RHS_Student Handbook.SY17-18.FINAL

August 2017 

Theodore Roosevelt 

High School Student 

Handbook 

School Year 2017-2018 

Aqueelha James, Principal

“Today the School, Tomorrow the World. Global Education for a Global Society” 

Table of Contents 

Welcome Letters 3-4 

Grade 9, Class of 2021 Information 5-8 



Leadership Team, Motto, and Mission 15-17 

RHS Bell Schedules 18 

School Calendar 19-20 

Assessment Calendar 21 

Section I: Student Responsibilities 

• Scholar Accountably 

22 

• Textbook and Supply Loans 

22 

• Cheating and Plagiarism 

23 

• Disciplinary Policy & Student Accountability 

23-25 

• SCAR Team (Student Character & Refinement Team) 

25 

• Behavior Ladder 

25 

• DC- CAP 

26 

• Athletics and Clubs 

26-27 

• Student Lockers 

27 

Section II: Attendance and Absences 28-31 

Section III –Technology Use 

• DCPS Student Safety Use and Policy for Internet and Technology 

• Cellphones and Electronics 

Section IV –School Rules and Policies 

• Dress and Appropriate Attire/Uniforms 

• Grading 

• Instructional Practices 

• Assemblies & Special Events 

• Translation Services 

Section V –Building Security and Safety 

• School Emergencies or Accidental Events 

• Emergency Procedures: Fire Drills, Bomb Threats and Evacuation Plans 

• Visitor Policy 

• Surveillance & Safekeeping 

• Smoking on DCPS Property 

32-34 

34-35 

36-38 

38-39 

39-40 

41 

41 

42 

42 

43 

43 

43 

Graduation Requirements 44-49 

Glossary 50 

Appendix: Planning for College 

51 

• How to Choose a College 

51-56 

• College Comparison 

57-58 

• What do Colleges look for when selecting students? 

59 

• SAT 

59-61 

• ACT 

62-63 

• Task List 

63 

• DOES Office of Apprenticeships 

64-67 

• DCPS Grading Policy Executive Summary 

68 

2


Greetings Roosevelt Scholars and Families, 

Welcome to the 2017 – 2018 school year! I hope you enjoyed your summer vacation filled with fun and 

exciting memories with your loved ones. We are thrilled to welcome all of you back to a new school year 

of teaching and learning! 

Personally, I am grateful and elated to continue this journey with you as your principal. Over the past 

year, I have had a chance to meet many of you and your children, and look forward to continuing 

building a healthy relationship with all of you in the upcoming year. 

Our school vision is to engage students in an educational experience that fosters international 

understanding and welcomes diversity of thought while preparing students for a globally interconnected 

world. By fostering an international experience, we mean that we expect our scholars and staff to be 

competent learners with the ability to critically solve problems and acquire answers through the process 

of investigating the world around them, with inquiry and questioning, and advanced problem-solving 

issues of local and global significance. We believe globally connected people are empathetic and build 

relationships with all stakeholders through win-win solutions and recognize the important role that each 

member of the team plays; no matter the time or place, they respect the dignity of others always. 

As we enter this new school year, I want to let you know that our staff will be engaging in conversations 

around having a globally connected mindset, both for themselves and our scholars. We believe that 

every person in this building should continuously grow and learn, and be equipped with the tools to 

"make good things happen for other people!" Despite obstacles that may arise, we must always believe 

in our ability to rise above challenges, nurture and support ourselves and others, and come out stronger 

on the other end. Additionally, I would like you to initiate conversations with your child about our new 

school-wide writing initiatives, and ensure your scholar wears the mandatory, student- selected 

Roosevelt HS uniform, daily. 

I want to personally invite you to attend our First Annual Rough Riders Community Ice Cream Social on 

Thursday, August 17 from 4:00pm – 5:00pm. This will be a perfect time to strengthen our Roosevelt HS 

community and meet-and-greet with teachers, staff and other families. Come out and enjoy ice cream 

and conversation with the Roosevelt community – our school goal is to see 80% of our families at this 

event! I hope to see each of you on August 17! 

As always, please feel free to reach out with questions or concerns. 

Thank you kindly, 

Aqueelha James, Principal 

3


Never Given, Always Earned 

Dear Rough Riders Students and Families, 

It is with great pleasure that I welcome you and your family to the 2017-2018 school 

year at Roosevelt High School! While we have been eagerly preparing for the opening 

of school on Monday August 21, 2017, we hope that your summer has been restful and 

enjoyable. 

Student success is a top priority at Roosevelt High School and we are working closely 

with the faculty to ensure an exciting and fulfilling year of learning and achievement. 

We are invested in your student learning their course content and learning English. 

Our primary responsibility is student learning and offering all students the educational 

opportunities that will maximize their potential. This responsibility is supported in our 

school’s draft mission statement: 

“Theodore Roosevelt High School values all students’ unique talents and 

encourages and challenges students to become intellectually curious, 

world language proficient, internationally aware, and globally 

responsive.” 

Today’s world demands students who think critically. We do this by challenging them in 

their learning experiences as they work to achieve their dreams. This includes a unique 

combination of rigorous academic standards and achievement in an inviting school 

culture. 

We are looking forward to working with you and your student again this year! If you ever 

have any questions or concerns, please feel free to contact me at 202-576-6130 or send 

me an email at simone.wilkinson@dc.gov. 

Sincerely, 

Simone Portera Wilkinson 

Assistant Principal 

International Academy at Roosevelt HS 

4


Grade 9 

Class of 2021 

5


Greetings Future Roosevelt Rough Riders, 

I am honored and excited to serve as the Ninth-Grade Academy Assistant Principal for School 

Year 2017-18! As we embark upon a new chapter in your educational career, I look forward to 

serving as a supporting guide for this part of the journey. 

As a mother and educator for almost twenty years, I value the importance of teamwork to ensure 

that our children reach their full potential. The Ninth-Grade Academy Team is extremely talented 

and ready to assist with navigating this first year in high school. Together, the school and 

community will work to empower our children to be globally responsible, culturally aware 

citizens. 

During the transition into high school, rising ninth-grade scholars will face new emotions, 

responsibilities, distractions, social situations, and intellectual challenges. We are here to support 

you through this process. 

The 9 th Grade academy theme for this year is “GLOW UP”. The Urban Dictionary defines a “glow 

up” as an “incredible transformation,” or “to go from the bottom to the top, to the point of 

disbelief.” The Class of 2021 will begin their "GLOW UP" this Fall! 

In the words of Principal James, “Miraculous things are happening” at Roosevelt High School, and 

I’m confident that success is within our reach! We will push your students, challenge them to 

think, expect them to make mistakes, but more importantly to learn from them. Thank you for 

this magnificent opportunity. One task for you and your scholar today is to join our Class of 2021 

Edmodo Group by going to this weblink: http://bit.ly/RHSClassof2021 All 9 th Grade Academy 

information will be disseminated via Edmodo. Please contact me at melvina.jones@dc.gov and 

please join me for Tasty Tunes with Ms. Jones on Wednesday, August 9 th from 5-7pm in our 

magnificent Atrium. We will tour the school and answer any questions you may have about 9 th 

Grade Academy. See you soon! 

Yours in service, 

Mel Jones 

Assistant Principal 9 th Grade Academy 2017-18 

6


Roosevelt Ninth Grade Academy 

CLASS OF 2021 INFORMATION 

Class Dean: 

Marvin Moore 

Class Sponsors: 

Lichya Reda & Joshua Hurley-Bruno 

Class Theme: 

“GLOW UP” 

Guidance Counselor 

Vealetta Moore- Parker 

Elise Velazquez 

Social Worker 

Ms. Henrietta Bush-Sawyer 

Intervention Coaches: 

Ms. Naliah Cook 

Mr. Maurice Butler 

7


Ninth Grade Academies in DCPS 

Effective ninth-grade academies in DCPS provide rich responsive, and well-rounded educational 

experiences for students transitioning from eighth grade to succeed in ninth grade and beyond. 

Personalized instruction ensures that students have meaningful reasons to come to school and 

experience energetic learning to work toward individual and shared goals for future studies and 

work. 

Solid connections to adults and clear expectations about all facets of schooling and create and 

maintain the high quality learning environment of the successful academy. (excerpt from DCPS 

Ninth Grade Academy Handbook). 

All ninth grade academy scholars will have an opportunity to access English, Mathematics, Social 

Studies, World Language, JROTC, Technology, PE/Health and Elective classes. Ninth grade 

academy students will receive academic and social emotional support through tutoring, coaching 

and a targeted array of supports. Our Global Studies + Course of Study will prepare scholars for 

Advanced Placement in subsequent years. 

8


Grade 10 

Class of 2020 

9


Welcome Class of 2020! 

My name is AP Powell and I’m happy to serve as the 10 th Grade Academy Assistant Principal this 

school year. I am originally from Newark, NJ where I worked as a Math teacher for 8 years, an 

Assistant Principal and then a Principal for 2 years before moving to Charlotte, NC where I 

served as an Assistant Principal for 4 years and now to Washington D.C. I am excited about 

meeting and working with each of you this school year, as this year promises to be a year filled 

with golden opportunities for all of you (our scholars) as we strive to find ways that we can be 

even better than we have before! 

Being an active member on the 10 th Grade Academy you are a part of a community of 

Champions. You, our scholars are champions of your learning as in turn your teachers will 

teach like champions. Scholars, you will learn first- hand the pillars of Roosevelt High School 

(RHS), which are Respect, Integrity, Determination, Empowerment, Responsibility, and Success 

all critical in preparing you to be successful in college, work, life and the world. As we embark 

on this journey together, I pledge to you, our scholars’ and parents’, that this will be an ‘Extra- 

Ordinary’ year of engaging, meaningful and rigorous work in all our classrooms, combined with 

a plethora of activities and opportunities certain to encourage our Rough Riders to be involved 

and stay connected! 

I extend a special, yearlong invitation to our families to join us at school activities and events 

whenever possible. We want . . . we need . . . and we value your involvement and support in 

your child’s education! Your active participation is key to the success of your child(ren) here at 

RHS. 

Please know that we highly value home/school communication here at RHS. It is vital and plays 

an integral role in each scholar’s success. We encourage you our parents to contact with us 

if/when the need arises, and to stay in the know about your scholar’s studies, assignments, 

assessments, and school activities, as well as other events and happenings. 

Again, I welcome you all to the 10 th Grade Academy at RHS and encourage each of you to know 

that “You are Great” and that “Greatness lives within you.” Regardless, of where you come 

from or what you have experienced, it does not determine where you’re going. Here’s to an 

‘Extra-Ordinary’ school year filled with Purpose, Passion and Persistence. 

With Children First, 

Assistant Principal Powell 

10




TBD 

Class Theme: 

“2020: A CLASS WITH A VISION” 


Vealetta Moore-Parker 


Social Worker 

Ms. Erica Cartledge 




11


Grade 11 

Class of 2019 

12


Welcome Class of 2019! 

As we start another school year, I personally like to take this opportunity to say how excited I am 

to be the proud administrator for the junior and senior class at Roosevelt High School. I am 

equally excited to work with Ms. Cook, Ms. Cunningham, and Ms. Johnson who will serve as the 

junior class sponsors. 

Class of 2019 this is your year to blossom. Many new and exciting things will take place and this 

will be your year with “NO LIMITS” in being the best you can be. As we continue to embrace 

college and career readiness, Roosevelt High School staff is eager to help you achieve your 

goals. But keep in mind, you must do your part. Dr. Freeman Hrbowski states it best “Your 

thoughts become your actions. Your actions become your habits. Your habits become your 

character. Your character becomes our destiny.” 

There are three requirements of you this year: 

1. Attend and pass all classes. 

2. Obtain 100 community service hours. 

3. Choose and create your plan to your pathway. 

With these requirements, your personal goals, and your eyes on the prize, I am confident that you 

will be successful. 

Parents, I hope that you will join me and the Roosevelt Team in enforcing the expectations from 

the first day of our junior’s school year until graduation day. I encourage all parents to be involved, 

ask questions, meet with your team, and be that listening ear for your child throughout this school 

year, so that our students will rise to the occasion and be successful. Our theme for the class of 

2019 is “NO LIMITS” and with your support and communication this can be achieved. This 

handbook will be the first step in helping you organize your thoughts and plans for your future. 

On behalf of myself, Principal James, the senior class sponsors, administrative staff and faculty, 

we look forward to the Class of 2019 meeting their goals, and representing Roosevelt in the best 

way they can by fully embracing our motto “Never Given, Always Earned.” 

All the best, 

T. Alston 

Ms. Tawana Alston 

Assistant Principal- 11th & 12th Grade 

13




Ms. Cook, Ms. Cunningham, & Ms. Johnson 

Class Theme: 

“NO LIMITS” 


Nicole Rudd 


Social Worker 

Ms. Erica Cartledge 




14


Theodore Roosevelt High School 

Leadership Team 

· Ms. Aqueelha James Principal 

· Ms. Melvina Jones Assistant Principal, 9 th Grade Academy 

· Mr. Darryl Powell Assistant Principal, 10 th Grade 

· Ms. Tawana Alston Assistant Principal, 11 th / 12 th Grade 

· Mrs. Simone P. Wilkinson Assistant Principal International Academy 

· Ms. Tekia Stokes Director of Strategy, Logistics 

· Ms. Devon Wade Director of SPED 

· Mr. Reginald Stevens Culture and Climate 

15


Motto 

“Never Given, Always Earned” 

School Colors 

Orange and Blue 

Mascot 

Mascot Name 

“Rough Riders” 

Values 

16

Mission 


Theodore Roosevelt High School values all students’ unique talents and encourages 

and challenges students to become intellectually curious, world language proficient, 

internationally aware, and globally responsive. 

Vision 

Theodore Roosevelt High School for Global Studies engages students in an educational 

experience that fosters international understanding and welcomes diversity of thought, 

while preparing students for a globally interconnected world. 

Global Studies Vision 

Students of Theodore Roosevelt High School will strengthen their thinking abilities by 

building on their experiences and knowledge through rigorous data- driven instruction. 

As a result, students will progress from emergent to fluent readers and writers to become 

critical thinkers, global citizens and lifelong learners. 

Theodore Roosevelt Staff will meet our goals by providing: 

• A print-rich environment. 

• Modeling of proficient reading, writing, speaking and listening. 

• Opportunities for daily practice; independent, directed and collaborative. 

• An environment that encourages instructional risk-taking and recognizes 

achievements. 

• Experiences with a variety of literature that reflects our diverse and multicultural 

society. 

• Opportunities to publish, share and respond to writing. 

• Access to technology to enhance communication. 

• Differentiated instruction. 

Philosophy 

It is the administration, staff and parents goal to encourage students to exercise selfdiscipline. 

Students share the responsibility for creating an atmosphere that is conducive 

to learning. This is demonstrated by practicing our six Rough Rider values: 

RESPECT, INTEGRITY, DETERMINATION, EMPOWERMENT, 

RESPONSIBILITY, SUCCESS or R.I.D.E.R.S. 

17


RHS Bell Schedule | 2017 – 2018 SY 

9 th / 10 th Grade Daily Schedule 

PERIOD 

Advisory 

Period 1 

Period 2 

Period 3/ Lunch A 

Period 4 

Period 5 

11 th / 12 th Grade Daily Schedule 

PERIOD 

Advisory 

Period 1 

Period 2 

Period 3 

Period 4/ Lunch B 

Period 5 

Half-Day Schedule (All Grades) 

PERIOD 

Period 1 

Period 2 

Period 3 

Period 4 

LUNCH 

TIME BLOCKS 

8:45am – 9:15am (30 minutes) 

9:19am – 10:35am (76 minutes) 

10:39am – 11:55am (76 minutes) 

11:56am – 12:36pm (40 minutes) 

12:40pm – 1:56pm (76 minutes) 

2:00pm – 3:15pm (75 minutes) 

TIME BLOCKS 

8:45am – 9:15am (30 minutes) 

9:19am – 10:35am (76 minutes) 

10:39am – 11:55am (76 minutes) 

11:59am – 1:15pm (76 minutes) 

1:16pm – 1:56pm (40 minutes) 

2:00pm – 3:15pm (75 minutes) 

TIMES BLOCKS 

8:45am – 9:35am 

9:39am – 10:28am 

10:32am – 11:22am 

11:26am – 12:15pm 

12:15pm 

2-Hour Delay Schedule (Grades 9 & 10) 

PERIOD 

Period 1 

Period 2 

Lunch A (Grade 9/10) 

Period 3 (Grade 9/10) 

Period 4 

TIME BLOCKS 

10:45am – 11:39am 

11:43am – 12:37pm 

12:37pm – 1:18pm 

1:22pm – 2:16pm 

2:20pm – 3:15pm 

2-Hour Delay Schedule (Grades 11 & 12) 

PERIOD 

TIME BLOCKS 

Period 1 

10:45am – 11:39am 

Period 3 

11:43am – 12:37pm 

Period 3 (Grade 11/12) 

12:41pm – 12:35pm 

Lunch B (Grade 11/12) 

1:35pm – 2:16pm 

Period 4 

2:20pm – 3:15pm 

**A full school day consists of 390 minutes; 2-hour delay a total of 270 minutes; and a 

half-day 210 minutes.** 

18


Roosevelt SHS Calendar of Events 

2017 – 2018 SY 

Month Day Event 

August 

September 

October 

November 

14 – 18 Pre-service Week for Teachers/ Staff 

17 Ice Cream Social: Family Welcome Back Event @ 4:00pm Location: Atrium 

21 First Day of School for Students 

24 Falls Church vs. RHS @ 7:00pm Location: Falls Church High School 

1 KIPP College Prep vs. RHS @ 6:00pm Location: RHS 

4 Labor Day: No School for Students, Teachers and Staff 

14 Back to School Night @ 7:00pm 

15 

Hispanic Heritage Month Begins 

Dunbar vs. RHS @ 6:00pm Location: RHS 

20 Senior Inauguration (MANDATORY) @ 7:00pm Location: Auditorium 

21 

Woodson vs. RHS @ 6:00pm Location: Woodson High School 

Underclass Portraits: Grades 9 – 11 @ 9:00am – 3:00pm 

22 

Professional Development Day: No School for Students 

Term 1: Progress Reports Mailed 

29 Yom Kippur Begins 

29 The Orange Bowl: Coolidge vs. RHS @ 6:00pm Location: RHS 

3 Community Coffee w/ Principal James @ 9:30am Location: Atrium 

6 Phelps vs. RHS @ 6:00pm Location: RHS 

9 Columbus Day: No School for Students, Teachers and Staff 

13 Cardozo vs. RHS @ 6:00pm Location: Cardozo 

15 Hispanic Heritage Month Ends 

20 Bell vs. RHS @ 6:00pm Location: Bell High School 

23 Senior Portraits @ 9:00am – 3:00pm Location: Auditorium 

24 Senior Portraits @ 9:00am – 3:00pm Location: Auditorium 

23 – 27 Homecoming Week! 

26 Roosegate Homecoming Event @ 7:00pm Location: Atrium 

28 Homecoming Game: RHS vs. McKinley Tech @ 2:00pm 

27 Term 1 Ends: No School for Students (PD/ Records Day for Staff) 

30 Term 2 Begins 

2 Senior Night: RHS vs. Cardozo @ 6:00pm 

Term 1 Grades Due in Aspen 

3 

Parent – Teacher Conference Day: No School for Students 


9 Term 1 – Honor Roll Assembly 

10 Veterans Day: No School for Students, Teachers and Staff 

13 Term 1 Report Cards Mailed 

23 – 24 Thanksgiving Break: No School for Students and Teachers 

29 Make-up Senior Portraits @ 9:00am – 3:00pm Location: Auditorium 

19


1 Professional Development Day: No School for Students 


Term 2 Midpoint: Progress Reports Mailed 

December 11 My School DC Lottery Application Opens for SY 2018 – 2019 

15 Holiday Assembly @ 2:30pm Location: Auditorium 

January 

February 

March 

April 

May 

June 

22 – Jan 2 Winter Break: No School for Students and Teachers 

1 – 5 International Academy: Midterm Presentations 


15 Martin Luther King, Jr. Day: No school for Students, Teachers and Staff 

19 Term 2 Ends: No School for Students 

22 Term 3 Begins 





19 Presidents Day: No School for Students 

23 Black History Assembly @ 2:30pm Location: Auditorium 

Parent-Teacher Conference Day: No school for Students 

2 Read Across America Day 

Term 3 Midpoint: Progress Reports Mailed 


26 – 30 Spring Break: No School for Students and Teachers 


6 Term 3 Ends: Students Dismissed at 12:15pm 

16 Emancipation Day: No School for Students, Teachers and Staff 



27 Records Day: No School for Students 


7 – 11 

Teacher Appreciation Week – We our RHS teachers! 

21 – 23 

Student Appreciation Week – We our RHS Students! 

21 – 29 Senior Class Finals 

21 – 31 International Academy: Final Portfolio Presentations 

24 Parent – Teacher Conference Day: No School for Students 


26 Senior Class Prom @ 8:00pm Location: TBD 

28 Memorial Day: No School for Students, Teachers and Staff 


4 – 5 Senior Graduation Clearance @ 10:00am – 12:00pm, daily 

6 Senior Award Ceremony & Cookout @ 11:00am Location: Auditorium 

7 – 8 Senior Graduation Rehearsal @ 10:00am – 11:00am Location: Auditorium 

13 Term 4 Ends: Last Day of School for Students (Dismissal at 12:15pm) 

TBD Commencement Ceremony for Senior Class 


25 Summer School Begins 

20


Assessment Calendar, School Year 2017 – 2018 

Assessment Grade Level(s) Purpose Testing Window 

ANet ELA 

Reading Inventory (RI) 

9 & 10 

Computer‐based assessment that measures 

students' progress in ELA towards meeting 

Common Core State Standards 

Computer‐adaptive reading & phonics 

assessments that measure students' 

reading levels and help teachers adjust 

instruction according to students' needs 

and track students' progress. 

21 

Window 1: 10/10/17‐10/31/17 

Window 2: 1/3/18‐1/26/18 

Window 3: 3/5/18‐3/23/18 

Schoolwide BOY: 8/21/17‐10/6/17 

Schoolwide MOY: 1/3/18‐2/2/18 

(optional) 

Schoolwide EOY: 5/1/18‐6/8/18 

Phonics Inventory (PI) Window 1: 8/21/17‐9/29/17 

Window 2: 2/5/18‐2/23/18 

Window 3: 5/21/18‐6/1/18 

MAP Math Diagnostic 

Assessment 

SAGE 

Social Studies 

Eureka End-of-Module 

Assessment 

PARCC 

Algebra I, Geometry, 

and Algebra II 

Students 

9 

9 – 12 

Students enrolled in 

Algebra I, Geometry, 

English I, 

And English II 

NAEP 12 

MSAA 

DC Next Gen Science 

11 & C3 

Students enrolled in 

HS Biology 

ACCESS for ELLS 9 – 12 

STAMP 

English Level 

Proficiency Screening 

Advanced Placement 

(AP) Exams 

Level II Students 

9 – 12 

9 – 12 

SAT 11 – 12 

Computer‐based adaptive assessment that 

measures students' understanding of 

algebra and geometry concepts and tracks 

student progress. 


student growth toward Common Core State 

Standards for Literacy in History/Social 

Studies. 

Measures students' progress towards 

meeting selected Common Core State 

Standards in Mathematics, aligned to the 

Eureka scope & sequence. 


students' progress toward meeting the ELA 

& Math Common Core State Standards. 

Used to assess progress in math and 

reading and develop ways to improve 

education in the United States. 

only one high school was selected to 

participate in the 2018 NAEP administration 


students' progress toward meeting 

alternate achievement standards. 


students' progress toward the Next 

Generation Science Standards (NGSS). 

Measures English language learners 

progress toward meeting the academic 

English language proficiency (ELP) 

standards. 

Web‐based and computer adaptive 

assessment of student proficiency in world 

languages. 

Assess students for English Level Proficiency 

(ELP) at LAD and ensures that eligible 

students in grades Pk3‐12 are immediately 

able to access ESL/bilingual services. 

Measures learning in AP courses and with a 

qualifying score, students are eligible to 

receive college credit. 

Measures skills required for college 

applications. 

BOY: 8/21/17‐9/21/17 

MOY: 1/3/18‐2/2/18 (optional) EOY: 

5/7/18‐6/8/18 

Pre‐test: 8/21/17‐9/21/17 

Post‐test: TBD 

Testing windows are based on course 

enrollment. Please refer to the Math 

Assessments page on Canvas for specific 

testing dates for each course. 

April 2018 thru May 2018 (Tentative) 

01/29/18 – 03/09/18 

TBD 

TBD 

February 2018 – April 2018 (Tentative) 

3/19/18‐ 6/22/18 

Year-round (as needed) 

05/07/18 – 05/18/18 

TBD


Section I –Student Responsibilities 

Scholar Accountability 

• Scholars should not be allowed to leave any classroom unless for an emergency. 

If a student forgets his/her materials for class or needs to talk to another teacher, 

it is not considered an emergency. Advise students to make arrangements with 

other instructions prior to coming to class. 

• When granting permission to leave the classroom, all instructors should provide 

students with a hall or health suite pass; students without a pass should be 

prohibited from entering or exiting the classroom, which ensures that students are 

accountable and safe during the school day. 

• Any visitor throughout the building, including parents who wish to visit classrooms 

without an appointment, without a visitor pass should be redirected to the main 

office. 

• All schedule changes for students can only be made after the approval and/or 

clearance from administration. Schedule changes will only be made during the 

first two weeks of schools and students are expected to follow their original 

schedules until notification is received by the grade-level administrator and/or 

counselor. 

• Students are not allowed to be in classrooms unsupervised during lunch, 

planning and after school. 

• Students are not allowed in the teacher workroom, mailroom or copier room 

unless approved by the administration. 

• Food and drinks are prohibited outside of the cafeteria unless for the following 

reasons: medical requirement, mandated IEP accommodation or other reasons 

pre-approved by administration. 

• Students should not be given school keys or FOBs to gain access to any part of 

the building. 

Textbook & Supply Loan 

Textbooks are loaned to students for use during the school year. Teachers will issue book 

slips to be completed and signed, in ink, by both students and parents. The name of the 

student and his/her classification must be written on the bookplate as soon as the book 

is received. 

Textbooks will be issued only when the student has cleared prior obligations and 

presents a signed slip for each book. Parents are responsible for paying for any book 

that is lost or severely damaged. 

22


Cheating & Plagiarism 

Cheating is a direct infraction according to the expectations of Theodore Roosevelt 

High School the DCMR, chapter 25. Any student caught in the act of cheating or other 

forms of academic dishonesty will face possible suspension and or immediate removal 

from the RHS program. 

Plagiarism is copying or imitating the language, ideas or thoughts of another person 

and passing them off as one's original work. Plagiarism and all other forms of cheating 

will not be tolerated under any circumstances. Students should never pass someone 

else's findings off as their own, when writing down someone’s exact words, you must 

cite the source according to the format determined by the instructor (i.e. APA Style 

Citation, MLA Citation, etc.); when you borrow someone's ideas, identify the author or 

artist. 

Borrowing without acknowledgment is plagiarism. Plagiarism is stealing. It is dishonest. It 

is also intellectually lazy. Teachers should review this policy with students: 

1st Offense – Verbal Warning 

2nd Offense – Suspension 

3rd Offense – Report incident to the principal with recommendation for removal from 

the RHS program. 

Disciplinary Policy & Student Accountability 

It is the policy of DCPS as defined in “Chapter 25” (http://dcps.dc.gov/chapter25) that 

a safe environment conducive to learning is maintained to provide equal and 

appropriate educational opportunities for all students. Only Tier 3 referrals or higher 

should be reported immediately to administrators, Tier 1 and 2 behaviors must be 

managed in the classroom unless behaviors are continuous and persistent. Major 

disruptions to the classroom environment and learning are viewed as a serious, 

behavioral offenses and instructors should contact the respective grade-level dean of 

students immediately for support. RHS will apply a fair and consistent approach to 

student discipline, within the context of the student’s rights and responsibilities, and will 

remain in effect throughout school hours, on school premises, when transporting 

students on trips, and during any school-sponsored activity. For additional information 

regarding DCPS’ Student Accountability Policy, reference the full policy in the appendix 

section of this handbook. 

23


The below factors will be considered with applying disciplinary measures: 

• Nature of the infraction 

• Circumstances relating to the infraction 

• Age of the student 

• Student's previous behavioral history 

• Injury occurred 

• Whether a weapon or controlled substance was involved 

• Probability of repeat violations 

• Safety of other students and staff 

• Educational needs of other students 

• Educational needs of the student to be disciplined 

• Extenuating circumstances 

• Harm inflicted upon the reputation of the RHS Community 

• Harm inflicted upon the wider community 

Disciplinary measures shall be aimed at remediation and rehabilitation to enable 

students to complete their instructional programs. Disciplinary options for intervention, 

remediation, and rehabilitation shall include, but are not limited to, the following 

measures: 

Tier 1&2 Infractions (Handled in Class by the Teacher) 

• Excessive student talking 

• Student not doing assignment 

• Horse-playing 

• Student not prepared for class 

• Student late for class (up to 5 minutes) 

• Chewing gum 

• Minor disruptive behavior 

• Using the computer without permission 

• Inappropriate language (not directed at teacher) 

Tier 3-5 Suspension Warranted Infractions (Dean/ Administrator Involvement) 

• Documented pattern of continued Level 1 or Level 2 infractions as evidenced by 

documentation of steps taken by instructor. 

• Verbal, written or physical threat to a person 

• Engaging in behavior that demonstrates gang, neighborhood or crew affiliation 

• Leaving school without permission 

• Student leaves class without permission 

• Gambling 

• Slurs based on race, color, gender, sexual orientation, religion, disability including 

derogatory sexual language 

• Forgery 

• Cheating 

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• Bullying or using humiliating or intimidation language or behavior 

• Fighting (no weapons/no physical harm) 

DCPS has established a Student Discipline Policy designed to ensure the rights and 

responsibilities of all students. While grounds for disciplinary action are outlined in the 

DCPS policy, Roosevelt High School has the authority to transfer a student to his/her 

neighborhood school if the student is not meeting the expectations of the RHS 

community or fails to maintain eligibility for a DCPS special or city-wide program. 

Students must maintain a cumulative 2.0 GPA to remain a student of RHS. The 

instructional superintendent of cluster 9 will receive all recommendations for dismissal of 

any student who does not meet the academic criteria to remain a student of Roosevelt 

SHS. 

SCAR Team (Student Character & Refinement Team) 

The SCAR Teams (Deans/ ISS) functions as a support system for all staff and students 

participating in the learning process. The fundamental purpose of the SCAR Team is to 

promote and sustain a positive and challenging learning community through discipline, 

character development, motivation and teaching students how to make wise day to 

day decisions. Our goal is to foster a socially transforming environment that inspires our 

children, empowers our teachers and encourages our parents to participate in the 

child’s learning process. 

The Dean’s office is not the first option for discipline. Teachers should hold students 

accountable for their actions before involving the Dean. Our Discipline Plan involves 3 

fundamental components: to teach, to discipline and to inspire. 

• Teach – Dean’s will teach students the skills and habits necessary to succeed in a 

structured learning community 

• Discipline - Discipline will be used as a means to bring about change in the 

students philosophy and actions towards the learning community. 

• Inspire – Dean’s will consistently motivate students. Through motivation, students 

will develop positive habits and have a desire to participate and perform within 

and beyond the Roosevelt HS learning community. 

Behavior Ladder 

Each class will have a posted set of the school expectations and your classroom 

procedures. 

• Verbal/Non-Verbal Warning 

• Redirection (warning) 

• In Class Consequence 

• Teacher Conference 

• Send Referral (make parental contact) 

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DC – CAP 

The DC College Access Program (DC-CAP) is an important and valuable resource 

made available to the students of DCPS and Roosevelt SHS. The program allows for 

students to gain further access to college scholarship and financial aid opportunities, 

along with assisting in test prep courses and sign-up. The DC-CAP office is only available 

to students before school, during their lunch, or after school. At no time should a 

student be in the DC-CAP office during class time unless they have signed up for a 

previously scheduled college presentation. Teachers should never send a student to the 

DC-CAP office for any reason during instructional time. 

Students who wish to access the DC-CAP office are required to follow these specific 

guidelines: 

• Sign up for an appointment during their lunch period. There will be a weekly 

appointment sign-in sheet in the front of the DC-CAP office. ONLY students with 

an appointment are permitted to be in the DC-CAP office at any point 

throughout the school day. 

• College presentations also require students to sign up prior to attending the 

session. Students who have not signed up will not be permitted to attend. 

• Once students have signed up to attend a college presentation or to visit the 

DC-CAP office, they will receive a pass. Students must have this pass on their 

person during their visit. 

Athletics 

The principal is ultimately responsible for the operation of the school, including all 

matters pertaining to the athletic program. The Director, Strategy & Logistics will work 

with the athletic director and coaches to develop and support a high- functioning 

program for student athletes that reflect the school’s mission, philosophy and DCPS 

policy. 

Student Eligibility 

Student athletes must maintain eligibility to participate in sports through academic 

performance and positive behavioral conduct. The athletic director will work with the 

counseling department to ensure all athletes meet eligibility requirement to participate 

in sports, and will provide updated lists to coaches after each grading period. 

If a teacher feels that a student athlete should be deemed academically ineligible 

he/she should present that concern in writing to the athletic director as immediate as 

possible. 

The following behavior guidelines will apply to student athletes: 

• First Behavioral Offense – students will be suspended from one game 

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• Second Behavioral Offense – multiple game suspension 

• Third Behavioral Office – student is removed from the team. 

Student Dismissal for Athletic Events 

At the beginning of a sports season, the athletic director or coach will circulate a team 

roster and game schedule. Teachers should retain these lists for reference through the 

season. 

Each Friday, teachers will receive notification regarding student absences pertaining to 

athletic participation. This information must come directly from the coach or athletic 

director. Students on school teams should be dismissed from class for posted games 

and only if they are eligible to participate. 

Clubs 

Clubs must provide a service to the school, student body or community. Membership 

must be open to the entire student body, except in the case of various honor societies. 

Club sponsors and advisors must submit, in writing, their request to be appointed advisor 

to the principal before the end of the school year. Club sponsors for specific 

organizations must go through approval by Assistant Principal Moss. New teachers may 

submit their request to sponsor a club after the school year has started. 

Student Lockers 

Lockers should be used for: 

• Storing books and other personal belongings necessary for educational growth 

• Storing coats, jackets, and other personal items 

• The Roosevelt staff is not responsible for personal property, loss or theft, therefore 

students should not: 

‣ Give their locker combination to another student 

‣ Share lockers with anyone else 

‣ Keep valuables in lockers. Students are strongly advised not to keep 

valuable items in their lockers. 

Additional Important locker information: 

• Students are permitted to check lockers before 1st period begins, before lunch 

and after school. 

• When students are tardy to school, they should not be in their lockers more than 

five minutes after the documented time on the hallway pass by the attendance 

counselor. 

• Locker usage is a privilege that can be revoked if the student fails to adhere to 

this policy. 

• During winter months, all jackets and coats must be place in lockers throughout 

the school day 

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Section II –Attendance and Absences 

Regular school attendance is critical for academic success. Our goal is to ensure that 

every student attends school regularly and on time. Daily presence in school has a 

huge impact on a student’s academic success, starting in kindergarten and continuing 

through high school. Even as children grow older and more independent, families can 

continue to play a key role in making sure students get to school safely every day and 

understand why attendance is so important for success in school and in life. 

We realize some absences are unavoidable due to health problems or other 

circumstances. But, we also know that when students miss too much school—excused 

or unexcused—they can fall behind academically. You are less likely to succeed if you 

are chronically absent—which means missing 18 or more days in a school 

year. Research shows that: 

Children that are chronically absent in kindergarten and 1st grade are much less 

likely to read at grade level by the end of 3rd grade. By 6th grade, chronic 

absence is a warning sign for students at risk of dropping out of school. By 9th 

grade, good attendance can predict graduation rates even better than 8th 

grade test scores. 

What are excused and unexcused absences? 

Excused absences are when school-aged students are absent from school with a valid 

excuse and parental approval. Examples of excused absences include: 

• Student illness (a doctor’s note is required if a student is absent for more than five 

days); 

• Death in the student’s immediate family; 

• Necessity for a student to attend a judicial proceeding as a plaintiff, defendant, 

witness or juror; 

• Observance of a religious holiday; 

• Temporary school closings due to weather, unsafe conditions or other emergencies; 

• Medical reasons such as a doctor’s appointment (a doctor’s note is required); 

• Failure of DC to provide transportation where legally responsible; 

• Lawful suspension or exclusion from school by school authorities; 

• Absences to allow students to visit their parent or legal guardian, who is in the 

military; immediately before, during or after deployment; 

• Emergency or other circumstances approved by the Director of Attendance and 

Support Services or designee. 

Unexcused absences are when school-aged students are absent from school without a 

valid excuse, with or without parental approval. Examples of unexcused absences 

include: 

• Babysitting 

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• Doing errands 

• Extended travel (domestic or international) 

• Oversleeping 

• Cutting classes 

Students must be present 80% of the day to be counted as “legally present”. When a 

student returns to school after an absence, a note should be sent to the teacher or 

attendance counselor. The note should include the date(s) of the absence and the 

reason. A doctor’s note should be provided if required. Student absences without notes 

will be marked unexcused. If absences are due to chronic health issues, i.e. asthma, the 

school nurse will develop an Individual Health Plan. 

What are the attendance expectations for students? 

1. Arrive on time to school and to class each day. 

2. Bring your books and materials to class. 

3. Ask your teacher for missed work or make-up assignments for days you were absent. 

Ask school staff for help if you have academic or other concerns (e.g. safety or lack of 

transportation) preventing you from coming to school. 

What happens if a student is tardy to class? 

• All students are allotted 4 minutes to transition from class to class 

• Be mindful that this is a new building, and a large building 

• Please anticipate that students will arrive to class late at times 

• Once a student exhibits a pattern of tardy arrivals to class send a referral 

• All students that exhibit a pattern of tardiness will be disciplined accordingly 

What happens if a student misses school? 

Students who cut class or are absent may be subject to the following responses: 

• Individual/group counseling to address attendance needs. 

• Participation in the creation of, and adherence to, an attendance student 

support plan. 

• Parents of students with five (5) unexcused absences will be requested to 

participate in a truancy conference and referred to the Student Support Team. 

• Students with 7 unexcused absences will receive a Metropolitan Police 

Department/DCPS notification letter. 

• Parents of students with ten (10) total absences – excused or unexcused will be 

requested to participate in an Attendance Conference (SST) and will be referred 

to the Office of State Superintendent of Education. 

• Students ages 5-13 with ten (10) unexcused absences will be referred to 

the Child and Family Services Agency (CFSA) for suspected educational 

neglect. High school students with ten (10) unexcused absences will be referred 

to the school’s Attendance Committee/the Student Support Team for follow-up. 

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• Students ages 14-17 with fifteen (15) unexcused absences will be referred to 

Court Social Services. 

• Students, ages 5-13, with fifteen (15) unexcused absences will be referred to 

Office of Attorney General. 

• Course grades or year-end promotion may be affected by unexcused 

absences. 

Course grades or year-end promotion may be affected by unexcused absences. 

If you have questions, please request a meeting with your school’s attendance 

counselor, social worker or student support team to discuss your child’s attendance 

concerns. 

FAQs 

Is school attendance required? Yes. School attendance is required by law for all 

students who reach five years of age on or before September 30 of the current school 

year. Students must attend school daily until they meet high school graduation 

requirements or reach their 18th birthday. 

What is the school attendance law? The District of Columbia Compulsory School 

Attendance Law 8-247 and DC Municipal Regulations Title V Ch. 21govern mandatory 

school attendance and the ways schools must respond when students are truant. 

The Compulsory School Attendance Law states that parents/guardians who fail to have 

their children attend school are subject to the following: 

• Truancy charges may be filed against the student or parent; 

• Neglect charges may be filed against the parent; 

• Parents may be fined or jailed; 

• School-aged students may be picked up by law enforcement officers during school 

hours for suspected truancy; 

• Students may be referred to Court Diversion and other community based 

interventions; 

• Students will be referred to SST’s and school based intervention services; 

• Metropolitan Police Department (MPD) and the Office of the State Superintendent 

of Education (OSSE) will receive notice of all students with 10 or more unexcused; 

and Parents and students may be assigned community service and placed under 

court supervision/probation. 

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What is truancy? Truancy is the unexcused absence from school by a minor (5-17 years 

of age) with or without approval, parental knowledge, or consent. 

What happens when a truant is picked up by police? All uniformed law enforcement 

officers in the District are responsible for truancy enforcement. 

• Students are transported in a police vehicle to their school. 

• Parents are notified of the student’s truancy status. 

Parents and students attend a truancy conference at the local school. 

Support Services 

DCPS is committed to serving all students residing in the District of Columbia, including 

homeless children and youth. 

A homeless student is defined as a child without a regular, fixed, and adequate 

nighttime residence. The child may live in a shelter, a temporary home, a motel, a car, 

a campground, or on the street. Homeless children may also be living temporarily with 

relatives or friends because of a loss of permanent housing. 

Neediest Kids Fund/Bridge to Success 

Neediest Kids is a charitable organization, now associated with National Council for 

Children and Families that provides emergency resources to help students whose basic 

needs might otherwise go unmet. The organization’s mission is to help meet immediate 

needs of students so they can stay in school and reach their full potential. At present, 

DCPS school staff can request uniforms, shoes, and groceries/personal items/medicines 

to supports student needs. 

To learn more about supports offered by this program contact your school counselor or 

teacher. 

31


Section III –Technology Use 

DCPS Student Safety Use and Policy for Internet and Technology 

Policy 

DCPS will use technology protection to block or filter Internet access to visual depictions 

that are obscene, pornographic, or harmful to minors. DCPS reserves the right to 

supervise and monitor students’ online activities and to access, review, copy and store 

or delete any electronic information or files and disclose them to others as it deems 

necessary. Students should have no expectation of privacy regarding use of DCPS 

property, the DCPS computer network or the use of the Internet, files, or email while 

within the network. 

Penalties for prohibited use may result in restrictions to network access or cancellation 

of accounts. Additionally, violations may result in disciplinary and/or legal action for 

students including suspension, expulsion, and criminal prosecution. 

DCPS makes no guarantee that the functions or quality of the network services it 

provides will be free of errors or defects. DCPS is not responsible for any claims, loss, 

damages, costs, or other obligations arising from use of the network or accounts. Any 

charges a student incurs due to network use will be borne solely by the student. DCPS is 

not responsible for the accuracy or quality of the information obtained by the student 

through use of the system, unless the information is obtained from the DCPS website or 

the District of Columbia Government website. Any statement accessible on the network 

or the Internet is understood to be the author’s individual point of view and not that of 

DCPS, the District of Columbia Government, their affiliates, or employees. 

1. Acceptable and Prohibited Internet Use 

A. Acceptable uses of email and Internet on the DCPS computer network 

Use of network email and Internet that is directly related to the mission, business, and 

educational goals and policies of the D.C. Public Schools. 

B. Prohibited uses of email and Internet on the DCPS computer network 

All DCPS students are prohibited from the following when using the DCPS computer 

network: 

• Accessing DCPS network and email accounts outside of school without a parent 

or guardian supervising the usage, unless the student is 18 or older. 

• Revealing personal information about themselves on the internet, including 

name, address, telephone number, and uploading photographs. 

• Personally meeting anyone with whom they have only had prior contact with on 

the Internet. 

• Using profane, vulgar, or abusive language. 

2. Procedures and Guidelines: Content and Conduct 

A. Students are prohibited from using the DCPS computer network to transmit 

fraudulent, harassing or obscene, or otherwise inappropriate email messages. Examples 

of such messages include but are not limited to: 

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1. Messages sent under an assumed name, modified email address, or with the 

intent to obscure the origin of the message. 

2. Messages that harass an individual or group because of race, color, religion, 

national origin. sex, age, marital status, personal appearance, sexual orientation, 

gender identity or expression, family responsibilities, genetic information, 

disability, matriculation, or political affiliation. 

3. Messages that are obscene, contain pornography, or are harmful to minors. 

4. Messages containing indecent speech or hate speech. 

B. All contents of all files located on computer equipment owned or maintained by 

DCPS are considered property of DCPS and are subject to search by DCPS at any time 

and for any reason. 

C. Students shall not display or transmit any images, sounds, or messages, or other 

material that could be considered pornographic in nature. 

D. Students shall not display or transmit any images, sounds, or messages, or other 

material that could create an atmosphere of harassment or hate. 

E. Students are prohibited from online game playing and gambling, unless these 

activities are legitimately related to school curriculum and coursework a teacher or 

other appropriate school personnel is supervising the activity. 

F. Students are prohibited from accessing Internet chat rooms, unless the chat rooms 

are related to school coursework and access is made under the supervision of a 

teacher, parent or guardian. 

G. Students are prohibited from accessing social networking sites, including, but not 

limited to, My Space, Facebook, and Twitter. 

H. Students shall not download or spread computer viruses on DCPS network computers 

or engage in any other deliberate conduct that disrupts, obstructs, or burdens the 

resources of the DCPS computer network. 

I. Students shall not use the DCPS computer network to engage in any illegal or criminal 

acts, including, but not limited to, criminal gang activity, threatening the physical safety 

of another person, or computer hacking. 

J. Students shall not install or run any type of software on a DCPS network computer 

without the consent of the Office of the Chief Technology Officer. 

H. Students may not use network computers for personal financial gain by posting 

messages that advertise the student’s own personal business or any business or venture 

in which the student has a financial interest. 

K. Students shall not read, modify, or remove files owned by other students. 

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3. Procedures and Guidelines: Network Security and Equipment Maintenance 

A. Students are prohibited from sharing their password or login identification with any 

other person. 

B Students are prohibited from logging into the network by using account information 

belonging to another student, teacher, or network administrator. 

C. If a student discovers or has reason to believe that another student has obtained 

unauthorized access of his/her account, the student shall contact a teacher or other 

school personnel, as well as immediately change his/her password. The teacher or 

school personnel shall immediately contact the Office of the Chief Technology Officer 

or a network administrator. 

D. Students are prohibited from modifying or rearranging technology equipment 

belonging to DCPS, including keyboards, monitor, printers, and computers. 

E. Students shall report any cases of malfunctioning equipment or other network issues 

to a teacher, or other school personnel. The teacher or other school personnel shall 

contact a network administrator. 

F. When using public workstations, students shall log off of the network before leaving 

the workstation. Students shall further ensure that the workstation is in suitable condition 

for the next student. 

G. When using private or individual workstations, students shall lock their computer or 

log off of the network if they will be away from the workstation for an extended period 

of time. 

Cellphones and Electronics 

Cellphone and electronic use is at the discretion of the teacher. The teacher will use 

the following Stoplight to inform students of cellphone and electronic use in class. 

34


Failure to appropriately use cellphones and technology will result in progressive 

discipline, as per Chapter 25, and/or result in cellphone collection during entry. 

1st Infraction--Warning 

Minor Infraction 

Referral- Tier 2.3 (unauthorized use of electronics) 

Student will be given another chance to follow Roosevelt’s Cell Phone Policy 

Warning- Student should be advised to put the phone away 

2nd Infraction-- Confiscation 

Office Referral 

Referral- Tier 2.3 (unauthorized use of electronics) 2 nd infraction 

Confiscation – Teacher will confiscate the device until the end of the school day. 

If student refuses to comply parent will be contacted and student will be sent home. 

3rd Infraction—Appropriate Disciplinary Action 

Follow Chapter 25 for repeat Tier 2.3 Infractions 

Referred to Administration/Dean of Students—School Discipline 

Confiscation—turn in to the Dean of Students/Grade Level Administrator. 

Device will be returned to a parent only upon completion of school-wide discipline. 

All subsequent infractions shall be referred to Dean of Student/Administration for 

discipline. 

Roosevelt High School reserves the right to amend the Cellphone and Electronics Policy at any 

time. 

35


Section IV –School Rules and Policies 

Dress and Appropriate Attire/Uniforms 

During school hours, the primary obligation of all members of the RHS community is to 

be engaged in educational pursuits. Therefore, all members of the RHS community are 

expected to dress in an appropriate manner during school hours and school-sponsored 

activities. 

Roosevelt’s Uniform Policy includes khaki bottoms and Roosevelt polo shirts as per grade 

level. Failure to wear the designated uniform will result in progressive discipline as per 

Chapter 25, DCMR. 

Underclassroom uniforms: 

Senior uniforms: 

36


Inappropriate Dress includes, but is not limited to: 

a. Any clothing jewelry or accessories with decorations, patches, lettering, 

advertisements, etc., that may be considered obscene or offensive are not to be worn 

to school This includes any clothing, jewelry, accessories that may be used of weapons, 

accessories having drug, sexual emblems, tobacco or alcoholic beverage references 

or designs. 

b. Any clothing, accessories, symbols, jewelry, or other paraphernalia, which depicts or 

suggests association with a gang, secret society, or fraternity, shall not be brought to 

school, worn at school, or in any way be present at any school-sponsored event. 

c. Form-fitting garments such as spandex may only be worn with another layer of 

clothing, which meets the dress code. 

SHIRTS & BLOUSES: 

a. Crop tops, tube tops, halters and spaghetti straps are unacceptable (anything less 

than 2 inches is considered a spaghetti strap.) Strapless dresses without jackets are 

unacceptable. 

b. The display of cleavage is unacceptable. Low cut blouses, tops, sweaters, etc. with 

plunging necklines are not allowed. 

c. Transparent and/or see through material is considered unacceptable. Shirts/tops 

must touch the waist of pants/shirts at all times (i.e. when in movement, when arms are 

extended or raised, and when in seated positions, etc.) 

d. A boy’s shirt should cover the entire crown of the shoulder. 

DRESS, SKIRTS, SHORTS & SKORTS: 

a. The length of a skirt/dress must be to the longest fingertips when the student’s hand is 

fully extended down the side of the student’s leg. 

PANTS: 

a. Intentionally torn or cut/slashed pants that are considered indecent exposure are 

inappropriate. Manufactured boot-cut slits are acceptable. 

b. Pajamas and flannel pants are inappropriate. 

ACCESSORIES: 

a. All students must wear shoes. Slippers are inappropriate. 

b. Students should wear athletic footwear in order to participate in any physical 

education class. 

37


c. Proper undergarments should be worn but not visible. 

h. Oversized chains or spiked jewelry are unacceptable. 

I. Head Wear: No hats, headbands, bandanas (any color), beanies, scarves, or hairnets 

will be allowed to be worn inside of the school building. This includes time before class, 

in-between class, and after school. Theodore Roosevelt High School Global Studies 

Campus recognizes and respects the religious expression of all our students. Students 

who wear head coverings for religious purposes are exempt from this policy. 

Grading 

Grades shall be based on student achievement and the timely completion of work. 

The classroom teacher is responsible for the evaluation of student academic 

performance and the awarding of grades. Teachers are expected to use a variety of 

methods in evaluating students: examinations, teacher-made tests, homework, 

projects, and student classroom participation are examples of methods that may be 

used to evaluate students. Teacher-made tests should be appropriate, rigorous, and 

meet or exceed DCPS standards for the subject matter and the age or maturity level of 

the students. 

All students with unexcused absences are allowed to make up work at the teacher’s 

discretion and must be given 48 hours to complete assignments. Each department must 

meet and establish uniform values for grading students; tests, homework, projects, 

examinations, research papers and participation. Also, common examinations must be 

developed, collaboratively and cooperatively within each department for midterm 

and final examinations. Teachers are expected to submit progress report and report 

card grades based on the deadlines determined by the DCPS calendar. 

DCPS Grading Policy 

• Teachers will enter numerical assignment grades into Aspen’s gradebook 

feature. Instructors are required to enter four grades per week; 1 participation, 2 

assessments (e.g. exit ticket, tests or quizzes), 2 activities (e.g. Classwork and/or 

homework). 

• Notes should consistently be journaled in Aspen for positive and redirection 

purposes to keep both students and parents informed. 

• Aspen will generate term letter grades from “A” to “F” (which can be modified 

by instructors). Note: Aspen maintains a record of grade modifications. 

• Aspen adds the weighted, 4-point numbers together to find the appropriate 

number utilizing a 4-point scale (e.g. A=4, A-=3.7, B=3, C+=2.3, F=0, etc. ). 

• Based on this range and average of scores, a final letter grade is assigned. 

• RHS makes every effort to recognize students who are academically successfully. 

At the end of each grading term, students are eligible and recognized on the 

honor roll list; provided they meet the established minimum requirement of a 3.00 

GPA. 

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Numerical Value 

93 – 100 A 

90 – 92 A- 

87 – 89 B+ 

83 – 86 B 

80 – 82 B- 

77 – 79 C+ 

73 – 76 C 

70 – 72 C- 

67 – 69 D+ 

64 – 66 D 


requests for exceptions must be submitted to the principal two weeks before the end of 

the term. Incomplete grades are not permissable in the fourth quarter or as a final 

grade. 

Students are responsible for completing classwork during in-school and off-campus 

suspensions; requests for classwork will come from the school Dean of Students, 

Reginald Stevens. All assignments must be immediately submitted to the instructor upon 

the students return to class, and students are expected to makeup any additional 

assignments that may have been missed as a result of their absence. 

Instructors must allow students with excused absences to makeup any work missed and 

it is the responsibility of the student to submit documentation of their excused absence 

(school related absences are considered excused). Students are expected to make 

every effort to see their teachers for the makeup assignments; tests, quizezes and labs 

will be completed at the convenience of the teacher. Generally, make-up work should 

be completed within two days of returning to school. Extended absences of three or 

more days will be given an extended deadline to complete missed assignments; 

students should be allowed extra time and support to complete said assignments. 

In the case of an intentional, unexcused absence (i.e. skipping school, cutting class or 

non-medical absence), the student will NOT be allowed to make-up classwork, and the 

student will receive a zero for that assignment. Instructors must review this policy with 

students at the beginning of each term. 

Guidence Services 

The overall goal of the counseling department is to provide information and resources 

for students, parents and teachers. The resources available to students will consist of 

academic advising, college and career information, personal counseling, parent 

involvement groups, student records and outside agency referrals. 

The counselors will seek to help students establish academic goals, develop personal 

strengths and interest, and help prepare students for college and after high school. 

The counselor will communicate with parents regarding their child’s academic 

progress, and assist parents with any concerns they may have regarding classes and 

programs their child may participate in. 

All students meet quarterly with their counselors, but are permitted to schedule 

individual conferences at their discretion. All appointments with counselors should 

occur before or after school, during lunch period and/or advisory. 

Health Services 

The school nurse and suite is available Monday – Friday, from 8:00am – 3:30pm to assist 

studens with their medical needs. Teachers must provide students with a pass before 

granting permission to visit the health suite – medication is only given to students with 

written authorization from a licensed physician and parental consent. 

40


Assemblies & Special Events 

All students will be escorted to assemblies and special events by a teacher, assistant or 

administrator in an orderly and prompt manner. Each grade and class will be assigned 

a permanent seating space during the school year – assembly seating charts are 

posted outside of the auditorium. To ensure a productive and organized event, 

teachers are required to remain with their class throughout the duration of the 

assembly. 

The days and times of all assemblies will be calendared and announced in advance. 

Students who do not comply with the school dress code for programs and special 

events may be sent to ISS or denied participation. 

The following guidelines are designed to provide members of the RHS community with 

guidance on how they can both enjoy and support school performances and 

assemblies: 

• Teachers will sit with their students during school wide assemblies. 

• Give your full attention to the performance – come to performances prepared 

to give your full attention. 

• The audience rises and stands quietly with arms either at their sides or with right 

hands over their hearts. Cell phone conversations and texting, eating, and 

fussing with coats and other personal belongings should stop while everyone 

stands facing the flag either in silence or by joining in singing. Latecomers should 

not enter the room until after the anthem is completed. 

• Undesired noise is not only distracting to other audience members, but can be 

disruptive for those on stage. Cell phones must be silenced throughout the 

assembly – the highest regard should be given to performers. 

You can show your appreciation during a performance by applauding when 

appropriate and by giving performers positive words of encouragement. 

Translation Services 

DC Public Schools provides language line services to assists with communication and 

translation services. You can reach these services through the following steps: 

1. Dial 1-800-367-9559 

2. Enter on your telephone keypad or provide the representative: 

• 6 digit client ID: 

• Press 1 for Spanish 

• Press 2 for all other languages (Speak the name of the language at the 

prompt). An interpreter will be connected to the call. 

3. Brief the Interpreter-- Summarize what you wish to accomplish and give any 

special instructions. 

4. Add the limited English speaker to the line 

41


Section V –Building Security and Safety 

School Emergencies or Accidental Events 

Accidents involving students must be reported immediately to an adult. 

Emergency Procedures: Fire Drills, Bomb Threats and Evacuation Plans 

The procedures for evacuation must be reviewed with all students at the beginning of 

each semester, so students understand the necessity for silence and order during an 

evacuation. It is vitally important that all staff review the procedures for emergencies 

with students. 

When the fire alarm sounds: 

• Teachers and students must move quickly and quietly toward exit specified in 

the emergency evacuation plan; if your exit is blocked use the nearest alternate 

exit. 

• Report any unaccounted students to a staff member ASAP. 

• Students are to line up a considerable distance from the building and not block 

the way if the police or fire trucks are needed – areas have been designated in 

the emergency evacuation plan. 

• Remain in the assigned waiting area with until given the “all clear” to return in 

the building. 

• Students are not allowed to visit other classes or talk on their cell phones during 

this time. If an evacuation happens between classes, students will meet with their 

advisory teacher on the football field. During lunch and other non-class events, 

students will meet with their advisory teacher. 

All personnel shall adhere to the following guidelines if there is a lockdown: 

Support Staff and Students 

• Close and lock all classroom doors and turn off the lights. 

• All individuals in the classroom should move to one side of the classroom and 

away from windows, if possible – out of sight, and should remain quiet 

• Do not leave the classroom FOR ANY REASON. 

• Listen carefully to announcements. DO NOT dismiss until advised by the principal 

or his designee. 

• Do not utilize electronic communications during code blue lockdowns. 

42


Visitor Policy 

We welcome parents and other visitors to Roosevelt SHS during the school day. 

However, we ask that all staff persons adhere to the following procedures to ensure the 

safety of our students and our staff. 

All visitors are to sign in at the security station and present identification upon arrival to 

the building. To ensure the safety of students and staff, do not accept visitors or 

volunteers who come to your office or classroom unannounced or without a visitor pass 

or volunteer badge. This ensures that all individuals have reported to the security 

station, and that we have an account of who is in the building. This includes individuals 

working with our school’s maintenance staff, personal friends and relatives. 

Surveillance & Safekeeping 

Under NO circumstances, should any external doors be propped open at any time, for 

any reason. This poses a serious safety threat to our entire school. 

Unfortunately, RHS is not immune to thefts. We have had several incidents of theft from 

personal items in classrooms and offices – please adhere to the following guidelines: 

• All personal items (i.e. pocketbooks, leather coats, electronics, etc.) should be 

locked and secured. 

• Never leave personal items in open sight on desks and around the classroom. 

RHS is not responsible for lost, missing, stolen or damage to personal or professional 

property. 

Smoking on DCPS Property 

Smoking in all District of Columbia Public Schools is strictly prohibited, both inside and 

outside, and all school property. 

43


Graduation Requirements 

Subject Credits Required Notes 

English 4.0 Must include English I, II, III, IV (or their equivalents) 

Mathematics 4.0 Must include Algebra 1 (must enroll in Algebra 1 in or 

before 9th grade), Geometry, and Algebra 2 at a minimum 

Science 4.0 Must include three lab sciences 

Social Studies 4.0 Must include World History 1 and 2, U.S. History, U.S. 

Government, and D.C. History 

World Languages 2.0 Must include 2 credits of the same world language 

Art 0.5 

Music 0.5 

Career and 

Technical Education 

and/or College-level 

Courses 

2.0 The Career and Technical Education (CTE) and collegelevel 

course requirement shall be met by identified AP, IB, 

HiSCIP, and CTE courses as well as courses taken at 

accredited colleges. 

Physical Education/ 

Health 

1.5 

Electives 1.5 

Total 

24 Credits* 

Students must also earn 100 hours of volunteer community service to graduate. All 

community service hours must be verified by a nonprofit organization with a valid 

501(c)3. 

*Please note that 24 credits are the minimum number of credits required by DC Public 

Schools for a student to graduate. 

44

World. Global Education for a Global Society” 

“Today the School, Tomorrow the 

Carnegie Units and Graduation Requirements 

The Carnegie Unit is awarded upon successful completion of a course. One (1) Carnegie Unit is equivalent to 120 – 150 hours of 

instruction earned over a period of 36 weeks in the District of Columbia Public Schools. 

Course Offerings & Academic Map 

Subject Grade 9 

Seal of Biliteracy Pathway 

*One content course in WL 

Grade 10 



Grade 11 



Grade 12 



English 

(4.0 req) 

English I 

Honors English I 

English II 

Honors English II 

English III 

AP English Lit & Composition 

English IV 

Honors English IV 

AP English Lit & Composition 

Math 

(4.0 req) 

Must include: 

Algebra I 

Geometry 

Algebra II 

Upper Level Math 

Seal of Global Comp Pathway 

Plus 

Public Speaking (.5) 

Algebra I 

Honors Algebra I 

Geometry 

Honors Geometry 

Algebra II 

Honors Algebra II 

Pre-Calculus 

Pre-Calculus 

AP Calculus 

Probability & Statistic 

Science 

(4.0 req) 

Must include: 

Biology 

2 lab sciences 

1 other science 

Social 

Studies 

(4.0 req) 

Must Include: 

World History I 

Biology I 

Honors Biology I 

Concepts of Physical Science 

Environmental Science 

World History & Geography I 

Chemistry I 

Honors Chemistry I 

Forensic Science 

Honors Environmental Science 

Robotics 

World History & Geography II 

AP World History 

Physics I 

Honors Physics I 

Anatomy & Physiology 

Chemistry I 



US History & Geography 

AP US History 

AP Psychology (.5) 

AP Chemistry 

AP Physics 

AP Biology 

Physics I 




US Government (.5) & 

DC History (.5) 

AP US Government (.5) 

AP Psychology (.5) 

Global Perspectives (.5) 

45

World History II 

DC History 

US Government 

US History 


Plus 


Plus (select 2) 

Asian Studies (.5) 

Latin American Studies (.5) 

Middle Eastern Studies (.5) 

African Studies (.5) 



Plus 

Model UN & International Diplomacy (.5) 

World Problems/Contemporary Issues(.5) 


Plus 

Comparative Religion (.5.) 

AP Comparative Government (.5) 


African Studies (.5) 





Plus 

AP Human Geography 

World Languages 

(2.0 req) 

Options: 

French 

Spanish 

Mandarin Chinese 

Level I 

(new language for adv. proficient) 

-OR- 


Level 2 

Level 2 


-OR- 


Level 3 

Level 3 


-OR- 


Level 4 

& 

New Language Level 1 

Level 4 


-OR- 


AP 

& 

New Language Level 2 

Art & Music 

(0.5 req for each) 

Art & Design Foundations (.5) 

Art History I (.5) 

Band I (.5) 

Concert Band I (.5) 

Cultural Studies (.5) 

General Music (.5) 

Survey of World Art (.5) 

Global Music 

Global Art 

AP Studio Art/Drawing (.5) 


Art History 1 (.5) 





Global Music 

Global Art 








Global Music 

Global Art 








Global Music 

Global Art 

Health/PE 

(1.5 req) 

Global Fitness (.5) 

Global Sports (.5) 

Health Education (.5) 








Additional 

Pathway Work 


Advisory (.5) 


Advisory (.5) 

Internship (.5) 


Senior Seminar (.5) 


Business Mgmt & Admin CTE Pathway 

Intro to Business I (.5) 

Business Mgmt & Admin CTE Pathway 

Microsoft Office 

Business Mgmt & Admin CTE 

Pathway 

46


Entrepreneurship (.5) 


Business Communications 

Culinary CTE Pathway 

Culinary I 


Culinary II 


Culinary III 

JROTC Pathway 

Army JROTC I 

JROTC Pathway 

Army JROTC II 

JROTC Pathway 

Army JROTC III 

JROTC Pathway 

Army JROTC IV 

BUILD Pathway 

BUILD: Entrepreneurship 

BUILD Pathway 

BUILD Afterschool Program 

BUILD Pathway 


BUILD Pathway 


EMS CTE Pathway 

Health Career Exploration 




EMS 


Clinical EMS 

47


EXAMPLE: Seal of Global Competence Four-Year Course of Study 


Grade 9 Grade 10 Grade 11 Grade 12 

English I 

Public Speaking (.5) 

English II English III English IV 

Algebra I Geometry Probability & Statistics Pre-Calculus 

Biology I Chemistry I Physics I Honors Environmental Science 





World History & Geography II 



US History/Geography 

Comp. Religion (.5) 

AP Comparative Government (.5) 

US Government (.5) 



Level I Spanish Level 2 Spanish Level 3 Spanish Level 4 Spanish 

Survey of World Art (.5) General Music (.5) Global Music Global Arts 

Health Education (.5) Global Fitness (.5) 


Model UN Club 

(Extracurricular) 

DCPS International Festival Volunteer 

(Global Service) 

Advisory (.5) Advisory (.5) 


Model UN Club 


Ben Franklin Global Issues Summer Institute 

Participant (Summer) 

(Cultural Immersion) 

OAS International Affairs Intern 

(Internship) 

State Department Youth Ambassadors 

Exchange Participant 

(Cultural Immersion) 

Senior Seminar (.5) 


Host OAS Director of International 

Affairs Lecture 

(Global Speaker Series) 

United Nations Foundation Intern 

(Internship) 

Embassy Adoption UN Volunteer 

(Global Service) 

GlobalKids DC 

(Extracurricular, Global Service) 

“Improving Equal Water Access Equity in 

Guatemala” 

(Senior Capstone Project) 

48


EXAMPLE: Seal of Biliteracy Four-Year Course of Study 


Grade 9 Grade 10---need.5 Grade 11 Grade 12 

Honors English I Honors English II English III Honors English IV 

Algebra I Geometry Probability & Statistics (In Spanish)* Pre-Calculus (In Spanish)* 

Biology (In Spanish)* Chemistry (In Spanish)* Anatomy & Physiology AP Physics 




AP World History 




US History/Geography 

Comp. Religion (.5.) 

AP Comparative Gvmt (.5) 

US Government (.5) 



Level 2 Spanish Level 3 Spanish Level 4 Spanish 

Level 1 Arabic 



AP Spanish 

Level 2 Arabic 

Global Arts Global Music Cultural Studies (.5) 



Global Fitness (.5) Senior Seminar (.5) 

Sociedad Honoraria Hispanica 


Sociedad Honoraria Hispanica 


Amigos de las Americas 

(Volunteer and Cultural Immersion) 

LAYC Tutor 

(Volunteer) 

“The Art of Language: An Exploration of 

Language and Geography’s Impact on 

Artistic Expression” 

(Senior Capstone Project) 

*Content area courses taught in WL/Spanish may recruit instructors from Georgetown University partnership, or through the Government of Spain’s teacher exchange with DCPS. 

Additional Course Requirements Culinary Art(s): requires 4 credits Entrepreneurship: requires 4 credits 

49


GLOSSARY 

Dean of Students: responsible for maintaining school culture and climate, PBIS, and 

facilitating positive discipline of the student population. 

Guidance Counselors: support the student’s academic, social, and career 

development needs. Support the instructional goals of the school. 

Intervention Coaches: provide mental health counseling and support to general 

education students, oversee advisory groups, community-outreach, 

training/Edu/consult services for staff. 

ISS Coordinator: works collaboratively with the advisory committee and the school 

deans of students to ensure that PBIS is effectively implemented. 

LEA Representative: lead and oversee all things special education and support services 

for students. 

Partnering Agencies: this includes speech pathologist, occupational therapist, physical 

therapist and additional social-emotional support positions. These agencies provide 

support to students and collaborate with school staff to support student behaviors. 

RTI/504 Coordinator: leads and coordinates 504 meetings. Responsible for planning and 

coordinating RTI team meetings, collaborates with the MDT members, collaborates with 

PBIS team, and trains staff on RTI process. 

School Social Workers: provide mental health counseling and support to students 

receiving Special Education (IEP/504) services, collaborates with the team to provide 

additional support as needed. 

School Psychologist: administers testing and interprets results to determine student’s 

eligibility for support services. 

1


APPENDIX 

2


PLANNING FOR COLLEGE 

Information on the following pages has been prepared to inform students and 

parents about the college admissions process. By using this guide, you will find a 

step-by-step process for both college decision-making and the application 

process. Colleges have differing selection criteria. Well-informed applicants can 

enhance their admission chances by making sure that the amount and quality of 

information in their admissions folders are appropriate. Admissions officers are 

interested in the qualitative nature of student’s achievements, as well as in 

supportive comments from teachers, counselors, and friends who write on the 

student’s behalf. 

Most colleges consider factors such as grades, class rank, quality of academic 

preparation, standardized tests, extracurricular activities, work experience, and 

volunteer participation when considering a candidate’s application. However, 

colleges have varying criteria for admission, which is published in college 

handbooks and catalogues. Generally speaking, the smaller private and highly 

selective colleges rely on subjective, as well as objective, data contained in a 

student’s application and recommendations. By contrast, the larger public 

and/or less selective colleges rely more on objective data as they review 

hundreds or thousands of applications. 

Although much of the following information in generally applicable to the college 

applications process, some information, such as that on the personal essay, 

relates only to the application process at highly selective colleges. A happy and 

successful match between college and student is the goal of both, and it is well 

worth the time and effort required to assure this satisfying outcome. The Theodore 

Roosevelt College and Career Counselor and support staff is here to assist you in 

this process. Feel free to contact us at any time with your questions or needs. 

HOW TO CHOOSE A COLLEGE 

The process of choosing the “right” college can be an exciting and rewarding 

experience. The term “right” refers to a college where you fit in academically 

and socially. It should be a place where you can prepare for your future as well 

as pursue other interests. You will probably find many schools that meet your 

needs and at times you may become confused, even if you approach your 

selection through a step-by-step decision-making process. Eventually, however, 

you will find the college, or colleges, that are right for you. 

3


STEP 1: KNOW YOURSELF 

Take a self-inventory – get to know yourself. A college that is right for you will 

depend upon your individual goals and characteristics: 

● Goals 

● Knowledge 

● Public Service 

● Money 

● Creative Freedom 

● Prestige 

● What kind of person do you wish to become? 

● Of your particular gifts and strengths, which would you most like to 

develop? 

● What are your academic strengths and weaknesses? 

● Where do you excel? 

● Do you excel in any extracurricular or non-school activities? 

● What social interests do you have? 

● How do you spend your free time? 

● How do you relax? 

● What are your work habits? 

● Would you expect to thrive at a highly competitive college or one where 

the program was less demanding? 

● What kind of academic extra-curricular balance would help you to grow 

academically and socially? 

● How do you learn best? 

● Do you work best independently or with others? 

4


STEP 2: GET TO KNOW THE COLLEGES 

Establish a list of criteria for the college you would like to attend. Know the TYPE 

of school you want to attend: 

● Do you want to attend a 2 or 4-year school, college, university, or technical 

school? 

● Do some reading about each type of college, university or technical 

school. 

SELECTIVITY: 

● How selective do you want the college to be? Admission decisions vary 

widely from institution to institution. 

● On the basis of your grades, college admission tests, and special talents, 

develop a range of admissibility for yourself. 

● Remember, no single factor (particularly SAT), will, by itself, determine 

admission. 

MAJOR: 

What majors are you looking for? If you are like most students, you aren’t sure. 

That’s o.k. Seek colleges that offer a broad curriculum so that you have the 

flexibility to change majors as your interests change. Of course, if you are anxious 

to pursue a certain specialty, such as engineering or architecture, be sure you 

look for schools with strong programs in those areas. 

PRICE RANGE: 

WITH YOUR PARENTS, decide what you can afford to pay. Total expenses vary 

greatly among schools. Don’t rule out a college simply because of cost. Most 

institutions have scholarships, loans, grants and jobs to help pay bills. Please note 

that as a District of Columbia Residents you qualify for the DC Tuition Assistance 

Grant (DCTAG). Please ensure that you meet with your guidance counselor to 

register and find out additional information. 

SIZE OF SCHOOL: 

Does the idea of a large school appeal to you, or is it fulfilling? 

LOCATION: 

5


Local or distant – consider the mode of transportation to and from school, 

climate, and environment. you will be living there for 4 years. Do you want to be 

on an urban or rural campus? 

RELIGIOUS ORIENTATION: 

Many schools are church-related, but the degree of student involvement and the 

percentage of students practicing the predominant religions vary widely. Look 

for a place where your value system will allow you to feel at home. 

FRATERNITIES, SORORITIES AND SPORTS: 

Do you want to be a part of a Greek system, or would you prefer a social climate 

where most students are independent? 

MAKE-UP OF STUDENT POPULATION: 

● Does this matter to you? 

● Do you want co-ed, state school (where most student are from within the 

state), private school (where a deliberate attempt is made to admit 

students from a variety of cultures, countries, and socio-economic 

backgrounds)? 

SPECIALTY PROGRAMS: 

● Do you want to study abroad? 

● Are you interested in a co-op or internship experience where you can 

combine practical work experience with education? What other factors 

are VITAL to you? 

● By seriously considering the factors mentioned above, you have 

completed the toughest part of this process. By now, you should have a 

reasonably clear idea of who you are and what you are looking for. Now 

it is time to do some research. 

STEP 3: WHERE TO TURN 

6


● Start with your school or local library (or bookstore if you prefer). There are 

many college guides, search books, etc. available. You can also find books 

written from students; perspectives. 

● It is important to consult a variety of sources when dealing with subjective 

information. 

● Visit your Guidance office/Career Center. Look through catalogues and 

college bulletins. 

● Do a computer search with your counselor… 

● Begin an information network. Seek out alumni, friends and family members 

who are familiar with schools that interest you. 

● Keep in mind; you are looking for something that will be right for you, not 

Uncle Mike or Aunt Kim. 

WHAT’S NEXT? 

● Experience the real thing – plan to visit several campuses. 

● Always write for information and plan your visit before going to a campus. 

● Find out about campus tours, weekend sleepovers, interviews, and 

describe your areas of special interests. 

● It is best to visit when the college is in session. 

● If you can, spend the night on campus. Talk with students and faculty, 

attend classes, look for signs of what is important on that campus (politics, 

sports, cultural activities, partying)? 

● Check out the surrounding town or city. Do you feel comfortable there? 

● What is the atmosphere like on campus (easygoing, rushed, dead)? Do 

you feel comfortable there? 

● If possible, attend a college class in the department of interest to you. 

● Talk with professors in that department. 

● Do you like their approach? 

● What do students say about the department? 

● Will you have the opportunity to do research? 

7


● Who lectures – professors or teaching assistants? 

● Is tutoring available? 

● What other support services will be available to you? 

● What are the students like? 

● Do you anticipate that you would fit in? 

● How is the food? 

● What do the kids do to relax? 

● What type of entertainment is available to you on and off campus? 

● What does it tell you? 

● Write down your impressions at the end of the visit to a college. 

● What was good? 

● What was bad? 

● Using the charts provided in the appendix, and your set of prioritized 

characteristics. 

● Read the school newspaper (preferably several issues) 

● Compare colleges on your list. 

8


College Comparison Worksheet 


LOCATION 

● Distance from home 

COLLEGE NAME 

SIZE 

● 

● 

Enrollment 

Physical size of campus 

ENVIRONMENT 

● Type of school (2 year; 4 year) 

● 

● 

● 

● 

School setting (urban, rural) 

Location and size of nearest city 

Co-ed, male, female 

Religious affiliation 

ADMISSION REQUIREMENTS 

● Deadline 

● 

● 

● 

● 

Tests required 

Average test scores, GPA, rank 

Special requirements 

Notification 

ACADEMICS 

● Your major offered 

● 

● 

Special requirements 

Accreditation 

1

● 

● 

Student-faculty ratio 

Typical class size 



COLLEGE EXPENSES 

● Tuition, room and board 

● 

● 

● 

Estimated total budget 

Application fee, deposits 

Register for DCTAG 

FINANCIAL AID 

● Deadline 

● 

● 

● 

Required forms 

% Receiving aid 

Scholarships 

HOUSING 

● Residence hall requirement 

● 

● 

● 

Availability 

Types and sizes 

Food plan 

FACILITIES 

● Academic 

● 

Recreational 

ACTIVITIES 

● Clubs, organizations 

● 

● 

Greek life 

Athletics, intramurals 

CAMPUS VISITS 

● When/ Special Evenets 

2


WHAT DO COLLEGES LOOK FOR WHEN 

SELECTING STUDENTS? 

Colleges look at the “total student” when making admissions decisions, but they 

also have some minimum criteria they expect candidates to possess. Listed 

below are some areas that are considered. Check the college catalogue to find 

out what the specific colleges you are looking at expect of you. 

High school grades/courses/class rank 

Schools look not only at your grade point average (GPA) but also at the type of 

courses you have taken. Many schools have minimum requirements for entrance, 

such as math through Algebra 2 and foreign language. Some schools only count 

major subjects when calculating a GPA. Some schools also look at your class rank 

(how your GPA places you in comparison to other students in our class). Are you 

in the top 5%, 10%, 25%? 

Standardized test scores 

Many schools require that you take one of the college admissions tests and use 

your scores as a predictor of how you will do in their college setting. Check the 

college handbooks, catalogues or with your counselor to find out what the 

average SAT’s or ACT’s are for the schools in which you are interested. There is a 

school for everyone, no matter what the test score, but you should not apply to 

some schools if your scores are way “out of the ball park.” Prince George’s 

Community College will accept any high school graduate and does not rely on 

these admissions tests. If you do not score well, perhaps you want to start at a 

local two-year community college and then transfer to a four-year college 

(which will then not look at test scores but only at your grades in college level 

courses) 

The Scholastic Aptitude Test (SAT) 

What is the SAT and how is it structured? 

The SAT is a standardized, multiple-choice test used by most U.S. colleges and 

universities for admissions and placement decisions. SAT scores can also be used 

to determine scholarship eligibility. The test is administered by the Educational 

Testing Service (ETS) and given nationally seven times a year. 

1


The SAT is a seven-section, three-hour exam. Three of the sections are Verbal, 

three are Math, and one is experimental. The experimental section, used by ETS 

strictly for its own research, can be either Verbal or Math and is not counted 

toward your final score. The seven sections appear in a slightly different order 

every time the SAT is administered. 

2017 – 2018 SAT Schedule 

Test Date 

Registration 

Deadline 

Late 

SCORE 

Verbal 

Math 

August 26, 2017 July 28, 2017 August 15, 2017 

October 7, 2017 September 8, 2017 September 22, 2017 

November 4, 2017 October 6, 2017 October 20, 2017 

December 2, 2017 November 3, 2017 November 17, 2017 

March 10, 2018** February 9, 2018 February 23, 2018 

May 5, 2018 April 6, 2018 April 20, 2018 

June 2, 2018 May 4, 2018 May 18, 2018 

*The late registration deadline is one week earlier if you are registering by mail. 

**Regular SAT only 

REGISTRATION 

Registration deadlines fall approximately five weeks before each test date. To 

register by mail, simply fill out the registration form in the College Board's Bulletin 

for the SAT Program. You can obtain a free copy of this publication from your 

school's guidance counselor. You can also register online at 

www.collegeboard.com. 

2


Practice 

We highly recommend preparing for the SAT. There are many sources on the 

Internet to support your effort. It is unwise to take or retake the SAT without 

adequately preparing for the challenge. You can be successful, if you are 

willing to make the sacrifices for success! 

Sites 

• The World’s Best Prep Couse for the SAT I: www.bestprep.com 

• http://www.collegeboard.com/student/testing/sat/about.html 

• http://apps.collegeboard.com/satprep/index.jsp 

• http://testprep.princetonreview.com 

• http://a4esl.org/g/h/fb007-ck.html 

• http://www.puzz.com/analogies.html 

• http://www.freesat1prep.com/sat/verbal/critical reading tips and 

advice.htm 

• http://www.freesat1prep.com/sat/verbal/critical reading questions.htm 

• http://www.freesat1prep.com/sat/verbal/sentence completion 

• http://www.freesat1prep.com/sat/verbal/sentence completion/tips and 

advice.htm 

• http://www.freesat1prep.com/sat/verbal/sentencecompletion 

questions.htm 

The following sites are for SAT I vocabulary study: 

• http://www.kent.wednet.edu/KSD/MA/resources/greek_and_latin_roots/p 

age_1.hrml 

• http://www.kent.wednet.edu/KSD/MA/resources/greek_and_latin_roots/p 

refix1.hrml 

• http://www.freevocabulary.com 

Services for Students with Disabilities 

The College Board is committed to serving students with disabilities by providing 

services and reasonable accommodations appropriate to the student's disability 

and the purpose of the exam. Services for Students with Disabilities (SSD) provides 

Advanced Placement (AP), PSAT/NMSQT, and SAT testing accommodations for 

students who have documented disabilities. 

3


Preparing for and TAKING “THE ACT” 

Test-Taking Strategies 

The ACT Assessment ® measures the knowledge, understanding, and skills that 

you have acquired up to now. Although the sum total of this knowledge cannot 

easily be changed, your performance in English, mathematics, science, and 

reading can be affected by adequate preparation, especially if it has been 

some time since you have taken a course in that area. 

Three strategies can help you to prepare yourself for the content included in the 

ACT: 

● Familiarize yourself with the content of the ACT tests. 

● Refresh your knowledge and skills in the content areas. 

● Identify the content areas you have not studied. 

Registration Deadline 

Test Date Regular Late SCORE 

English Math Reading Social 

Studies 

September 

9, 2017 

October 28, 

2017 

December 

9, 2017 

February 10, 

2018* 

April 14, 

2018 

August 4, 

2017* 

September 

22, 2017 

November 3, 

2017 

January 12, 

2018 

March 9, 

2018 

August 5-18, 

2017* 

September 

23-October 

6, 2017 

November 

4-17, 2017 

January 13- 

19, 2018 

March 10- 

23, 2018 

*No test centers are scheduled in New York for the February and July test dates. 

4


Sites 

• http://aapsample.act.org/aap/testprep/samples2.html 

• http://www.act.org/aap/taking/index.html 

• http://www.act.org/aap/testprep/engstrat.html 

• http://www.act.org/aap/testprep/mathstrat.html 

• http://www.act.org/aap/testprep/readstrat.html 

• http://www.act.org/aap/testprep/sciencestrat.html 

Task Checklist 

Use this checklist as your personal record to ensure that all tasks are completed in 

a timely manner. Moving from left to right, if task has been completed, place an 

“X” under the completed column, if task is in progress, then place an “X” in that 

column. If a task requires time for completion, then record the date that you 

worked toward completion of the task. 

Task/Requirement: Completed In 

Progress 

Date Date Date Date 

RHS Credits 

Community 

Service Hours 

Attendance 

College Visits 

SAT 

ACT 

5


DOES Office of Apprenticeships 

1. Students register on www.dcnetworks.org – include high school information, work history, and a 

completed resume; call 202-724-2337 to verify that the student’s information registered the 

following day. 

2. Randall Shannon is the POC for placing individuals in apprenticeships at the DOES Office of 

Apprenticeships 

• Students can email their resume, with a brief cover letter intro in the body of the email 

detailing their interest in an apprenticeship, along with whether they have a DL or will 

take public transit to a job site to Mr. Shannon (Randall.shannon@dc.gov); if you have 

students do this, please DCPS Central Office contact Katherine Novinski 

(Katherine.novinski2@dc.gov) so that I can follow up as necessary by phone or have the 

student cc the relevant school-based staff member. 

• Mr. Shannon will conduct a pre-screening (interview) where he covers expectations, such 

as the fact that they will be drug tested on a regular basis; students should come 

“Dressed to Impress” for the pre-screening 

• If students pass the pre-screening, Mr. Shannon identifies the apprenticeship sponsor in 

the area and sends the student to interview with the company; he said there are both 

union and non-union electrician apprenticeships (union is the local-26 and applications 

are due at end of March); non-union companies often have their own test, etc. and he 

has prep materials. 

Organization Organization Website Training Programs Offered 

IT Training 

Year Up 

Per Scholas 

www.yearup.org 

perscholas.org 

Cosmetology & Barbering Programs 

Ballou STAY 

Roosevelt STAY 

Bennett Career Institute 

Workforce Development Programs 

UDC-CC Workforce 

Development Life-long 

Learning Center 

United Planning 

Organization 

http://www.balloustay.com/apps/pages/index.jsp?uREC_ 

ID=204297&type=d 

Barbering teacher: Marsten Davis 

Cosmetology teacher: Helen-Marie White 

http://www.rooseveltstay.org/apps/departments/ 

http://www.bennettcareerinstitute.org/ 

udc.edu/wd 

http://www.upo.org; http://www.upo.org/buildingcareers-academy/ 

6 

IT, Software Development, 

Business Operations 

Free IT Training - entry level 

positions in IT: Help desk support, 

field technicians, etc 

Cosmetology, Barbering & Culinary 

Arts program (free for DC 

residents) 

Cosmetology, Barbering, Culinary 

Arts, (free for DC residents) 

Cosmetology program (not free; 

FAFSA can help cover some cost) 

Certificates in following fields; 

Hospitality, Construction, IT, and 

Nursing; students must take the 

CASAS exam; free 

CDL, EMT, Hospitality, Culinary, 

Plumbing, Electrical Tech, Tele- 

Com, Professional Building 

Maintenance, and Information 

Technology (IT); students attend 

information session and must pass 

the CASAS exam; free

Excel Automotive 

Institute 

Public Allies 

Career Technical 

Institute 


http://www.excelautomotiveinstitute.org/ 

PublicAllies.org 

https://careertechnical.edu/ 

Auto-tech program (cost 

associated unless you qualify 

through DOES under WIOA) 

10-month apprenticeships with 

nonprofits fulfilling a capacitybuilding 

role 

IT, medical assistant, hospitality 

training programs; (cost associated 

unless you qualify through DOES 

under WIOA) 

DC Central Kitchen https://dccentralkitchen.org/enroll/ Culinary Arts 

DC Job Corps Outreach 

& Admissions 

DCPS Leading Men 

Fellowship 

www.jobcorps.com 

http://www.dcedfund.org/leadingmen/ 

Nursing, Office Administration, 

HVAC, Carpentry, Computer 

Technology 

One year fellowship in early 

childhood education 

Cadet Programs 

Metropolitan Police 

Department - Police 

Cadet Academy 

DC Fire and EMS 

Metro/WMATA 

https://mpdc.dc.gov/page/cadet-programapplication-process 

https://fems.dc.gov/page/cadet-program 

https://www.wmata.com/about/careers/ 

Metropolitan Police Department 

DC Fire & EMS cadet program; 

need a 2.5 GPA 

Entry-level jobs that only require a 

high school diploma; most bus 

driver and or metro driver jobs 

require that you must be 21+ and 

have a driver’s license 

Apprenticeship Programs – Construction Trades 

DOES Office of 

Apprenticeships 

IBEW Local Union 

26/JATC 

Randall Shannon (randall.shannon@dc.gov) & Larry 

Barnes (larry.barnes@dc.gov) 

https://www.washdcjatc.org/onlineapplication.cfm 

POC: Lawrence Hyson 

Overview: https://www.iecchesapeake.com/electricalapprenticeship-training-program 

Apprenticeships – DC area; send 

resume and cover letter to Mr. 

Shannon to be interviewed and 

connected to DC apprenticeship 

sponsors for an interview if you 

meet standards 

Electrician – Apprenticeships 

(Union); apply online; need diploma 

or GED 

Independent Electrical 

Contractors 

Mid-Atlantic Regional 

Council of Carpenters 

International Union of 

Elevator Constructors – 

Local 10 

Application: https://www.iecchesapeake.com/apply-now 

POC: Ed Hersl 

www.mactc.net 

www.iuec10.com 

Electrician – Apprenticeships (nonunion); 

need diploma or GED 

Carpentry – Apprenticeships 

(union); need diploma or GED 

Apprenticeships – Elevator 

Constructors (Union) 

7


Plumbers and Gasfitters 

– Local Union 5 www.local5plumbers.org 

Apprenticeship – Plumbing (Union); 

need diploma or GED 

International Union of 

Painters and Allied 

Trades www.iupatdc51.com Apprenticeship – Painters (Union) 

International Association 

of Heat and Frost 

Insulators and Allied 

Workers – Local 24 

GRID Alternatives – Mid- 

Atlantic 

(DOEE Solar Works 

partner) 

www.insulators24.org 

Apprenticeships and Pre- 

Apprenticeships – Heating, 

Ventilation and Air Conditioning 

(HVAC – Union); diploma or GED 

preferred but not required 

Solar panel installation training & 

OSHA 10 certification (construction 

pre-apprenticeship) 

Military Pathways 

National Guard 

U.S. Coast Guard 

Army 

Navy 

Marines 

http://www.dcnationalguard.com/eligibility.html 

https://www.gocoastguard.com/ 

https://www.uscg.mil/top/careers.asp 

https://gridalternatives.org/regions/midatlantic/solarworks-dc 

https://www.navy.com/joining/ways-to-join/neverserved#ft-qualifications-&-commitment 

https://www.marines.com/request-information 

Meet with recruiter; take and pass 

ASVAB; civilian positions exist that 

do not require you to pass the 

ASVAB exam 


ASVAB exam to enlist 







8


Secondary Grading Policy Executive Summary 

The 2015-2016 DCPS Grading and Recording Policy is a comprehensive document that 

provides clear expectations to schools on matters related to developing and reporting student 

grades. While this document cannot summarize all the important facets of the policy, it does 

give school administrators and teachers an idea of where to begin. Corresponding page 

numbers in the official policy are provided. 

General Information 

• This grading policy was developed with participation, feedback and support from several 

stakeholders, including school personnel, administrators, the Washington Teacher’s Union, parents, 

and community organizations (page 5) 

• This grading policy aligns with District of Columbia Municipal Regulations, Title Five Chapter 22 

(page 5) 

• All secondary teachers should provide students and parents with a syllabus that outlines the 

alignment of their course’s grading procedures with this grading policy (page 5) 

• All secondary schools should inform parents of the existence of this policy and provide them with 

key (attendance, grading factors, and make-up work) information from this policy in a parent or 

student handbook (page 5) 

• This policy is being revisited and revised as necessary in 2017-2018 (page 5) 

• The method for calculating final class grades was altered during SY16-17; term and final exam 

grades are converted to their equivalent on the 4-point scale value and weighted such that midterm 

and final exams carry 10% and term grades carry the remainder when determining a student’s final 

grade for a course (page 57) 

• 

Teacher Responsibilities 

• All teachers are expected to use an electronic grade book (Aspen) for the purpose of maintaining 

student grades (page 9) 

• Teachers are required to assign, grade and post at least two assignments every ten working days 

(pages 9, 32) 

• Progress reports with grades for all courses are required for all students at the middle of each term 

(page 12) 

• Teachers must notify students and parents in writing when a child is in danger of failing at any time 

during the term (page 12) 

• Teacher comments are required for students with grades of “C” or below. The comments should 

help parents and students understand what contributed to the grade given (page 12) 

• Students should be given at least one full calendar day for each day missed (up to two weeks) to 

make up work accrued during excused absences (page 21) 

• Teachers must grade, post, and return all collected work within 10 working days (page 31) 

• No single assignment, test, task, or project may account for more than 10% of any student’s 

advisory or final grade (pages 32 through 52). 

Student Responsibilities 

• It is the responsibility of the student to contact the teacher to make arrangements for securing 

make-up work, materials, or clarification on make-up assignments (page 21) 

• Students must submit any work assigned prior to their absence by the end of the first school day of 

their return (page 24) 

9


• Students must be prepared to complete any quizzes, tests, or presentations at the start of the next 

class they attend (page 25) 

• Secondary students with five or more unexcused absences in any class during a 

quarter/term/advisory shall receive a grade reduction in that subject (page 26) 

• Secondary students with 10 or more unexcused absences in any class during a single advisory shall 

receive a grade of “FA” in that subject (page 26) 

• Secondary students accumulating 30 or more unexcused absences in a course within a full school 

year shall receive a failing final grade in that course. 

• Students may appeal failing grades (due to absences) to the principal (page 26) 

• Grades may be appealed if parents believe a computational or procedural error has occurred; or if a 

student believes that a final grade is based on instructor or clerical error, prejudice, inaccuracy, or 

misalignment with established grading criteria in the course syllabus (page 29) 

10


DCPS Secondary School Student/Family Grading Review 

Confirmation 

I have reviewed the DCPS Secondary School Grading and Reporting Policy and 

understand the policies and practices related to student grades that I must adhere to. 

School:________________________________________________________________ 

________ 

Student Name:- 

__________________________________________________________________ 

Student 

Signature:_____________________________________________________________ 

__ 

Date:____________________________________ 

Parent/Guardian 

Name:__________________________________________________________ 

Parent/Guardian 

Signature:_______________________________________________________ 

Date:____________________________________ 

11

RHS_Student Handbook.SY17-18.FINAL

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