Boyce Cover 12-13 - Upper St. Clair School District

2012 - 2013 School Year Student / Parent Handbook

BOYCE MIDDLE SCHOOL 1500 Boyce Road, Upper St. Clair, PA 15241 (412) 833-1600 Ext. 5000

BOYCE MIDDLE SCHOOL OFFICE PERSONNEL Principal Assistant Principal (5-8) Academic Principal (5-8) Guidance Counselor (5th grade) Guidance Counselor (6th grade) Head Secretary Attendance Secretary

Mrs. Karen Brown Mrs. Amy Pfender Mr. John Rozzo Ms. Vicki Cayuela Mrs. Amy Antonia Mrs. Hedy Pitcairn Mrs. Irene Koestner

UPPER ST. CLAIR SCHOOL DISTRICT AMINISTRATION Superintendent: Assistant Superintendent:

Dr. Patrick O’Toole Dr. Sharon Suritsky

BOYCE PTA OFFICERS 2012 – 2013 President 1st Vice President 2nd Vice President Treasurer Secretary Advisor Teacher Representative

Mrs. Amanda Beggy Mrs. Kathy Teresi Mrs. Karen Brown Mrs. Sharon Heilman Mrs. Ginny Husak Mrs. Missy Moore Mr. Terry Jackson

UPPER ST. CLAIR SCHOOL BOARD MEMBERS Board Members:

Mrs. Rebecca A. Stern Mrs. Barbara L. Bolas Mrs. Amy L. Billerbeck Mrs. Buffy Hasco Mr. Frank J. Kerber Mr. Harry F. Kunselman Mr. Louis P. Mafrice, Jr Mr. Louis M. Oliverio Mrs. Angela B. Petersen

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TABLE OF CONTENTS .

Principal’s Welcome............................................................................................................1 USCSD Mission Statement, Boyce Middle School.............................................................2 Student Bill of Rights ..........................................................................................................3 Course Offerings............................................................................................................ 4-14 Program of Studies.............................................................................................................15 Overview of School Organization .....................................................................................16 Scheduling Process ............................................................................................................17 Field Trips..........................................................................................................................17 Student Enrichment Opportunities, Library................................................................. 18-24 Homework, Grading System..............................................................................................24 Communicating with Parents....................................................................................... 25-26 District Policies & Procedures ..................................................................................... 26-28 Health Issues ................................................................................................................ 28-30 Discipline Code & Anti-Harassment Policy Statement ............................................... 30-34 Weapons and Safe Schools .......................................................................................... 34-36 Alcohol and Other Controlled Substance Policy ......................................................... 36-37 School District Internet Guidelines and Rules for Users ............................................. 38-43 Student Communication Policy………………………………………………………44-45 Emergency Procedures.......................................................................................................45 Attendance ................................................................................................................... 46-49 Nutrition Center ........................................................................................................... 49-50 Miscellaneous .............................................................................................................. 50-51 Boyce PTA Standing Committees ............................................................................... 52-56 Boyce Middle School PTA Committee Chairs............................................................ 57-58 Staff Directory ...................................................................................................................59 Appendix I: Sample Schedules .................................................................................... 60-62 Appendix II: Notification of Rights............................................................................. 63-69 Appendix III: Testing Schedule ................................................................................... 70-71

PRINCIPAL’S WELCOME LETTER

August, 2012

Dear Parents and Students: Welcome to the 2012-13 school year at Boyce Middle School. We look forward to providing each of you with many opportunities for you to learn and grow. The purpose of this handbook is to provide you with information on curriculum, activities, and the policies and procedures of our school. Please read the handbook carefully to become familiar with what is expected of you and to achieve academic success. The Boyce experience is designed for students to be exposed to a wide array of educational experiences that are supported by an integrated curriculum and a team-teaching approach. Along with their academic subjects, the students will learn respect, tolerance and understanding as they prepare to meet the challenges of life. The administration, teachers and support staff embrace the districts philosophy of developing learned and responsible citizens for a global society and providing learning experiences that nurture the uniqueness of each child and promote happiness and success. Please print out the signature page and return it signed to your child’s homeroom teacher by September 12, 2011. This form will verify that you have reviewed the handbook and the internet policy. Your child will not be able to use the internet until this form is signed and returned. If you have any questions regarding any information in the handbook, or any school related issues, please call us at 412-833-1600 x5000 immediately for help. We look forward to working with each of you this school year and welcome you into our Boyce family. Let us make this year an exciting and rewarding experience for all.

Mrs. Karen Brown Principal

Mrs. Amy Pfender Assistant Principal

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UPPER ST. CLAIR SCHOOL DISTRICT MISSION STATEMENT

Developing lifelong learners and responsible citizens for a global society is the mission of the Upper St. Clair School District, served by a responsive and innovative staff who in partnership with the community provides learning experiences that nurture the uniqueness of each child and promote happiness and success.

GOALS OF THE STRATEGIC PLAN

I. Develop the fullest potential of the whole child II. Foster thinking and learning among our students III. Challenge students to contribute and succeed in an increasingly interconnected world IV. Develop student and staff competency in current technologies

BOYCE MIDDLE SCHOOL VISION The Boyce Middle School community shares a common goal that strives to provide educational excellence for all students. Our developmentally responsive curriculum is designed to meet the unique early adolescent challenges of the middle-level learner. The diverse educational teams and nurturing staff address the intellectual, moral, physical, emotional, artistic and social development of each child. In a secure and continually affirming environment, various team teaching approaches are aligned with student learning. The shared responsibility of educators, students, families, and community is to prepare each student for a successful future as a lifelong learner.

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STUDENT BILL OF RIGHTS You, as a student of the Upper St. Clair Middle School Program, have the right to… • Grow intellectually by exposing yourself to ideas and concepts that challenge your ability to think, reason and make decisions; • Mature emotionally while interacting in an environment that nurtures awareness and an understanding of yourself; • Become a whole person by learning from people who have made a commitment to your education and special needs; • Develop socially by modeling accepted social attitudes and social skills; • Grow physically by being an active participant in curricular and extracurricular activities that develop your body and sense of fair play; • Express yourself creatively by sharing your talents and abilities in the Arts; • Allow yourself to be helped through a challenging period in your growth by people with a sincere understanding of your feelings; • Understand your fears knowing that your concerns are natural and shared by everyone; • Seek help when you need it in order to gain a better understanding of your schoolwork; • Be yourself because you are a special person.

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__________________________________________ COURSE OFFERINGS READING/LANGUAGE ARTS Skills are taught through a multi-text approach to reading utilizing fiction and non-fiction texts. The curriculum combines a literature-based approach to reading with direct instruction in reading skills. Students read age-appropriate novels related to the themes across the curriculum areas. In addition, poetry, short stories from basal reading books, and social studies textbooks are supplementary to the novels. Book projects, writing activities, research papers, and various activities are designed to develop the students skills and processes as well as their higher-order thinking skills. The process writing approach for teaching composition skills addresses the grammar, usage and mechanics of the language in an integrated manner. Students write in narrative, informative, and persuasive styles throughout the year through a variety of activities across the curriculum. All units of reading and Language Arts contain objectives and skills that are assessed each 9 weeks using post tests.

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20.

5th Grade Reading Skills

5th Grade Grammar Skills

First-Fourth Quarters:


Story elements Main Idea and details Sequencing Character traits Predicting outcomes Cause and effect Summarizing Vocabulary in context Point of view Drawing conclusions Fact and opinion Author’s purpose Comparison and contrast Multiple meanings Structural analysis Conflict Figurative language Paraphrasing Unstated main idea Make generalizations

1. Sentences and fragments 2. Types of sentences 3. Nouns 4. Verbs 5. Contractions 6. Comma rules 7. Adjectives 8. Adverbs 9. Pronouns 10. Prepositions and prepositional phrases 11. Subject and predicate 12. Quotation marks

__________________________________________ COURSE OFFERINGS READING/LANGUAGE ARTS Skills are taught through a multi-text approach to reading utilizing fiction and non-fiction texts. The curriculum combines a literature-based approach to reading with direct instruction in reading skills. Students read age-appropriate novels related to the themes across the curriculum areas. In addition, poetry, short stories from basal reading books, and social studies textbooks are supplementary to the novels. Book projects, writing activities, research papers, and various activities are designed to develop the students skills and processes as well as their higher-order thinking skills. The process writing approach for teaching composition skills addresses the grammar, usage and mechanics of the 4

language in an integrated manner. Students write in narrative, informative, and persuasive styles throughout the year through a variety of activities across the curriculum. All units of reading and Language Arts contain objectives and skills that are assessed each 9 weeks using post tests.

6th Grade Grammar Skills

6th Grade Content


First Quarter:

1. Identifying Nouns 2. Locating and Identifying Subject and Predicate 3. Identifying Types of Sentences and Structures used in Sentences 4. Mechanics 5. Identifying the Action or Main Verb in a sentence 6. Distinguishing between Helping and Linking Verbs 7. Identifying Verb Tenses 8. Using Correct forms of Regular and Irregular Verbs 9. Demonstrating Subject – Verb Agreement 10. Using Subject and Object Pronouns Correctly 11. Identifying if a Noun or Pronoun is used as a Direct or Indirect Object 12. Identifying Adjectives 13. Identifying Other Types of Adjectives 14. Forming and Choosing Correct Comparative and Superlative Forms 15. Identifying Adverbs 16. Negatives 17. Mechanics 18. Identifying Prepositions 19. Prepositional Phrases 20. Function of Prepositional Phrases 21. Year End Review 22. Diagramming Sentences

1. Common/Proper/Singular/Plural/Plural Possessive/Appositives 2. Complete/Simple/Compound 3. Declarative, Interrogative, Exclamatory, Imperative, Simple, Compound, Complex (Independent Clause, Dependent Clause + Subordinate Conjunctions) 4. Capitalization, Punctuation – Commas

Second Quarter: 1. Helping – (auxiliary, forms of have, forms of be) Linking – (forms of have, forms of be) 2. Present, Past, Future, Present/Past Progressive, Present/Past Perfect

Third Quarter: 1. Before nouns in the subject or predicate and following a linking verb as a predicate adjective 2. Articles, Proper, Demonstrative, Numbers 3. Choosing between (er/est) and (more/most) (less/least), Irregular Adjectives, Using the correct form in a sentence 4. Dialogue – Capitalization, Placement of Quotations Marks, Punctuation throughout the quotation

Fourth Quarter: 1. Identifying in a sentence, Recognizing the object of the preposition 2. Used as an adjective to describe a noun/Used as an adverb to tell when or where 3. Proper/Common Nouns, compound, complex, declarative, interrogative, exclamatory, imperative sentences; irregular verb forms

__________________________________________ COURSE OFFERINGS SOCIAL STUDIES The curriculum in the fifth grade focuses on American history. The history of the United States is traced from the cultures which existed before European contact, through the exploration and colonization of North America, followed by an in-depth discussion of the American struggle for independence, continuing to the period of the United States Civil War and the westward expansion of the country’s borders.

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5th Grade Social Studies Skills

5th Grade Social Studies Content


First Quarter: (Exploration and Early Colonization)

1. Labeling 2. Identifying 3. Classifying 4. Locating 5. Differentiating 6. Explaining 7. Describing 8. Analyzing 9. Communicating 10. Interpreting 11. Reading Comprehension 12. Content Area Writing:(Informational, Narrative, and Persuasive) 13. Labeling

1. 2. 3. 4. 5. 6. 7.

Geography of the world Geography of the United States Native American cultures European Exploration in North America Colonization of the New World Content Area Vocabulary Timelines

Second Quarter: (The American Revolution) 1. 2. 3. 4. 5. 6. 7.

Colonies Events Leading to the American Revolution Revolutionary War Historical Figures Formation of Government Content Area Vocabulary Timelines

Third Quarter: (Westward Expansion) 1. 2. 3. 4. 6. 7. 8.

Westward Trails Industrial Revolution Technology Pioneers, Miners and Ranchers Effects on Native Americans Content Area Vocabulary Timelines

Fourth Quarter: (Civil War/ Reconstruction) 1. 2. 3. 4. 5. 6.

Events Leading to the Civil War The Civil War Reconstruction Historical Figures Content Area Vocabulary Timelines

__________________________________________ COURSE OFFERINGS SOCIAL STUDIES The sixth grade course of study emphasizes world history with a semester-long study of Ancient Civilizations, and nine week courses discussing medieval societies and the Industrial Revolution and its global effects. Both courses use history as a framework to explore other areas of the social sciences including geography, sociology, and economics. All units contain objectives relating to content, skills, and the application of knowledge and are assessed using post tests. 6

6th Grade Social Studies Skills

6th Grade Social Studies Content

First Quarter:

First Quarter:

1. Intermediate directions 2. Charts and tables 3. Maps, map key 4. Hemispheres 5. Major lines of latitude and longitude 6. Timelines (B.C. and A.D.)

(Archaeology and Early Man) 1. 2. 3. 4. 5. 6. 7.

Second Quarter:

Second Quarter:

1. Use Latitude and Longitude coordinates to find an exact location 2. Timelines

(Ancient Civilizations- Mesopotamia, Egypt, Israelites) 1. 2. 3. 4. 5.

Third Quarter: 1. 2. 3. 4. 5.

Scale Index Map Key and Legend Map Inset Apply B.C. and A.D. to determine Duration and chronological order

1. 2. 3. 4. 5. 6.

Cumulative Overview Charts Timelines Index Outlines Geography of Rome

A Message of Ancient Days textbook Archaeology Early Man Hunting and gathering Farming, herders, and settlements Development of cities and societies Five characteristics of a civilization

A Message of Ancient Days textbook Civilizations in Mesopotamia Egypt Israelites Five characteristics of a civilization

Third Quarter: (Ancient Civilizations- India, China, Greece) 1. 2. 3. 4. 5.

Fourth Quarter:

A Message of Ancient Days textbook India China Greece Five characteristics of a civilization

Fourth Quarter: (Rise and Fall of Rome) 1. 2. 3. 4.

A Message of Ancient Days textbook Rome Fall of Rome

Explore connections between the United States and Ancient Rome

__________________________________________ COURSE OFFERINGS SCIENCE The 5-6 Science Program uses an inquiry-based approach. The students learn the content of science through a skill and process approach. Much of our science material is nationally recognized as exemplary curriculum material (STC – Science Technology for Children from the Smithsonian and FOSS – Full Option Science System). Our 5th grade science units are Variables (FOSS) (how to set up an experiment and test for a variable), Geology and Microworld (STC), Chemistry and Space Science. The space unit is tied in with the Challenger Space Center in Wheeling, West Virginia, 7

where at the completion of their training and study of space, each team of 5th graders goes to the Challenger Center and has the opportunity to fly a mission.

5th Grade Science Skills

5th Grade Science Content

First-Fourth Quarters

First Quarter (Variables/Microworlds)

1. Observing 2. Measuring 3. Inferring 4. Classifying 5. Predicting 6. Communicating 7. Formulating Hypotheses 8. Identifying Variables 9. Defining Variables Operationally 10. Experimenting 11. Acquiring Data 12. Organizing Data in Tables and Graphs Analyzing Investigations and Their Data 13. Understanding Cause and Effect Relationships 14. Formulating Models

1. Scientific method

2. Variables 3. Swingers 4. Microworlds 5. Properties of a magnifier 6. Microscope 7. Slides 8. Magnifiers 9. Characteristics of living organisms 10. Scientists 11. Observing Properties

Second Quarter (History of the Earth) 1. 2. 3. 4. 5. 6.

Layers of Earth Continental Drift Earthquakes Volcanoes Weathering & Erosion Rock Cycle

Third Quarter (Space) 1. 2. 3. 4. 5. 6.

Space Race Moon Phases Mars Comet Teamwork and Communication Cooperation

Fourth Quarter: (Chemistry) 1. 2. 3. 4.

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Atoms Molecules Periodic Table of Elements Compounds

First-Fourth Quarters: 5th GRADE

Fourth Quarter: (Chemistry)

(Continued from previous page) 5. 6. 7. 8. 9.

States of Matter Expansion and contraction Conduction, Convection, and Radiation Physical and Chemical properties Heat and temperature

__________________________________________ COURSE OFFERINGS SCIENCE Our 6th grade science units are Investigating Plants (STC), Weather and Meteorology, Magnets, Motors and Electricity (STC) and Ecosystems and Animals (STC). Some of the experiences include: conducting experiments with plants, setting up controls and variables, designing and building electrical games, and going away for three days and two nights to Deer Valley. Students learn first hand about the environment through an interdisciplinary approach, which provides them with a wide variety of experiences. The science curriculum gives students an active learning experience.

6th Grade Science Skills

6th Grade Science Content

First Quarter:

First Quarter:

1. Observing 2. Measuring 3. Inferring 4. Classifying 5. Predicting 6. Communicating 7. Formulating Hypotheses 8. Identifying Variables 9. Defining Variables Operationally 10. Describing Relationships Between Variables 11. Experimenting 12. Acquiring Data 13. Organizing Data in Tables and Graphs Analyzing Investigations and Their Data 14. Understanding Cause and Effect Relationships 15. Formulating Models

1. Scientific Method 2. Plant parts and functions (seeds, roots, stems, leaves, flowers, pollination, photosynthesis, tropisms) 3. Wisconsin Fast Plants (experiment and application of Scientific Method)

Second Quarter: 1. 2. 3. 4.

Application of Scientific Method Properties of magnets and magnetism Properties and types of electricity Connections between magnetism, electromagnetism, electricity and motors

Third Quarter: 1. 2. 3. 4. 5. 6. 7.

Application of Scientific Method Layers of Atmosphere Greenhouse Effect and Climate Change Winds Meteorological Tools and measures Storms, Forecasting, and Weather Maps Relative Humidity and Water Cycle

Fourth Quarter: (Ecology) 1. 2. 3. 4. 9 5. 6.

Application of Scientific Method Energy Transfer in an Ecosystem Food Webs and Chains Ecological Relationships and Interdependence Current Environmental Issues Resource Cycles and Succession

__________________________________________ COURSE OFFERINGS MATHEMATICS Skills are spiraled as students cover addition, subtraction, multiplication, and division of whole numbers, fractions, and decimals. Units on measurement and geometry are also part of the curriculum at 5th and 6th grade. Fifth grade students are introduced to the study of probability and sixth grade students begin ratios, proportions and percents as well as beginning algebra concepts. All units of study emphasize estimation strategies, problem solving, and computation for accuracy. The calculator is taught and used as a tool to complement, not replace, mental math and paper-andpencil skills. Whole group, small group, individualized, and cooperative learning strategies are all incorporated into mathematics instruction in order to meet the needs of all learners.

5th Grade Math Skills

5th Grade Math Content


First Quarter:

1. Observing 2. Measuring 3. Inferring 4. Classifying 5. Predicting 6. Communicating 7. Identifying of Variables 8. Defining Variables Operationally 9. Describing Relationships Between Variables 10. Experimenting 11. Acquiring Data 12. Organizing Data in Tables and Graphs 13. Analyzing Investigations and Their Data 14. Understanding Cause and Effect Relationships 15. Formulating Models

A. Chapter 1: Place Value 1. Place Value through Billions 2. Comparing and ordering Whole Numbers 3. Place Value through Thousandths 4. Comparing and Ordering Decimals 5. Place Value patterns 6. Problem solving B. Chapter 2: Multiplying Whole Numbers/Decimals 1. Adding and Subtracting Mentally 2. Rounding whole numbers 3. Estimating Sums and Differences 4. Plan and Solving Skills 5. Adding and subtracting Whole Numbers 6. Adding and subtracting Decimals 7. Multiply Decimals, Variables and Expressions 8. Algebra

Second Quarter: A. Chapter 3: Dividing with One- digit Divisors 1. Division Number Sense 2. Dividing, Algebra B. Chapter 5: Data, Graphs, and Probability 1. Reading and making graphs 2. Interpreting Data, Probability

Third Quarter: A. Chapter 6: Geometry 1. Lines, Angles, and Circles 2. Polygons 3. Symmetry and transformations B. Chapter 9: Measurement 1. Linear measurement and perimeter 2. Area 3. Time and Temperature 10

Fourth Quarter: A. Chapter 7: Fraction Concepts 1. Understanding Fractions

First-Fourth Quarters: 5th GRADE

Fourth Quarter: 2. Fraction Relationships 3. Fractions and Decimals B. Chapter 8: Fraction Operations 1. Adding and Subtracting Fractions 2. Adding and Subtracting Mixed Numbers 3. Multiplying and Dividing Fractions

(Continued from previous page)

__________________________________________ COURSE OFFERINGS MATHEMATICS Skills are spiraled as students cover addition, subtraction, multiplication, and division of whole numbers, fractions, and decimals. Units on measurement and geometry are also part of the curriculum at 5th and 6th grade. Fifth grade students are introduced to the study of probability and sixth grade students begin ratios, proportions and percents as well as beginning algebra concepts. All units of study emphasize estimation strategies, problem solving, and computation for accuracy. The calculator is taught and used as a tool to complement, not replace, mental math and paper-andpencil skills. Whole group, small group, individualized, and cooperative learning strategies are all incorporated into mathematics instruction in order to meet the needs of all learners.

6th Grade Math Skills

6th Grade Math Content


First Quarter:


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A. Chapter 1: Data Toolbox 1. Populations and Samples 2. Mean, Median, Mode and Range 3. Frequency Tables and Stem and Leaf Plots 4. Bar Graphs and Histograms 5. Interpreting Circle Graphs 6. Line Graphs, Scatter Plots, and 7. Misleading Graphs B. Chapter 2: Part I: Number Theory 1. Exponents 2. Powers of Ten and Scientific Notation 3. Order of operations 4. Divisibility 5. Prime Factorization, Greatest Common Factor 6. Least Common Multiple

__________________________________________ COURSE OFFERINGS 6th GRADE MATHEMATICS CONTINUED


Second Quarter: A. Chapter 2 Part II: Algebraic Reasoning 1. Variables and Algebraic Expressions 2. Translate Words into Math 3. Combining Like Terms 4. Equations and Their Solutions 5. Solving Equations by adding, subtracting,


multiplying and dividing B. Chapter 3: Integers 1. Integers 2. Coordinate Plane 3. Adding, subtracting, multiplying and dividing integers 4. Solving Equations containing integers

Third Quarter: A. Chapter 4: Part I: Decimal Operations 1. 2. 3. 4.

Estimate with Decimals Add, subtract, multiply with decimals Dividing decimals by integers and by decimals Equivalent Fractions, Decimals, and Mixed Numbers 5. Comparing and Ordering Rational Numbers 6. Adding, subtracting, multiplying and dividing fractions and mixed numbers 7. Solving Equations with Fractions B. Chapter 5: Proportional Reasoning 1. Ratios and Rates 2. Identifying and Writing Proportions 3. Solving Proportions 4. Similar Figures and Proportions 5. Scale Drawing and Scale Models

Fourth Quarter: A. Chapter 6: Percents 1. Fractions, Decimals and Percents 2. Estimate with Percents 3. Percent of a Number 4. Solving Equations containing Percents 5. Percent of Change B. Chapter 7 Part I: Lines and Angles 1. Points, Lines, Planes, and Angles 2. Parallel and Perpendicular Lines C. Chapter 7: Part II: 1. Circles,Polygons, and Triangles 12

2. Quadrilaterals, Angles and Polygons 3. Congruent Figures, Transformations Symmetry

__________________________________________ COURSE OFFERINGS FOREIGN LANGUAGE Students are offered the opportunity to explore French and German in fifth grade while continuing to study Spanish, and to learn about the culture and customs associated with each language. In fifth grade, students are taught primarily through the concentrated use of oral/aural skill development. More emphasis is placed on reading and writing skills in the sixth grade. At the end of the fifth grade year, students select one foreign language they would like to continue to study for the next three years of their middle school career. PHYSICAL EDUCATION 5th grade students receive 3 forty-five minute periods of Physical Education instruction each 6 day cycle. This will also include some Health instruction. 6th grade students receive 2 forty-five minute periods of instruction each 6 day cycle. Coeducational classes are conducted by two instructors. Each unit begins with many small skill-building activities, which lead students toward the final goal of one-on-one competition. An emphasis is placed on wellness activities. Adaptive Physical Education is offered 2-3 days of the 6-day cycle. The class is offered to help those students who may need additional support with gross motor coordination, socialization skills, behavioral skills, etc. The sessions help the students prepare for the next unit offered during Physical Education class. EXPRESSIVE ARTS In addition to the academic team, each 5th grade student spends 2 forty-five minute periods in a 6 day cycle with a member of the Expressive Arts team which includes art, music, family and consumer science, and technology education. 6th grade spends 3 forty-five minute periods in a 6 day cycle. The Expressive Arts curriculum enhances the students learning experience by incorporating practical, fine and performing arts skills into one program. The program blends the subject content of each course and requires student involvement in the form of product and personal performance. Class size is approximately 14 to 1. Students will participate in a nine-week unit in each of the following areas: ART Students in Art work with a variety of media in both fifth and sixth grade. Projects in the fifth grade are geared towards enabling the student to experience a variety of techniques/skills, while sixth grade students are given the opportunity to explore the media/skills in more depth. The creative experiences include two-dimensional and three-dimensional projects in drawing, painting, fiber arts, design, ceramics and construction. Interdisciplinary projects are done in both grades with an appropriate topic and Art activity being correlated. The goal of the Art program is to enable students to explore different types of Art media and to spark a lifelong interest in Art. 13

MUSIC Fifth and sixth grade students use a variety of music styles (folk, pop, Broadway and classical) to study the elements of music-beat, melody, rhythm, harmony, tempo, form, articulation, tone color and dynamics-through singing, moving, listening and Orff instruments. Students also have an opportunity to join chorus, band and/or orchestra and perform concerts during the year. Students who join chorus hone their musical skills above and beyond those introduced during their nineweek music class. In addition to the essential elements of music, chorus members focus on proper breathing, tone production, listening, enunciation, articulation, intonation, harmony, partsinging and choreography. Each of the 5th and 6th grade choruses meet once weekly in the Theater throughout the school year.

FAMILY AND CONSUMER SCIENCE Students are introduced to foods and nutrition, consumerism and sewing/textile activities that will help them learn basic life skills necessary for taking care of themselves in the real world. Fifth grade students are instructed in basic food preparation, nutrition, laundry and consumerism. Sixth grade students are introduced to hand and machine sewing skills and apply the consumer concepts of buying and decision making to goods that middle school students use and enjoy. Instruction in basic food preparation continues in 6th grade. Safety and cooperation is embedded in the FACS curriculum at both levels.

TECHNOLOGY EDUCATION Industrial Education in fifth grade is an introductory course, in which most students will be exposed for the first time to a shop enviroment. They will be provided with opportunities to complete a variety of projects utilizing wood as the primary material. Various hand tools and a limited use of machinery appropriate to this level will be used to accomplish the construction of an end product. The students will be instructed on the importance of safety as well as following correct safety procedures throughout the duration of this course. The students are introduced to measurement, a bill of materials, steps of procedure, and technical drawings and also will follow a shop management program. Instruction is designed to enhance problem solving skills, independent thinking, creativity skills, independent work skills, decision making, the ability to stay on task, and to follow directions. Indusrial Education in sixth grade is a continuation of the fifth grade introductory course, where all students will have been exposed to a shop setting. The degree of difficulty, as well as the exposure to additional tools and machinery, will be increased to complete the end product. Computer Technology in both fifth and sixth grades will also be incorporated to enhance the students completed projects. This will be in the form of Graphic Design using CorelDraw software.

ADVISOR TIME For 30 minutes once in a six day rotation students meet with their teacher for advisor time. The advisor will assume a helping role as an advocate for his or her assigned students by coordinating activities that will promote a sense of belonging, improve interpersonal relationships, and enhance the self-concept of every student. Also emphasized through our Advisor Time is the Olweus Bullying Prevention Program, “E-CARE” (Everyone’s Caring About A Respectful Environment), and Project Achieve (“Stop & 14

Think”) This is not a curriculum. Rather it is a school-wide program with interventions at several levels. The focus is on appropriate good behavior with weekly time devoted to discussion of behavior issues.

___________________________________________PROGRAM OF STUDIES The following are programs of study for each grade. Core subjects are in bold and held daily in the six day rotation. All courses meet five days each week except as noted. The Foreign Language Program is a three-year commitment to the study of one language starting in 6th grade. Students selecting band, orchestra, or chorus will have performance opportunities throughout the school year. For additional information, contact the Principal’s Office. 5th Grade Program of Studies Language Arts (Reading, Grammar, Writing, Spelling) Mathematics Science Social Studies Foreign Language (French and German – 3 times in a 6 day cycle) Spanish (1 time in a 6 day cycle) Advisor Time (1 time in a 6 day cycle) Physical Education (3 times in a 6 day cycle) Guidance (1 time in a 6 day cycle) Music Selection (options of a music selection will meet based off of provided schedules) Expressive Arts (Family and Consumer Science, Art, Music, Technology Education – 2 times in a 6 day cycle for one quarter each)

6th Grade Program of Studies Language Arts (Reading, Grammer, Writing, Spelling) Mathematics Science Social Studies Foreign Language (5 times in a 6 day cycle) Advisor Time (1 time in a 6 day cycle) Physical Education (2 times in a 6 day cycle) Guidance (1 time in a 6 day cycle) Music Selection (options of a music selection will meet based off of proivded scheudles) Expressive Arts (Family and Consumer Science, Art, Music, Technology Education – 3 times in a 6 day cycle for one quarter each)

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______________________OVERVIEW OF SCHOOL ORGANIZATION Because of our belief in nurturance, students are heterogeneously grouped into two-teacher academic teams. This enables teachers and students to develop a strong sense of bonding. One teacher is responsible for reading, language arts, and social studies. The other team member is responsible for math, science, and an exploratory component. Interdisciplinary teaching is strongly encouraged and the team often engages in whole group activities, which helps develop a sense of identity and belonging. Because the skills and achievement levels of our learners are distributed across the broad continuum, varied methods of instruction and strategies for grouping are used to adequately meet the students’ academic needs. TEAMS Both 5th and 6th grade students have a choice between the traditional educational program and the International Baccalaureate (IB) Program. The content and curriculum are the same among the teams. All teams use varied approaches to learning to assist the students. INTERDISCIPLINARY TRADITIONAL These teams consist of two teachers and sixty or fewer students and present the curricula in a highly structured format which focuses on basic skills while addressing the unique needs of individual learners. Emphasis is placed on the development of work habits, study skills, critical thinking, and deportment. A variety of assessments such as quizzes, tests, compositions, and projects are used to monitor students’ progress. INTERNATIONAL BACCALAUREATE Boyce Middle School offers the International Baccalaureate Middle Years Program (MYP) at the sixth grade and a “bridge” program between the Primary Years Program and the Middle Years Program at the fifth grade. The MYP is designed for students in the 11-16 age range. It is a complete and coherent program that provides a framework of academic challenge and life skills appropriate to this stage of adolescence. IB students will follow the Upper St. Clair middle school curriculum, but the method of delivery is somewhat different. The MYP includes some unique characteristics. IB students will take additional minutes of foreign language at the sixth level. Teachers emphasize the holistic nature of knowledge, while students are trained to be inquisitive, active learners. International awareness is spotlighted during the instruction of all subjects. Good citizenship is promoted through a community service component. The IB Program is an option provided to all students. There are no special entrance requirements. HOMEROOM In the morning students place their belongings in their lockers and proceed to homeroom. Students arriving after homeroom period should sign in at the Attendance Office with their written excuse. The announcements during the afternoon homeroom time will provide information about meetings, activities, social events, and special instructions for the day. STARTING AND ENDING TIMES The middle school day for students is six hours and forty-five minutes, including a supervised lunch period. School officially begins at 8:35 a.m. and ends at 3:15 p.m. (buses being called at 3:20 p.m.) 16

Any student arriving before the start of school is to report to the Nutrition Center and take a seat. Students should not report to school before 8:10 a.m. unless special permission is granted by the Principal, or are attending band or orchestra. LOCKER USE Each student will be assigned a locker. No locks are permitted. Locker cleanouts will be held frequently. Lockers are for storing books and personal items. Students are not to share lockers, as they are accountable and responsible for their own belongings. The principal and teachers will periodically check lockers for neatness and condition. Lockers are the property of the School District and may be searched at any time by school personnel or law enforcement officials. Each teaching team establishes times for visits to lockers once the school day has begun. Special permission from the teacher is required at other times. DISMISSAL TIME FROM CLASS Boyce does not follow a set bell schedule. In following the middle school concept with team teaching, students are dismissed by their teachers and not a bell system.

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SCHEDULING PROCESS

At the end of each school year, parents will have the opportunity to have input into their son/daughter placement for the following school year. Because of the various criteria needed for placing students onto heterogeneous teams, specific teacher requests should not be requested. The following factors are incorporated when balancing each team: - interest in the team uniqueness on the part of the student - heterogeneous mix of academic abilities - special needs for learning support and/or enrichment - number of boys and girls - models of citizenship - social interaction of students Parents will receive a student information sheet, asking for their input. It is imperative that learning groups are created that effectively maximize each student’s learning potential. A request does not guarantee placement. Later in the summer, student schedules will be mailed home along with the transportation information. _____________________________________________________________ FIELD TRIPS DEER VALLEY Deer Valley is an award-winning 3-day, 2-night environmental educational experience that takes place in late April or early May of the sixth-grade year. Parents are encouraged to participate and teach lessons at Deer Valley where the adult-child ratio is approximately 1 to 1. Planning/informational sessions are held in the fall and winter of that year, and training is provided for the adults who plan on attending. The cost for the students to attend Deer Valley is earned through a gift-wrap sale. This covers the cost of transportation, lodging, food, and all materials necessary for the environmental program. 17

Gift wrap information is distributed the first week of school to every fifth and sixth grade student. If, by the mid-point of the sixth grade year, not enough money has been earned to cover the student’s Deer Valley expense, individual work contracts are arranged. Although students are required to earn their money for Deer Valley, a fee for each parent who attends is necessary to cover their cost for the trip. CHALLENGER LEARNING EXPERIENCE As a culminating activity to their space unit in science, the fifth grade students have an opportunity to go to the Challenger Center in Wheeling, West Virginia. There are three simulated missions: the Mission to Mars, Return to the Moon, and Rendezvous with a Comet. The Challenger Center decides which mission our fifth grade students will experience. The activities selected by the Boyce teachers will prepare students to become “mission specialists.” Classroom activities will focus on three key topics: teamwork, communication and cooperation. Students apply for positions on one of the following teams based on strengths and interests: Communication, Data, Navigation, Isolation, Probe, Life Support, Medical and Remote. Boyce teachers are responsible for “training” the students. Grade meetings involve the entire fifth grade and keep the students informed as to the progress of each team. While at the Challenger Center the students have the opportunity to apply their training in both Mission Control and in the Spacecraft. The mission experience is an exciting and memorable one for all involved.

_________________________________________ SUPPORTING ALL STUDENTS

ACE READER BOOK CLUB/LIBRARY READING CLUB This is a volunteer and independent reading program in which the students select a book from the Ace Reader Book List and upon completion of the book, take a 10-point quiz and complete a book review. The students are recognized for their participation with a certificate by their classroom teacher. CALCU-SOLVE COMPETITION In November, Boyce Middle School hosts the 5th and 6th Grade Calcu-Solve Competition. For the past several years the math competition has been held in the Student Union Ballroom at Duquesne University. Over fifty teams of four students each from across Allegheny and Washington Counties compete in a highly competitive math contest. Students answer individual math word problems and cooperate with their team members to answer group questions. BAND/CHORUS/ORCHESTRA … A SOUND CHOICE! Whether a student loves to sing, already plays a band or string instrument, or would love the chance to try an instrument for the first time, then Boyce is the place to be! With so much current research indicating that students involved in music programs have higher I.Q. scores, math scores, & SAT scores, the more musical opportunities available for our students, the better! Here’s why: •

Participating in music class, band, chorus, and orchestra provides our children with important experiences that can help them develop physical coordination, timing, memory, visual, aural 18

•

• •

and language skills. When children work to increase their command of music and exercise musical skills in the company of others, they gain first hand experience and knowledge of self-paced learning, mental concentration, heightened personal and social awareness, teamwork, cooperation and the intrinsic value of excellence. During musical performance, children must constantly turn their thoughts into action, developing quick and decisive thinking skills. Most children don’t participate in music because of the above, but because it’s FUN!

Students may take small group lessons during the school week on band and string instruments. Parents must furnish instruments. Opportunities to participate as a total performing group are provided. Our 5th grade band will meet every Wednesday from 7:45 a.m. to 8:30 a.m. Our 6th grade band will rehearse every Thursday from 7:45 a.m. to 8:30 a.m. Our 5th/6th grade orchestra will rehearse together once every 6 day cycle from 7:45 a.m. to 8:30 a.m. Parent drop-off is required. BOYCE PRIDE AWARD For the past several years, the Boyce family has embraced the challenge of kindness and caring for an area of focus. Our parents and teachers have identified the need for social awareness and caring to be emphasized and the existence of Boyce Pride creates the opportunity for the PTA to support these needs by recognizing acts of caring among the students. The desire for students to display a caring attitude can only be reinforced if we recognize acts of kindness on a continual basis. Therefore the proposal is for Boyce Pride to become a vehicle for teachers to identify and communicate known acts of kindness to be recognized by the entire Boyce Family. Every month (September-June), teachers identify students who have performed the most outstanding acts of caring. Other staff may also nominate students. The nominating teachers write a description of the act and the student is recognized at a special Boyce Pride Principal’s Snack Party at the end of the month. The students receive the written nomination from the teacher and a certificate and medal, in addition to the traditional “Smiley Cookie.” Deserving students may be recognized for more than one month, but the hope is that many different students will earn recognition. BOYCE STUDENT COUNCIL’S COMMUNITY SERVICE PROJECTS Four students from each of the 5th and 6th grade teams at Boyce serve as Student Council Representatives. Under the leadership of Student Council Sponsors, representatives participate in school and community service projects throughout the year. Past projects have included serving lunches at Miryam’s Women’s Shelter, visiting and entertaining the residents at Friendship Village, and collecting canned food for the Pittsburgh Food Bank. Student Council members must be responsible and enthusiastic students who serve as role models for their peers. CHALLENGE The Challenge program at the middle school level provides a variety of opportunities for the gifted student. The goal of the program is to challenge the student appropriately in thought, work and ability in academic areas. Every 6th grade student receives Challenge support two times in a six day 19

rotation and 5th grade one time in a six day rotation in place of classroom instruction. In addition, the students are involved in an “option” component on a rotating basis. Instructors also work with the students in the regular classroom to provide enrichment opportunities in math and language arts. Through the Challenge program, students also have the opportunity to: o o o o o o

attend literary performances at the Carnegie Music Hall participate in academic competitions at the Local, National and International Level have their work published in an anthology of poetry develop research projects related to areas of individual interest use technology to create web pages discuss literature in small groups

COUNSELING DEPARTMENT Our school counseling and guidance program is a part of the total school program and complements learning in the classroom. It is child-centered, preventative and developmental. Our counseling and guidance program encourages students’ social, emotional and personal growth. The counselors work directly with students in individual and group counseling sessions. These discussions include topics such as self-understanding, getting acquainted in a new school, dealing with divorce or separation, friendship, and other relevant topics. We also consult with parents, teachers and other professionals to help students maximize to their fullest potential. A unique aspect of our program is that of a teaching component. We spend one class period, a 6 day rotation, in each classroom where we teach from an established curriculum. Topics include time management and study skills, human growth and development, drugs and alcohol and interpersonal relationships. CHORUS All interested 5th and 6th grade students may participate in chorus. Both grades will meet twice per 6 day cycle at the end of the school day from 2:35-3:45. FRIENDSHIP SHOEBOXES Boyce Middle School students and the Red Cross join annually in a collaborative effort to help needy children during the holiday season. Participating students fill a shoebox with gifts that are both fun and practical. The gifts are distributed to homeless and needy children in the surrounding communities. RECESS TIME Each day before or after lunch students have an opportunity to participate in recess time for 15 minutes. During this time they will either be in the classroom or outside if weather permits. This is a time to explore individual interests while developing social relationships. HISTORY COMES TO LIFE AT BOYCE History truly comes to life for Boyce Middle School students. As students complete their study of the American War for Independence, they participate in a day full of activities, sharing their learning with each other. This “Revolutionary War Day,” held in the winter, allows learners to see studentcreated computer-generated slide shows, sing songs, and complete various research projects centered 20

around their Social Studies unit. In the Spring, fifth grade students participate in “Civil War Day,” an opportunity to interact with Civil War reenactors, eat soldiers’ food, and sing songs of the era INTRAMURALS Intramurals is a co-educational activity open to all students. It is held during the last class period of the day and lasts for 30 minutes. Students will sign up for specific activities throughout the year. A variety of large group activities are offered. Volleyball, basketball, bowling and pickleball are among the activities in which students will be given an opportunity to participate. These activities can be of a competitive or noncompetitive nature. Stress is placed on good sportsmanship and fair play. There is no specific dress code required. However, athletic shoes must be worn. BOYCE MIDDLE SCHOOL LIBRARY Regular book exchange periods are scheduled during tech time. Children may also check books out for outside reading at other times as allowed by their assigned teacher, or during Pride Time. The parents must assume the cost of lost or damaged books. CIRCULATION POLICY The library is open Monday through Friday from 8:00 a.m. until 3:10 p.m. The students can select recreational books for personal reading and research projects. Library instruction is designed to help promote students’ information literacy skills. Students also complete research projects that relate to the curriculum. A maximum of four (4) books may be checked out at one time. Books are checked out for a two week period and may be renewedas needed. Reference books including encyclopedias and magazines are considered overnight items and must be returned before 8:45 a.m. the following day. LIBRARY RESOURCES The library has Access PA Power Library, which consists of full text magazines, newspapers and resources for primary, middle, and high school students. The online catalog, known as Web Collection Plus, assists students in searching for books in the Boyce Library. The World Book online is available on the library computers. ACCESS POWER LIBRARY FROM YOUR HOME COMPUTER http://www/twpusc.org/libmain/lib.html Click on Online Databases – look in the right side of the web page design. Click on Access PA POWER Library HOME ACCESS. You will need to type in your USC Township Library Card barcode number without dashes or spaces. (You must have a current USC Township Library Card with a special EIN sticker in order to use these databases. Contact the USC Township Library if you do not have a current card with the EIN identification sticker on it.) RANDOM ACTS OF KINDNESS WEEK Fifth and sixth grade students participate in a week long celebration that focuses on performing kind acts for others. Some of the activities included: decorating placemats for Friendship Village, making get well cards for patients at Childrens Hospital, doing favors for staff members and all students pledging to do at least one act of kindness for another classmate each day of the week. 21

RTI – RESPONSE TO INTERVENTION Various layers of interventions are provided to students based off of academic and behavioral needs. If a student is struggling academically, the classroom teacher will monitor the student to determine appropriate classroom interventions. If data supports the need, a student may receive additional supports from the reading resource or math resource teacher. Student performance on PSSA’s and classroom performance are just two pieces of data used to determine intervention and instructional decisions. In the event a student needs additional behavioral supports, the school counselors will work with the classroom terachers to determine appropriate behavioral interventions. SPECIAL EDUCATION Services are provided to over 90% of the classrooms at Boyce Middle School to students who have an Individualized Education Plan or program. There are several kinds of services offered to support an IEP. A supplemental learning support classroom is provided for students who require an integration of related services and ongoing modifications and support for everyday success. A modified curriculum is utilized in this setting. Some students benefit from a resource room model. This model provides instruction from a learning support teacher in a small group setting, with a modified pace of instruction or supplementary materials. Students usually receive language arts and/or math instruction in the resource classroom; however, support is not limited to these subjects. Support can also be provided through inclusion. Students remain in the regular education classroom and receive special education support. Different models of instruction can occur in this setting. A “parallel teaching” approach is used for teaching the same lesson to two smaller groups of students. The regular education teacher can also teach cooperatively with the learning support teacher in a “co-teaching” model. Finally, a “supportive teaching” approach is used for providing clarification of instruction and on task reminders while one teacher leads the lesson. It is essential that the needs of the regular and special students be considered in the planning process. No matter what type of support a child receives, coordination of instructional activities is necessary so that all students on a given team are included. Common plan time is provided so that the regular and special education teachers can determine what objectives will be covered, if materials should be adapted, as well as appropriate methods of instruction and assessment. STUDENT PICTURES A professional photographer takes pictures of the students twice a year. Parents will receive instructions as to procedure for purchasing these pictures. Anyone who misses this day or need retakes will be notified at a later date. STUDENT SUPPORT SERVICES Provisions for children with mental, emotional and physical disabilities in the Upper St. Clair School District are a joint commitment and responsibility of the District and the Allegheny Intermediate Unit. Learning support classes are offered for students who are identified as learning 22

disabled or socially and emotionally handicapped. Specialized referral services are provided for students with psychological, speech, hearing, sight or other disabilities. Two counselors provide guidance and counseling services and a school psychologist is available to evaluate students and consult with teachers and parents. 5TH and 6TH GRADE STATE and NATIONAL MATH COMPETITIONS Each year 5th and 6th grade students at Boyce Middle School have the opportunity to compete in several regional and state math competitions. Fifth grade students compete in the 5th Grade Pennsylvania Mathematics League contest and 6th grade students have the chance to compete in the 6th grade contest. Another math competition held in the spring for 5th and 6th grade students is the Chanllenge 24 contest. All the students at Boyce participate in a homeroom competition and then one student from 5th grade and one student from 6th grade represent our schoool at a regional Challenge 24 competition. SPECIAL FOCUS GROUPS In addition to seeing all students in the classroom, the Boyce Guidance Department teaches skills and gives information in small focus group settings. These groups are open to all students in 5th and 6th grades. Students learn from one another and enhance their self-concept in a small group setting. Themes for the small groups include friendship, grief/loss, changing families, and organizational skills. 5th level students are also selected to be trained as peer mediators. After completion of training, they are able to help students resolve conflicts at Boyce. STUDY SKILLS The school counselors and the reading specialists have developed a study skills program to help your child succeed in middle school. This program is taught during guidance classes the first month of school to help students improve their study skills. This four-week program includes the following topics: • • • • • •

Listening skills Study and homework habits Note taking Time management Organizational skills Test preparation

Both 5th and 6th grade students will be learning these important skills. We would appreciate your help at home with reinforcing these good study habits. Some ideas/tips are: *Review your child’s binder reminder nightly *Help your child find a quiet place to study *Review notes daily to prepare for upcoming tests/quizzes *Encourage your child to ask questions and or help at school *Don’t over schedule your child *Encourage your child to read nightly *Help your child set realistic short-term and long-term goals *Support them in achieving their goals.

23

THANKSGIVING FOOD DRIVE The PTA Outreach Committee and the Guidance Department coordinate a Thanksgiving Food Drive for Boyce students. Each team provides specific food items for needy families. Complete Thanksgiving meals (including certificates for free turkeys) are packed in boxes decorated by the students. The meals are distributed by SHIM one week before Thanksgiving.

___________________________________________________ HOMEWORK Homework at the middle school level instills a sense of responsibility and accountability in all students. These formative years are a critical time in creating and establishing positive and constructive study skills. Homework is a necessary supplement that supports and enriches the instructional program. Students need to spend time outside of school to properly complete their work. There will be longrange assignments that require planned study time. Students should prioritize assignments, follow the study suggestions below, and allow sufficient time to complete each assignment. Planning and organization are the keys to successful study skills. The student should: -

Read the entire assignment over quickly to grasp the basic idea then re-read slowly for content, relationships, and details. Close the book and mentally outline the material and ideas. Set aside a regular time every day for study at home. Keep a list of assignments in the agenda book. Take home all the books, papers, and materials needed. Have a quiet place at home in which to write, read comfortably, and keep all study materials. Students at the 5th grade average 45 minutes to 1 hour of combined class assignments per night. Students at the 6th grade average 1 to 1-1/2 hours of homework per night. Homework is usually not assigned over weekends or holidays. It is imperative that parents check their child’s homework every night. Homework assignments can be found daily on the teacher’s web page. E-Alerts will be sent each day to help you find the assignments.

_____________________________________________ GRADING SYSTEM Students are not compared to one another but are graded according to their own ability. Student achievement is indicated by the following letter grades: O = Outstanding, G = Good, S = Satisfactory, N = Needs Improvement and U = Unsatisfactory. The students are also graded in the areas of Daily Peformance and Academic Knowledge. Incomplete (I) Grade In unusual circumstances (extended illness, death in the family, etc.) teachers may issue a temporary “I” grade. Students are expected to contact the teacher and arrange for work to be completed. 24

Students have ten school days after the end of the nine-week period to complete this work. Failure to complete required work may result in an “N” grade.

___________________________ COMMUNICATING WITH PARENTS PROGRESS REPORTS Progress Reports are available online through the EdLine program. Progress is updated several times each nine weeks. You will need your parent code to access this information. Report cards will also be posted on EdLine at the end of each nine weeks. GOOD NEWS Every Thursday an E-Alert will be sent out along with Boyce news posted on our website. Items such as PTA flyers, district notices, building notices, etc will be included. The purpose of the “Good News” is to communicate with parents effectively each week. BINDER REMINDERS All Boyce students are encouraged to use a Binder Reminder. They are distributed at school by the PTA. The Binder Reminder is used to record and track assignments and is a great way to stay organized. It also serves as another communication tool between school and home. There is no cost for the Binder Reminders as long as the PTA activity fee is paid. REPORT CARDS Report cards are are posted on EdLine at the end of each nine weeks. PARENT CONFERENCES Parents’/guardians’ involvement and interest in a student’s education is encouraged. If there is a question or concern after receiving the student’s progress report and/or report card, a conference may be scheduled with a teacher by calling the School Office. At times, teachers may request conferences with parents. Conferences may be scheduled during team planning time or before or after school. VOICE MAIL Each teacher can be contacted through his/her voice-mail by calling 412-833-1600 and then dialing the appropriate voice mail number. Please check the Appendix for a listing of voice-mail telephone numbers. E-MAIL Each teacher has access to e-mail and may furnish his/her e-mail address to students and parents. Please check the Appendix for a listing of teacher e-mail addresses or refer to the district website. FALL OPEN HOUSE A fall open house is held early in the school year. Parents are invited to view the school and meet the teachers from 7 – 9:00 p.m. Brief programs are held in each classroom to outline the curriculum and programs. This is an “adults only” night for teachers and parents. 25

PARENT VOLUNTEERS Parents are encouraged to contact the PTA if interested in providing help and/or assistance throughout the school.

PARENT TEACHER ASSOCIATION (PTA) PTA meetings are held once a month and are open to parents or guardians who want to learn more about the school or contribute to the educational process. The meetings are held in the Large Group Instruction room (LGI) on the second Wednesday of each month at 9:30 AM. The PTA is involved in many of the social activities and fund raisers throughout the school year. PTA MISSION STATEMENT To support and speak on behalf of children and youth in the schools, in the community and before governmental bodies and other organizations that make decisions affecting children; To assist parents in developing the skills they need to raise and protect their children; To encourage parent and public involvement in the public schools of this nation. The Purpose: To promote the welfare of the children and youth in home, school, community and place of worship. To raise the standards of home life. To secure adequate laws of the care and protection of children and youth. To bring into closer relation the home and the school, that parents and teachers may cooperate intelligently in the education of children and youth. To develop between educators and the general public such united efforts as will secure for all children and youth the highest advantages in physical, mental, social, and spiritual education. PTA COUNCIL The PTA Council is an important link between local PTAs and the district, region, state and national PTAs. PTA Council works to develop PTA member’s skills through leadership training, to give support to local PTA units, to promote PTA membership and to serve the local community through projects.

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DISTRICT POLICY AND PROCEDURES

PERSONAL PROPERTY Students are cautioned not to bring cell phones, cameras, iPods, large amounts of money, or any other valuable items to school. Students, not the school, are responsible for their personal property. Any electronic device brought to school by a student, should remain off and in student lockers during school hours. 26

SCHOOL BUS DISCIPLINE All students shall be subject to disciplinary action for all acts of disobedience or misconduct, as outlined in School District Policy, while riding school buses to and from school and at the bus stop. The bus driver shall be responsible for maintaining order on the school bus. In the event of misconduct by any student, the driver shall immediately report such misconduct to the Director of Transportation or the School Principal where the student is in attendance. If disciplinary action is recommended by the Director of Transportation or the School Principal a written report of the misconduct shall be filed. The School Principal will follow established School District Policy when dealing with bus misconduct. ACADEMIC INTEGRITY Students have the responsibility to respect the intellectual and academic property and activities of themselves and others. Cheating, plagiarism, vandalism, theft, or computer tampering will not be tolerated. FLAG SALUTE AND THE PLEDGE OF ALLEGIANCE Students may decline to recite the Pledge of Allegiance and may refrain from saluting the flag on the basis of personal belief or religious convictions. Students who choose to refrain from such participation shall respect the rights and interests of classmates who do wish to participate. STUDENT EXPECTATIONS Students should: -

Attend school regularly and be on time for school and classes Always be prepared for class and have materials together and meet homework responsibilities Be courteous and friendly, treating everyone with respect

DRESS CODE The students, faculty, and administration believe that student dress is the responsibility of the family. For many years we have been proud of the appearance of the students at Boyce Middle School. As outlined in the Pennsylvania School Code, students have the responsibility to “dress and groom to meet the fair standards of safety and health and not cause substantial disruption to the educational process.” We have confidence in our students and parents to make the decisions as to what constitutes appropriate school attire and appearance. On September 7, 1999, the following guidelines were instituted for appropriate dress in the Upper St. Clair school buildings. No hats or head coverings Undergarments should not be visible No bare midriffs Shorts and skirts of reasonable length T-shirts should not display messages or pictures referring to drugs, alcohol, tobacco, violence, sexual innuendo, or other inappropriate messages Failure to comply with the guidelines will be reviewed as a violation of the district’s discipline policy. 27

HYGIENE Students are encouraged to wash their hands whenever possible during the school day as a practice in good hygiene. When handwashing is not possible, hand wipes or sanitizer are good substitutes. STUDENT CONDUCT RESPONSIBILITIES RIGHTS AND DISCIPLINARY PROCEDURES The conduct code shall be published and distributed to students and parents or guardians. Copies of the complete code shall also be available in each school library.

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HEALTH ISSUES

Medical & Dental Exams: Each USC student is required to have a medical exam during the year of their original entry in the school system and before entering 6th and 11th grades. Parents may choose to have their family doctor or the school doctor perform the examination. All students are checked for scoliosis in 6th and 7th grade. Dental examinations are mandated by the State of Pennsylvania on original entry to the school system, in Kindergarten or 1st, and 3rd and 7th grades. In lieu of school examinations, these examinations may be performed by your family dentist. Parents choosing to have dental and physical exams done by private practitioners can pick up the proper forms in the school office. The forms must be completed by the doctor or dentist. Students entering in Kindergarten must show a birth certificate and proof of residence. The school nurse will administer a vision screening, measure height and weight and calculate BMI for each child every year. The examination for color blindness is only done in Kindergarten and 1st grade. The tests with convex lens and for depth perception are done in 2nd grade. Hearing tests are done yearly in Kindergarten through 3rd grade, in 7th and 11th grade and to any student entering school in Pennsylvania. All special education students receive yearly hearing tests. Each child entering school in Pennsylvania must be completely immunized. The immunization dates must be provided by the parent or guardian and checked by the school nurse. The required immunizations are as follows: 4 or more doses of Tetanus and Diptheria (1 dose on or after the 4th birthday), 3 or more doses of Polio, 2 doses of Measles (Rubeola), 1 dose of German Measles (Rubella) and 2 doses of Mumps at 12 months of age or older, 3 doses of Hepatitis B, and 2 doses of Varicella at 12 months of age or older or written statement from a physician / designee indicating month and year of disease or serologic proof of immunity. Starting in seventh grade students will need 1 dose of tetanus/diptheria/pertussis (Tdap) and 1 dose of meningitis vaccine (MCV4). Immunizations are not required in cases where extenuating medical or religious factors are involved. Documentation of such will be required. Medical Emergency Forms: The nurse at Boyce keeps a medical emergency form on file for each student. The form indicates the student’s physician and the person(s) to contact in the event of an 28

emergency. PLEASE KEEP THIS INFORMATION CURRENT BY NOTIFYING THE SECRETARY OF ANY CHANGES DURING THE SCHOOL YEAR.

MEDICATION POLICY Assisting a student in taking medication is a responsibility that the school district views with considerable concern. Providing assistance to students in taking medication during school hours in accordance with the direction of a parent and physician will be permitted only when failure to take the medication would jeopardize the health of the student or the student would not be able to attend school if the medicine were not made available during school hours. Permission forms and instructions can be obtained from the health office. Necessary forms must be completed and on file in the health office before the medication can be taken at school. Medication is to be registered and kept in the health office. This includes prescription and over the counter medication. All medication must be in a properly labeled container. Prescription must include the name and telephone number of the pharmacy, the student’s name, the physician’s name, the name of the medication, prescribed dosage, the interval of distribution, the prescription number, and the date of the prescription. Over the counter medication must be in the original package/container along with any instructions packaged with them. Doctors orders and parental permission must be renewed at the start of each school year and within six months from the date of each prescription. Any medication which must be taken immediately due to a life threatening concern, i.e. inhalers, epinephrine pen, etc., may be carried by the student with written permission of the parent and physician. For all medications, parents are required to provide a written request to the school district the medication and when and how it is to be administered. The request must also ask that school personnel take custody of the medication, release it to the student at appropriate time, and provide assistance in taking it. Accompanying the request should be a written order from the physician with the lawful power to prescribe, specifying the doses and time the medication should be taken, and the doctor’s assurance that the medication is appropriate for the child under the circumstances. For elementary or middle school students, parents are requested to deliver the medication to the school office. High school students may carry their own medication to school but are to take their medication in the health office. High school students will be provided with lock-up facilities for their medication in the health office. High school students are permitted to carry on their person a single day’s dose of medication and may assume responsibility for self administration. To selfadminister the student must be able to: Respond to and visually recognize his/her name; identify his/her medication; measure, pour, and administer the prescribed dosage; sign his/her medication sheet to acknowledge having taken the medication and demonstrate a cooperative attitude in all aspects of self administration. Students who do not follow this procedure will be subject to discipline. School personnel may remind a student to take medication if requested in writing by the student’s parents. The parental request shall be in such form as they relieve the school personnel from all responsibility in the event of the school personnel’s failure to remind the student. 29

SCHOOL NURSE The school nurse is on duty at Boyce Monday, Wednesday, and Friday. When the nurse is not in the building, a health room aide is in the health room at all times. Please feel free to phone the school office if you would like to speak with the nurse. When in the building, the school nurse renders emergency first aid. Certified personnel administer necessary aid when the nurse is not available. Children with a communicable disease are required to remain out of school for the protection of others. The school nurse develops programs to prevent the spread of communicable diseases such as head lice and ringworm and may set policy that determines when it is appropriate for infected children to return to school.

_____________________________________________ DISCIPLINE CODE All pupils are expected to abide by these reasonable rules and regulations since they facilitate the operation of the educational process. These rules and regulations are in effect at all schoolsponsored activities and/or on school buses. Violations of school rules and regulations generally are classified into two categories - minor and major. Minor infractions are treated individually based on the incident and frequency. Most major infractions are justification for immediate suspension from school. Additional administrative disciplinary responses and options include the following: verbal reprimand, special assignment, behavioral contract, withdrawal of privileges, modified day, peer counseling, referral to an outside agency, in-school suspension, temporary removal from class, referral to social adjustment class, possible assignment to alternative schools, classroom contract, parent conference, withdrawal from extra curricular activities and superintendent’s hearing. Furthermore, a pupil’s privilege to participate in an activity also may be terminated, if the participant, while doing the activity, violates any of the “Reasonable and Necessary Rules and Regulations.” School rules are in effect during all school-sponsored activities, field trips, and other school related events including transportation. As it would be impossible to identify and list all types of inappropriate behavior or action, disciplinary consequences will be administered based on an individual basis for violations not covered in the policy at the discretion of the building principal. EXPLANATION OF TERMS Minor Violations Actions which are a distraction to the educational process but do not endanger the safety of people or property. Major Violations Actions that are unlawful and/or constitute a threat to the safety of people or property. Discipline Report Written report to the office of a violation of the Discipline Code. 30

Detention The administration will assign a pupil for a period of time to the office area.

Out of Order The offcial written notification of an offense sent to a parent/guardian. This includes students’ explanation of his/her behavior and the administrative action taken. Suspension Temporary removal from the total educational program either in school or out-of-school. (Suspension may be for one through ten days.) Expulsion Permanent removal from the total educational program. (Expulsions can only be invoked by the Board of School Directors.) Drug & Alcohol An intervention program for (1) students who have already experienced one or more D&A consequences as a result of their use and (2) for those who could benefit from the program prior to any difficulty. Reasonable and Necessary Rules and Regulations for Boyce Middle School Minor Violations

Violations may result in these Administrative Actions

Excessive Noise Unjustified tardiness to assigned places Disorder/disruption in class or hall Losing or damaging books or other materials

Warning, Detention, and/or Out of Order Warning, Detention, and/or Out of Order Warning, Detention, and/or Out of Order Payment, possible suspension, Withholding materials Warning, Detention, and/or Out of Order Work, clean up, alternative eating area Warning, Detention, Out of Order and/or parent contact Payment, detention, possible withholding of report card

Loitering in halls or lavatory Poor nutrition center conduct Failure to pay library, nutrition center and other financial obligations, return school books, equipment and supplies Gum chewing Class Cutting Any behavior which is a distraction to the educational process, but does not endanger the safety of people or property

Warning, Detention, Out of Order Warning, Detention, Out of Order and/or parent contact Warning, Detention, Out of Order and/or parent contact

Major Violations

Administrative Action

Use of cell phones, iPods, cameras or any other

Detention, suspension, device may be held 31

electronic devices Engaging in conduct that violates the Criminal Code, the laws of Pennsylvania, township of Upper St. Clair ordinances or its published-posted policies and regulations, or policies of the school district

in Principal’s office, possible student expulsion. Suspension, possible explusion, and/or possible criminal prosecution

Possession or use of any weapon

Suspension, possible expulsion

Cheating

Failure for that piece of work

Possession or use of any form of tobacco


Possession, use, transportation or being under the influence of drugs

Suspension, D&A program, possible criminal prosecution, superintendent hearing, possible expulsion

Throwing objects at vehicles, school or people


Possession, use or being under the influence of D&A alcoholic beverages

Suspension, Township police notified,

Sale of drugs D&A

Suspension, Township police notified,

program, possible criminal prosecution possible superintendent’s hearing, possible recommendation for explusion

program, possible criminal prosecution possible superintendent’s hearing, possible recommendation for expulsion Truancy – repeated cutting classes and leaving school grounds without permission

Suspension, possible expulsion, police notified

Vandalism and defacing school property and/or the property of others

Payment, work, suspension, possible expulsion, Township police notified

Fighting or rowdy behavior that disturbs and threatens the safety of others


Profanity/disrespectful speech or action


Tampering with fire safety equipment

Payment, suspension, possible expulsion, police and fire marshall notified

Any behavior that results in unsafe conditions or that interferes with the rights of others or that violates the policies of Upper Saint Clair School District


Theft

Restitution where possible, 32

suspension, police notified Possession/use of look-alike chemicals or paraphernalia Suspension, Township police notified, D&A associated with the use of alcohol, drugs, or other program, possible criminal prosecution controlled substances possible superintendent’s hearing, possible recommendation for expulsion confiscation, detention Repeated minor infractions Suspension, possible expulsion Possession, and/or ignition of any fireworks, smoke bombs, matches, lighters, incendiary devices, etc.

Confiscation, suspension, possible expulsion and/or possible prosecution

False alarm/bomb threats

Suspension, possible expulsion and/or possible criminal prosecution

Misuse/abuse/forgery of early dismissals, hall passes, excuses, or other school communications


Violation of activity rules

Discipline report, suspension from activities, detention

_______________ ANTI-HARASSMENT POLICY STATEMENT (3015) The School District is committed to equality of opportunity, human dignity, diversity, and academic freedom. No School District employee or student or other persons under the direct control of the school district on school district property shall intentionally harass, intimidate, demean or abuse a person or group of persons (physically, verbally or by other conduct) with the purpose of unreasonable interfering with such person’s work or academic environment in connection with any school activities or operations. The Anti-Harassment Policy includes cases where conduct is related to race, color, religion, national origin, ancestry, sex, age, marital status, familial status, sexual orientation, disability or veteran status. No person covered by this policy shall retaliate or threaten retaliation against another person for reporting, testifying or otherwise participating in any investigation or proceeding relating to a complaint of harassment. CONFLICT RESOLUTION To resolve a conflict peacefully, the student is expected to: -

Identify the problem Focus on the problem Attack the problem, not the person Listen with an open mind Treat feelings with respect Take responsibility for his/her actions Avoid name calling, blaming, or sneering Avoid attempting to get even or bringing up the past 33

-

Avoid threats, pushing, hitting, or put-downs Avoid bossing or making excuses

REPORTING The District expects that any student who believes that he or she has been subjected to sexual harassment should immediately report the incident(s) to the principal, guidance counselor, teacher, school nurse or psychologist.

__________________________WEAPONS and SAFE SCHOOLS (6008.4) Supplementing Policies 6008, 6008.2 and 6008.3, and superseding those policies to the extent of any inconsistency: A. The School District shall comply with the provisions of: 1. Section 4 of Act 26 of 1995 (24 P.S. § 13-1317.2) providing for, inter alia, (a) the expulsion for one year of a student who brings a weapon (as defined in the Act) onto any school property, any school sponsored activity, or any public conveyance providing transportation to a school or a school sponsored activity, except as otherwise provided in the Act and in this policy; and (b) the report of such incidents to the Superintendent, the Upper St. Clair Township Police, and the Department of Education; and 2. Section 7 of Act 26 of 1995 (24 P.S. §§ 13-1301-A et seq.) relating to Safe Schools and requiring (a) the reporting of acts of violence and possession of a weapon to the Office of Safe Schools of the Department of Education; (b) a memorandum of understanding between the School District and the Upper St. Clair Township Police relative to acts of violence and possession of weapons on school property; (c) prior to admission of a student to school, the sworn statement of the parent or other person having control or charge of the student stating whether the student has been expelled from another school for an offense relating to weapons (as defined in the Act), alcohol or drugs or the willful infliction of injury to another person or an act of violence on school property; (d) the transmission of disciplinary records of a pupil who has transferred to another school; and, (e) the availability and maintenance of student discipline records. B. The policy set forth above in Section A.1, being limited in scope to "weapons" as therein defined and limited in its application to students who have "brought a weapon onto school property, any school sponsored activity, or any public conveyance providing transportation to a school or a school sponsored activity," the following provisions shall apply in all cases where the provisions contained in Section A.1 do not apply: 1. The possession, use or storage of Weapons (as defined below) by students at, in, or on school property, or the bringing of a weapon to school property, any school related or school sponsored activity, a school bus stop, a school bus, or any public conveyance providing transportation to or from school or a school related or school sponsored activity is prohibited. 2. For the purpose of this policy, a Weapon includes a "Weapon look-alike." 3. Definitions: "Weapon" shall include "Firearms" (as defined below), as well as any substance or object which, when combined with the conduct or intent of its possession or with the 34

circumstances in which it is being used, attempted to be used or threatened to be used, is capable of or does in fact, harm, intimidate, threaten or harass a person or those persons in the vicinity of its possessor. "Firearms" shall include firearms as defined in Section 921 of Title 18, United States Code, Section 621 of the Pennsylvania Uniform Firearms Act or Title 18 of the Pennsylvania Consolidated Statutes, and any shotgun or rifle or any ammunition for the same. "Weapon look-alike" shall include any implement, which is designed to look like a weapon. _________________________________________ Terroristic Threats 6008.5 The School District recognizes the danger that terroristic threats and acts present to the safety and welfare of District students, staff, officials, volunteers and the local community. The District prohibits any student, staff member, volunteer or official from communicating terroristic threats or committing terroristic acts directed at any student, employee, Board member, community member, school buildings or District property. A "terroristic threat" is a threat to commit violence communicated with the intent to terrorize another, to cause evacuation of a building, or to cause serious public inconvenience, in reckless disregard of the risk of causing such terror or inconvenience. A "terroristic act" shall mean the carrying out of a terroristic threat against a person or property. Staff members and students shall be responsible for informing the building principal regarding any information or knowledge relevant to a possible or actual terroristic threat or act. When an administrator has evidence that a student has made a terroristic threat or committed a terroristic act, the following guidelines shall be applied: 1. The building principal may immediately suspend the student. 2. The building principal shall promptly report the incident to the Superintendent. 3. Based on further investigation, the Superintendent or principal may report the student to law enforcement officials and bring charges against the student. 4. Based on further investigation, the Superintendent may recommend expulsion of the student to the Board of School Directors.

____________________________________Bullying and Cyberbullying 6008.6 Bullying, as defined in this policy, includes cyberbullying. Bullying means an intentional electronic, written, verbal or physical act or series of acts directed at another student or students, which occurs in a school setting and/or outside a school setting, that is severe, persistent or pervasive and has the effect of doing any of the following: 1. Substantial interference with a student’s education. 2. Creation of a threatening environment. 3. Substantial disruption of the orderly operation of the school. School setting means in the school, on school grounds, in school vehicles, at a designated bus 35

stop or at any activity sponsored, supervised or sanctioned by the school. A student who violates this policy shall be subject to appropriate disciplinary action consistent with the Code of Student Conduct.

____ ALCOHOL & OTHER CONTROLLED SUBSTANCE POLICY The School District recognizes that student unsanctioned use of alcohol and other controlled substance is illegal. This use has an adverse effect on the ability of all students of the school community to achieve personal and School District goals and is a major problem affecting young people. Often, it leads to chemical dependency, an illness requiring intervention and treatment. In order to insure for all students the highest standards for learning, the School District will assist students in abstaining from the use of alcohol and other controlled substances, intervene early when use is detected, refer to appropriate source and provide support for students with chemical problems. Students will also receive support in coping with a parent, guardian, or significant person who has a chemical problem. The Board recognizes these issues as legitimate concerns of the School district and wishes to address these needs as part of a comprehensive education program. The School district adopts the position that students must be chemically free to learn and develop in the most productive and healthy manner. It is the School District’s policy to prevent and prohibit the use of alcohol and other controlled substances, to maintain a caring environment within the system, and to intervene in situations when a student may be harmfully involved. Therefore, a prevention program shall be instituted which will promote a positive self-esteem, develop effective skills in decision making, nurture successful interpersonal relationships, teach accurate information, establish appropriate staff training, and provide supportive services. A program to prohibit chemical use shall be enforced by setting clear limits of student behavior. Harmfully involved students will be assisted to seek appropriate supportive and rehabilitative services. The School District’s preference is to help students address their harmful involvement with alcohol or other controlled substances while continuing in the regular school setting. When treatment becomes necessary outside the school setting, every effort will be made to effect a successful reentry into school. It is sometimes necessary to use the full force of disciplinary regulations to achieve appropriate student participation in order to assist them in resolving their problems. Some students may be required by the School District to secure adequate medical treatment, rehabilitative counseling, alternative education or other services. Other students may need to be expelled from the school community by the Board of School Directors. This policy will be implemented through appropriate administrative regulations and the cooperative efforts of the faculty, administration, school employee groups, students, parents/guardians, and community services.

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DEFINITION OF TERMS Citation is an order of a court requiring a person, against whom a suit has been brought, to appear and defend within a given time. Confidentiality defines the conditions under which information is kept private. No confidential communication will be divulged without the consent of the student or his/her parent/guardian. Information concerning the safety of self or others is not bound by the rules of confidentiality. Cooperative behavior is as the willingness of a student to work with staff and school personnel in a reasonable and helpful manner, complying with requests and recommendations of the staff. Drugs include any alcoholic beverage, chemical substance, or illegal and abused substance or medication not approved and registered by the health office and any substance that is intended to alter mood, including any look-alike chemical. Harmfully involved is use that is dangerous because of its pharmacological properties or association with non-functional social behavior and educational performance. Intervention is the effort to provide assistance to students and their families when the student’s behavior is inappropriate. In certain specified situations, it is action taken to resolve behavior problems that take place on school property or at activities sponsored by the School District. Look-alike chemical or paraphernalia is any liquid or solid that resembles a mood-altering chemical or any paraphernalia associated with the use/possession of alcohol or drugs. Misuse/Abuse is the use of a chemical substance in a manner that causes harmful effects, physiologically, psychologically or socially. School Property includes actual buildings, facilities and grounds on the school campus, but also includes school buses, school bus stops, school parking areas and any facility being used for a school function. School sponsored activity is any activity that is funded and/or supervised by the School District. Uncooperative behavior is defined as any resistance or refusal, verbal, physical or passive, on the part of the student to comply with the reasonable request or recommendations of a staff member at the time that the student is apprehended using or in possession of drugs or mood-altering chemicals. Defiance, assault and deceit shall constitute examples of uncooperative student behavior. Use is the ingestion, inhalation or injection of any alcohol or other controlled substance for the purpose of producing a physiological or psychological effect.

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UPPER ST. CLAIR SCHOOL DISTRICT INTERNET GUIDELINES AND RULES FOR USERS I. INTRODUCTION The information networks of the Upper St. Clair School District (“School District”) represent powerful educational resources which allow you to find information anywhere in the world. You can connect to businesses, major universities, national libraries, other schools and other students around the world. As more people travel this electronic highway, maps to find information and rules to keep traveling safe are vital to successfully completing the journey. The Internet gives access to a collection of many worldwide networks that support the open exchange of information. You can look at (and print out) articles, documents and pictures that you can use in your classes. You can even get current facts about news, weather and sports. The Upper St. Clair School District has guidelines and rules for acceptable behavior. Likewise, there are correct procedures and rules that govern the use of the information networks. If you don’t follow these guidelines and rules, you may lose your privileges to access the information highway. II. GENERAL CONSIDERATIONS AND GUIDELINES It is important to your teachers, your parents and your school administrators that you understand the many consequences of the new computer connections that you wish to make using the information networks. If you use the Internet properly, it can provide you with countless hours of exploration. It is important that you understand that your use of this powerful educational tool is a privilege. You can lose this privilege if you break any of the network access guidelines and rules. Some parts of the Internet contain material that is not suited for students or not consistent with the goals and objectives of the School District. The School District will only allow connections on the Internet for purposes consistent with approved curriculum and School District goals and objectives. When in doubt, obtain the approval of your teacher or the computer lab operator. The guidelines and rules set forth in this document describe the proper way to use this research tool. Anyone who uses the network illegally or improperly will lose their use privileges. At school, student access to and use of the Internet will be under teacher direction and will be monitored as any other classroom activity. The School District, however, cannot prevent the possibility that some users may access material that is not consistent with the educational mission, goals and policies of the School District, since Internet access may be obtained outside of the school setting. Because these connections are granted to you as part of the larger scope of the curriculum, the School District has the right to monitor what you do on the network to make sure that the network continues to function properly for all of its users and that your use is appropriate. A. Who’s On the Internet? The information networks are “public places.” You must always remember that you are sharing this space with many other users. Millions of individuals may be interacting across the network at the same time. Your actions can be “seen” by others on the network. If you use a particular service on the network, it is likely that someone knows the connections that you are making, knows about the computer shareware that you are using and knows what you looked at while you were in the system.

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B. Your Behavior (Netiquette) and Safety You are expected to use the network to pursue intellectual activities, seek resources, access libraries and other types of learning activities. We encourage you to explore this new “space,” and discover what is available there. We want you to learn new things and share your new–found knowledge with your friends, your parents and your teachers. When you are using the computer network and communicating with others, keep the following in mind: (1) You cannot see them; (2) You cannot tell how old they are or even what sex they are; (3) They can tell you anything, and you cannot be sure what they are telling you is true; and (4) Privacy cannot be guaranteed in a network environment. So, you need to think carefully about what you say and how you say it. For your own safety and for the safety of others, remember to exercise caution when you are communicating with people anywhere. Do not give out your own home phone number or your address or other personal information about yourself (or others) to anyone. If you feel there is a problem or if you feel uncomfortable with the information someone is giving you, tell your teacher or computer lab operator immediately. Do not make arrangements to meet others whom you do not know through the Internet. You may not harass other users. You do not want to run the risk of breaking the law by bothering or annoying other people. If a user on the network asks that you no longer send them electronic mail or in any other way contact them, you must stop all contact immediately. You may feel you have the right of freedom of expression, but others have the right to be free from harassment. C. Legal Issues 1. Plagiarism: Plagiarism is “taking ideas or writing from another person and offering them as your own.” Credit should always be given to the person who created the article or the idea. The student who leads readers to believe that what they are reading is the student’s original work when it is not is guilty of plagiarism. Be careful when you are using the information networks. Cutting and pasting ideas into your own document is very easy to do. When using someone else’s work, be sure that you give credit to the author by citing the author, text or publication, date etc. When you do this, your teacher will know which ideas are yours, and you won’t be guilty of plagiarism. Moreover, your teacher will recognize your research abilities and analytical skills in incorporating, referencing and contrasting another author’s work. Refer to the MLA Handbook for Writers of Research Papers, 4th edition, for information on citing online databases. 2. Copyright: According to the Copyright Act of 1976, “Fair Use” means that you may freely use any information that you legally find on the information network as long as you do so only for scholarly purposes. You may not plagiarize or sell what you find. For example, if you find a copy of Microsoft Works or any other commercial copyrighted or licensed software on the Internet, you cannot legally copy it. These software packages must be 39

purchased or licensed before you can legally use them. If, however, you find an article about the use of Microsoft Works on the Internet, you can legally copy it as long as you give credit to the author and do not sell the article for profit. D. Moral and Ethical Issues The School District wants to provide you with a stimulating educational environment. At the same time, we want to protect you and others from information that is not appropriate for you to use. While the School District wants you to use this valuable educational tool, we do not condone the use of inappropriate information on the Internet. Some materials exist that are inappropriate to the instructional setting and the School District will do everything it reasonably can to prevent them from being accessed. You must clearly understand that access to such material in any form is strictly forbidden. The network is made available to achieve and support instructional goals. You should avoid any information that does not support classroom learning. Although the actual percentage of unacceptable materials is small, it can cause concern for students and parents if a student accesses those materials while doing legitimate research. If you have a question or concern regarding any materials you find, contact your teacher or computer lab operator. E. Electronic Libraries Guidelines for access to information have already been established in the Library Bill of Rights of 1980. These principles can be applied to the Internet as well. This document states that “attempts to restrict access to library materials violate the basic tenets of the Library Bill of Rights;” however, school librarians are required to devise collections that are “consistent with the philosophy, goals, and objectives of the school district.” This means that students have the right to information, but the school has the right to restrict any information that does not apply to the approved curriculum. Materials on the Internet can be considered part of a vast digital library. Electronic database and information search tools to access the Internet are becoming part of school media centers and libraries, and many public libraries offer some type of Internet access as part of their services. F. Using Resources Information networks have limited capacities. The more users there are on the network, the more congested the network becomes and access to information will take longer. The following guidelines will help ease the congestion. * Do not tie up the network with idle activities. * Do not play games with others on the network or on the Internet. Networks are not designed for computer games. * Do not download files of more than 1.4 Mbytes unless authorized or directed to do so by your teacher. * Download only the information you need. * Use your access time efficiently. Remember, there are many students who need to use the network. G. Virtual Field Trips The information networks offer may opportunities for “virtual field trips” to distant locations. The School District considers all connections to remote locations as field trips. The rules that apply to 40

student conduct on field trips apply to these virtual electronic field trips as well. It is important that you realize that you represent your school and the School District when you use the information networks and that you be on your best behavior. III. COMPUTER USE POLICY, RULES AND CONSEQUENCES OF VIOLATION The School District computers shall be used by students to support learning and to enhance instruction. Computer information networks allow people to interact with many other computers and networks. It is a general policy that all computers are to be used in a responsible, efficient, ethical and legal manner. Unethical and unacceptable behavior in violation of the usage rules set forth below shall be cause for taking disciplinary action, revoking information network access privileges, and/or initiating legal action for any activity.

A. Usage Rules The Internet user is held responsible for his/her actions and activity within his/her account. UNACCEPTABLE uses are: 1. Using the network for any illegal activity, including violation of copyrights, trademarks, distribution of stolen property or violation of other contracts; 2. Using the network for financial or commercial gain; 3. Degrading or disrupting equipment, software or system performance; 4. Vandalizing the data of another user; infecting the computer with viruses or other destructive devices; 5. Wastefully using finite resources by violating the guidelines for use set forth at II.F., above; 6. Gaining unauthorized access to resources or entities; 7. Invading the privacy of individuals; 8. Using an account owned by another user; 9. Posting personal communications without the original author’s consent; 10. Posting anonymous messages; 11. Intentionally viewing or downloading, storing or printing files or messages that are profane, obscene, or that use language that offends or tends to degrade others; 12. Harassing others and using abusive or obscene language on the information network. You may not use the network to harass, annoy or otherwise offend other people. 13. Accessing or using any services on the Internet that imposes fees or charges for such access or use without first obtaining the written consent of a teacher and making arrangements for payment. 14. Violating the guidelines and rules for the use of computers and the Internet set forth in this document as the same may be from time to time amended, supplemented and published. B. Monitoring; Consequences of Violations The District has the right to monitor internet, network and computer activity in any manner that it sees fit to maintain the integrity of the information network and to assure compliance with guidelines and rules. Anyone accused of any of the violations has all of the rights that would normally apply if such person were accused of school vandalism or any prohibited or illegal activity. Consequences of violations of Usage Rules include but are not limited to: 41

Suspension of information network access; Revocation of information network access; Suspension of network privileges; Revocation of network privileges; Suspension of computer access; Revocation of computer access; School suspension; and Legal action and prosecution by the authorities.

UPPER ST. CLAIR SCHOOL DISTRICT APPLICATION FOR INTERNET ACCESS AND PARENTAL CONSENT AND WAIVER This form must be read and signed by you and your parent or legal guardian. I_____________________________ [print name], as “Applicant” by signing this Application for Internet Access, make the following acknowledgements, representations and agreements. I have discussed the contents of this Application and the accompanying Internet Guidelines and Rules for Users with my parent(s) or guardian(s) (collectively referred to below as “Parent”). I understand that the Upper St. Clair School District (“School District”) does not have control of the information and data available on the Internet, although it attempts to provide certain prudent and available barriers to data that the School District deems unsuitable such as material that is illegal, defamatory, inaccurate or potentially offensive to some people. While the School District’s intent is to make Internet access available to further its educational goals and objectives, account holders will have the ability (but not the right) to access other materials as well. The School District believes that the benefits to educators and students from access to the Internet, in the form of information resources and opportunities for collaboration, far exceed any disadvantages of access. Ultimately, however, the Parent of a minor is responsible for setting the standards that their child should follow. To that end, the School District supports and respects each family’s right to decide whether or not to apply for School District Internet access, and the School District requires Parent consent to this application. I understand that student access to the Internet through the School District’s computers and network exists to support the District’s educational responsibilities and mission statement. The specific conditions and services that are offered will change from time to time. In addition, the School District makes no warranties with respect to the School District computers, network service, or Internet access and it specifically assumes no responsibility for: A.

The content of any data, advice or information received by Applicant through the computer, the School District network or the Internet or any costs or charges incurred as a result of seeing or accepting such data, advice or information (Note: Some locations on the Internet impose readily identifiable connection and user fees that are the responsibility of Applicant and Parent when incurred); 42

B. C. D.

Any loss, cost, liability, or damages caused by the way the Applicant chooses to use the School District computer, network, and Internet access all of which shall be the responsibility of Applicant and Parent; Any consequences of service interruptions or changes, even if these disruptions arise from circumstances under the control of the School District; While the School District supports the privacy of electronic mail, Applicant acknowledges that the School District cannot guarantee privacy.

By signing this form I agree to the following terms: 1.

My use of the School District’s network and the Internet must be consistent with the School District’s educational goals and objectives, and I will only use the Internet for purposes consistent with approved curriculum and in accordance with the School District’s Internet Guidelines and Rules for Users, as the same may be later amended.

2.

I will not use the School District network of the Internet for illegal purposes of any kind.

3.

I will not use the School District network or the Internet to view or transmit threatening, obscene or harassing materials. The School District will not be held responsible if I participate in such activities.

4.

I will not use the School District network or the Internet to interfere with or disrupt network users, services or equipment. Disruptions include, but are not limited to, distribution of unsolicited advertising, propagation of computer worms or viruses, and using the network to make unauthorized entry to any other machine accessible via the network. I will print only to my local printer or to the printer designated by my instructor.

5.

It is assumed that information and resources accessible via the School District network and the Internet are private to the individuals and organizations which own or hold rights to those resources and information unless specifically stated otherwise by the owners or holders of rights. Therefore, I will not use the School District network to access information or resources unless permission to do so has been granted by the owners or holders of rights to those resources or information.

Student Name: ______________________ Grade Level: ______ (Print Name) Student Signature: _______________________ Date: _________ Having read this application and the School District Internet Guidelines and Rules for Users, I agree with the same and consent to this Application. I understand that my child is required to comply with the provisions of the same. Should my child fail to comply, I understand my child will lose the privilege to use the School District computers, the network and/or the right to access the Internet. I recognize that it is possible that I could be liable for certain costs and expenses (A. & B., above). Parent/Guardian Name: __________________________________ (Print Name) Signature: ______________________________ Date: ________

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_______________________ STUDENT COMMUNICATION POLICY This Student Communication Policy is designed to provide employees with the School District’s expectations for communicating with all students in K-12 inclusive. The expectation is that student communications are only used to support the educational mission of the School District with regard to teaching and learning. Communication should be related to educational issues and meet the ethical standards set by the Commonwealth of Pennsylvania and the School District.

Communication tools such as social networking websites, e-mail, instant messaging, and other emerging technologies should be used only to extend teaching and learning opportunities. Any communication tools approved by the School District or provided via its systems may be utilized freely inside or outside of the school setting for teaching and learning-related issues. However, communication with students outside of school via any communication tools that are not approved by the School District or provided via its systems (e.g., social networking sites, Twitter, texting, personal e-mail, instant personal messaging, blogs, discussion boards, etc.) requires written notification to the students’ parent(s) or guardian(s) in advance. A suggested form for parental notification and administrative approval is attached. Inappropriate communications of any kind with students, regardless of setting, are strictly prohibited. All ethical expectations set forth in Pennsylvania’s Code of Professional Practice and Conduct for Educators apply with regard to any communication with a student. This subparagraph applies to communications using the School District’s systems as well as privately owned systems. Violation of this Policy could result in appropriate disciplinary action, including termination of employment. Employees are expected to report any violations of this Policy to their supervisors, the Director of Human Resources, or the Superintendent. ADOPTED:

June 20, 2011

NOTIFICATION OF INTENTION TO ELECTRONICALLY COMMUNICATE WITH STUDENT OUTSIDE OF SCHOOL To the Parent(s)/Guardian(s) of student: ______________________________

Date:__________

This document is intended to inform you of my intention to communicate directly with your child via the following electronic means outside of the normal school setting.

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I plan to use all of the following tools to communicate with your child during the school year: My E-mail Address: _____________________________________________________ Website Address(es) (list user name(s)/password(s), if any): ________________________ _____________________________________________________________________ Communication Tool Address(es) (list user name(s)/password(s), if any): _______________ _____________________________________________________________________ My Text Messaging #: ____________________________________________________ Other: ________________________________________________________________ _____________________________________________________________________ To monitor these communications, you may visit the above website or listed address(es) and enter the appropriate password (if any) stated above. You may also monitor my e-mail or text communications by obtaining access to your child’s e-mail account or cell phone and referring to the information above to determine which messages were sent to me. By District policy, all of my communications made with your child, whether inside or outside of a school setting, must only be used to support the educational mission of the School District with regard to teaching and learning. If you prefer that I do not electronically communicate with your child in the manner described above, please contact me immediately at the below telephone number. Otherwise, communications may begin no later than ten (10) days after the date of this notice. If you have any questions, please contact me as well. _________________________________________ Employee Name

____________________ Telephone Number

Administrator Approval ____________________________________ Date _____________

__________________________________ EMERGENCY PROCEDURES FIRE DRILLS State law requires fire drills and evacuation emergencies. There will be ten scheduled fire drills and a severe weather drill held during the school year. The classroom teacher will review detailed exit maps with the students to instruct them where to go and when to return. When the fire alarm sounds, students will immediately stand and form two lines as they leave the room. No one is to pass another person, break the line or stop at their lockers. Talking and running are not permitted. 45

No one is to return to the building until the principal or his authorized representative gives the signal. Students must stay with their assigned teacher in an assigned area during the drill. EMERGENCY DRILLS The school has an emergency response plan. Various emergency situations including severe weather, evacuations, and lock-downs are included in this plan. Students will be informed and instructed by their teachers as to the appropriate response and action to take during these drills. Emergency codes will be communicated to the entire building to inform them of the emergency situation. EMERGENCY DISMISSAL The news media will be notified if students need to be dismissed due to a building emergency. Parents/guardians should develop a contingency plan with their children in the event an emergency dismissal is implemented. EMERGENCY CONTACT Should the urgent need arise to contact a student during the school day, a parent/guardian may call the Principal’s Office at 412-833-1600 ext. 5000.

_________________________________________________ ATTENDANCE ABSENCE AND TARDINESS Regular attendance in school is vital to a student’s success. Attendance is an important component of the No Child Left Behind. The State of Pennsylvania requires that all students betweeen the ages of eight and seventeen attend school regularly. Parents are expected to encourage their children to attend as many school days as possible. Personal illness, death in the family, an approved educational trip and other urgent reasons affecting the child may necessitate an absence. An absence for any other reason is considered unlawful. When in doubt of the legality of an absence, parents are requested to contact the child’s school principal. After a student’s absence from school, the parents must send a signed note with the student explaining the reason and date or dates of the absence. The student must present this excuse to the Attendance Office upon returning to school. The excuse is to be brought to the school no later than three days from the date of absence. After the 3 days the absence becomes unexcused. When a student’s absence is considered unlawful according to the Pennsylvania School Attendance Laws, the principal of the school will notify the parents. When a student misses more than 10 days in the first semester or l5 total days, the parents will receive written notice that a doctor’s excuse will be required for all subsequent absences. Failure to obtain a doctor’s excuse will result in an unexcused absence. After 3 unexcused absences have been recorded, any further unexcused absence will result in a magistrate hearing. A meeting will also be scheduled with parents to try to improve attendance. A letter will be sent to parents after each unexcused absence. Any student entering school after the official beginning time must report to the attendance office to obtain a class admission slip. Any student who is tardy more than ten (10) days during the first semester or a total of fifteen (15) days thereafter without proper medical documentation may be required to submit a doctor’s note for subsequent excused tardies. No reference, however, will be 46

made to the nature of the absence or tardy on the permanent record. Parents will be notified by the Principal when the child has accumulated excess unexcused tardies. Disciplinary consequences will be assigned. The following are valid reasons for absence or tardiness: - Illness and/or quarantine - Serious illness or death in the immediate family - Medical or dental appointments - Court appearance - Authorized religious holidays or religious instruction as defined by the District - Pre-approved non-school sponsored educational trips - other urgent reasons as approved by the District Absence or tardiness due to the following are unlawful and unexcused: - Truancy, oversleeping, working at home - Shopping, hunting, fishing, or attendance at sporting events - Birthday or other celebrations - Some non-school trips or other unapproved travel - Lack of a valid written excuse from parent.guardian (and/or licensed health care provider, where deemed appropriate by the Principal) EARLY DISMISSAL Parents are requested to schedule all medical and dental appointments for their children before or after the regular school day. If it is essential that such appointments be scheduled during the school day, the parents must submit a note to the Attendance Office requesting the early dismissal. Students will find a table in the front foyer as they enter school to obtain early dismissal slips and bus passes. The student will receive a dismissal slip to present upon leaving. It is the responsibility of the student to remind the teacher when it is time for the early dismissal. The child must present the early dismissal slip at the school office prior to leaving the building. When an early dismissal is necessary, the student should bring in a written request, which includes: Student’s name Date and time of early dismissal Reason for early dismissal Signature of parent/guardian If a student returns before the end of the school day, he or she must report to the Attendance Office for an admission slip. Any dismissal prior to 10:30 a.m. will constitute a full day’s absence; any dismissal before 1:30 p.m. will count as a half-day’s absence. MAKE-UP WORK If your child is absent due to illness and you would like to request his/her homework, please call the school office by 8:00 a.m. to make your request and at that time also let them know whether you will pick it up that afternoon or we should send it home with another student. Work is not available until 2:00.

47

HOMEBOUND INSTRUCTION The School District provides homebound instruction if a student is physically unable to attend school for a period of more than two weeks. A parent/guardian must apply for homebound instruction through the Principal’s Office. If the proper criteria are met, the School District will arrange for an instructor and program of study. PREAPPROVED ABSENCES If a student knows that he/she will be absent from school, he/she must have a vacation/preapproved form that may be obtained from the Attendance Office. The blue excuse absence form is to be completed and submitted for approval to the Attendance Office at least one week prior to the intended date of absence. The Attendance Office will contact the parent/guardian only if the request is denied. RELIGIOUS HOLIDAYS/RELIGIOUS INSTRUCTION Provisions are to be made in each school to excuse pupils from school for observance of bona fide religious holidays. A pupil’s absence from school for bona fide religious holidays shall be recorded as an excused absence. There shall be no penalty attached to such an absence. In addition, students may be released from school for a total of not more then 36 hours per year in order to attend classes for religious instruction. In advance of the student’s release, the parent or person acting in a parental role must identify and describe the instruction and the dates and hours for which the release time is requested. The parent must, following each such absence, furnish in writing to the Superintendent a statement attesting that the child did in fact attend the instruction and the dates and hours when such attendance took place. PENALTY FOR UNLAWFUL ABSENCE FOR PUPIL OF COMPULSORY SCHOOL AGE

First Offense: When a student has accumulated three days (or there equivalent) of unlawful absence as verified by the Principal or his/her designee, the parent is notified by certified mail by the Superintendent (or a Principal as the Superintendent’s designee) with the First Offense Notice. The First Offense Notice shall advise the parent (1) of the dates of unlawful absences, and (2) that if another unlawful absence occurs more than three days after the date of the First Notice, the District will refer the matter to the district justice who may find a parent, guardian, etc., or student, guilty of a summary offense for failure to comply with compulsory attendance laws. TEPs - After the third unlawful absence, a school/family conference will be held to discuss the cause of the child’s truancy and develop a mutually agreed-upon Truancy Elimination Plan (TEP). At the end of the conference, all parties should sign a comprehensive TEP that is agreed to by the school representative, the child and the parents and/or family. Subsequent Offenses: A subsequent offense is any additional unlawful student absence (1) occurring after agreement to a TEP, or (2) if there is no agreement on a TEP, more than three days have passed after the date of the first notice. An official notice of unlawful absence will be sent home by certified mail. The purpose of this correspondence is to inform the child’s parent that the TEP has been violated, or, if there is no TEP, to inform the parent that the compulsory attendance requirements have been violated and to advise that the District will file the case with the district justice pursuant to applicable law without further notice. UNEXCUSED AND UNLAWFUL ABSENCE-SCHOOL CODE 113-3440 Absences covered by excuses marked “parental neglect”, “illegal employment”, or “truance” are 48

called “unexcused absences.” The mere fact that a parent has sent a written excuses does not necessarily mean the absence is “excused”. Such reasons for absence as “visiting”, “away from home”, “had to go to the store”, or “overslept” are clearly due to parents not fully sensing their responsibility and should be classified as unexcused. An absence becomes an unexcused absence only when the authorized professional employee has classified the absence as such. The Board of School Directors acts in cases of continued absence. The teacher or attendance office should investigate excuses of a doubtful nature. A claim of continued or repeated illness justifies the administration to ask for a statement from a school nurse or doctor. Written Notice to Parents - The School District’s official notice for absence to parents shall be served in person, otherwise by mail by the attendance office, or secretary of the school board, as soon as a pupil has three days or their equivalent of unexcused absence. First Offense - The first offense becomes formal at the end of three calendar days afer the serving of the notice, or upon the return of the pupil to school within the three days following the serving of the notice. Second Offense - After the first offense, the next session during the school year that the child is unlawfully absent becomes the second offense and requires the serving of a warrant on the parent through the office of an alderman, magistrate, or justice of the peace. Each succeeding session of unlawful absence by the same pupil becomes another offense and the same procedure as outlined in this paragraph is repeated. The School District’s official notice of absence to parents is not served in second offense cases. The notice is served after the first three days of unlawful absence and is adequate for the school year. We cannot accept excuses after five days.

__________________________________________ NUTRITION CENTER Boyce School offers a breakfast program. A hot or cold breakfast is available from 8:10-8:30 a.m. for a cost of $1.20 for a regular breakfast. Students may purchase their lunch for a cost of $2.10 or a premium lunch for $2.50. Milk is included with breakfast and lunch. Students are assigned a 30 minute lunch period in the cafeteria every day. Boyce has incorporated a debit system for the students to purchase their lunches. This system is called Horizon Point of Sale. In the system, students are issued personal identification numbers (PIN) based on the last four numbers in their student identification number. Entering your PIN number into the terminal on the keypad will access your account. Students can deposit money into their accounts, which are then debited when the account holder makes a purchase. Parents can write checks to the “Upper St. Clair School District” for any amount. The child will then give the check or cash to the food service cashier to add to their account. Students may pay in advance, charge a lunch or breakfast, or pay cash at the terminal. The system is designed to allow a student to charge one breakfast and/or one lunch per day to ensure that no student will go without a meal. The maximum charge amount is $5.00, or three meals. After the maximum amount is reached, a student will not be able to charge again until the debt is reduced to under the three meal total. Students will be given a peanut butter and jelly sandwich along with a piece of fruit and drink until their debt is paid off. Parents also have the option of designating how much money in their child’s account will be used for meals only for a a la carte/snack items. Pre-paying money into student accounts eliminates the need for a student to carry cash on a daily basis and provides a more efficient food service operation. Parents may view activity on a student account, as well as make online payments into the account using a credit card or 49

debit card at www.mealpayplus.com. Mealpayplus allows parents to receive notification when your student’s account balance is low, view the account balance, and monitor student purchases. Daily menus will vary and are posted monthly on-line on the Boyce web-site. Meat, chicken or fish, and vegetarian selections will be available every day. Menu choices include: Standard Lunch Salads A la Carte items Beverage LUNCH SCHEDULE Students will be given 45 minutes for lunch. The students will eat lunch with their academic team. The first 15 minutes will be for recess with a 30 minute lunch time. CAFETERIA RULES All students remain in the school building for lunch. Each team will have assigned tables in the cafeteria. At dismissal time, students will dispose of their trays as they leave. If it is necessary to leave the cafeteria during lunch, students will need a hall pass. During the lunch period, students may sit at assigned tables with friends on their team. Socially acceptable behavior is expected at all times. The cafeteria is supervised and parents/guardians will be notified if a student does not accept the following responsibilities: -

Keeping tables, chairs, and floors clean for the next person Disposing of all litter properly Returning trays to the designated area Keeping food and beverages in the cafeteria Keep food on their own trays

_____________________________________________ MISCELLANEOUS BICYCLES, SKATEBOARDS, AND ROLLERBLADES Recreational motor biking, bicycling, skateboarding, and rollerblading are not permitted on any school property. This applies to before, during and after school hours. DAMAGED ITEMS Students are responsible for all items assigned to or used by them. They will be required to reimburse the School District for anything lost, damaged, or defaced. This includes texts, library books, school materials, facilities, computers, and school property. GYM LOCKERS AND ATTIRE To prevent loss of personal items during gym class: Keep personal valuables in locked student lockers Use a personal combination lock on gym lockers during class (lock must be labeled with name and homeroom section and combination must be registered with gym teacher) Give small personal items to the gym teacher 50

Students must change to appropriate gym attire. Time and locker room space is set aside for students to change their clothing. A student’s grade may be jeopardized for failure to dress appropriately. Appropriate attire includes: shorts, t-shirts, sweatshirts, sweatpants, and athletic shoes or attire designated by the gym teacher. LOST AND FOUND A lost and found area is located in the Nutrition Center. Students are encouraged to take any articles they find to the school office and to check lost and found for articles they may have lost. Two times a year, items are collected and donated to Goodwill. SCHOOL DELAYS AND CANCELLATIONS If Upper St. Clair Public Schools are closed due to inclement weather or other types of emergency situations, parents are encouraged to listen to school closing announcements over WTAE (AM) 1250, KDKA (AM) 1020, or watch cable Channels 7 and/or 19 early that morning. You can also call the main phone number 412-833-1600 or check the district website. Listening to any of these announcements should preclude calling the school or school officials. Parents are requested not to call the school. SCHOOL SNACKS Due to concerns regarding food allergies and sensitivities, as well as housekeeping issues, food is not permitted for treats. If a student wishes to share a treat with classmates, non-food items such as a book, game, or supplies for the classroom are recommended. SCHOOL TRANSFERS Advance written notification from a parent/guardian must be provided if a student intends to transfer to another school. Contact the Attendance Office for additional information. SCHOOL VISITORS To enter the building, you must use the bell and identify yourself. Someone will then release the door lock. Parents/guardians are always welcome to visit the school. However, the safety of students and staff is a priority. Entrance to the building may be made only through the front doors. All visitors must sign in, show identification, and obtain a Visitor’s Pass at the Principal’s Office upon entering the building. An appointment may be made to see a teacher, a counselor, the principal, or to visit classes. Visits by students’ friends are discouraged. Students will only be released to parents or guardians. TELEPHONE CALLS Telephone calls to the school requesting that messages from parents be delivered to students should be restricted to emergency situations only. We encourage students to refrain from calling home during the school day. However, if a student needs to call home, they must come to the office. Students are not permitted to use cell phones during the school day. Cell phones must remain in the student’s backpacks in their lockers. Disciplinary action may be taken if a student has a phone in their possession in school.

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Boyce Middle School PTA Committee Chair Positions 2012-2013 Apples for Students – Oversee the Giant Eagle program. Coordinate and encourage parents to register their Advantage card using Boyce’s school code. The school will receive points to buy educational equipment. Asset Science – Coordinate volunteers to prepare science kits at Asset Science location on E. Carson St. one time per year. Auditor – Audit the PTA Treasurer’s books during the summer. Possibly assist in income tax preparations and filing by the fall deadline. Author’s Day – Work with Boyce librarian to plan and organize a schoolwide program centering on an author’s presentation to the students. Band Parents - Assist Band Director by organizing parent volunteers to help with the annual winter and spring concerts--hospitality, final rehearsal supervision, etc. Book Exchange – Volunteers organize a book swap in which students bring in gently used books and swap them for “new” used books of their choice. Leftover books are donated to classroom libraries and local charities. Book Fair – Work with Scholastic Books and the librarian to organize and staff the book fair in the fall. Box Tops for Education – Organize collection of box tops throughout the school year and submit box tops for payment. Boyce Pride – Work with the PTA Teacher Representative to coordinate and implement a monthly school-wide student recognition program. Maintain the bulletin board outside the library honoring each month’s award winners.

Breakfast with the Teachers – Arrange “coffee and donuts” style gettogether for Boyce parents to meet their children’s teachers and principal. Work with the USC Nutrition Center Director for food ordering and delivery. Organize volunteers to staff both the set-up and clean – up. Breakfasts are held four mornings prior to school during the first few weeks of the school year. CALL (Child Advocacy Laws and Legislation) – Provide summary of legislative issues in Boyce Mini-Bulletin and/or at PTA meetings. Position filled by 1st Vice President. Chorus Parents – Assist Choral Director by organizing parent volunteers to help with the annual winter and spring concerts--hospitality, final rehearsal supervision, etc. Take attendance at each chorus practice; depending on the number of volunteers, usually once a month per person. Deer Valley Liaison – Assist the program director in planning and organizing the 6th grade environmental trip to Deer Valley in the spring. Preparation work is done throughout the year. Areas include organizing parent volunteers and assisting in compiling parent information packets. Also, prepare work orders for 6th grade students using information provided by the 6th grade accountant. Collect checks to be given to the PTA Treasurer. Deer Valley Fundraiser – Work with vendor representative to organize this fall fundraiser. Recruit and oversee kick-off, tally day and distribution chair people and 5th and 6th grade accountants. Kick-Off – Prepare sales packets for the students. Organize parent volunteers and present student training. Tally Day – Reconcile orders with money received. Distribution – Oversee the receipt and distribution of the merchandise. 5th and 6th Grade Accountants – Prepare spreadsheets tracking sales of all the students. Directory – Work with the PTA Council and the other units to receive and proofread data which will be used in the district-wide directory published each fall.

Field Day – Coordinate with the physical education teachers to organize and staff special outdoor games and activities for a daylong, school-wide event. This is typically held in the last week of school. 6th Grade Graduation Party – Organize and recruit volunteers for the 6th grade year-end party. Hospitality – Provide and set-up refreshments for the Boyce PTA meetings, held the second Wednesday of each month at 9:30 AM. Provide refreshments for the annual hosting of the PTA Council meeting. Maintain the hospitality closet. Position filled by PTA Board Advisor. Magazines – Oversee the magazine renewal/sale program. Duties include a planning meeting with the vendor and Boyce Principal, marketing the renewal program throughout the year, and then overseeing the spring campaign. Membership – Design and implement the PTA membership drive at the beginning of the school year. Keep a record of the membership and prepare the necessary forms for PTA Council and PA State PTA. Coordinate distribution of the membership cards. Memory Book Publisher – Plan, organize and coordinate activities associated with the publication of the Boyce Memory Book, including photography, layout, and marketing activities (including sales). Memory Book Photographers- Plan, coordinate, and take pictures at all Boyce events for the Memory Book. Mini-Bulletin - Collect articles and compile information from PTA committees, Council and school-wide activities for a monthly newsletter distributed via Constant Contact. Open Mikes – Arrange at least two informational open mikes between the Boyce Principal, staff and parents throughout the year. Coordinate refreshments for each event. Orchestra Parents – Assist Orchestra Director by organizing parent volunteers to help with the two scheduled concerts--hospitality, final rehearsal supervision, etc.

Outreach (PTA Reporting Committee) – Different projects with the students, facility, and parents to help support local area centers whose purpose is to provide food, shelter, and clothing for the needy. Panther’s Paw (Student Paper) – Organize and supervise the studentproduced newspaper, published several times during the school year. Random Acts of Kindness – Plan, coordinate and serve a pancake breakfast for the teachers one morning during the Random Acts of Kindness Week, usually held in November. Reflections – Oversee the annual PTA Arts in Education program for Boyce in the fall. Students are encouraged to submit works in literature, photography, music, dance choreography, video production, and/or visual arts in connection with the theme designated each year by the National PTA. Science Extravaganza – Work with teachers to plan and organize a day of hands on learning. This program happens every other year. Spelling Bee- Organize the spelling bee for Boyce students, including a pretest (if needed) and the spelling bee itself. Usually held in early January. Spirit Night – Organize various spirit nights at local restaurants, where Boyce would receive a portion of the proceeds. Usually one in the fall, winter, and spring. Staff Appreciation Luncheon – Plan, organize and set-up a luncheon for the staff. Usually held in the spring after the completion of the Deer Valley trips. Student dues/Binder Reminder – One chair for each grade. Responsible for collecting dues from all students in both grades at the beginning of the school year. Work with Membership and Directory chairs over summer to prepare PTA August mailing. Student dues provide the bulk of the funding for Boyce PTA programs throughout the year. Distribute the Boyce student homework planner, which is compiled and ordered by the Boyce Principal. Primary distribution starts the second day of school and lasts two or three days.

Team Captains – Recruit and organize parent volunteers for each classroom to provide teacher support from time to time. This support will include Civil War Days (5th grade) and Revolutionary War Days (5th grade). Position filled by 1st Vice President. Valentine’s Day Treat – Plan, set-up and staff a valentine treat for the students during lunchtime. Website Manager – Update the PTA website throughout the year. Welcoming Committee – This committee will compile and provide information of new Boyce families in the district to the PTA Council and PTSO representative for use in preparing a district-wide welcoming event for new families, usually held on a Friday night in September. Youth Steering – Attend meeting of the USC Youth Steering Committee. Provide a written report (as needed) of activities for the PTA meetings.

2012-2013 Boyce PTA Committee Chair(s) President

Amanda Beggy

[email protected]

412.831.2075

1st Vice President

Kathy Teresi

[email protected]

412.571.0233

2nd Vice President

Karen Brown

[email protected]

412.833.1600 X5001

Treasurer

Sharon Heilman

[email protected]

412.914.0539

Secretary

Ginny Husak

[email protected]

412.833.1600 x5015

Advisor

Missy Moore

[email protected]

412.833.3834

Teacher Representative

Terry Jackson

[email protected]

412.833.1600 x5085

Apples for Students

Kerry Gianni

kerry.oʼ[email protected]

412.220.4156

Asset Science

Charissa Pacella Michele Burgess

[email protected] [email protected]

412.835.5359 412.595.7755

Auditor

Jennifer Gierlack

[email protected]

412.916.0343

Authorʼs Day

Diane Hall

[email protected]

412.220.0705

Band Parents

Amanda McQuillan Kate Mayberry


412.835.8885 412.835.5730

Book Exchange

Ginny Wright Aliceson Yates


412.220.0778 412.443.1965

Book Fair

Joyce Burton

[email protected]

412.334.2933

Box Tops

Beth Hornak

[email protected]

412.833.4993

Boyce Pride

Ellen Halloran

[email protected]

412.854.5351

Breakfast w/Teachers

Susan Phillips Ann Shiry


412.257.4635 412.220.7051

CALL

Kathy Teresi

[email protected]

412.571.0233

Chorus Parents

Sue Baldwin Amanda McQuillen Kate Mayberry

[email protected] [email protected] [email protected]

412.997.4802 412.835.8885 412.835.5730

Deer Valley Liaison

Casey Fitzpatrick

[email protected]

412.835.2668

Deer Valley Fund Raiser

Aliceson Yates

[email protected]

412.443.1965

Directory

Michelle Lund Tracey Kovell


412.831.9598 412.831.1128

Field Day

Michelle Lund Tracey Kovell Mandi Casey


412.831.9598 412.831.1128 412.833.1807

GATE

Aliceson Yates

[email protected]

412.443.1965

5th Grade Accountant

Brooke Tarcson

[email protected]

724.942.4679

6th Grade Accountant

Caroline Seeton

[email protected]

412.831.3889

2012-2013 Boyce PTA Committee Chair(s) 6th Graduation Party

Susan Phillips Casey Fitzpatrick Dianne Gander


412.257.4635 412.835.2668 412.833.2498

Hospitality (PTA meetings)

Missy Moore

[email protected]

412.833.3834

Magazines

Deb Berlin Melanie Lenthall


412.835.3748 412.833.8797

Membership

Kerry Gianni

kerry.oʼ[email protected]

412.220.4156

Memory Book Publisher

Renee Vasilklo Charlene Zugger


412.287.4799 412.851.1801

Memory Book Photographers

Colette LeKachman Kim Damon


412.220.6098 412.835.4133

Open Mikes

Jennifer Hewitt

[email protected]

412.831.0178

Orchestra Parents

Jennifer Hewitt Amanda McQuillen Kate Mayberry


412.831.0178 412.835.8885 412.835.5730

Outreach

Cindy Dellcarri Melanie Hendrix Jill Thurston


412.835.2121 412.859.1079 412.851.1009

Pantherʼs Paw

Jenn Glassbrenner Lucy Higginbotham


412.654.6411 901.289.4733

Random Acts of Kindness

Stephanie Ioli Kim McKelvey


412.279.5405 412.979.4713

Reflections

Colette LeKachman

[email protected]

412.220.6098

Spelling Bee

Tara OʼBrien Lyn Benonis


412.914.2082 724.260.5167

Spirit Night

Sarah McClintock

[email protected]

412.221.5333

Staff Appreciation Week

Joyce Burton Susan Phillips


412.334.2933 412.257.4635

Student Dues-grades 5/binder Reminder Sale

Tara OʼBrien

[email protected]

412.914.2082

Student Dues-grades 6/binder Reminder Sale

Ginny Wright

[email protected]

412.220.0778

Team Captain's

Kathy Teresi

[email protected]

412.571.0233

Valentines Day Treat

Tara OʼBrien Terrie Piatt


412.914.2082 412.916.0697

Website Manager

Brooke Tarcson

[email protected]

724.942.4679

Welcoming Committee

Laura Whitcomb

[email protected]

412.595.7058

Youth Steering

Tina Florkowski

[email protected]

412.220.9705

STAFF DIRECTORY Teacher Name Mrs. Karen Brown Mrs. Amy Pfender Mr. John Rozzo Mrs. Amy Antonio Mrs. Carol Brinkhoff Mrs. Sue Britvitch Mrs. Chrissy Caragein Mrs. Vicki Cayuela Mrs. Kristin Cilli Mr. Kevin Clark Mrs. Vivian Criner Mrs. Leslie Densmore Mr. Matt Dudley Mrs. Marissa Grano Dyer Mrs. Diane Ecker Mr. Rick Falascino Mrs. Sondra Fetter Mrs. Christine Finnegan Ms. Sue Fleckenstein Mr. Paul Fox Mr. Samuel Gallaher Mrs. Denise Galloway Mrs. Sherri Garvey Mr. William Gehrlein Mrs. Jackie Geisler Mrs. Anna Marie Glowaski Mr. Mark Goelz Mr. Ray Gombar Mr. Justin Gremba Mrs. Kristina Gualazzi Mrs. Michelle Hamel Mrs. Janeen Hannigan Mrs. Beth Harris Mr. Matthew Henderson Mrs. Kathleen Hoedeman Mrs. Ginny Husak Mr. Terry Jackson Mr. Patrick Jones st Mr. Abdel Khila (1 Sem.) Mrs. Irene Koestner Mrs. Paula Lydon Mr. Craig Madge Mrs. Julie Mauder Mr. Gary McCullough nd Mrs. Alissa McLellan (2 S) Mrs. Dana Mellinger Mrs. Christy Mikolaj Mrs. Jodi Mosler Mr. Steve Nicklas Mrs. Gail O’Hara Mr. Jason O’Roark Mrs. Andrea Perry Mrs. Hedy Pitcairn Mrs. Krisanne Schaffer Mr. Uwe Schneider Mrs. Jennifer Noel Schetley Mr. Pete Serio Mrs. Barbara Snyder Mrs. Deborah Spada Mr. Ken Suchan Mr. Robert Sully Mrs. Angela Tena Mrs. Tammy Walsh Mrs. Dawn Yoder TBA

E-Mail Address [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected],pa.us [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected]

Phone Ext. 5001 5036 5055 5011 5033 5025 5067 5010 5072 5070 5069 5096 5125 5077 5106 5062 5123 5089 5073 2235 5050 5088 5120 5059 5127 5065 5058 5044 5012 5124 5076 5101 5079 5054 5075 5015 5085 5045 5041 5004 5005 5071 5063 5046 5041 5068 5105 5047 5074 5005 5030 5114 5003 5051 5061 5057 5080 5117 5087 5020 5056 5053 5126 5064 5078

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Subject Principal Assistant Principal Academic Principal Guidance Math/Science Cafeteria Manager Math/Science Guidance Rdg/LA/SS Math/Science Family & Consumer Science Rdg/LA/SS L.S. Resource Reading Resource Challenge Technology Ed. Special Ed Aide L.S. Resource Challenge Orchestra Rdg/LA/SS Spanish Rdg/LA/SS Rdg/LA/SS Special Ed Aide Art Math/Science Math/Science Rdg/LA/SS Special Ed Aide Rdg/LA/SS Speech Rdg/LA/SS Math/Science Math/Science Librarian Math Resource Rdg/LA/SS ESL Attendance Secretary Nurse’s Aide Band Rdg/LA/SS Math/Science ESL Physical Education L.S. Resource L.S. Resource Math/Science Nurse Math/Science Special Ed Aide Head Secretary Math/Science German General Music Physical Education Special Ed Aide Rdg/LA/SS Head Custodian Rdg/LA/SS French Special Ed Aide Math/Science Rdg/LA/SS

Room # Office Office Office 109A 44 Nutrition Cen. 39 109B 33 9 26 12 27 54A/54B 6 16 42 42 5 55 36 47 10 2 42 25 13 11 38 42 1 53 41 32 48 Library 49 35 31 Office Health Office 24 8 7 31 Gym 43 28 40 Health Office 3 42 Office 37 52 23 Gym 42 4 Cust. Office 14 51 42 34 45

Level 5-6 5-8 5-8 6 5 5-6 5 5 5 6 5&6 6 5&6 5&6 6 5&6 5&6 5&6 5 5&6 5 5&6 6 6 5&6 5&6 6 6 5 5&6 6 5&6 5 5 5&6 5&6 5&6 5 5&6 5&6 5&6 6 6 5&6 5&6 5&6 5&6 5 5&6 6 5&6 5 5&6 5&6 5&6 5&6 6 6 5&6 5&6 5 5

APPENDIX I SAMPLE SCHEDULES

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APPENDIX II NOTIFICATION OF RIGHTS

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ANNUAL NOTICES TO PARENTS OF CHILDREN WHO RESIDE IN THE UPPER ST. CLAIR, SCHOOL DISTRICT NOTIFICATION OF RIGHTS FOR ELEMENTARY AND SECONDARY SCHOOLS The Family Education Rights and Privacy Act (FERPA) affords parents and students over 18 years of age (“eligible students”) certain rights with respect to the student’s education records. These rights include: 1. The right to inspect and review the student’s education records within 45 days of the day the school received a request for access. Parent or eligible students should submit to the child’s Building Principal or the Supervisor or Pupil Services (Mrs. Eloise Stoehr, Upper St. Clair School District, 1820 McLaughlin Run Road, Upper St. Clair, PA 15241) a written request that identifies the record(s) they wish to inspect. The Building Principal or Supervisor of Pupil Services will make arrangements for access and notify the parent or eligible student of the time and place where the records may be inspected. 2. The right to request the amendment of the student’s education records that the parent or eligible student believes are inaccurate or misleading. Parents or eligible students may ask the school to amend a record that they believe is inaccurate or misleading. They should write their child’s Building Principal or the Supervisor of Pupil Services, clearly identify the part of the record they want changed, and specify why it is inaccurate or misleading. If the school decides not to amend the record as requested by the parent or eligible student, the school will notify the parent or eligible student of the decision and advise them of their right to a hearing regarding the request for amendment. Additional information regarding the hearing procedures will be provided to the parent or eligible student when the school is notified of the request for a hearing. 3. The right to consent to disclosures of personally identifiable information contained in the student’s educational records except to the extent that FERPA authorizes disclosure without consent. Once exception, which permits disclosure without consent, is disclosure to school officials with legitimate education interests. A school official is a person employed by the school as an administrator, supervisor, instructor, or support staff member (including health or medical staff and law enforcement unit personnel); a person serving on the school board; a person or company with whom the school has contracted to perform a special task(e.g., an attorney, auditor, medical consultant, or therapist); or a parent or student serving on an official committee, such as a disciplinary or grievance committee, or assisting another school official in performing his/her tasks. A school official has a legitimate educational interest if the school official needs to review an education record in order to fulfill his/her professional responsibility.

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4. The right to file a complaint with the U.S. Department of Education concerning alleged failures by the school system to comply with the requirements of FERPA. The name and mailing address of the Office that administers FERPA is: Family Policy Compliance U.S. Department of Education 400 Maryland Avenue, SW Washington, D.C. 20202-4605 Disclosure of Personal Information: The Family Education Rights and Privacy Act (FERPA) requires that the Upper St. Clair School District, with certain exceptions, obtain your written consent prior to the disclosure of personally identifiable information from your child’s education record. However, the Upper St. Clair School District may disclose appropriately designated “directory information” without written consent, unless you have advised the district on the contrary in accordance with District procedures. The primary purpose of directory information is to allow the School District to include this type of information from your child’s education records in certain school publications. Examples include the annual yearbook, honor roll or other recognition lists, graduation programs, sports activity sheets, a playbill showing your student’s role in a drama production, etc. Directory information, which is information that is generally not considered harmful or an invasion or privacy if released, can also be disclosed to outside organizations without a parent’s prior written consent. Outside organizations include, but are not limited to, companies that manufacture class rings or publish yearbooks. In addition, two federal laws required local education agencies (LEA) receiving assistance under the Elementary and Secondary Education Act of 1965 to provide military recruiters, upon request, with three directory information categories (names, addresses, an telephone listings) unless parents have advised the LEA that they do not want their student’s information disclosed without their prior written consent. If you do not want the Upper St. Clair School District to disclose directory information without your prior written consent, you must notify the District in writing. The parent or eligible student may refuse to permit the designation of any or all of these categories, with respect to the student, by notifying the child’s Building Principal within 30 days of the publication of this notice. The following information is designated as directory information: Directory Information Categories: . student name, address, telephone number, date and place of birth . awards won and offices held . major areas of study

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. participation in officially recognized activities and sports . post-high school endeavors. recognition of achievements in academic and non-academic areas . recognition of graduating seniors . weights and heights of athletes Confidentiality All information gathered about your child is subject to the confidentiality Provisions contained in federal and state law. The district has policies and procedures in effect governing the collection, maintenance, destruction, and disclosure to third parties of this information. For information about these policies and procedures as well as rights of confidentiality an access to education records, you may contact in writing your child’s Building Principal or the Supervisor of Pupil Services.

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ANNUAL NOTICE TO PARENTS REGARDING SCHOOL RECORDS School records are an inherent part of a student’s formal education in the public school setting. They are used to collect, maintain and disseminate pertinent information. The Upper St. Clair School District (District) has adopted a policy and administrative regulations in accordance with both the regulations of the State Board of Education on Pupil Records, adopted July 12, 1974, amended July 15, 1977, and the Family Education Rights and Privacy Act (FERPA). Parents and eligible students (students who have reached the age of 18 or are emancipated minors) are accorded the following rights: 1.

To inspect, review and be given a copy of school records

2. To obtain a copy of the District’s policy and regulations regarding the collection, maintenance, and dissemination of school records upon written request to: Supervisor of School Guidance Counseling, Upper St. Clair High School 1825 McLaughlin Run Road Upper St. Clair, PA 15241 or Supervisor of Pupil Services Upper St. Clair School District 1820 McLaughlin Run Road Upper St. Clair, PA 15241. 3. To file complaints with the FERPA Office, Family Policy Compliance, U.S. Department of Education, 400 Maryland Avenue SW, Washington, D.C. 0202- 4605 4. To be informed of the transfer of records to officials of another school or school system upon notification of the student’s enrollment 5.

To challenge the contents of the records

6. To refuse individual consent where it is required for release of information from the record, and 7. To be informed of the data collected and maintained by representational consent. If you wish to examine the record, you may make arrangements to do so by contacting the principal or counselor at the school your child attends.

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NOTIFICATION OF RIGHTS UNDER THE PROTECTION OF PUPIL RIGHTS AMENDMENT (PPRA)

The Protection of Pupil Rights Amendment affords parents and students who are 18 or emancipated minors (“eligible students”) certain rights regarding our conduct of surveys, collection and use of information for marketing purposes, and certain physical exams. These include the right to: Consent before student are required to submit to a survey that concerns one or more of the following protected area (“protected information survey”) if the survey is: 1. Political affiliations or beliefs or the student or student’s parents 2. Mental or psychological problems of the student or student’s family 3. Sexual behavior or attitudes 4. Illegal, anti-‐social, self-‐incriminating, or demeaning behavior 5. Critical appraisals of others with whom respondents have close family relationships 6. Legally recognized privileged relationships, such as with lawyers, doctors, or ministers 7. Religious practices, affiliations, or beliefs of the student or parents; or income, other then as required by law to determine program eligibility. Receive notice and an opportunity to opt a student out of: 1. Any other protected information survey, regardless of funding 2. Any non-‐emergency, invasive physical exam or screening required as a condition of attendance, administered by the school or its agent, and not necessary to protect the immediate health and safety of a student, except for hearing, vision, or scoliosis screenings, or any physical exam or screening permitted or required under State law; and 3. Activities involving collection, disclosure, or use of personal information obtained from students for marketing or to sell or to otherwise distribute the information to others. Inspect, upon request and before administration or use: 1. Protected information surveys of students 2. Instruments used to collect personal information from students of the above marketing, sales, or other distribution purposes; and 3. Instructional material used as part of the educational curriculum 68

The District will develop and adopt policies, in consultation with parents, regarding these rights, as well as arrangements to protect student privacy in the administration of protected surveys and the collection, disclosure, or use of personal information for marketing, sales, or other distribution purposes. The District will notify parents and eligible students of these policies at least annually at the start of each school year and after any substantive changes. The District will also directly notify parents and eligible students, such as through the U.S. mail or email, at least annually at the start of each school year of the specific or approximate date of the following activities an provide an opportunity to opt a student out of participating in: . Collection, disclosure, or use of personal information for marketing, sales or other distribution . Administration of any protected information survey not funded in whole or in part by ED . Any non-‐emergency, invasive physical examination or screening as described above. Parents/eligible students who believe their rights have been violated may file a complaint with: Family Policy Compliance Office U.S. Department of Education 400 Maryland Avenue, SW Washington, D.C. 20202-‐4605

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APPENDIX III TESTING SCHEDULE

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PLANNED PROGRAM OF STANDARDIZED TESTING The Planned Program of Standardized Testing by the District is collected and maintained by representational consent and is shown below. The results of these tests, as well as the results of aptitude and achievement tests taken by the individual student on a voluntary basis and required for admission into post-‐secondary education institutions, are maintained and made a part of the record. Should you wish to examine the record, you may arrange to do so by making an appointment with your child’s principal or counselor. For specific information regarding matters pertaining to school records, parents or eligible students may contact the principal of the school in which the student is enrolled.

PSSA Area of Assessment Grade Date of Administration Math and Reading 5 & 6 April 8 – 19, 2013 Writing 5 March 11 – 15, 2013

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TITLE IX

The Upper St. Clair School District does not discriminate on the basis of sex in admission to or employment in its education programs or activities. Inquiries concerning Title IX should be directed to: Dr. Patrick T. O’Toole, Ed.D. Superintendent of Schools 1820 McLaughlin Run Road Upper St. Clair, PA 15241