enrolled. Insituations of divorced or separated parents, if one parentbelieves that the other parent is not entitled to receive certaininformation, the parent wishing to restrict informationprovided by the School must provide the School with a courtorder that is still in effect that specifically restricts the otherparent from receiving such information.LIBRARY POLICIESPEIFER LIBRARYThe Peifer Library, located on the third floor, under the dome,contains books, videos and student-accessible computersequipped with various software applications, and accessto the Internet. Students wishing to use the facility mustobtain written permission from their classroom or Study Hallteacher, and the faculty-signed note must include the lengthof time the teacher is allowing them to remain. Tampa Prepstudents will receive orientation to the Library from theLibrary Media Specialist. The Library is open from 8:30 a.m.to 4:30 p.m. on most school days. Faculty and staff, as wellas students with proper I.D., may check out books from theLibrary. Laptops may also be checked out by Upper Schoolstudents and returned the same day by 3:30 p.m. If laptopsare not returned by 3:30 p.m. on the day of checkout, studentswill lose laptop checkout privileges for the rest of the schoolyear. (Revised 7-13)students.2. This statement will be sent to the Challenged Book andOther Library Material Committee. This Committeeis composed of the Head of School, the Library MediaSpecialist, the English Department Chair, selectedMiddle School and Upper School English and HistoryDepartment faculty members, another SeniorAdministrator, and the Student Council President.3. Each Committee member will receive a copy of thewritten statement about the challenged book or otherlibrary material. The Committee will meet and makeits decision on the appropriateness of the book orother library material for Tampa Prep.4. A letter will be sent to the challenger informing him/her of the decision made by the Challenged Book andOther Library Material Committee.Students may use the library for reading, research, and maycheck out two volumes at a time for a period of three weeks.Abuse of Library books and Library materials or othermisconduct will result in the loss of Library privileges. Alloverdue or lost book charges must be paid to the library bythe end of the school year. Each student will receive a pictureI.D. issued by Tampa Prep at the beginning of the schoolyear. In order to check out a Library book or use the athleticfacilities, a student must present his or her I.D. card.Students are responsible for good behavior on Schoolcomputer networks just as they are in a classroom orSchool hallway. Communications on the network are oftenpublic in nature. General school rules for behavior andcommunications apply. Students are responsible for knowingschool computer use guidelines.CHALLENGED BOOK AND OTHER LIBRARY MATERIALPOLICYAny Library book or other library material that is challengedas to its appropriateness for Tampa Prep will be handled inthe following manner:1. A written statement from the challenger must besubmitted to the Head of School as to why the bookor library material is being challenged with specificinformation as to why the challenger feels the book orother library material is inappropriate for Tampa Prep44 | GUIDE FOR ACADEMICS AND STUDENT LIFE

COURSE DESCRIPTIONS - ARTSWhile the School will attempt to provide students everyyear with a wide variety of course selections, we prioritizethe offering of graduation-required courses. Therefore,please note that not all of the semester electives listed inthe Guide are available for students on a yearly basis. ARTS Unless otherwise indicated, all courses listed below are onesemester in length. Students enrolled in performance coursesare expected to participate in all class events. Performances areconsidered final exams.DANCEDance Style 1 (6-8)A full year elective dance course in which students learn thefundamentals of ballet, jazz and modern dance. Students takeballet two days per week and take jazz and modern danceon the alternate days. They learn terminology, an overviewof dance history and stretch/conditioning in addition toworking on dance steps in the studio. Emphasis is placed ontechnique, correct body placement, coordination, flexibilityand endurance. The course culminates in a showcase at theend of the school year.DIGITAL ARTSDigital Photography (9-12)Digital Photography is a year-long, one credit art coursein which students will explore not only how to take a goodphoto, but what the digital SLR camera can do. Students will“process” photos using Adobe Lightroom 3 as well as AdobePhotoshop. Once the concepts of shutter speed, ASA, aperture,multiple exposures, and the difference between shootingin jpeg vs RAW have been mastered, students will integratethese photos into podcasts using flip cameras. Requirements:a digital SLR camera. Tripods will be provided.Journalism (9-12)Students in this year-long course produce the School’sstudent newspaper, the Terrapin Times. The course focuseson journalistic writing styles, interview techniques, layoutand design and production mechanics using a Macintoshcomputer and desktop publishing software. Students mustapply to enter the course, meet certain criteria, and completean interview. The course requires additional extracurriculartime. Prerequisite: Instructor’s approvalIntroduction to Video (9-12)This semester class serves as an introduction to the worldof video. Students will learn the basics of video productionincluding technical specifications, basic shot composition,how to work with cameras and equipment, and editing withFinal Cut Pro. The course will consist of lectures, labs withequipment and editing software, and projects to reinforcecourse content.Creative Video (9-12)This yearlong class allows students to make videos from theirown creative ideas and stories. Participants will also assistwith the production of school marketing videos. The videosthat this class produces will be shown during regular TPTVepisodes. Students will also be encouraged to enter theircreations in public contests. Prerequisite: Introduction toVideo or the instructor’s approval.Broadcast Journalism (9-12)This yearlong, news-based video course will produce contentfor regular TPTV episodes. Students will report on and createvideo segments that highlight school activities in the arts,athletics, clubs, etc. The course runs through organizationalhierarchy that puts more responsibility and control in thehands of the students. Prerequisite: Completed applicationand the instructor’s approval.Video Production (8)This course gives students a beginners’ look at the videoproduction process. During the semester students learnthe basics of video production, to include script writing,pre-production, proper shooting and lighting techniques,and post-production. The students have hands-on learningwith the equipment in labs, help with projects to support theSchool, and have the chance to produce their own projects.Yearbook (9-12)Students in this year-long course produce the School’syearbook. The course teaches the latest trends in journalism,design, and graphics. To enter the course, students mustcomplete an application, meet certain criteria, and receivethe instructor’s permission. The course requires additionalextracurricular time. Prerequisite: Instructor’s approvalMUSICBeginning Chorus (6)This elective is designed for sixth grade students who havehad little to no background with singing in a choral setting.During the course, students will sing a variety of repertoire.The students will learn basic musical skills in theory, history,and reading notation. Students will also participate in agroup project making their own music video.Chorus (7,8)This performing vocal ensemble meets four hours each weekand is offered as an Arts semester elective in the seventh andeighth grades. Students are not auditioned; the course is opento all interested students. Students learn standard sacred andsecular choral literature with a multicultural emphasis asrecommended by the American Choral Directors’ Association,the Music Educators’ National Conference and the FloridaVocal Association. Emphasis is placed on ear training, properbreathing, diction, tone color, developing a sense of ensembleand blend, musicality, dynamics, line, et al. Attention is paidto the historical context in which the music was composedGUIDE FOR ACADEMICS AND STUDENT LIFE | 45

COURSE DESCRIPTIONS - ARTSand students become familiar with choral composers. Theclass musicians will perform in Arts concerts, various schoolfunctions and in the larger community, at the discretion ofthe instructor. Participation in all ensemble rehearsals andperformances is an expectation of the course and is required.Beginning Band (6)This course is designed for the sixth grade student with noprevious experience playing a wind instrument. Studentswill play one of the following instruments: flute, clarinet,alto saxophone, trumpet, or trombone. During the semesterstudents will develop the fundamentals of music: music theory,history of their instrument and learn how to read musicalnotation according to their instrument. Grading is entirelybased upon participation.Middle School Band (7,8)This performing wind and percussion ensemble meets fourhours each week during a regularly scheduled period and isoffered as a one-semester Arts elective in the seventh andeighth grades. Students are not auditioned; the course is opento all interested students. Students learn basic skills on awind and percussion instrument of their choosing. Emphasisis placed on music reading, proper breathing, intonation,tone, developing a sense of ensemble and blend, musicality,dynamics, line, et al. The class’ musicians will perform inArts concerts, various school functions, and in the largercommunity, at the discretion of the instructor.String Orchestra (7-12)This performing string ensemble for violin, viola, cello,and bass meets four times each week for one hour during aregularly scheduled period. Students in this year-long classwill learn music from several genres including classical,pops music, and chamber music works. The class’ musicianswill perform in Arts concerts, various school functions, andin the larger community. Prerequisites: 3 year minimumbackground/expertise in string performance or with StringOrchestra Instructor approval. Students interested inauditioning should contact the Music Director for details.Upper School Band (9-12)This performing wind band, with rhythm section, including,percussion, piano, and guitar, meets four times each weekfor one hour during a regularly scheduled period. Studentsin this year-long class will learn music from several generes,focusing on jazz, popular music, and classical. Students inUpper School Band will collaborate with the String Orchestra.The class’ musicians will perform in Arts concerts, variousschool functions, and in the larger community. Prerequisites:some background/expertise in instrumental performance.Music Studio Ensemble (9-12)This is a performing arts course for students who wantto learn to create their own music. Students in this classwill learn fundamental composition methods to help themlay the foundation for their own Garage Band/ipad musiccomposition and mixing projects. Students will also learnto create music for acoustic instruments including, but notlimited to percussion, guitar, and piano. This two semestercourse will help students explore the use of acousticinstruments alongside electronic technologies. Students willhave the opportunity to perform their music in Arts concertsin addition to various school and community functions.Participation in rehearsals and ensemble performancesis required. Past musical experience is beneficial, but notrequired.Concert Chorus (9-12)The Concert Chorus is open to all students without audition.Students learn standard sacred and secular choral literaturewith a multicultural emphasis as recommended by theAmerican Choral Directors’ Association, the Music Educators’National Conference and the Florida Vocal Association.Emphasis is placed on ear training, proper breathing,diction, tone color, developing a sense of ensemble andblend, musicality, dynamics, line, et al. Attention is paid tothe historical context in which the music was composed andstudents become familiar with choral composers. Severalconcerts are presented and there is a performing tour outsideof Florida each year. Participation in all ensemble rehearsalsand performances is an expectation of the course and isrequired. Students may elect to participate in this ensembleas an independent study and permission of the instructor isrequired.Chamber Chorus (9-12)The Chamber Chorus is open to all interested students byaudition. Students learn standard sacred and secular choralliterature with a multicultural emphasis as recommendedby the American Choral Directors’ Association, the MusicEducators’ National Conference, and the Florida VocalAssociation. Emphasis is placed on ear training, sightsinging, proper breathing, diction, tone color, developing asense of ensemble and blend, musicality, dynamics, line, etal. Attention is paid to the historical context in which themusic was composed, and students become familiar withchoral composers. Members of this chorus will learn thesame literature as the Concert Chorus, and will perform withthem; in addition they will learn more difficult works whichthey will perform as a group - a fair number of these will beunaccompanied, and sung from memory. Several concertsare presented, the Chorus may enter the District and StateAll-State Choral festivals, and there is a performingtour outside of Florida each year. Participation in allensemble rehearsals and performances is an expectationof the course and is required.AP Music Theory (10-12)In this year-long course, students focus on the basics of musicnotation and learning to read and write music. Conceptsstudied include note values, steps of the scale, key signatures,melodic dictation and four-part harmony. Students becomefamiliar with the piano keyboard and learn to sight-sing. This46 | GUIDE FOR ACADEMICS AND STUDENT LIFE

COURSE DESCRIPTIONS - ARTScourse prepares students for the Advanced Placement MusicTheory examination. Recommended Prerequisite: One yearof a music history or performance course.Jazz Combo (9-12)This is a semester class designed for the musician to get abroad understanding of the many styles and improvisationaltechniques used in the performance of jazz. The styles include:swing, blues, bossa-nova, ballad, hip-hop, and all of the Latinjazz influences (salsa, songo, afro-cuban, and samba). Theonly instruments this class is offered to are drums, acousticguitar, piano/keyboard, and electric bass players. This is nota class offered to the beginning musician. The student mustaudition to portray his/her technical abilities and must have agood understanding of music theory in order to join the class.Drumline (9-12)This is a performing arts ensemble made up of percussioninstruments only. This year-long course concentrates onvarious percussive works ranging from collective marchingpercussion pieces to full percussion orchestrations. Thestudent will have the opportunity to perform in Arts concertsin addition to various school and community functions.Participation in rehearsals and ensemble performances isrequired. Past musical experience is beneficial.STUDIO ARTSMiddle School Art (6-8)The Middle School visual art program teaches art techniquesof drawing, painting, sculpture, and printmaking througha variety of media that are appropriate for each level.Sixth Grade Art focuses on the developmental skills of thegrade level. Art 1 and Art 2 are sequential courses; Art 1 isprerequisite to enrollment in Art 2.Sixth Grade ArtCeramics Relief and pinch technique, glazingand firingDrawing Gesture, contour line, perspective,and texture, portraitsPainting TemperaPrintmaking Relief prints of styrofoam and colléSculpture Papier machéMiddle School Art 1 (7,8)Ceramics Pinch and coil techniques, surface designand decoration, glazing and firingDrawing Contour line, color, value studies, one-pointperspective, portraitsPainting Watercolor and temperaPrintmaking Relief prints, styrofoamand glueSculpture AssemblageMiddle School Art 2 (7,8)Drawing Advanced media which utilizes contour line,gesture and sustained value study, andtwo-point linear perspective, beginningfigure study, landscapePainting Watercolor, tempera or acrylicPrintmaking Relief prints in linoleumSculpture Additive in clay; subtractive in plaster/vermiculiteStudio Art 1 (9-12)This entry-level semester course is designed for studentswho wish to study and produce visual art. The major portionof the course is experiential and will include involvement intwo- and three-dimensional design. Utilizing the languageof art, students will study the various media of drawing,ceramics, and painting as a means of visual communication.Techniques and skills of each medium will be taught throughdemonstrations, slide lectures, and museum visits. Eachstudent will maintain a sketchbook in which all class notes,sketches, and occasional homework assignments will be kept.Artwork will be evaluated through group discussion andindividual critiques.Studio Art 2 (9-12)This semester course provides further study in drawingand sculpture and an introduction to printmaking. Drawingwill include gesture and figure studies, portraiture, andlandscapes through the use of advanced media such as penand ink, pastels, colored pencil, and oil pastel. Carvingtechniques will involve the students in the processes relatedto subtractive sculpture. Printmaking will include the reliefprocess and collé, which will include the production of anedition of an original print. Each student will maintain asketchbook in which all class notes, sketches, and occasionalhomework assignments will be kept. Artwork will beevaluated through group discussion and individual critiques.A continuing emphasis will be placed upon the formal aspectsof design and the production of unique artworks which aredeveloped through direct observation. Prerequisite: ArtAppreciation, Studio Art 1, or instructor’s approvalCeramics 1 (10-12)This semester course introduces students to the aestheticpossibilities that ceramic materials offer as a means ofself-expression. By designing and producing unique worksof art in clay, students will learn the primary handbuildingtechniques (pinch, coil, slab, and drape), surface design,glazing, and firing. Through slide lectures, discussions, andmuseum visits, students also will learn about the geology ofclay and the ceramics produced by cultures considered themost significant in ceramic developments. Prerequisite: ArtAppreciation or Studio Art 1Ceramics 2 (10-12)Ceramics 2 is a semester course designed to teach formingtechniques unique to the potter’s wheel. Students willexplore forms (sculptural and/or functional) developed onthe wheel and forms that combine hand building techniqueswith wheel-thrown forms. The course also includes surfacedesign, glazing and firing the ceramic forms. Prerequisite:Ceramics 1GUIDE FOR ACADEMICS AND STUDENT LIFE | 47

COURSE DESCRIPTIONS - ARTSPrintmaking 1 (10-12)This advanced semester class introduces students tovarious drawing techniques and to the study of the formalconsiderations of two-dimensional design that are relevantto the involvement and success of printmaking processes.Relief printing (linoleum, woodcut, wood engraving, andcollograph) as well as intaglio (engraving, monotypes, andcollé) will be explored. Students will produce several smalleditions and will complete a major edition in the techniqueof their choice. Prerequisite: Art Appreciation or Studio Art 1Printmaking 2 (10-12)This semester course builds upon Printmaking 1fundamentals. Printmaking 2 introduces higher level printprocesses and techniques while encouraging individualexpression and creativity. At this stage students are expected toresearch and practice printmaking techniques within the scopeof their own creative interest while developing more maturedesigns. Prerequisite: Printmaking 1Drawing and Painting 1 (9-12)This advanced semester class examines the depiction of thethree-dimensional world on a two-dimensional surface.Subject matter includes still life and nature, figures, portraitsand objects in linear perspective. Drawing techniques ofcontour, gesture, modeling in value and painting is taughtwith watercolor and acrylic paint. A strong emphasis isplaced upon the design of the two-dimensional surface andthe production of unique art works which are developedthrough direct observation. Students create a final examproject and write a final exam. Prerequisite: One full year ofVisual Art or portfolio reviewDrawing and Painting 2 (9-12)Students will work for a semester with advanced techniquesof drawing and painting that are currently not taught inthe first semester including landscapes, advanced figurestudy and enlargements, and they will have an opportunityto become proficient with Watercolor and Acrylic or Oilpaint. A strong emphasis will be placed upon the design ofthe two-dimensional surface and upon the student’s uniqueaesthetic growth. Development of work for the AP Artportfolio will be encouraged; therefore presentation (mattingor framing for exhibit) of the students’ work is a requirementof the class. Prerequisite: Drawing and Painting 1Sculpture (11,12)This advanced level semester class offers in-depth studyof the skills, processes, and concepts of three-dimensionalform. Assignments will be completed in drawing and inthree-dimensional media. Students will develop a greaterappreciation for sculptural forms and art in general throughmuseum visits, lectures, discussions, and demonstrations.The major portion of the class is dedicated to the production ofthree-dimensional art utilizing both additive and subtractivesculptural media and processes. Prerequisite: One full yearof Visual ArtAdvanced Art Studies (11,12)This advanced semester course is designed for the studentwho wishes to continue with problems in visual art in whichthere is no existing advanced class. A student may enroll inAdvanced Art Studies following a successfully completedsemester of the beginning class in that particular area of art,such as Painting, Printmaking or Sculpture, or art medium,such as Ceramics. The student will attend class with thebeginning class. Prerequisite: One semester of the beginninglevel course in which the student will workThe Chemistry of Art (11,12)In this one-semester course, students experience theinteraction between science, technology and art as theyinvestigate chemical interactions involved in the creation,authentication, restoration, and conservation of works of art.By creating works of art, students practice techniques suchas fresco, Egyptian paste, and metal etching. By conductingchemical experiments, students explore fireworks, paintsand alloys. Class discussions and lectures connect chemicalconcepts with the students’ experiences in the lab and artroom. After studying about forgery detection techniques andart restoration, students write a research paper to analyzethe authenticity of an infamously debated work of art.Prerequisite: Any year-long Chemistry or Physics courseAP Art Portfolio (11,12)Advanced Placement Art is a year-long course designed forthe student willing to make a strong commitment to VisualArt. A rigorous curriculum of Design, Drawing, Painting andSculpture and an individual concentration will culminatein the development of a portfolio. Students who meet therequirements and prepare work for an exit exhibit will receivethe AP designation on their transcripts. Prerequisites: Onefull year of Visual Art; instructor’s approval is requiredAP Art History (11,12)Through slide lectures, discussion groups, and libraryresources, this year-long course focuses on majordevelopments in visual thought and expression. The coursestrives to develop an understanding of history through artand art through history and to analyze the form and natureof art works. Students write numerous short essays in thisclass. Prerequisite: World History 2THEATRE ARTSMiddle School Theatre Arts (7,8)This semester course focuses on the fundamentals of actingand the theatrical process. Students explore creativitythrough scene development, script writing, character building,monologue work, ensemble acting, and improvisationalexercises. The course concludes with a performance at theend of the semester.Introduction to Theatre Arts (9-12)This introductory level semester course explores all facets48 | GUIDE FOR ACADEMICS AND STUDENT LIFE

COURSE DESCRIPTIONS - ENGLISHof theatre arts, culminating in the creation of a productionbooklet for a one-act play. The student is introduced tothe process of theatre through on-stage and backstagecomponents. Areas covered include theatre terminology,organizational structure of professional theatres, andthe production process. Artistic components includedirecting, acting, and stage management, with an emphasison development through composition, blocking, and actorplacement. Technical aspects are included as conceptualvisions and their impact on the production, and includescenic, lighting, and costume design. Theatre history is alsocovered through the use of period scripts and adaptation ofstyles to class projects.Acting Studio 1 (9-12)The process of acting is the emphasis of this semester-longcourse. Student actors are introduced to a wide array of actingschools and approaches to a role. The history and developmentof the acting craft are also included. Exercises are based onthe following techniques: Stanislavsky, Strasberg, Adler,Meisner, and the New School. Improvisational exercises andcharacter analysis round out the work. The course concludeswith a presentation of monologues from different historicalperiods. Prerequisite: Introduction to Theatre ArtsActing Studio 2 (9 - 12)This course shifts the focus from the actor as an individualperformer to that of the ensemble member in thissemester-long course. More techniques are covered ingreater depth, including the approach of Uta Hagen and CircleRep. Exercises include small group projects with a focus onconnections with fellow actors, script analysis, performanceanalysis, and the rehearsal process. The final project is apresentation of a one-act play. Prerequisite: Acting Studio 1Musical Theatre (9-12)This semester course combines an historical study withpractical application of the skills required for this uniquegenre. Areas of study include composers, early developmentof the art form, the business of musical theatre, lyricists,playwrights, and influence of musical styles and tastes. Thedevelopment of a musical theatre piece will also be analyzed,from concept to final staging. During the study of the artisticprocess students will create their own lyrics, work on vocaltechnique, interpretation of text, and acting within a song.The final presentation will include solo and ensemble workto be performed at the end of the semester. Permission ofinstructor required.Theatre Workshop (10-12)This advanced theatre arts semester-long course builds onwork completed in Acting Studio 1 and 2. Theatre Workshoputilizes skills and knowledge in the areas of directing andacting, with a focus on the rehearsal process and performance.Works are selected from various historical periods. There aresmall group projects along with a class-wide assignment. Allstudents keep a journal detailing their approach to the workas well as an analysis of the script. The course concludes witha performance at the end of the semester.Technical Theatre (9-12)Technical Theater students learn all aspects of stagecraft inthis year-long course. Topics may include set construction,painting, properties, costuming, stage lighting, sounddesign, and stage management. Students are required toparticipate as tech crew for all Tampa Prep Arts Productionsand are assessed on daily effort, attention to detail, projectcompletion and production participation. May be repeated. ENGLISH English 6Sixth grade English lays the foundations for languagearts skills that build as students progress in the Englishprogram. The course strives to develop an appreciation ofreading, skills in writing for a variety of purposes, and anunderstanding of the structure, vocabulary, and grammarof the English language. Students read adolescent literatureappropriate in content and level of difficulty for their age.The course literature gives students a wider understandingof the world around them, as well as a way to reflect on theirown personal experiences as adolescents. They begin thefirst level in a sequence of vocabulary books that continuesthrough eleventh grade.English 7This course is guided by the following principles: writingis a means of discovering and examining thoughts, feelings,experiences, and ideas; reading allows us to explore our ownhumanity and the depth and breadth of the human heart,mind, and spirit; and the study of grammar, vocabularyand style provides insight into the art and craft of writtenexpression. The course literature includes a novel, a play,short stories, and a collection of poetry. Writing instructionemphasizes writing as a process. Students are introduced toanalytical writing for a specific purpose.English 8Building on the foundation from the sixth and seventh gradeEnglish courses, the eighth grade English course reinforcesand further develops students’ skills of comprehending andinterpreting literature, through discussions and variousactivities. The course literature ranges from Shakespeare tocontemporary works, and includes poetry, plays, and fiction.The study of grammar, vocabulary, and style enhancesstudents’ growing awareness of the English language.Students continue to work on the writing process throughboth creative and analytical writing.English 9: Genres of Literature and CompositionThrough the study of various genres of literature, this coursefocuses on the skills of literary interpretation, analyticaland creative thinking, and clear and well-organized oral andGUIDE FOR ACADEMICS AND STUDENT LIFE | 49

COURSE DESCRIPTIONS - ENGLISHwritten expression. English 9 students also study grammar,vocabulary, and the effective use of language. Students workthrough a range of written assignments, including analyticalessays and creative writing. In conjunction with their WorldHistory 1 course, students learn the research process andsubmit a culminating paper. Various genres are covered inthis course, including short stories, novels and poetry.English 10: World Literature and CompositionThis course provides students with a broad, historical surveyof world literature ranging from authors such as Sophoclesand Shakespeare to Mathabane, Shelley and Hosseini. Thestudy of these authors, ancient and contemporary - andof other thinkers and artists - serves as a springboard forseminar-style discussions, for extensive reflective andexpository writing, and for further development of criticaland creative thinking skills. Ongoing study of vocabulary andgrammar is also emphasized.English 11: American Literature and CompositionThis course provides students with a general survey ofAmerican literature, including works from both the classiccanon and contemporary selections. The course focuses onstudents’ active reading skills by requiring seminar-stylediscussions, and develops their critical and analytical writingand thinking skills with a series of essay assignments. TheAmerican Decades Project requires students to research adecade in American life and write a major paper that focuseson a specific feature within that period. Ongoing study ofvocabulary and grammar is also emphasized.English 11: AP Language and CompositionThis college-level course surveys American literature fromthe Colonial period to the present and emphasizes the skills ofanalytical reading, critical thinking, and persuasive writing.Students’ daily responsibilities include text annotation, thepreparation of reading response journals, and participation inseminar-style discussions of literature. Writing instructionfocuses on the process of composition and revision as ameans of thinking critically and communicating effectively.Research skills are honed with the Synthesis Project, forwhich students research a decade in American life and writea major paper that includes their independent analysis of anovel. Weekly vocabulary quizzes reinforce SAT preparation.In the second semester, students’ study of rhetoric and theirpractice with timed writing and multiple-choice exercisessupplement their preparation for the optional AP Languageand Composition exam. Prerequisites: English 10 andinstructor’s approvalEnglish 12: English Literature and CompositionLiterature study in this course emphasizes critical readingto analyze, interpret and evaluate major works of Westernliterature including both classic and contemporary choices.Writing assignments include the college application essay,essays of literary analysis, and reflective responses toliterature. Students also participate in the Three Pound50 | GUIDE FOR ACADEMICS AND STUDENT LIFEProject, which allows them to choose a topic of study andwork towards mastery of their subject. Numerous writtenand oral reports on the 3#P process provide interim checkson students’ progress and culminate in an evening exhibitionof the projects.English 12: AP English Literature and CompositionDesigned to coordinate with AP Modern European History,this college-level course emphasizes the critical readingand analysis of some of the great works of European andBritish writers. The course also emphasizes appreciatingand understanding literature as well as honing writingskills. In addition, students complete a major writing projecteach semester. During the first semester they write anoriginal biography, a research project that develops skills ofinterviewing, organizing, synthesizing, and editing. In thesecond semester, each student writes a culminating paper,which requires analysis, in light of a unifying major idea,of four works studied in grades 9-12. Timed writings andmultiple-choice exercises during the second semester aidstudents in preparing for the required AP Literature andComposition Examination. Prerequisite: English 11 andinstructor approvalSEMESTER ENGLISH ELECTIVESThe following one-semester courses are offered to students ingrades 11 and 12. Priority for all of these electives is given toseniors - juniors may only enroll in a course if a space is availableafter senior schedules have been assigned. Seniors may electone of these courses for their second semester, if it is offeredin their English or Study Hall period, to fulfill their English 12requirement.African American Arts and Letters:A Study of the Harlem Renaissance (11,12)This one-semester course features a three-pronged approachto the creative and cultural forces that shaped the historicalperiod. Much attention in the course focuses on literaturethrough the study of novels, short stories and poetry byHurston, Larsen, Hughes, Cullen, Bontemps, Wright, McKay,and Himes. Another area of focus is art, with an explorationof themes in the paintings of Douglas, Jones, Hayden andLawrence. Music rounds out the trio with a soulful focus onsome of the pioneers of the Jazz Age, such as Waller, Basie,Ellington, and Armstrong. Students write responses toreadings, conduct art house discussions and listening parties,and produce two major projects.Creative Writing (11,12)Students in this one-semester course write imaginative andexpressive pieces, including poetry, short fiction, and drama.Students analyze models by both professional and studentwriters to determine the elements of effective writing.Frequent and varied exercises develop students’ facilitywith conflict, plot, characterization, point of view, dialogue,theme, tone, imagery, figurative language, and sound devices.Extensive revising and guided editing of classmates’ work helpstudents work toward effective self-editing. Prerequisite:English 10

COURSE DESCRIPTIONS - FOREIGN AND CLASSICAL LANGUAGESEnglish Literature:Renaissance to Twentieth Century (11, 12)This semester course continues the study of Englishliterature from the first semester of English 12 Honors, alongwith the emphasis on critical reading to analyze, interpret,and evaluate major works of English literature. The courseliterature includes poetry, drama, fiction, and non-fiction bya variety of authors - from Dickens to contemporary authors.Writing includes essays of literary analysis and reflections onliterature, as well as creative pieces. Prerequisite: English 10English 12: Sports Journalism (12)This semester course engages students in a concentratedstudy of journalistic style writing and reporting. By studyingPulitzer Prize winning writers and their articles, studentswill acquire a comprehensive look at how athletic eventsinfluenced history. The class will partner with the Tampa BayTimes, hosting their writers as guest speakers and touringtheir facilities. After gaining a journalistic foundation studentswill submit one story a week. Students will also be responsiblefor completing two major projects that incorporate historicalperspectives, journalistic techniques and technology.Film Writing (11,12)This one-semester course introduces students to the art offilm writing and teaches the format, techniques and conceptsassociated with it. Students will read scripts and watchsections of films to analyze the use of dialogue, transitionsand character development. After reaching an understandingof the basics, students will embark on writing a full-lengthscript, complete with treatment, proposals, character logs andstoryboards. Students will analyze and evaluate peer scripts inassociation with completing their own full-length work. FOREIGN AND CLASSICAL LANGUAGES Students who earn lower than a B in the first semester oflanguage study and lower than a C in the second semester areat risk of decreasing success if they move on to the next level.As such, all at-risk students, but most especially those in level1, are strongly encouraged to follow teacher recommendationsregarding retaking the course prior to moving ahead.Prima Lingua (6)Prima Lingua is a course designed for students who are aboutto begin their first year of foreign language study. PrimaLingua familiarizes students with key grammatical conceptsthat English shares with other languages, and introducesgrammatical elements that are not present in English but thatstudents will encounter when they begin foreign languagestudy. Prima Lingua also gives students an understandingof linguistic terms, a strong foundation in derivatives acrossmany languages, an appreciation of the cultural aspect oflanguage, and knowledge of the historical development oflanguage groups, particularly French, Latin, German, Greek,and English.French 1A (7)This course is designed to introduce students to theFrancophone world. Students will study basic Frenchstructures and explore cultural themes. A major emphasisis placed on developing listening, reading, writing andspeaking skills. Students will take Le Grand Concours level 1examination in the spring. This is not an exploratory coursebut the first half of level one French. It is intended to preparethe students for continuing on to French 1B in the eighthgrade. Students who take French 1A in the seventh grade areexpected to take French 1B in the eighth grade.French 1B (8)This course is a continuation of French 1A. This is not anexploratory course but the second half of level one French.Students will review content learned in French 1A. Advancedgrammar concepts will be presented and cultural themesrelating to the Francophone world will be explored. Therewill be a continued emphasis on listening, reading, writingand speaking skills. Students will take Le Grand Concourslevel 1 examination in the spring. It is the recommendationof the department that a student with a grade below B- at theend of this course repeat French 1 in the ninth grade.French 1 (9)An introduction to the basic skills in speaking, reading,writing, and understanding spoken French, this coursesupplements its textbook with audio and videotapes, culturalstudies, and elementary French conversations. Studentslearn the present and passé composé tenses while developinga strong vocabulary. Students take Le Grand Concours level 1examination in the spring.French 2 (9,10)This course continues the use of audio and videotapesupplements and cultural studies, continues to build a strongvocabulary, and increases its emphasis on oral, listening,reading, and written proficiency. Students learn the imperfectand future tenses as well as the subjunctive mood. Studentstake Le Grand Concours level 2 examination in the spring.French 3 (10,11)This course continues the use of coordinated textbook,workbook and audio activities that build vocabulary, cultureand grammatical knowledge of French. There is increasedemphasis on spoken French and aural French. Students viewFrench films and answer questions based on what they haveseen and understood. The remainder of conversational Frenchgrammar is covered, as well as a literary tense. Studentsincreasingly write and speak in French and take the level 3 LeGrand Concours examination in the spring.French 4 (11,12)The focus of the course will be on developing students’capacities to use the French language in both oral and writtenexpression, and to appreciate Francophone culture, its historyand its influence in the world. This course is designed toGUIDE FOR ACADEMICS AND STUDENT LIFE | 51

COURSE DESCRIPTIONS - FOREIGN AND CLASSICAL LANGUAGESbuild the proficiency of intermediate to advanced learnersof French. It is a good resource for students who have takenFrench for three years and would like to continue learning thelanguage. However, this is a course that would also be suitablefor students who have already taken the AP French-Languagecourse. Students will take the level 4 Grand Concoursexamination in the spring. Prerequisite: French 3AP French-Language (11,12)A total immersion course, AP French draws on French film,literature, newspapers and magazines to refine students’skills in speaking, listening, reading, and writing in French.This course prepares students to take the AP French exam.Students take the level 4 Grand Concours examination in thespring. Prerequisite: Instructor’s permissionLes Études Francophones (10-12)This semester, French immersion course will provide studentsthe opportunity to explore and research French-speakingcountries. Students will study the history of Francophonecountries in order to understand current event topics thatrelate to these countries. Students will participate in andlead group discussions, present research topics that apply tocurrent trends and issues in the French-speaking world, andexplore the cultural importance of French in a global society.Prerequisite: AP French Language and CultureAdvanced French Conversation Through Film (10-12)This French language immersion semester course will beorganized around common themes of interest to adolescentsand focuses on developing listening and speaking skills inFrench. Well-known Francophone films are presented forvocabulary development, conversational activities, and classdiscussions. Students will also develop critical viewing skillsin order to appreciate the Francophone culture and customs.Assessment will focus on students’ listening and speakingskills in French. Students will continue to review the mainstructures of French through writing and reading activities.Prerequisite: AP French Language and CultureLatin 1A (7)This course introduces the student to Latin and to Romanculture and customs, providing some of the fundamentalsof grammar and forms while enabling the student to readsimple stories. The approach is inductive, plunging thestudent immediately into the reading of Latin paragraphs andthen gradually explaining the grammar and syntax. Creativeprojects help students immerse themselves in Roman culture,and students participate in the regional Latin Forum, whichconsists of written, oral, artistic, and athletic contests.Latin 1B (8)This course completes the foundation in Latin. Studentsread increasingly longer and more difficult passages thatintroduce new grammar and syntax. The study of Romanculture, history, customs, mythology and literature isexpanded through stories set in Rome's golden age. Creative52 | GUIDE FOR ACADEMICS AND STUDENT LIFEprojects help students immerse themselves in Roman culture.Students also participate in the regional Latin Forum, whichconsists of written, oral, artistic and athletic contests.Latin 1 (9)This course focuses on the elements of Latin language:vocabulary, forms, and syntax. Through a variety of studentactivities and frequent quizzes, the course places particularemphasis on sentence structure and the relationship betweenEnglish and Latin, both in syntax and vocabulary.Latin 2 (9,10)After intensive review, Latin 2 builds on Latin 1’s fundamentalsby adding more advanced grammar and composition. Thegoals of the course are to master the essential componentsof the literary language, to expand the understanding ofEnglish, and to advance the student’s ability to translate. Bythe end of the course, students read extended passages inLatin, especially from Caesar’s Gallic War.Latin 3 (10,11)Latin 3 focuses on extensive translation and comprehensionusing a variety of techniques. Grammar is reviewed boththrough formal exercises and in context. By concentratingon Pliny’s Letters, students begin to consider the society ofthe Romans and many surprisingly modern concerns. Whenstudy of Ovid’s Metamorphoses begins in the last quarter,the techniques of Roman poetry are introduced, preparingstudents for the Advanced Placement level.AP Latin-Vergil (11,12)This course focuses on selections from Julius Caesar's GallicWars and Vergil's Aeneid in Latin and in English, emphasizingthemes of globalization and leadership. The study of theLatin language in vocabulary, grammar, reading proficiency,translation, rhetorical appreciation, and, in the Vergil,metrical analysis is continued and reinforced. Studentsare also expected to develop an analytical approach to theliterature as a whole through frequent essay writing. Thecourse covers the College Board's syllabus for the AdvancedPlacement examination in Latin. Other authors may beincluded either as sight translation exercises or as timepermits.Spanish 1A (7)This course is designed to introduce students to the Hispanicworld. Students will study basic Spanish structures andexplore cultural themes. A major emphasis is placed ondeveloping listening, reading, writing and speaking skills.This is not an exploratory course but the first half of level oneSpanish. It is intended to prepare the students for continuingon to Spanish 1B in the eighth grade. Students who takeSpanish 1A in the seventh grade are expected to take Spanish1B in the eighth grade.Spanish 1B (8)This course is a continuation of Spanish 1A. This is not anexploratory course but the second half of level one Spanish.

COURSE DESCRIPTIONS - FOREIGN AND CLASSICAL LANGUAGESStudents will review content learned in Spanish 1A. Advancedgrammar concepts will be presented and cultural themesrelating to the Hispanic world will be explored. There willbe a continued emphasis on listening, reading, writing andspeaking skills. It is the recommendation of the departmentthat a student with a grade below B- at the end of this courserepeat Spanish 1 in the ninth grade.Spanish 1 (9)This course, focusing on developing the basic skills oflistening, reading, speaking, and writing, integrates studyof grammar and vocabulary with aspects of the Hispanicculture. Students write compositions and present dialoguesthat apply the grammar and vocabulary studied in eachlesson.Spanish 2 (9,10)In Spanish 2 there is daily integration of the four linguisticskills of reading, writing, speaking, and listening, with anincreased focus on grammar and practical, high frequencyvocabulary. There is also integration of the culture of thedaily lives of Spanish speakers and coverage of the entireSpanish-speaking world. Students are presented with ampleguided, focused opportunities to interact in Spanish withclassmates and the instructor, with the goal of establishing asolid base for clear self-expression.Spanish 3 (10,11)Conducted almost entirely in Spanish, Spanish 3 offerscontinued opportunities to increase proficiency in speaking,listening, reading, and writing. Grammar and vocabularyare advanced and reinforced through in-class discussionsabout topics such as health and fitness, ecology, the economy,technology, religion, politics, and art. Cultural competenceis achieved through cultural and literary readings, audio andvideo recordings and guest speakers.Advanced Spanish 3 (10,11)Advanced Spanish 3 is designed for students who have astrong desire to continue their Spanish studies beyond level3. This course will focus on the integration of more advancedfeatures of grammar and vocabulary use. It will also affordstudents the opportunity to reach high proficiency levels inall four skills of the language: speaking, reading, writing,and listening. Students will be exposed to authentic languagemedia and will practice activities that will prepare themfor advanced studies in Spanish. By the end of the year,students will feel comfortable analyzing authentic sourcesand expressing opinions about current events. They will feelconfident manipulating the preterit and imperfect tenses aswell as the subjunctive mood. The course will be conductedentirely in Spanish; students will be expected to use onlySpanish in class. Prerequisites: B+ or higher in Spanish 2 anda recommendation from a current Spanish 2 teacherSpanish 4 (11,12)This course is designed to provide students with theopportunity to become proficient in Spanish. The courseis conducted entirely in Spanish and students are expectedto only use Spanish in class. Daily participation is a majorcomponent of the class. Students will enhance reading,writing, listening, and speaking skills in order to preparethem to move on to AP Spanish Language if they wish or tostudy Spanish at the college level. Prerequisite: B+ or higherin Spanish 3, B or higher in Adv. Spanish 3 & instructor’spermissionAP Spanish Language (10-12)Conducted entirely in Spanish, this course offers studentsthe opportunity to hone their Spanish language skills at asophisticated level and to prepare for the Spanish LanguageAdvanced Placement Examination. Emphasizing excellencein listening, speaking, writing, and reading comprehension,the course begins with a review of grammar, especially thatnot addressed in detail at lower levels, and integrates allfour skills on a weekly basis. Prerequisite: B+ or higher inAdvanced Spanish 3; instructor’s permissionAP Spanish Literature (10-12)In the AP Spanish Literature classroom, students will readfrom a broad spectrum of works written in various timesand places and representing different literary genres. By thetime that students are ready to take the AP Exam, they willhave acquired an in-depth familiarity with all of the workson the list, and they will also have command of a variety ofskills. Students will be expected to write analytical essayswhich may involve analyzing how a given theme or topic istreated in one work, or comparing such a treatment in twoworks from the list. Other sections of the exam will requirestudents to be able to identify literary techniques and to makeinferences about different passages presented. Because thestudy of literature at the college level implies going beyondthe literal meaning of literary works, they will learn to makeappropriate inferences while analyzing the works. Althoughbeing able to discuss the works on the list is one of the courseobjectives, another goal of the AP Spanish Literature course,as with introductory-level literature classes in colleges anduniversities, is to prepare students to approach works ofliterature in the future, in subsequent courses and on theirown. Prerequisites: B+ or higher in AP Spanish Language orteacher’s approvalSpanish 5 (11,12)Conducted completely in Spanish, the goal of this courseis to synthesize and apply in speaking and writing theelements of the Spanish language studied and learned inSpanish 4 or AP Spanish. Students will continue developingvocabulary and conversational skills using current events,watching video segments, and cultural issues as the basis fordiscussions. Moreover, students will increase their culturalunderstanding of Spanish-speaking people by using practicalcommunication with native speakers using tape recorders todocument interactions and interviews with Spanish speakingpeople in the community. Students will also be exposedto Latin American literature and will develop formal andanalytical writing skills. Prerequisite: Spanish 4GUIDE FOR ACADEMICS AND STUDENT LIFE | 53

COURSE DESCRIPTIONS - HISTORY AND THE SOCIAL SCIENCESEstudios Latinoamericanos (11,12)This one-semester Spanish immersion course will providean overview of Latin America, including its history fromthe pre-Colombian era to the present. Latin America’s pastand present can be understood as a series of struggles or“culture wars” along a set of fault lines that center aroundthe concepts of race, class, culture, development, and socialjustice. Course objectives include an understanding of thecauses behind these struggles and how they have shapedmodern Latin America. By studying Latin America’s history,students will frequently draw parallels to the present inorder to understand how a particular issue continues tofind relevance in contemporary times. This course willbe taught in English for one semester, and in Spanish (asEstudios Latinoamericanos) for one semester. Prerequisitefor Estudios Latinoamericanos: Advanced Spanish 3, Spanish4 or AP Spanish and instructor’s approval HISTORY AND THE SOCIAL SCIENCES Geography and Civilization (6)This course integrates the study of geography with the studyof history. Students begin to develop a global perspectiveand an understanding of the fundamental themes and skillsimportant to the study of physical processes, cultural aspects,and geography of the Western Hemisphere. Basic notetaking, research techniques, map skills and class discussionare constant focal points throughout the course. The goalof the history component is for students to understand therelationship between settling and settlement as it pertains tothe Classic Maya, Aztec, and Inca.World Geography (7)This one-semester course strives to develop a globalperspective and an understanding of the fundamental themesand skills important to the study of European, Asian, andAfrican Geography. The course focuses on the followingquestions: Where is it? What is it like? What is the relationshipbetween people and their environment? How and why dopeople, ideas and goods move from place to place? In whatways do areas of the world share similar characteristics?Civics (7)Seventh grade Civics is a one semester course taught duringthe spring semester. Students study and analyze the structureand workings of the local, state, and national government.Additionally, students comprehend what it means to be anactive citizen in the United States through individual andgroup projects, class assignments, experiential educationopportunities, and group discussion.American History Survey (8)This course explores several periods of the Americanexperience from historical and cultural perspectives. Theseperiods include Colonial America, the Revolution, the growthof Nationalism, the Civil War/Reconstruction, and selectedevents of the twentieth century. Basic note taking and writingtechniques, class discussion, and map skills form a regular partof the course throughout the year. Individual projects assist indeveloping an appreciation of American culture, government,and the free-enterprise system.World History 1 (9)World History 1 explores the origins of our world’s humansand traces the development of societies to 1800 C.E. Throughreading, research, discussion, thesis-driven persuasiveprose, and projects, students discern the unique and commonaspects of a variety of societies by scrutinizing their history,geography, religions, economy, government, social structureand arts. An examination of these “ancient” cultures serves asa foundation for both World History 2 and an understandingof contemporary issues. Ninth grade English and Historyintegrate topics and skills in a number of ways designed toenrich the freshman learning experience.World History 2 (10)This course explores the great ideas, events, art, andmovements of the world from 1500 to modern times. Throughthis study, students have the opportunity to think deeplyabout such ideas as identity, government, religion, art,culture, and ethics. This course emphasizes the historian’smost important tools: inquiry, research, analysis, synthesis,and persuasive prose. Other skills fostered within the courseinclude reflective writing, constructive critiquing, effectivedialogue, map skills, and oral communication. This course ispartly designed as a complement to the sophomore Englishcourse.AP World History (10)This year-long course will examine major transitions overtime and their impact on a variety of regions throughout theworld. The course is shaped by the six themes of world historyand the ‘habits of mind’ as outlined by the College Board.Using a periodization approach to analyzing events andinteractions from the foundations of history to the present,the course is designed to challenge students to developindependent ideas using Harkness methodology. A strongemphasis is placed on the improvement of analytical abilitiesand critical thinking skills in order to understand historicaland geographical context, make comparisons across cultures,use documents and other primary sources, and recognize anddiscuss different interpretations and historical frameworks.The course necessitates a significant reading and writingload equivalent to a full-year introductory college course.Prerequisites: World History I and instructor’s approval.United States History (11)Eleventh Grade United States History examines the maincurrents of American political, social, cultural, and economiclife in the context of the country’s historical evolution, startingwith the first colonies to its Progressive era, emergence as aworld power, and recent role in the Middle East. The course,while allowing the students to concentrate on United States54 | GUIDE FOR ACADEMICS AND STUDENT LIFE

COURSE DESCRIPTIONS - HISTORY AND THE SOCIAL SCIENCESHistory in the twentieth and early twenty-first centuries,also complements the students’ study in American Literature.United States History focuses not only on the historicalevents of the text, but also on their relevance to currentissues. Students must fulfill several requirements, includingdaily reading assignments, frequent essays, and occasionalprojects.AP United States History (11)This college-level course is designed to prepare studentsboth for the Advanced Placement United States Historyexamination and for some of the skills and knowledge theywill need in other academic classes and life experiences. Theintensive curriculum surveys the history of the United Statesfrom before the arrival of Europeans to the early twenty-firstcentury. A discussion format used in class is fueled bystudents’ responses to assigned readings and daily primarysources. A strong emphasis is placed on the instruction,training, and practice in the composition of college-levelessays. Writing objectives include the formulation anddevelopment of thesis statements in response to questionsbased upon the analysis, understanding, interpretation,and reconciliation of historical documents. Political, social,economic, literary, and artistic aspects of American historyare integrated to the greatest extent possible throughout thecourse. Prerequisites: World History 2 or AP World History,and instructor’s approvalAP American Government (11,12)This course will give students, in line with the AP specifications,an “analytical perspective on government and politics in theUnited States. It includes both the studies of general conceptsused to interpret United States politics and the analysis ofspecific examples. The course requires familiarity with thevarious institutions, groups, beliefs and ideas that constituteUnited States politics. The following themes are examined:Constitutional Underpinnings of United States Government;Political Beliefs and Behaviors; Political Parties, InterestGroups and Mass Media; Institutions of National Government;Public Policy; Civil Rights and Civil Liberties. Skills expectedof the students are: knowledge of facts, concepts, and theories;understanding of typical patterns of political processes andbehavior and their consequences; analysis and interpretationof data and relationships in government and politics; writtenanalysis and interpretation of the subject matter; carefulattention to the specific free-response question posed; andability to stay on task.” Prerequisite: Instructor’s approvalAP Art History (11,12)Through slide lectures, class discussions, and library resources,this year-long course focuses on major developments in visualthought and expression. The course strives to develop anunderstanding of history through art and art through historyand to analyze the form and nature of art works. Students writenumerous short essays in this class. Prerequisite: World History2 or AP World History, and instructor’s approvalAP European History (12)This intensive, college-level course is intended to providepreparation for the AP European History exam. Students readand write extensively and are responsible for comprehending,analyzing, and discussing the major political, economic,social, and religious events of the entire European continentfrom the formative era of the Renaissance to contemporaryEurope. Excerpt reviews and Document Based Questionsprovide additional writing practice. Prerequisite: WorldHistory 2 or AP World History, United States History andinstructor’s approvalAP Economics (12)This course focuses on the factors at work in themarketplace, affecting both consumer and producer behavior.Microeconomics will emphasize the concepts of demand andsupply, elasticity, production theory, cost theory, marketstructures, market failure, factor markets and the applicationof theory to contemporary issues. Additionally, the student isintroduced to the workings of the aggregate economy. In analyzingthe “health” of the economy, students will explore the importanceof certain measures including inflation, unemployment, GrossDomestic Product, and economic growth. This course will alsoexamine the impact of international trade given the currentglobal market. It is an upper level course and recommended forseniors only.HISTORY ELECTIVESAfrican American Arts and Letters:A Study of the Harlem Renaissance (10-12)This one-semester course features a three-pronged approachto the creative and cultural forces that shaped the historicalperiod. Much attention in the course focuses on literaturethrough study of novels, short stories and poetry by Hurston,Larsen, Hughes, Cullen, Bontemps, Wright, McKay, and Himes.Another area of focus is art, with an exploration of themes inthe paintings of Douglas, Jones, and Johnson. Music roundsout the trio with a soulful focus on some of the pioneers ofthe Jazz Age, such as Waller, Basie, and Ellington. Studentswrite responses to readings, conduct art house discussionsand listening parties, and produce two major projects.African American History (11,12)This semester course is a study of the origins of AfricanAmericans. This culturally profound journey begins witha focus on the African continent. Students will learn aboutWest Africa, the slave trade, and the explorers of the Atlantic.Students will study the Middle Passage and the effect of theWest Indes on the development of American slavery. On theNorth American continent, the course focuses on the earlyinconsistencies of slavery and freedom, tracing the evolutionand emergence of the unique, enigmatic culture of AfricanAmericans from Jamestown to the Civil War. Students willwrite, examine current events, and create a final technologyproject as a culminating assessment.GUIDE FOR ACADEMICS AND STUDENT LIFE | 55

COURSE DESCRIPTIONS - HISTORY AND THE SOCIAL SCIENCESBeginning Debate (9-11)This one-semester course is designed to introduce studentsto competitive speaking, analytic thinking, basics ofargumentation, and research. Instruction is designed toprepare students for competition, but also to provide themwith academic skills that will serve them well in high schooland college. We combine proven teaching methods withprogressive activities designed to make the most of thestudent’s ability. Lecture topics familiarize students withthe issues and background of the current national policy andpublic forum debate resolutions. The course concludes witha four-round practice tournament. Students are required toparticipate in non-competitive debate rounds and to attendat least one (1) local competitive debate tournament as anobserver.Research and Rhetoric (9-12)This one-semester course is designed to assist students inthe further development of competitive speech, researchand argumentation skills. The course requires students toapply progressively more powerful reasoning and researchtechniques while further developing a variety of speechstyles. Lecture and research topics focus on the issues andbackground of the current national high school policy andpublic forum debate resolutions. Students will use theseissues to learn about philosophy, the workings of publicpolicy making, and to develop a sense of advocacy. Thiscourse requires additional extracurricular time, includingattendance at regularly scheduled after school or lunchmeetings, participation in practice rounds, and participationin at least two (2) competitive debate tournaments.Prerequisite: Satisfactory completion of Middle SchoolCommunication and Debate and/or Beginning Debate.Advanced Research and Rhetoric (10-12)This one-semester course is designed to assist students inthe further development of competitive speech, advancedresearch and argumentation skills. The course requiresstudents to apply progressively more powerful reasoningand research techniques while perfecting a variety of speechstyles. Lecture and research topics focus on the issues andbackground of the current national high school policy andpublic forum debate resolutions. Students will use theseissues to learn about philosophy, the workings of publicpolicy making, and to develop a sense of advocacy. Thiscourse requires additional extracurricular time, includingattendance at regularly scheduled after school or lunchmeetings, participation in practice rounds, and participationin at least four (4) competitive debate tournaments. Theymust also complete team research assignments, adequatelyprepare for their events, and critique other speakers.Prerequisite: Accumulation of a minimum of 100 NationalForensic League points and instructor’s approval.Contemporary World Affairs (11,12)This one-semester course introduces students tocontemporary issues in global affairs. The course examinesproblems facing the global community, as well as theprospects for governments, individuals, and internationalgroups to address those problems. Issues include populationand demographics, natural resources and the environment,the globalization of the economy, terrorism and threats tosecurity, development and technology, global security, ethics,human rights, and the role of the United States and otherregional powers in world affairs. Students will research topicsin current periodicals and other source materials, deliveroral reports on assigned topics, and write comprehensivereports that examine the roots and ramifications of theseissues. The course will be conducted as a Harkness Seminar.It is an upper level course and recommended for juniors andseniors only.Cultural Anthropology (11,12)This semester course introduces students to a selectionof world cultures and examines some of the variousand integrated ways in which humans respond to theirenvironment. Through essays, reflective writing, tests,projects, field trips, and guest lecturers, students areencouraged to seek a deeper awareness of others in order tobetter understand themselves and the cultures in which theyreside. Cultural Anthropology is recommended for juniorsand seniors only.Economics (12)This year-long course explores a wide range of general topicsincluding the stock market, supply and demand, fiscal policyand inflation. Microeconomic concepts are studied during thesecond semester, when students create and run competingcookie companies. To understand the financial aspects of acompany, students explore the computer simulation game,CapSim, used in many colleges. This involves understandinghow marketing, production, research and development, andfinance all integrate to form a business. Using this knowledge,students work on business plans and present their findingsto a panel of professionals. This is an upper level course forseniors only.Ethics and Leadership (10-12)This one-semester course is designed to give students alanguage for talking about ethics and an opportunity todiscuss ethical issues. Students will be given practicalexperience in negotiating a set of values and will acquirepractical tools to use in decision-making and dealing withdifficult dilemmas. Students will analyze and discuss thechanging role of ethics in a technologically driven world, theconcept of right-versus-right ethical dilemmas, as well as theimpact of moral courage on decision making. Assessments willinclude readings, quizzes, class discussion and participation.Latin American Studies/Estudios Latinoamericanos (11,12)This one-semester course will provide an overview of LatinAmerica, including its history from the pre-Colombian erato the present. Latin America’s past and present can beunderstood as a series of struggles or “culture wars” along a56 | GUIDE FOR ACADEMICS AND STUDENT LIFE

COURSE DESCRIPTIONS - MATHEMATICSset of fault lines that center around the concepts of race, class,culture, development, and social justice. Course objectivesinclude an understanding of the causes behind thesestruggles and how they have shaped modern Latin America.By studying Latin America’s history, students will frequentlydraw parallels to the present in order to understand how aparticular issue continues to find relevance in contemporarytimes. This course will be taught in English for one semester,and in Spanish (as Estudios Latinoamericanos) for onesemester. Prerequisite for Estudios Latinoamericanos:Advanced Spanish 3, Spanish 4 or AP Spanish and instructor’sapprovalFrancophone Studies (10-12)This semester course will provide students the opportunityto explore and research French-speaking countries. Studentswill study the history of Francophone countries in order tounderstand current event topics that relate to these countries.Students will participate in and lead group discussions,present research topics that apply to current trends andissues in the French-speaking world, and explore the culturalimportance of French in a global society. This course affordsstudents a half-credit in history.Psychology (11,12)Students in this semester course will be presented withan introduction to psychology. The course is designed toexplore the systematic and scientific study of the behaviorand mental processes of human beings and other animals.Students are exposed to the psychological facts, principles,and phenomena associated with each of the major sub fieldswithin psychology. The course will also address the ethicsand methods psychologists use in their science and practice.Class will consist of lectures, discussion, readings, videos,guest speakers, writing, and research and group projects.Critical thinking skills are enhanced as students analyzepersonal and social implications of psychological findings.American Government and Law for Young Adults (11-12)This one-semester course is designed to allow students toacquire a greater understanding of the American federalgovernment, the Bill of Rights, and a host of other legal topicsand issues that may be of particular interest to young adults.Students will learn the curriculum primarily through anexamination of legal opinions (or other primary sources) ina discussion-based classroom environment. Students willlearn how to read a legal opinion, properly "brief" a legalcase, and how to research legal issues. Students should leavethis course as more knowledgeable citizens who possessa practical understanding of their rights, liberties, andresponsibilities under the law.United States Politics: Presidential Elections (11,12)Offered every four yearsThis one-semester course will consider various aspects of theAmerican electoral system with emphasis on the candidatesand issues of the United States presidential elections. Inaddition, students will learn about American governmentand political culture more broadly. Political institutions andthe election process will be studied from a political scienceperspective. This course will be conducted as a HarknessSeminar and students will be expected to produce severalshort position papers on the dominant issues as well asone final research paper (in lieu of an exam) that analyzesthe outcomes of the election. It is an upper level course andrecommended for juniors and seniors only. Prerequisite:World History 2 or AP World HistoryWorld Religions (11,12)This semester course is designed to give students anunderstanding of the history, doctrines, meanings, ritualsand possible future developments of the world’s majorreligions. Daily discussions and reflective writings aresupplemented with guest lecturers, oral presentations, andfield trips to local religious centers. It is an upper level courseand recommended for juniors and seniors only. MATHEMATICS CRITERIA TO ADVANCE IN THE MIDDLE SCHOOLA student who would like to be considered for advancement must:achieve an ERB Percentile of 90% in Quantitative Reasoning andMathematics 1 & 2 using the Independent Norms; maintain amathematics average of A+ during the current year; receive therecommendation of all current teachers; maintain exemplarygrades in all classes; complete the appropriate Placement Testwith a score no lower than a B+; meet with a Middle Schoolmember of the Mathematics Department to discuss long rangegoals in mathematics; and gain approval of Middle SchoolDirector and Mathematics Department Chair.DOUBLED MATHEMATICS COURSESStudents with an A- average in Algebra 1 may enroll inGeometry and Advanced Algebra 2 concurrently if they receivethe approval of the Algebra 1 instructor and the MathematicsDepartment Chair. If either course’s average drops below a Bby the end of the semester, the student must withdraw fromAdvanced Algebra 2.Upon completion of Geometry, other mathematics courses maybe taken concurrently (for instance, Algebra 2 and Probability;PreCalculus and Probability; Calculus and AP Statistics).Approval of the instructor and Mathematics Department Chairare required.ADDITIONAL MATHEMATICS REQUIREMENTSMiddle School students must have a B average for the secondsemester in Algebra 1 in order to advance to Geometry. Inaddition, any Algebra 1 student who intends to accelerate his/her mathematics during the summer must have a B average forthe second semester.GUIDE FOR ACADEMICS AND STUDENT LIFE | 57

COURSE DESCRIPTIONS - MATHEMATICSMathematics (6)Designed as a preparation for a transitional Pre-Algebracourse, sixth grade mathematics focuses on mastery ofcomputation skills and the four basic operations. This courseof continuous review includes fractions, decimals, integers,percents, and ratios. Concepts, procedures, and vocabularythat students will need in order to succeed in UpperSchool mathematics courses are introduced and developedincrementally. Additionally, fundamental geometry, dataanalysis, and probability are included in this course.Pre-Algebra (7)This course lays the foundation for the studies of algebra,geometry, and statistics. Students are provided continualopportunities to review operations with Rational Numbers.Using these skills, students then learn to solve and graphlinear equations and inequalities, and word problems.Additional topics include number theory, slope, probability,geometry concepts and calculations, and statistics.Algebra Concepts (Introduction to Algebra) (8)This course is designed for students who have experiencedsome difficulty in Pre-Algebra, yet still introduces mostconcepts taught in the Algebra 1 course. This course allowsfor more flexible pacing and individualized instruction.Topics to be covered include: integer operations, solving oflinear equations, proportions, graphing linear equations,slope of a line, powers and exponents, systems of equations.Students who successfully complete this class will not receivehigh school credit for Algebra 1, however they will have all ofthe tools necessary to excel in Algebra 1 as a freshman.Algebra 1 (8,9)Algebra 1 provides the foundation for more advancedmathematics courses and this course will feature integratingthe use of a graphing utility to develop an understanding ofthe concepts behind mathematics and to prepare studentsfor the highly graphical nature of higher-level mathematicalanalyses. Topics studied include exponents, order ofoperations, data analysis, solving linear equations, graphingwith two variables, graphing inequalities, exponentialgrowth, quadratic equations, factoring polynomials, andoperations with radicals. Prerequisite: Pre-AlgebraGeometry (9,10)Geometry is designed to develop reasoning and logic skills,along with spatial acuity, which are useful in critical thinkingand problem solving. Exploration and inductive reasoning areused throughout, with an emphasis on real world situations.Deductive reasoning will be used to learn fact-based thinkingand necessary conditions through formal and informal proofs.Topics studied include lines and the angles they form, polygonsand circles, polyhedrons, congruence and similarity, area,and volume. Algebra I concepts will be reviewed throughoutthe course. Prerequisite: Algebra I. With permission, maybe taken concurrently with Algebra 2 (see Opportunitiesfor Accelerated Study, Doubled Mathematics Courses in theAcademic Information and Policies section)Algebra 2 (11,12)This is an Algebra 2 course designed for the junior or seniorwho will not be pursuing advanced mathematics at TampaPrep. During the year we will cover most of the traditionaltopics in Algebra 2 that will enable students to fulfill theirAlgebra 2 graduation requirement and provide students witha solid background while moving at a relatively measuredpace. This course continues to develop the student’sunderstanding of Algebra not only through traditionallearning methods but also through interactive applicationsand exploratory lessons created for use on students’ iPads.Students study functions and graphs while still focusing onthe traditional study of number systems, including imaginaryand complex numbers, inequalities, systems of equationsand inequalities, exponents, polynomial functions, rationalexpressions, radical functions and matrices. A student mustbe recommended for this course and gain approval fromthe instructor. Students in this class may not progress toAdvanced Precalculcus. Prerequisites: Algebra 1, Geometryand instructor's approvalAdvanced Algebra 2This course continues to develop the student’s understandingof Algebra. Through integral use of the graphing applications,students study functions and graphs in depth while stillfocusing on the traditional study of number systems,including complex numbers, inequalities and equationsof the first and second degree, exponents, polynomialand rational expressions, radicals, logarithms, and conicsections. Throughout their study, the students focus onunderstanding through application. Prerequisites: Algebra 1and Geometry. With permission, may be taken concurrentlywith Geometry (see Opportunities for Accelerated Study,Doubled Mathematics Courses in the Academic Informationand Policies section).Statistics and ProbabilityThis year-long course focuses on the underlying concepts ofstatistics and statistical analysis. Students take an in-depthlook at issues involved in gathering data from surveys toexperiments, including data ethics. Other topics includeexploring gathered data, and an introduction to statisticalinference. The probability portion of the course is centeredon understanding the theory that connects data-gatheringand statistical inference. Course concepts will be applied ina culminating project. Pre-Requisite: Algebra 2 or AdvancedAlgebra 2 CPPrecalculus (12)In this course, students will expand their knowledge ofquadratic, exponential and logarithmic functions to includepower, polynomial, rational, piece-wise and trigonometricfunctions. Students will investigate and explore mathematicalideas, develop multiple strategies for analyzing complex58 | GUIDE FOR ACADEMICS AND STUDENT LIFE

COURSE DESCRIPTIONS - PHYSICAL EDUCATIONsituations and use technology to build understanding andsolve higher level mathematics problems. This course willfulfill the fourth year of mathematics credit but not preparethe student to advance to Calculus. Pre-Requisite: instructorsapprovalAdvanced PrecalculusFirst semester is devoted to the study of trigonometry. Duringthe second semester, topics include polar coordinates, linearrelations and functions; graphing polynomials; exponentialand logarithmic functions; and rational functions. A graphingutility is used as a teaching tool to enhance the student’sunderstanding of mathematical concepts. Prerequisites:Advanced Algebra 2 and GeometryCalculusIn this introductory course, differential and integralcalculus are explored through the interpretation of graphsas well as analytic methods. By integrating technology,students are expected to investigate and solve problemsusing algebraic, numerical, graphical, verbal and writtenmethods. The course is rich not only in theoretical problems,but also in life applications including physics, economics,engineering, finance, and the social sciences. This coursecovers the traditional curriculum of college level Calculus 1.Prerequisite: Advanced PrecalculusAP Calculus-ABApproaching calculus from a theoretical and a graphicalperspective, this college-level course utilizes the graphingcalculator to solve problems, and to analyze real-life data.Topics studied include finding regression curves, propertiesof functions and graphs, limits (from an intuitive approach)and continuity, the derivative and its applications, and theintegral and its applications. This course prepares studentsfor the AB level of the Advanced Placement Examination.Prerequisites: B or better in Advanced Precalculus,consideration of PSAT scores, and instructor’s approvalAP StatisticsThe AP Statistics course is a secondary school equivalent toa one-semester, introductory, non-calculus based, collegecourse in statistics. This year-long course introduces studentsto the major concepts and tools for collecting, analyzing anddrawing conclusions from data. Exploring data, planninga study, anticipating patterns and statistical inference arethe four major topics that are studied. Emphasis is placedon the communication of ideas based on statistical analysis.Prerequisites: Advanced Precalculus or Statistics and theinstructor’s approvalAP Calculus-BCDesigned to follow AP Calculus-AB, the course includes thestudy of vector and polar topics, more advanced techniquesof integration, arc length, surfaces of revolution, work,improper integrals, and sequences and series. This courseprepares students for the BC level of the Advanced PlacementExamination. Prerequisites: Satisfactory completion of theAP Calculus-AB course and instructor’s approvalAdvanced Calculus and Linear AlgebraThis course is for outstanding mathematics students. Thecontent varies slightly from year to year, depending on theinterests of the students, but always includes work on ordinarydifferential equations, multivariable calculus, vector calculus,vector spaces, linear transformations, matrices, eigenvalues,and eigenvectors. Prerequisites: Satisfactory completion ofthe AP Calculus BC course and instructor’s approvalAdvanced Physics with CalculusThis is a college-level course in the application of Calculusto Physics. Topics from the mechanics portion of the courseinclude: Newtonian mechanics, energy and power, systems ofparticles, rotational dynamics, gravitation and waves. Topicsfrom the electricity and magnetism portion of the courseinclude: electrostatics, electric circuits, magnetic fields andelectromagnetics. This course prepares students for bothportions of the AP Physics C exam. Prerequisites: Physicsand Calculus courses meeting the instructor’s approvalAP Computer Science A (10-12)This course teaches students the fundamentals ofobject-oriented programming. Work includes programmingin the Java language. Students will learn to extend anddevelop Java classes and data structures. Students will alsolearn the basic flow control structures common to imperativelanguages. No prior programming experience is required.Students take the AP Computer Science A exam in the spring.Prerequisite: Advanced Algebra 2 PHYSICAL EDUCATION Middle School Athletic RequirementAll Middle School students are required to participate inathletics during the school year. Students will be allowed toselect from a list of options each athletic season to fulfill thisrequirement. Please keep in mind the following when makingyour selections:1. Each student must participate on at least one team duringthe school year.2. A student may choose the Study Hall option only once perschool year.Middle School Athletic Options:1. Athletic Team••Each student must participate on at least one teamduring the school year••Options▫▫Fall - Boys Soccer, Bowling, Cross Country, GirlsVolleyball, Swimming▫▫Winter - Basketball, Cross Country Training, GirlsSoccer, Wrestling▫▫February Intersession - Rowing, Track & Field▫▫Spring - Baseball, Boys Lacrosse, Cross CountryTraining, Softball, TennisGUIDE FOR ACADEMICS AND STUDENT LIFE | 59

COURSE DESCRIPTIONS - SCIENCE2. Physical Education••Offered in Fall and Spring seasons••Not offered during the Winter Athletic season••This option ends at the end of each academic school day3. Study Hall Athletic Conditioning (SHAC)••Space is limited to 30 students••This option ends at the end of each academic school day4. Study Hall••A student may choose the Study Hall option only onceper school year••This option ends at the end of each academic school dayWhen participating on an athletic team, student-athletes areexpected to do the following:1. Attend and participate in all team practices duringseventh period2. Attend each contest for which their team is scheduledPhysical Education/Personal Fitness & Health (9)This required course aims to encourage our students to pursuea healthy, physically active lifestyle. Traditional team sportsand lifetime sports including badminton, team handball, floorhockey, indoor soccer and water polo make up the physicaleducation component. The personal fitness/health semesterwill include reading assignments and quizzes, cardiovascular,strength and flexibility training as well as studies in allareas of health and nutrition. Guest speakers from TampaGeneral-More Health will cover topics in HIV/AIDS, hepatitis,eating disorders, trauma and decision-making skills.Athletic Conditioning (10-12)This course offers students a guided weight training programfor the casual to the serious. Participants learn a widevariety of appropriate weight training techniques andstudy basic nutrition, anatomy, and exercise physiology.Participating in a regular program of health enhancingexercise, the students learn the benefits of exercisefirst hand. Students are assessed through quizzes,participation and improvement. Athletic Conditioning istaught as a semester course but is open to students as afull-year course.Introduction to Sports Medicineand Athletic Training (10-12)This one-semester course will provide students with anintroduction to the care and prevention of athletic injuriesand to the duties of an athletic trainer. The course willemphasize anatomy as it relates to physical activity andsports, and will require some out-of-class assistance to theathletic trainer at home sports events. Students will be ableto demonstrate knowledge of injury prevention, assessmentand rehabilitation techniques. Some knowledge of anatomy ispreferred but is not required. This course will earn students a1/2 credit applicable toward satisfying the Physical Educationgraduation requirement.Fitness for Life (10-12)Fitness for Life is a semester-long course that teachesstudents how to maximize their health through fitness gamesand healthy life strategies. Half of each week will be dedicatedto learning how to design workout programs, arrange weeklyworkouts, and improve a student’s fitness for the rest of his/her life. The other half of each week will concentrate onbasic and advanced life strategies to avoid common pitfallsand to work toward the student’s own personal goals. Theoverall goal of this class is to promote lifestyle educationwhile having fun with a variety of aerobic and non-aerobicactivities. We will use many resources, including those ofTampa Preparatory School, Bayshore Boulevard, and healthfood stores. SCIENCE MIDDLE SCHOOL OVERVIEWThe science curriculum in the sixth, seventh, and eighth gradesis a three-year, integrated, activity-oriented approach to theworld of science. The integration of literature, geography, andhistory provide a deeper understanding of science’s relationshipto other disciplines. Field trips to such places as Cape Canaveral,the Florida Keys, and the Museum of Science and Industrybroaden and enhance the learning of the student.Science (6)The sixth grade science curriculum is a unique programin which students learn about the disciplines of ScienceConcepts: Earth and the Environment. In order to accomplishthis task, students are motivated to appreciate sciencethrough cooperative learning, hands-on activities, lectureinformation, field trips, real-life studies, and problem solvingactivities. The sixth grade science classes participate in thegrade level project.Life Science (7)The integrated science curriculum in the seventh grade buildsupon the themes introduced in the sixth grade but within thecontext of the Life Sciences (Cells, Bacteria/Viruses, Protists,Fungi, Plants, Animals, and Human Biology). The studentslearn in a dynamic classroom with lectures, cooperativelearning, hands-on activities, projects and lab dissections.Students also maintain marine aquariums within theclassroom and then apply that learning in the Florida Keyswhile snorkeling.Physical Science (8)Eighth grade Science completes the three-year, integrated,activity-orientated approach to the world of science withan emphasis on the Physical Sciences (Chemistry andPhysics). Students investigate physical science through aninquiry-based approach. Embedded in the curriculum is theuse of technology, engineering and mathematics concepts.Concepts include chemical bonds and equations forces,motion, energy, nuclear science, and astronomy, amongothers.60 | GUIDE FOR ACADEMICS AND STUDENT LIFE

COURSE DESCRIPTIONS - SCIENCERobotics (6)Sixth graders will gain an understanding of simple machinesincluding the lever, wheel and axle, and pulleys. Students willgain an understanding of the problem-solving process andwill be required to document their findings. A second unitwill focus on robots using the LEGO MINDSTORMS system.Problem-solving skills are applied to robots allowing themto find solutions to specific missions. A systematic approachand quantitative solutions will be utilized for robot missions.Students gain an understanding of the use of light andultrasonic sensors to solve mission problems.Intermediate Robotics (7,8)The Fall semester will concentrate on complex sensors likethe infra-red sensor, the magnetic sensor, the compass sensorand the accelerometer (gyroscopic sensor). More complexmissions for problem solving will be introduced usingflowcharts as a means of planning a complex program.During the Spring semester, students will work on a largeproject called the SeaPerch Underwater robot. Class topicswill include submersibles and how they work, concepts ofbuoyancy, fluids, simple circuits and waterproofing. Studentswill learn the following skills: basic cutting using ratchetand PVC cutters, drilling, filing and soldering. Teams of twostudents will journal the entire process and any problems orimprovements they discover.Biology (9)This survey course investigates life on the cellular,organismic, and community levels. Major topics includecell structure and function, genetics, natural selection andevolution, classification. Students utilize problem solvingskills, research skills, technical and creative writing, andconventional laboratory techniques as they apply learnedprinciples to everyday experience.AP Biology (11,12)This college-level course encompasses the entire range ofthe discipline, from molecular biology through populationdynamics, and requires the assimilation of a large amountof factual material at a rapid pace. Laboratory experiencefocuses on the topics designated by the College Board inorder to prepare the students for the mandatory nationalexamination in May. Successful completion of the courseprovides a thorough preparation for college biologycourses. Prerequisites: Biology, year-long Chemistry course(preferably Chemistry 2) and instructor’s approvalChemistry (10-12)Focusing on environmental issues, this curriculum developedby the American Chemical Society emphasizes how chemistryis related to every-day life. Students develop a chemicalvocabulary and an understanding of chemical conceptswhile participating in laboratory exercises, individual andgroup projects, and decision-making activities. Topicsstudied include water, chemical resources, petroleum, food,nuclear energy, the atmosphere, and the chemical industry.Prerequisite: Algebra 1Chemistry 2 (10-12)This course develops a student’s critical and analyticalthinking by stressing the concepts that explain atomic andmolecular interactions. The course emphasizes understandingchemistry both mathematically and conceptually and featuresextensive qualitative laboratory experiments. Topics studiedinclude elements, compounds, the physical phases, solutions,bonding, thermodynamics, reaction rates and equilibrium,electrochemistry, acids and bases, and organic chemistry.AP Chemistry (11,12)This college-level course emphasizes an extensivemathematical appreciation of chemical phenomena and aquantitative laboratory experience. Following the demandsof the AP curriculum, the course includes rigorous study ofatomic theory, chemical bonding, gases, liquids and solids,thermodynamics, kinetics and equilibrium, electrochemistry,and descriptive chemistry. Each student is expected to takethe AP Chemistry exam in May. Prerequisites: Chemistry 2;Precalculus; instructor’s approvalPhysics (10-12)This course strikes a balance between emphasizing theprinciples and concepts of physics and the solutions ofproblems. The course topics include: mechanics, the studyof motion and the forces that cause it; vectors; UniversalGravitation; energy and work; thermal energy; waves andenergy transfer; sound; light; electricity; and magnetism.The lectures are supplemented with laboratory experiments,demonstrations, “real world” examples, a project completedat Busch Gardens, various presentations, and a rocket lab.Prerequisite: Algebra 1Physics 2 (10-12)This course attempts to make mathematical sense of theuniverse and to pique the student’s curiosity about oursurroundings. The class combines lectures, problem solving,laboratory work, computer simulations, and various projects.One major project is completed at Busch Gardens. Studentsexplore topics of classical mechanics, including vector math,kinematics, Newton’s Laws, momentum, conservation ofenergy, projectile motion, and rotational inertia. Additionaltopics include wave phenomena, oscillatory motion,electricity, light, and magnetism. Prerequisites: Precalculus(concurrently)AP Physics B (11,12)This college-level course is designed for students intendingto pursue a major in the life sciences, premedicine, and someapplied sciences. This course also provides an excellentfoundation for calculus-based college physics courses tobuild on. An understanding of the basic principles of physicsand the ability to apply these principles in mathematicalproblems are the major goals of this course. The course topicsGUIDE FOR ACADEMICS AND STUDENT LIFE | 61

COURSE DESCRIPTIONS - SCIENCEinclude: linear motion, vectors, forces, energy and work,collisions, rotational motion, oscillations, gravitation, sound,heat, thermodynamics, electric charge and electric fields,electric circuits, magnetism, light, geometric optics, nuclearphysics and radioactivity. The lectures are supplementedwith laboratory experiments, demonstrations, computersimulations, and a visit to the University of Florida nuclearreactor. Prerequisites: Calculus (concurrently); Physics 2 orinstructor’s approval; instructor’s approvalAP Environmental Science (11,12)This college-level course provides an interdisciplinary look atthe complex factors that interact in the environment. Conceptsfrom Biology, Chemistry, Geology, Engineering and the SocialSciences will be used to identify and evaluate both naturaland human-made environmental concerns. Additionally,students will create solutions to resolve or prevent theseproblems and use technology to communicate their ideas.Current events and literature reviews will supplement thecourse material. Laboratory experiences, fieldwork, and fieldtrips will also comprise a significant component of the course.Topics will include Earth systems and resources, the livingworld, population, land and water use, energy resources andconsumption, global change and pollution. Each student isexpected to take the AP exam in May. The course will meetfour times per week and will require one weekend fieldtrip per semester. Prerequisites: Successful completion ofBiology, Chemistry and Algebra 1; instructor’s approval.Introduction to Engineering Design (10)This yearlong elective course focuses on the design processand its application. Students will learn AutoDesk Inventor anduse it to design solutions to proposed problems, documenttheir work using an engineer’s notebook, and communicatesolutions to peers and members of the professional community.Please note: This course is the first of a three-year engineeringsequence. In order to enroll in these successive classes,students must first complete Introduction to EngineeringDesign. While this course provides students with a full-creditin science, this course does not count towards Tampa Prep’sthree-year science graduation requirement; therefore,students should also enroll concurrently in another full-yearscience class. Prerequisites: Algebra 2 (concurrently) andinstructor’s approval.Principles of Engineering (11)This yearlong course exposes students to major concepts thatthey will encounter in a post-secondary engineering course ofstudy. Topics include mechanisms, energy, statics, materials,and kinematics. Students will develop problem-solvingskills and apply their knowledge of research and design tocreate solutions to various challenges, document their workand communicate solutions. Prerequisite: Introduction toEngineering Design.Underwater Robotics (11-12)This yearlong class introduces students to the design andfabrication of an underwater robot. Students will use formaldesign processes to define each sub-component of theunderwater robot, such as navigation, propulsion, etc. Studentgroups will propose solutions to each of the componentsand their peers will select the best solutions to implement.Prerequisite: Instructor’s approval.SCIENCE ELECTIVESBioethics (11,12)The objective of this semester course is to encouragethe students to make critical assessment and logicalself-evaluation of their stance on a wide variety of bioethicalissues. The two main foci are issues of animal ethics andhuman biomedical ethics. Prior to the in-class discussionof each topic, students will research vocabulary and factualbackground germane to the issue. Assessment will take theforms of journal-writing, essay-writing (position papers),background research, class participation, and quizzes/tests. Any student interested in the course must be preparedto make frequent, thoughtful contributions to discussion.Prerequisites: Biology; and any year-long Chemistry orPhysics courseThe Chemistry of Art (11,12)In this one-semester course, students experience theinteraction between science, technology and art as theyinvestigate chemical interactions involved in the creation,authentication, restoration, and conservation of works of art.By creating works of art, students practice techniques suchas fresco, Egyptian paste, and metal etching. By conductingchemical experiments, students explore fireworks, paintsand alloys. Class discussions and lectures connect chemicalconcepts with the students’ experiences in the lab and artroom. After studying about forgery detection techniques andart restoration, students write a research paper to analyzethe authenticity of an infamously debated work of art.Prerequisite: any year-long Chemistry or Physics courseEnvironmental Science (11,12)This one-semester course is an introduction to the principlesof ecology with an emphasis on the ecosystems of Florida.Students will learn about the biological, chemical, andphysical features that make Florida unique. Students willexamine how humans have impacted Florida’s environmentand discuss many of the environmental issues that affectFlorida’s ecosystems. Lectures will be supplementedwith labs and field trips in which students will learn basicecological sampling methods. Prerequisite: BiologyForensic Science (11,12)Forensic Science is the application of science to mattersof law. This one-semester course is multidisciplinary andencompasses concepts in biology, chemistry, and physics.The history of forensic science as well as various techniquesand procedures used in crime scene investigations will beexamined. Topics covered will include: physical and chemical62 | GUIDE FOR ACADEMICS AND STUDENT LIFE

COURSE DESCRIPTIONS - SCIENCEanalysis of evidence, serology, bloodstain pattern analysis,fingerprint analysis, forensic entomology, hair and fiberanalysis, and careers in forensic science. This course utilizesclass discussion, lecture, laboratory investigations, and casestudy analysis. Prerequisites: Biology; and any year-longChemistry or Physics course.Introduction to Sports Medicineand Athletic Training (10-12)This one-semester course will provide students with anintroduction to the care and prevention of athletic injuriesand to the duties of an athletic trainer. The course will emphasizeanatomy as it relates to physical activity and sports,and will require some out-of-class assistance to the athletictrainer at home sports events. Students will be able to demonstrateknowledge of injury prevention, assessment andrehabilitation techniques. Some knowledge of anatomy ispreferred but is not required. This course will earn studentsa 1/2 credit applicable toward satisfying the 1-1/2 creditphysical education graduation requirement.Marine Biology (11,12)This one-semester course will be conducted as a collegefreshman Introduction to Marine Biology course. It ismostly intended for students who want to learn more beforestudying marine biology at the college level, or those witha strong interest in the marine sciences. The start of thecourse will focus on the physical and chemical features ofthe oceans before progressing into the structural, functional,and behavioral characteristics of marine flora and fauna.The course will include class discussions, an ongoing projectthroughout the semester, a comprehensive paper, tests, andlabs. Prerequisite: Biology; any year-long Chemistry orPhysics courseMarine Conservation Biology (11,12)This one-semester course is intended for students who wantto learn about resources the oceans provide, the influenceshumans have on the oceans and its inhabitants, and whatis conservation, why is it important and how is it done.While the majority of the course takes a global perspective,students will also explore the organisms and environmentsof Tampa Bay as well as the groups that affect or are affectedby them. Aside from class discussions, the course willinclude an ongoing project of hot topics, a field conservationproject and a cumulative multimedia project. RecommendedPrerequisite: Marine Biology(including experimentation) on physics topics. Prerequisite:Either Physics year-long courseComputer Programming (9-12)This one-semester elective course is designed to teachstudents the basics of computer programming. Studentswill design and implement solutions to problems by writing,running and de-bugging computer programs, and use andimplement commonly used algorithms and data structures tosolve problems. Prerequisite: Algebra 2 (concurrently)Introduction to Programming in C (10-12)This yearlong elective course is designed to teach a studenthow to program using the C language, which is the basis formany other computer languages. Students will design andimplement solutions to problems by writing, running andde-bugging computer programs, and use and implementcommonly used algorithms and data structures to solveproblems. Students will also integrate hardware (basicrobots) to software (C programs) to solve mission-basedproblems. Prerequisite: Algebra 2 (concurrently).Modeling Physics (11,12)This semester course is designed to teach students to thinkcritically in three dimensions. Students will build physicalmodels of common rides found in amusement parks. Theride designs will be based on basic principles of physics.Throughout the semester, students will concurrently designtheir rides using Google SketchUp. By the end of the semesterstudents will build a physical model of an entire amusementpark, and will model their park using Google SketchUp.Prerequisite: Physics, Physics 2, or AP PhysicsComputer Applications in Physics/Engineering (11,12)This semester course is designed to give students anintroduction to common computer programs used in science,technology, engineering, and math (STEM) careers. Studentswill spend the first half of the semester learning how to useMicrosoft Excel to solve problems in physics and engineering.The second half of the semester, students will learn the basicsof computer programming in MATLAB to solve additionalphysics and engineering problems. Prior knowledge ofMicrosoft Excel and/or computer programming is notnecessary. Prerequisite: Physics, Physics 2, or AP PhysicsApplications in Physics (10-12)In this hands-on semester course, students will explore the"real world" side of physics. They will apply physics conceptsto practical problems and build on their understanding ofthe concepts and analytical techniques learned in physics.Practical applications may include airplane dynamics,structural design, self-powered vehicles and roller coasterthrills. Students will complete independent research projectsGUIDE FOR ACADEMICS AND STUDENT LIFE | 63

APPENDIXMIDDLE SCHOOL THREE-YEAR PLAN SHEETSixth graders take a set curriculum consisting of six classes (English, Prima Lingua, history, mathematics, science, and anelective) plus sports or PE. Seventh and eighth graders take a set curriculum consisting of six classes (English, foreign language,history, mathematics, science and an elective) plus sports or PE. Those students who have shown the proficiency to accelerate inmathematics and foreign language will be afforded the opportunity to accelerate on a case by case basis.SUBJECT GRADE 6 GRADE 7 GRADE 8EnglishEnglish 6English 7English 8MathematicsMathematicsPre-AlgebraAlgebra ConceptsAlgebra 1ScienceEarthLifePhysicalHistoryGeographyGeography/CivicsUS SurveyForeign LanguagePrima LinguaFrench 1A, 1BLatin 1A, 1BSpanish 1A, 1BArtsArt, Band, Chorus,Dance, Theatre,Robotics, VideoProductionSports &Physical Education64 | GUIDE FOR ACADEMICS AND STUDENT LIFE

APPENDIXUPPER SCHOOL FOUR-YEAR PLAN SHEETNinth graders typically have six classes, including PE. In grades 10, 11, and 12, the minimum course load is 5 non-PE classes; manystudents take 5 1/2 or 6 courses. List all courses you already have received credit for and those you likely will receive credit forthis spring. In pencil, fill in the courses you plan to take during your remaining year(s) at Tampa Prep. Be sure your Plan fulfills theSchool’s graduation requirements, and consider the impact your courses will have on your applications to colleges. Discuss yourPlan with your parents/guardians and your advisor before signing up for classes.SUBJECT / CREDITS GRADE 9 GRADE 10 GRADE 11 GRADE 12English 4English 9-11;English 12 orAP EnglishMathematics 4Through Precalculus,Advanced Precalculus,or Probability andStatisticsScience 3Biology, year-longChemistry or Physics,one other credit otherthan an EngineeringsequencecourseHistory 3World History 1,WH 2 or AP WH,U.S. or AP U.S.Foreign Language 3Levels 1-3 ofFrench, Spanish,or LatinArts 2Physical Education 1.5Phys. Ed. (grade 9 or 10),& other semesterPhys. Ed. courseOther 2Student’s ChoiceTOTAL CREDITSREQUIRED 22.5GUIDE FOR ACADEMICS AND STUDENT LIFE | 65

APPENDIXtampa preparatory schooladd/drop formstudent's name: _________________________________________________dropping: teacher signature wp/wf1. class: __________________________________________________period: ________________________________________________2. class: __________________________________________________period: ________________________________________________3. class: __________________________________________________period: ________________________________________________4. class: __________________________________________________period: ________________________________________________date entered: _____________________________________________dean of studentsdropping: teacher signature wp/wf1. class: __________________________________________________period: ________________________________________________2. class: __________________________________________________period: ________________________________________________3. class: __________________________________________________period: ________________________________________________4. class: __________________________________________________period: ________________________________________________Grades 9-11Within first 5 days of a new class__________________________________________student_______________________________________advisorAfter first 5 school days of a new class____________________________________ ______________________________________ _____________________________________student advisor parent/guardian_______________________________________dean of faculty(required when changing course level or teachers of the same course)_______________________________________upper school directorGrade 12Within first 5 days of a new class____________________________________ _______________________________________ _____________________________________student advisor upper school director_______________________________________college counselor_______________________________________parent/guardianAfter first 5 school days of a new class____________________________________ ______________________________________ _____________________________________student advisor parent/guardian____________________________________ ______________________________________ _____________________________________college counselor dean of faculty upper school director_______________________________________date received by dean of students66 | GUIDE FOR ACADEMICS AND STUDENT LIFE

APPENDIXregistration for non-traditional classesIndependent Study at Tampa Prep and courses taken at other schoolsstudent (print): __________________________________________ course title: __________________________________________school: _____________________________________________________ duration of course: _______________ to _______________month/year month/yeartoday’s date: __________________________________________signatures: ____________________________________________division director______________________________________________parent or guardian____________________________________________student______________________________________________instructor(required only for independent study at tampa prep)independent studyOn a limited basis, students may design anindependent study program with a faculty sponsor.All requests for independent study must beapproved by the Curriculum Committee at leastfour weeks before the start of the semester inwhich it is to be taken. Petitions should be givento the Upper School Director and should include1) specific objectives; 2) methods and criteria forassessment of learning; 3) meeting times; 4) aweek-by-week syllabus; and 5) as appropriate, areading list.classes taken elsewhereWith prior permission, students who take classesbeyond Tampa Prep may count these classes towardsTampa Prep graduation requirements. Note: Gradesearned for courses taken at other institutions willNOT replace grades earned at Tampa Prep.policiesFor a non-Tampa Prep course to be counted towardsa graduation requirement, students must meet allthree of the following criteria:1. The Upper School Director must be petitionedand his permission received before theproposed study commences.1. The course’s credit must be granted by theinstitution at which the student received theacademic instruction.2. The course must be taken at, and the creditgranted by, either a fully accredited four-yearcollege or university or a fully accreditedindependent school.FOR INTERNAL USE ONLYNO. OF CREDITS TO BE AWARDED ________ LETTER GRADE EARNED ________ DATE COMPLETED ________GUIDE FOR ACADEMICS AND STUDENT LIFE | 67

APPENDIXThis form can also be found at www.tampaprep.org/formsTAMPA PREPARATORY SCHOOL ABSENTEE PERMISSION FORMIt has been requested by the parents/guardian ofthat he/she be excused from school onreason:Date(s)_________________________________(print student’s name)for the following_____________________.(Parent Signature)To Teachers:Please indicate below whether or not this is acceptable to you. If the absence is notacceptable, please note the reason.Subject Teacher's Initials Comments1st period2nd period3rd period4th period5th period6th period7th periodAthletics/CoachMS:US:Have Mr. Fenlon sign bottom & return to Mrs. SouzaHave Mr. Carlson sign bottom & return to the Health CoordinatorSignature of Division Director68 | GUIDE FOR ACADEMICS AND STUDENT LIFE

APPENDIXThis form can also be found at www.tampaprep.org/formsUpdated 5/17/13!"!#$#%&''#()*++),#-&./&#01#22343# # 56728#"97:6;67# 0#56728#"9;:"743#(?% College Links >> Financial Aid]GUIDE FOR ACADEMICS AND STUDENT LIFE | 69

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APPENDIXThis form can also be found at www.tampaprep.org/formsTampa Preparatory School Fundraising/Drive Event/Project Request FormPrior to any solicitation of funds, including drives of any sort, please complete this form and return it to theDevelopment Office for approval. You may continue on the back if necessary.Sponsoring Group: __________________________________ (i.e. Key Club, STAND, Ambassadors, etc.)Proposed Event/Project: ________________________________________________________________________________________________________________________________________________Which School program will benefit? ____________________________________________________Or how will this project foster the School’s Mission? _________________________________________________________________________________________________________________________Does this project raise funds for a third party? If yes, name the benefiting organization.___________________________________________________________________________________Event/Project Chair or Coordinator: ____________________________________________________Phone: ___________________________Email: ________________________________________Preferred Date(s): _____________________2 nd Preference for Date(s): _______________________Location of Event/Project: ____________________________________________________________Target Fundraising Goal: $___________Upon completion of the project, please notify the Development Office of net amount raised.Proposed Use of Funds: (Please be specific)(1) ________________________________________________________________________________(2) ________________________________________________________________________________(3) ________________________________________________________________________________Planned Methods of Solicitations and Dates: Note: Any posters or announcements must identify boththe group organizing the project and the benefiting organization.(1) ________________________________________________________________________________(2) ________________________________________________________________________________(3) ________________________________________________________________________________Submitted by: _____________________________Faculty Advisor approval: ___________________Date: __________Date: __________Request Approved: ___________ Request Denied: ______________ Date: __________72 | GUIDE FOR ACADEMICS AND STUDENT LIFE

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Tampa Preparatory School727 West Cass StreetTampa, Florida 33606ADDRESS SERVICE REQUESTEDNON-PROFIT ORG.US POSTAGEPAIDTAMPA, FLPERMIT NO. 3641Student artwork from the 2012-2013 Digital Photography classPhoto by Caroline AlexanderPhoto by Rajiv KarthamPhoto by Grant BickelhauptPhoto collage by Mercy Anderson