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

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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
Page 2 and 3: Tampa Preparatory Schoolfor student
Page 4 and 5: honor code:a commitment to honorAs
Page 6 and 7: table of contentsPolicy for Reporti
Page 8 and 9: PURPOSE OF THIS GUIDEThe purpose of
Page 10 and 11: FACULTY AND STAFFleyla m. aponte, m
Page 12 and 13: FACULTY AND STAFFeugene r. jalbertM
Page 14 and 15: ACADEMIC INFORMATION AND POLICIESTa
Page 16 and 17: ACADEMIC INFORMATION AND POLICIESDE
Page 18 and 19: ACADEMIC INFORMATION AND POLICIESst
Page 20: ACADEMIC INFORMATION AND POLICIESCR
Page 23: DISABILITIES POLICYcolleges and uni
Page 27 and 28: ATTENDANCE POLICIESstudents to retu
Page 29 and 30: COLLEGE GUIDELINESas such supports
Page 31 and 32: CHARACTER EXPECTATIONS AND DEVELOPM
Page 33 and 34: GUIDING STUDENTS / STUDENT CONDUCT
Page 35 and 36: STUDENT CONDUCT AND DISCIPLINE10 Le
Page 38 and 39: STUDENT CONDUCT AND DISCIPLINEFIGHT
Page 40 and 41: TECHNOLOGY POLICIES• Flirting or
Page 42: TECHNOLOGY POLICIESSchool officials
Page 45 and 46: OTHER INFORMATIONagents of the Scho
Page 47 and 48: COURSE DESCRIPTIONS - ARTSWhile the
Page 49 and 50: COURSE DESCRIPTIONS - ARTScourse pr
Page 51 and 52: COURSE DESCRIPTIONS - ENGLISHof the
Page 53 and 54: COURSE DESCRIPTIONS - FOREIGN AND C
Page 55 and 56: COURSE DESCRIPTIONS - FOREIGN AND C
Page 57 and 58: COURSE DESCRIPTIONS - HISTORY AND T
Page 59 and 60: COURSE DESCRIPTIONS - MATHEMATICSse
Page 61 and 62: COURSE DESCRIPTIONS - PHYSICAL EDUC
Page 63 and 64: COURSE DESCRIPTIONS - SCIENCERoboti
Page 65 and 66: COURSE DESCRIPTIONS - SCIENCEanalys
Page 67 and 68: APPENDIXUPPER SCHOOL FOUR-YEAR PLAN
Page 69 and 70: APPENDIXregistration for non-tradit
Page 71 and 72: APPENDIXThis form can also be found
Page 73 and 74: APPENDIXGUIDE FOR ACADEMICS AND STU
Page 75 and 76:
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2013-14 Guide for Academics and Student Life - Tampa Preparatory ...

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