Students should not arrive to the school building prior to the “Doors Open” time indicated in the campus schedule found in their school’s Parent Guide. Students arriving prior to this time will be unsupervised, and Mastery will not be responsible for the student at this time.

All visitors to our school offices are strongly encouraged to schedule an appointment. School Leaders have the discretion to accept non-scheduled visitors or to request that those visitors return after making an appointment.

Visitors are required to:

• Sign-in using our Raptor system. Visitors must submit a form of government issued identification such as a driver’s license or anything with a name and date of birth.
• Remain in the front office or lobby area until the meeting time and be escorted by a staff member to the location.
• Some campuses may require all students, staff, and visitors to enter through a weapons detection system or metal detector and pass all personal belongings and bags through a scanner.

Please note that some days are not appropriate for visits (e.g., testing days). For this reason, Mastery reserves the right to deny visit requests.

Should a Mastery school close or implement a virtual learning day (“Flexible Instructional Day”) for any reason (e.g., inclement weather), we will communicate closing information on our website (http://www.masterycharter.org/), through social media (@masteryschools), and parents/guardians will receive an automated communication. Parents/guardians can also tune in to 6ABC, Fox29, and CBS3 for information.

The School District of Philadelphia is responsible for the transportation of students to and from school. According to the District’s policy, students who reside more than 1.5 miles from their respective school buildings will receive yellow bus or SEPTA transportation. Students who qualify for SEPTA transportation will receive SEPTA student fare cards.

For additional information regarding the School District of Philadelphia’s transportation policy, parents/guardians can visit the transportation page on the School District of Philadelphia’s website (https://www.philasd.org/transportation/for-parents/) or call 215-400-4350 and ask to be transferred to the contact person who handles transportation.

At the beginning of the school year, parents/guardians must fill out a parent/guardian location form so that we can keep parents/guardians informed of their child’s progress and contact them quickly in case of an emergency.

It is important that the school always has your most up-to-date contact information. If your family moves or your address changes for any reason, you must notify the school within 5 business days by completing a Change of Address form and providing two new proofs of address. This ensures that important mail is not lost and that emergency contact information and transportation arrangements remain accurate. Failure to update your address may result in missed communication and could affect your eligibility for certain services, including transportation. Please contact the school for assistance in submitting a change of address.

Mastery may also request a copy of any court order or agreement affecting the custodial rights of parents/guardians. It is important that Mastery understands custodial arrangements in order to determine who is eligible to pick a student up from school and communicate with school staff.

In the second semester of the school year, all students who plan to return for the following school year are requested to submit a re-enrollment form to indicate their intent to return in the upcoming school year. These forms are essential for school planning purposes, and all students are asked to complete the re-enrollment form to guarantee their seat for the next school year. School staff base materials orders and staffing decisions on the forms they receive.

The School Nurse
The school nurse maintains medical records for each student. Parents/guardians are required to submit the following up-to-date medical forms and keep current versions on file: Medical Emergency Contact Form, Physical Form, and
Immunization History. If parents/guardians fail to submit an Immunization History form, their student may be excluded
from school.

Parents/guardians must inform the nurse promptly of any special health problems and should contact the nurse if they have questions or would like to schedule a confidential appointment.

If a student becomes ill during the school day, the student will be given immediate attention. Students should not personally call home if they feel ill; they should report to the school nurse. Parents/guardians will be notified if their child is too ill to return to class.

School Administration of Medication
Mastery will permit the school nurse to administer medication to students provided that:

a. parents/guardians provide to the school nurse a completed medication administration form from the student’s physician;
b. parents/guardians submit a new medication administration form following any changes to the student’s medication;
c. the parents/guardians or student provide to the school nurse the medication in the original container, and this container is clearly labeled with the student’s name, physician’s name, medication name, dosage, and frequency of administration; and
d. parents/guardians submit a new medication authorization form each school year.

Under no circumstances are any Mastery staff or contractors other than the school nurse, school physician, or a substitute school nurse allowed to administer any medication to a student.

At the end of the school year, it is the parents’ or guardians’ responsibility to pick up any unused medications from the nurse’s office. Medication remaining in the nurse’s office following the end of the school year will be properly disposed of in accordance with school policy.

Student Administration of Medication
Mastery will permit the self-administration of medication by a student for asthma or other potentially life-threatening illnesses or a life-threatening allergic reaction provided that:

a. parents/guardians provide to the school nurse written authorization for the self-administration of medication;
b. parents/guardians provide to the school nurse written certification from the physician of the student stating that the student has asthma or another potentially life-threatening illness or is subject to a life-threatening allergic reaction and is capable of, and has been instructed in, the proper method of self-administration of medication;
c. the student notifies the school nurse following each self-administration of the medication;
d. if medication is lost, the student immediately makes the school nurse and school leaders aware of the lost medication; and
e. the permission is effective for the school year for which it is granted and is renewed for each subsequent school year upon fulfillment of the requirements in paragraphs (a) through (d) of this subsection.

Homebound Instruction
The purpose of homebound instruction is to keep a student on track academically while temporarily out of school for a medical reason. Mastery provides homebound instruction using temporary one-to-one tutoring. For a student to receive homebound instruction and excusal from attendance, a medical provider must submit a written referral for homebound instruction. Homebound instruction may be provided for an initial period of up to three months. After three months, additional medical documentation from a medical provider and state approval is required. To get a copy of the Physician’s Referral for Homebound Instruction form, contact your school’s Assistant Principal of Specialized Services.

The following courses are offered as part of the elementary program.

The courses listed are offered as part of the secondary program. Please note that this list is a general overview of Mastery course offerings, and course offerings may vary across campuses.

Advanced Placement (AP) and Honors options vary from school to school and year to year. Generally, AP courses are offered to students in grades 10 to 12. AP course offerings across campuses include AP English Language and Composition, AP English Literature and Composition, AP Calculus, AP US History, AP Government, AP Biology, AP Physics, and AP Chemistry. Honors courses are generally offered in grades 7-12 in English, Math, Social Studies, and Science.

Mastery implements a multi-tiered system of academic support for students displaying learning needs. This system begins by universally screening academic data for all students multiple times throughout the school year. Based on data, each school will determine if a student is in need of additional instruction or intervention. In elementary schools, these supports are provided within the general education classes, and at the secondary level, may be embedded within a general education or within an elective class.

Mastery provides English Language Development (ELD) programming to meet the needs of our multilingual learners. Support may be provided via push-in instruction, pull-out instruction or through a designated class instructed by an ESL Specialist.

• K-2 students will receive a grade on the report card for each of the following courses:
  • Math
  • English Language Arts
  • Science
  • Social Studies
  • Enrichment
• Students will receive scores on assignments as completed throughout the Report Period using the scale below
• Assignments will include exit tickets, checkpoints, and benchmark/module/unit assessments

The chart below identifies grading weights for each assignment type:

Report cards are distributed after each report period during Parent-Teacher Conferences and electronically through the Home Access Center. To ensure that schools work in partnership with students and their families, parents/guardians are expected to attend parent-teacher conferences. If a parent/guardian cannot attend a conference, we ask that they notify us so that we can arrange another time to meet. The Home Access Center (HAC) provides an online option for parents to check in on their students’ academic performance, attendance, and discipline data continually at any point throughout the year. Parents who need help accessing the HAC should contact the school’s front desk.

All assignments in K-2 are graded using the 4-point rubric below. At the end of the Report Period, a cumulative grade is determined by averaging the grades students earned across each assignment for each course.

The chart below identifies grading weights for each grade type.

At the end of the school year, a cumulative course grade is determined by averaging the grades students earned each report period (a total of four report periods).

Report cards are distributed after each report period during Parent-Teacher Conferences and electronically through the Home Access Center. To ensure that schools work in partnership with students and their families, parents/guardians are expected to attend parent-teacher conferences. If a parent/guardian cannot attend a conference, we ask that they notify us so that we can arrange another time to meet. The Home Access Center (HAC) provides an online option for
parents to check in on their students’ academic performance, attendance, and discipline data continually at any point throughout the year. Parents who need help accessing the HAC should contact the school’s front desk.

A 100-point scale is used to determine student grades and calculate GPAs for all elementary school students. The grading scale is outlined in the chart below.

To be eligible for honor roll, Elementary school students must pass all of their classes. Mastery recognizes students who excel academically with the following designations.

GPAs in elementary school are for honor roll purposes only and will not have an impact on the student’s high school cumulative grade point average.

When an elementary school student is not experiencing academic success, several factors will be considered prior to recommending retention for the student. Please note that our goal is not to retain students in elementary grades, and retention is strongly discouraged unless the school team and parents believe it is the best decision for the student. Retention decisions for students with IEPs must be made by the student’s IEP team in accordance with the student’s IEP goals. Retention recommendations for Multilingual Learners (MLs) must be made in accordance with ML guidance on grading and in consultation with the ML instructional staff. Elementary schools follow the process described below when making retention recommendations for students.

1. Any student who fails two (2) or more of their core classes (ELA, Math, Science, Social Studies) is flagged for retention review.
2. The school team uses Light’s Retention Scale to examine the additional factors that may influence the retention recommendation (intellectual skills, number of schools attended, age, English-language status, participation of parents in school-related activities, preschool experience, student’s motivation, attendance, emotional disorders, and conduct patterns).
3. The school uses the final score derived from Light’s Retention Scale to determine if retention would be helpful or harmful to the student.
4. The school presents the results from Light’s Retention Scale to the parent(s) of the student and requests feedback.
5. The Principal makes the final retention decision.

The chart below identifies grading weights for each assignment type.

At the end of the school year, a cumulative course grade is determined by averaging the grades students earned each report period (a total of four report periods).

Report cards are distributed after each report period during Parent-Teacher Conferences and electronically through the Home Access Center. To ensure that schools work in partnership with students and their families, parents/guardians are expected to attend parent-teacher conferences. If a parent/guardian cannot attend a conference, we ask that they notify us so that we can arrange another time to meet. The Home Access Center (HAC) provides an online option for parents to check in on their students’ academic performance, attendance, and discipline data continually at any point throughout the year. Parents who need help accessing the HAC should contact the school’s front desk.

A 100-point scale is used to determine student grades and calculate GPAs for all middle school students. The grading scale is outlined in the chart below.

Middle school students can be eligible for Honor Roll at the end of each marking period of the regular school year. School staff base Honor Roll eligibility decisions on student achievement in courses taken during each report period. Please note that students cannot be eligible for Honor Roll based on summer school achievement.

To be eligible for Honor Roll, a student must pass all of their classes. Mastery recognizes students who excel academically with the following designations.

Students in grades 7-8 must pass ELA, Math, Social Studies and Science to be promoted to the next grade level. Students who fail any of these courses must take and pass the course(s) in summer school. If the student does not pass the course(s), they may be recommended for retention by the school.

Retention decisions for students with IEPs must be made by the student’s IEP team in accordance with the student’s IEP goals. Retention recommendations for Multilingual Learners must be made in accordance with ML guidance on grading and in consultation with the ML instructional staff.

All recommendations for retention must be approved by the school principal. Schools must send a letter to parents if a student is in danger of being retained by the end of the third report period.

Middle school students who fail ELA, Math, Social Studies and/or Science must enroll in summer school. Teachers will provide direct instruction of content standards for the upcoming school year in an attempt to ensure students have a smoother transition to the next grade.

In order to graduate and receive a Mastery high school diploma, students must meet the following requirements:

1. State-defined assessment or alternative graduation plan requirements where students must demonstrate proficiency on high school assessments or an alternative state-approved pathway (e.g. evidence-based pathway in PA)
2. Course credits that students must complete in order to graduate from high school

The Pennsylvania Department of Education (PDE) has established statewide Pathways to Graduation. Each of the pathways offers a different combination of options that can serve to fulfill the additional graduation requirements.

This means that in addition to the 21.5 credits required to graduate, high school students graduating from a Pennsylvania high school must now meet additional requirements through one of the pathways designed to illustrate their college, career and community readiness.

Students are responsible to complete the requirements in their graduation plan as outlined below.

Students in grade 9

Beginning in the 2025-2026 school year with the incoming freshman class, Mastery is raising expectations for students by requiring additional credits to graduate high school, including credits focused on improving post-secondary readiness for students to ensure they are ready for their chosen pathway after graduation.

To graduate, students must receive at least 24.5 credits in the content areas listed below:

*Note that math and/or reading intervention course credits may replace required credits for PE/Health, World Language and/or Arts in order to meet individual student needs

Students in grade 9 – Hardy Williams High School and Gratz CTE Students only

The following graduation credit requirements will go into effect for Mastery high schools that offer career and technical education programming (Gratz) or career pathway programming (Hardy High) to students beginning in the 2025-2026 school year with the incoming freshman class.

To graduate, students must receive at least 24.5 credits in the content areas listed below:

Students in grades 10-12

To graduate, students must receive at least 21.5 credits in the content areas listed below.

In order for students to receive credit for a course, they must complete the duration of the course and receive a passing grade for the final grade. No partial credit will be granted for courses that are not completed or courses in which the student does not pass the entire year.

The chart found below should be used to determine the number of credits earned by high school students.

Any student with a disability who satisfactorily completes a special education program developed by an individualized education program team that does not otherwise meet the requirements of Act 158 shall be granted and issued a regular high school diploma. The IEP team will engage directly with the family and student during each annual IEP meeting to discuss a student’s route to graduation beginning at age 14. The IEP team will determine by no later than 10th grade year if each high school student with disabilities will need to meet these standard requirements to graduate or amend these requirements based on the student’s transition plan.

A student with a disability is eligible for services until the student graduates or turns 22.

The chart below identifies grading weights for each assignment type.

At the end of the school year, a cumulative course grade is determined by averaging the grades students earned each report period (a total of 4 report periods). This course grade is reported on the student’s transcript.

However, students in grades 9-12 who are absent (excused or unexcused) more than 8 periods for a specific course within a report period will automatically receive a failing grade of 50 for that course for that report period.

Students who are absent (excused or unexcused) more than 35 periods for a specific course within the school year will automatically receive a failing grade of 50 for that course for the school year.

Report cards are distributed after each report period during Parent-Teacher Conferences and electronically through the Home Access Center. To ensure that schools work in partnership with students and their families, parents/guardians are expected to attend parent-teacher conferences. If a parent/guardian cannot attend a conference, we ask that they notify us so that we can arrange another time to meet. The Home Access Center (HAC) provides an online option for parents to check in on their students’ academic performance, attendance, and discipline data continually at any point throughout the year. Parents who need help accessing the HAC should contact the school’s front desk.

For students in grades nine through twelve, grade point average (GPA) is used to measure and represent academic achievement at the end of each marking period and course. All credited courses count towards the GPA.

The cumulative GPA is the total average GPA of the student while in high school. The cumulative GPA is one metric that colleges and other post-secondary institutions use to determine college admissions and program eligibility. For this reason, Mastery emphasizes the importance of maintaining a strong GPA.

GPA is calculated by multiplying the course points earned by credits attempted. Honors and AP courses have different quality points to account for their level of rigor.

Cumulative grade point averages are re-calculated at the end of each course. If a student takes courses that are all one year in duration, the cumulative grade point average will not change until the end of the year, upon completion of coursework.

If a student takes five courses that are a year in duration and two courses that are a semester in duration, the cumulative GPA calculation will be influenced by the two semester grades in the middle of the year when final grades have been logged for those two courses.

A 100-point scale is used to determine student grades and calculate GPAs for all high school students. The grading scale is outlined in the chart below.

High school students can be eligible for Honor Roll at the end of each marking period of the regular school year. School staff base Honor Roll eligibility decisions on student achievement in courses taken during each report period. Please note that students cannot be eligible for Honor Roll based on summer school achievement.

To be eligible for Honor Roll, a student must pass all of their classes. Mastery recognizes students who excel academically with the following designations.

High school students must earn a minimum of 5.5 credits in a single school year to advance to the next grade classification. If a student fails to earn the required 5.5 credits to be promoted to the next classification (Sophomore, Junior, Senior), they will be required to re-take any courses that were not passed but may take new courses in the course progression, as long as the courses do not have prerequisites that were not met.

The following chart illustrates the number of credits high school students must have in order to be promoted to the next grade classification in Pennsylvania.

The purpose of high school summer learning is to allow students to have the opportunity to recover lost credits from failed courses.

• High school students who have a failing end of year grade in a course required for graduation will be required to attend summer learning for credit recovery.
• Students in grades 9-11 may take up to 2 total credit recovery courses during summer learning. Students in grade 12 may take up to 3 total credit recovery courses during summer learning
• Students must have no more than 1 absence, complete 100% of the course and earn a grade of 65% or higher in order to earn a full credit for the course.
• Students who have a failing end of year grade in a course and do not attend summer learning or pass the course during credit recovery are required to retake the course during the upcoming school year.

Students who participate in summer learning will receive a P/F (Pass/Fail) on their transcript. If the student passes the course, the credit earned will also appear on the student’s transcript. Students may be eligible to receive quality points aligned up to a C to be averaged into their cumulative GPA.

Students may also be eligible to recover credit for failed courses in the local school’s credit recovery program during the school year. Similar to summer learning, the purpose of credit recovery is to allow students to have an opportunity to recover lost credits from failed courses required for graduation.

Students must complete 100% of the course and receive a minimum grade of 65 to recover credit. Students who participate in credit recovery during the school year will receive a P/F (Pass/Fail) on their transcript. If the student passes the course, the credit earned will also appear on the student’s transcript. Students may be eligible to receive quality points aligned up to a C to be averaged into their cumulative GPA.

Please note that starting in 2025-26, students in the 9th and 10th grade classes may take no more than two credit recovery courses in a single calendar year during the summer and/or during the school year. 9th and 10th grade students may earn credits for a maximum of no more than six total credit recovery courses over the course of their high school experience.

Schools will distribute electronic interim progress reports (IPRs) to families at the mid-point of each reporting period (RP) via Home Access Center (HAC). The purpose of interim progress reports is to provide families with regular data on their students’ academic progress throughout the RP. IPRs are particularly important for students who are struggling and may be in danger of receiving a failing grade at the end of the RP, as this will give families enough time to review progress, provide intervention and follow-up support for their child and reach out to teachers to request support before the end of the RP. Families are encouraged to use interim progress reports as a means of initiating communication with their child(ren)’s teachers on their child’s academic progress.

Mastery Charter Schools require all students to demonstrate academic integrity and to abide by ethical standards in preparing and presenting materials, as well as in testing situations. Grades should reflect the student’s own work.

Academic dishonesty, cheating, or plagiarism involves an attempt for the student to demonstrate a level of content mastery that the student does not possess.

Academic dishonesty includes, but is not limited to, the following:
Cheating

• Obtaining information from another student during an assessment
• Communicating information to another student during an assessment
• Knowingly allowing another student to copy one’s work
• Offering another person’s work as one’s own
• Using an electronic device to solicit, transmit, or search for answers
• Taking an assessment for another student or having someone take an assessment for oneself
• Using unauthorized material during an assessment
• Having another person or company do the research and/or writing of an assigned paper or report

Plagiarism

• Plagiarism is an attempt to present the ideas, words, or creative product of another as one’s own.
• Credit must be given to the source for direct quotations, paraphrases, ideas, and facts which are not common knowledge.

Other Dishonest Conduct

• Stealing or attempting to steal an assessment and/or answer key
• Stealing or attempting to modify official academic records
• Alteration of computer and/or gradebook records
• Forgery of signatures for the purpose of academic advantage
• Sabotaging or destroying the work of others

The above policies on academic integrity apply to student use of Chat GPT and other similar artificial intelligence (AI) tools. If a student uses Chat GPT or AI while completing an assignment, they must document credit and identify sources of all material included that is not their own.

See the School Culture section below for more information on student consequences for academic dishonesty aligned with our code of conduct.

Mastery identifies and refers students who might be eligible for special education services for evaluation. Screening and referral processes include initial academic placement tests, standardized reading and mathematics assessments, classroom performance, benchmark examinations, vision and hearing screenings, and the Intervention and Referral Service (I&RS). Whenever a student is referred by the Multi-Tiered System of Support (MTSS) Team for a multi-disciplinary team evaluation, Mastery must obtain written consent from a parent/guardian before the evaluation can be conducted. Please note that, if a parent/guardian consents to the evaluation of their student, they are only agreeing to an evaluation of their student’s eligibility for services, not to the implementation of special education services, which requires an additional permission.

If parents/guardians believe their student might be eligible for special education services, they should contact the Assistant Principal of Specialized Services to request a multi-disciplinary evaluation for their student. If they make an oral request for an evaluation, the school will provide them with an evaluation request form within ten (10) calendar days. Upon receiving the evaluation request form, the school will issue a written response to the request within ten days. If the school agrees with the request and issues a formal Permission to Evaluate, the multi-disciplinary evaluation will be completed within sixty (60) calendar days after receiving the signed Permission to Evaluate form (Summer Break is not counted for purposes of the sixty-day calendar). Once the multi-disciplinary evaluation has been completed, a multi-disciplinary team will meet with the parent/guardian to review the findings of the evaluation.

Students are eligible for special education, assistive technology, and related services if they need specially designed instruction and meet criteria under the definition of one or more of the following physical and/or mental disabilities: autism; deaf-blindness; deafness; emotional disturbance; a hearing impairment; an intellectual disability; multiple disabilities; an orthopedic impairment; other health impairment(s) (e.g., ADD or ADHD); a speech or language impairment; a traumatic brain injury; a visual impairment; or a specific learning disability in any of the following areas: basic reading skills, reading comprehension, math calculations, math reasoning, listening comprehension, written expression, or oral expression.

If a student is identified as needing special education services, the team will develop an Individualized Education Program (IEP). This IEP document describes the student’s needs and explains the specific services that Mastery will provide to assist them in achieving academic and/or social-emotional progress in school. The IEP details the special education, related services, specially designed instruction, accommodations/modifications, and other supports the student needs to maintain steady and ongoing progress. The IEP is a living document and can be amended at any time in order to consistently reflect the needs of the student. Either a parent/guardian or the school staff can initiate the process for reconvening the IEP team to amend the service plan.

The IEP is written by a team of qualified professionals, and parents/guardians are critical members of the team. Parents/guardians are invited to attend all IEP meetings. We value parent/guardian and student input during these meetings; input allows the team to devise an IEP that will meet the student’s individual academic and/or social-emotional needs. When the student turns fourteen (14) years of age within an IEP term, they will be invited to the IEP meeting to discuss post-secondary goals and transition needs.

After the IEP is written, parents/guardians will be given a Notice of Recommended Educational Placement (NOREP). By signing this document, the parent/guardian indicates their approval of the proposed program and services included in the IEP. Initial services may not begin until the NOREP is signed by the parent/guardian following the initial IEP meeting. Please note that the parent/guardian is not required to sign the NOREP at the IEP meeting. Mastery staff members encourage families to think deeply about the proposed services before signing the NOREP. We request that parents indicate their approval of services or present clarifying questions and/or changes to the IEP/NOREP within 48 hours of the IEP meeting.

After the NOREP is signed, indicating approval of proposed services, the student will begin receiving the services outlined in the IEP. Mastery uses data to monitor the academic and social-emotional/behavioral growth of all students in order to determine progress towards meeting the goals outlined in their IEP. Progress monitoring reports are sent home along with report cards.

Mastery wants to ensure that all students are able to transition from Mastery into valuable post-secondary opportunities. Consideration of transition needs and provision of transition services is required annually for all students with IEPs once they reach fourteen (14) years of age. This may include linking students to outside agencies and supporting students and families with the identification of post-secondary opportunities for students. When a student graduates or “ages out” of Mastery’s special education programming, the student and their family will receive a copy of the student’s Summary of Academic Achievement and Functional Performance. The purpose of this document is to provide the student and their family with information regarding their academic achievement/functional performance and recommendations on how to assist the student in achieving their post-secondary goals.

For more information on Mastery’s available special education services, programs, processes, and policies, please visit http://www.masterycharter.org/policies/.

If a student is found to have a disability that requires accommodations in the educational environment but is not found to require specially designed instruction, they may require a 504 plan for those accommodations. If appropriate, the 504 Plan team, of which the parent/guardian is a member, will create and implement a 504 Plan. The 504 Plan will specify the appropriate accommodations or modifications needed to ensure student access to the learning environment. These services and protections for protected students with a disability are separate and apart from those services and protections applicable to all eligible or exceptional students enrolled (or seeking enrollment) in special education programs.

Mastery responds to the language needs of students in the process of developing academic and social English by providing English Language Development (ELD) classes. The ELD program is designed to provide Multilingual Learners (MLs) with meaningful access to the school’s educational program based on Culturally Responsive Teaching practices to create a welcoming environment. In addition to providing language services to students, Mastery will provide interpreters for parent/teacher conferences and other school-related activities.

To identify MLs, we ask families who are new to Mastery to complete a Home Language Survey as part of the registration process. Information from the survey is used as a first-level screening to determine next steps along Mastery’s screening sequence, which begins with a phone call home and ends with a screening test using a state-approved English proficiency screener. Once we have made a determination, we mail a notification letter to the parents/guardians of the student in their home language.

In accordance with Pennsylvania state law, once a student is identified as a Multilingual Learner based on Mastery’s multiple criteria for English proficiency, parents/guardians have the right to refuse some or all English language services. Even if a parent/guardian decides to refuse English language services, the student retains their status as a Multilingual Learner. Additionally, Mastery is obligated to continue monitoring the English language proficiency (ELP) and academic progress of the student whose parent/guardian has refused services. If the student, whose parent/guardian has refused services, does not demonstrate appropriate ELP growth or maintain appropriate academic levels, Mastery must inform the parent/guardian. Parents may also request to reinstate English language services that they previously opted out of at any time.

Students maintain an ML classification status until they meet Mastery’s multiple criteria for exit from English language services. To exit English language services, students must demonstrate English proficiency on the federally mandated assessment, ACCESS for ELLs or Alternate ACCESS, and receive teacher recommendations for exit. Once exited from multilingual programming, Multilingual Learners are actively monitored for an additional two years. During this active two-year post monitoring window, former MLs can be reclassified as current MLs based on test scores and teacher recommendations.

For more information on Mastery’s ELD program, please contact the Assistant Principal of Specialized Services. Parents/guardians can also review Mastery’s ML policy on our website: http://www.masterycharter.org/policies/.

Mastery provides a comprehensive system of support for students that proactively and preventatively responds to a student’s academic data through the Response to Instruction and Intervention (RTII), and/or a student’s social emotional, behavioral data through the Intervention & Referral Services (I&RS).

Intervention & Referral Services (I&RS) and the Student Assistance Program (SAP) are two of the mechanisms by which Mastery provides student support. I&RS is designed to assist school personnel in identifying issues which pose a barrier to a student’s learning and school success, such as behavioral or social concerns; medical problems; psychological issues; and alcohol, tobacco, or other drug problems. The primary goal of I&RS is to link students with the help they need in order to overcome these barriers so that they can remain in school, succeed academically, and work towards graduation and post-secondary success. Mastery I&RS team members do not diagnose students. However, I&RS teams may make referrals to outside or community agencies. The I&RS Team may also (with parent permission) refer students to an outside SAP Assessor for a behavioral health evaluation. SAP Assessment referrals take place when the team determines that the supports needed by the student are beyond the scope of services that Mastery provides. The SAP Assessor, who works for an outside community agency, will meet with the student and parent/guardian, complete a behavioral health assessment, and make an appropriate connection for services in the community. Parents, students, and any school staff member can request that a student is evaluated by I&RS for a SAP Assessment referral. It is the parents’ or guardians’ right to be involved in the SAP process.

Additional information about the Response to Instruction and Intervention (RtII) can be found above in the Mastery Academic Model section.

Mastery provides extra-curricular opportunities at each campus through a variety of clubs, activities, and comprehensive athletic programs. In order to participate in afterschool club opportunities, students and their parents/guardians must first complete and submit an Extra-Curricular Participation Waiver. This form may be obtained from and returned to the campus Extra-Curricular Supervisor. In order to participate in club athletics, students must have an athletic physical using the PIAA CIPPE form that is dated after May 1st or later.

Participation in extra-curricular clubs and activities is a privilege open to all, but students are expected to be in good academic standing and must meet the behavioral expectations for all Mastery students in order to remain active participants. The Academic and Culture Teams at each campus may remove a student from extra-curricular programming if they have not met established academic requirements or behavioral expectations, as outlined in the Mastery Disciplinary Code of Conduct. Any student who is removed from participation will be given clear, achievable goals to be met in order to rejoin their preferred extra-curricular activities.

Mastery students who participate in Interscholastic Athletic Competitions, and the campuses that sponsor them, must comply with the policies and bylaws set forth by the governing league. All Mastery high schools participate as members of the Pennsylvania Interscholastic Athletic Association (PIAA) and the Philadelphia Public League (PPL). A comprehensive handbook may be found on their website, www.PIAA.org.

Mastery provides additional guidelines that are aligned with Network-wide values and expectations. All campuses that sponsor interscholastic sports must uniformly enforce the Mastery Athletic Eligibility Policy (http://www.masterycharter.org/policies/). Athletic eligibility at Mastery Charter Schools is determined by a student’s ability to meet the expectations set forth in the following categories. An overview of each is provided below, and full details will be provided to participating students by the campus’ Athletic Director.

a. Attendance: Any student who is late or absent on the day of a competition or practice will not be allowed to travel/participate in that day’s competition or practice unless the lateness/absence has been excused and approved by the campus’ Attendance Coordinator.

b. Age: A student is ineligible for interscholastic athletic competition upon reaching nineteen (19) years of age prior to July 1. If the student reaches their nineteenth birthday on or after July 1, the student is eligible to compete throughout the year.

c. Documentation: Prior to participating in any practice or competition, students must submit the following forms:

• • • PIAA Comprehensive Initial Pre-Participation Physical Exam Form,
    • Afterschool Participation Waiver, and the
    • PIAA Athletic Transfer Waiver Request Form (if applicable).

d. Academic Standing: Students who do not maintain a 65% or higher in two or more classes will be subject to participation restrictions, as outlined by the Mastery Athletic Eligibility Policy.

e. Behavioral Standing: Students who commit Level II/III infractions will be subject to participation restrictions, as outlined by the Mastery Athletic Eligibility Policy.

Students are expected to be in school and on time every day. Mastery has a moral and legal obligation to ensure that all students attend school every day.

Pennsylvania’s Compulsory School Attendance Law mandates that all children begin attending school by age 6 and continue attending until the age of 18. Every parent/guardian of a school-aged child is responsible for the child’s attendance at school. Failure of a child to attend school has certain legal consequences for parents and, possibly, for the student.

In Pennsylvania, truancy is defined as when a child of compulsory school age is absent from school for three (3) or more days without a valid excuse. Absences without a valid excuse are considered unexcused absences. If a child is found to be truant, their parent/guardian can be convicted and incarcerated for the crimes of Corrupting the Morals of a Minor and/or Endangering the Welfare of a Child. Students aged 15 and over are held responsible by the courts for truancy and could face fines up to $750.00, assignment to community service, and/or participation in a program designed to improve attendance.

In addition, a child who is found to be truant can have their driver’s license suspended for up to ninety (90) days for the first conviction of truancy and six (6) months for any other convictions of truancy. If the child does not have a license, the chance to apply for one can be suspended for ninety (90) days for the first offense and six (6) months for additional offenses.

If a student is ill and unable to attend school, the parent/guardian must call the school during school hours. If a phone call has not been received, Mastery will notify the parent/guardian via an automated robocall or personal call.

If the student is ill with a communicable disease (e.g., chicken pox, measles), the parent/guardian should notify the school.

There are three (3) categories of absences at Mastery.

Absent – “Excused” Mastery may excuse the absences of students under certain circumstances with original documentation. Those circumstances only include doctors’ appointments, court subpoenas, or funeral notices. Please note that routine medical and dental appointments are to be made outside of school hours. Students will also be excused if they are required to leave school for the purpose of attending court hearings related to their involvement with the Philadelphia Department of Human Services (DHS) or the juvenile probation office and are required to leave school for the purposes of attending court hearings related to their involvement with these agencies.

Absent – “Excused – Parent Note” Parents/guardians and students are required to submit a written explanation of the reason(s) for an absence within three (3) calendar days of the absence. If they provide a written excuse within three (3) days of the absence, the absence will not be counted as “unexcused.” No more than three (3) parent notes per quarter will be accepted for excused absences.

Absent – “Unexcused” All absences are treated as unexcused until Mastery receives a written explanation of the reason(s) for an absence. If parents/guardians and students fail to provide a written explanation within three (3) days of the absence, the absence is permanently counted as “unexcused.” A student is considered truant once they have accumulated three (3) or more unexcused absences.

Excuse notes may be turned in to the campus on paper or sent electronically to the Attendance Coordinator.

Please Note: After ten (10) consecutive “unexcused” absences, students will be dropped from Mastery’s enrollment.

Students in grades K-8 who are absent 35 or more total days (excused and unexcused) will be required to complete Mandatory Summer Programming and/or attend a Retention Meeting. Students who do not successfully complete
Mandatory Summer Programming may be retained.

Students in grades 9-12 only who are absent (excused or unexcused) more than 8 periods for a specific course within a report period will automatically receive a failing grade of 50 for that course for that report period.

Students who are absent (excused or unexcused) more than 35 periods for a specific course within the school year will automatically receive a failing grade of 50 for that course for the school year. High school students who have a failing end of year grade in a course required for graduation will be required to attend summer learning for credit recovery. For more information about the academic impact, see pages 13-15.

Requests by parents/guardians for the early dismissal of students during school hours may be made in cases of emergency. Emergencies include crises within the family that cannot be managed without the student’s presence. Early dismissals for private instruction in such activities as music, dancing, gymnastics, or dramatics are not granted. In addition, early dismissals for religious instruction are not granted, except on a very limited basis, as set out in state
regulations.

Please make routine medical and dental appointments after school hours. Ordinary household or personal matters involving students are also to be handled outside regular school hours. When students must have an early dismissal for medical/dental appointments, and the pupil is out of school for only part of the session, the student is required to provide a follow-up note from the physician or dentist indicating that the appointment was kept.

In order to be granted an early dismissal, the parent/guardian must come, in person, to the school’s main office to process the request. Early dismissals will also be granted if the student provides a valid appointment slip from a physician or the court system. Students must hand in these appointment slips during morning entry. Mastery will call the parent to authenticate the early dismissal request. Telephone requests for early dismissals will not be honored except in cases of emergency.

Parents/guardians can pick up their child from school if they are listed as a parent/guardian or an emergency contact. To pick up a child, the parent/guardian must stop by the front desk. They will be asked to present a state ID or driver’s license to ensure the safety of their child.

Principals may choose to grant temporary excusals from attendance in truly exceptional cases. To request the Principal’s approval of temporary excusals, parents/guardians must provide written evidence of a severe mental/physical condition or other urgent reason prior to the accumulation of absences.

We believe that school uniforms create a sense of school pride and community while helping to build students’ personal skills around professionalism and presentation. It is expected that students will come to school wearing their school uniforms in a professional manner. This means that clothing should be neat, appropriately sized, and fully cover undergarments. Pants are to be worn at the waistline.

We require students to abide by the following uniform requirements throughout the school year:

Competition Days: Students who participate in competitive extracurricular activities and athletics are permitted to dress in formal attire or wear their team uniform or other team apparel on game days at the discretion of the school’s leadership team.

Dress Down Days: School campuses will periodically allow students a “dress down” day as an incentive for positive behavior and to celebrate positive achievements (e.g., academic achievement, school pride, and cultural diversity). Schools will provide families with campus-specific guidance around the dress code for scheduled “dress down” days. All “dress down” days should be specified on the school calendar that families, students, and staff receive.

Formal Attire for the College Seminar Program: As a part of our mission to prepare students for postsecondary success, high school students will have designated days when they will be required to wear a more formal uniform consisting of an Oxford shirt, standard uniform bottoms, and belt as a part of our college seminar program. These “dress up” typically take place during college fairs, internships, mock interviews, and college recruitment visits. Schools’ College and Career Counselors will send families a schedule of when College Seminar events will take place.

Safety is an absolute priority and necessity at Mastery. Students are not to use violence for any reason whatsoever at Mastery, while representing Mastery, or with any members of the Mastery community. Students are officially under the jurisdiction of the school from the time that they leave home in the morning until they reach home in the afternoon. Mastery will follow mandated due process procedures and determine whether the violent incident meets the definition of a code of conduct infraction. Students and families have a duty to report incidents or potentially violent incidents to the school’s Assistant Principal of School Culture. Students, families, or members of the community may also use the Pennsylvania Safe2Say Something hotline to anonymously make a report. Safe2Say may be contacted at 1-844-Saf2say or at https://www.safe2saypa.org/tip/.

At Mastery, we believe that true learning comes from understanding one’s responsibility to oneself and to the community. This school-wide culture system is built around strengthening and repairing respectful and trusting relationships both in the classroom and across the community. Students and staff are expected to demonstrate positive behavior, pro-social thinking, and social-emotional competencies. Students who violate our community’s Code of Conduct will, at the discretion of the administration, be granted the opportunity to give back to the community they violated and repair relationships they have damaged. This concept of honoring the community and the relationships within our community is a foundation of our program and our Code.

The culture system in lower elementary is structured to encourage students to make great choices. A color-coded choice chart helps students to see how their choices impact themselves and their community. Students always start the day on “Blue-Good Day” and strive towards “Green-Wow! Great Day!”

The chart below creates a uniform language for teachers as well as a clear visual cue for students to track their progress throughout the day. The following visual cue categories are listed in order from high to low performance.

The PBIS System tracks exemplary behavior/actions. Mastery schools employ a merit and demerit system. Merits are given for actions that are consistent with Mastery’s core values or campus specific values and norms.

1. Responsibility
2. Interpersonal Skills (Respect/Kindness)
3. Cooperation/Teamwork
4. Self-Control
5. Resilience/Hard Work
6. Leadership
7. Service

The merit/demerit system enables schools to have a consistent set of expectations across all classrooms and a consistent set of consequences. Students can use their merits to earn incentives such as participation in special events and trips, acknowledgment during a Community Meeting, and the purchase of Mastery swag. Students who reach a specific number of demerits can be issued a consequence such as a loss of privilege or a detention.

The Mastery Disciplinary Code of Conduct is designed to create a safe, respectful, and cooperative community. There are three types of infractions: Level I, Level II, and Level III. For each infraction type, we provide a range of possible consequences. In the charts below, these consequences are listed in order of severity.

Students who demonstrate a pattern of disruptive behaviors (three or more Level IIs within a marking period) are provided with a Tier I Student Support Plans. Intervention options are listed below.

During a Mandatory Parent Conference (MPC), the Dean of Students and relevant staff members meet with the student’s parent or guardian to review infractions and to develop support plans. The Dean of Students serves as the point of contact for connecting students with challenging behaviors to the appropriate supports. Students with repeated Level I, Level II, and Level III infractions are provided with additional resources and supports. For students in grades K-2, MPCs are used in place of out-of-school suspensions.

Parents/guardians receive both written and verbal communication of the date and time of the scheduled Mandatory Parent Conference, as well as an explanation of the student infraction. If a parent fails to report for the MPC, the student cannot be denied access to school and will be assigned an appropriate consequence based on the infraction type.

During a Mandatory Parent Conference, the Dean of Students recommends intervention supports. Intervention supports include, but are not limited to, the following list.

• community service,
• creation of a behavior contract,
• creation of safety plans
• loss of privilege,
• lunch and/or after-school detention,
• parent conferences
• preferential seating,
• proactive check-ins,
• reflective essay,
• referral to the school-based Intervention and Referral Services team,
• referral to School Therapeutic Services (STS),
• referral to the Student Assistance Program,
• restorative conferencing,
• student behavior trackers, and
• use of classroom-based “Calming Corner.”

Students at the Mastery Charter Schools who violate the Mastery Disciplinary Code of Conduct and are excluded from school will be provided with all due process protections consistent with the Pennsylvania Public School Code and its implementing regulations at 22 Pa. Code, Chapter 12. This section describes those protections in further detail. Additional protections for students may also apply to students who are eligible for special education services under the Individuals with Disabilities in Education Act (“IDEA”) and students with disabilities who receive services under Section 504 of the Rehabilitation Act (“Section 504”).

Education is a statutory right, and students shall be afforded due process if they are to be excluded from school. Exclusion from school may take the form of suspension or expulsion. In a case involving possible expulsion, the student is entitled to a formal hearing.

A suspension is a student’s exclusion from school for a period of one (1) to no more than ten (10) consecutive school days. Students in grades K-2 may not be suspended except in cases where another person suffers serious bodily injury. Suspensions may be assigned by the school Principal or their designee. Each campus Principal has delegated authority for student discipline to that campus’s Assistant Principal of School Culture and Deans.

While serving a suspension, students have the responsibility to make up exams and work missed and shall be permitted to complete these assignments within Board-determined guidelines.

In the case of a suspension, the following due process protections will be observed:

• A student may not be suspended until the student has been informed of the reasons for the suspension and given an opportunity to respond. Prior notice of the intended suspension need not be given when it is clear that the health, safety, and/or welfare of the school community is threatened.
• When the student is suspended, the parent/guardian shall be notified immediately in writing.
• When the suspension exceeds three (3) school days, the student and parent/guardian shall be given the opportunity to participate in an informal hearing (Mastery refers to informal hearings as “Disciplinary Hearings”) consistent with requirements of Pennsylvania law.
• Suspensions may not be made to run consecutively beyond ten (10) school days.
• The school will offer to hold the Disciplinary Hearing within the first five (5) days of the suspension, and sufficient notice of the time and place of the hearing will be given to the parent/guardian.
• Disciplinary Hearings enable the student to explain the circumstances surrounding the event for which the student is being suspended or to show why they should not be suspended. All relevant information regarding the event for which the student may be suspended will be presented, and the school and parents/guardians will discuss strategies for avoiding future offenses.
• At the Disciplinary Hearing, the student has the right to question any witnesses present and to speak and
  produce witnesses on their own behalf.

Disciplinary Hearings serve as Mastery’s “informal hearings” as described in Chapter 12 of Title 22 of the Pennsylvania Code. Disciplinary hearings are designed to bring forth all relevant information regarding the event for which the student may be suspended. Information regarding other disciplinary and academic problems facing the student may also be discussed. Disciplinary hearings also provide an opportunity for students, their parents/guardians, and school officials to discuss the incident involving the student and strategies for how future offenses may be avoided.

Disciplinary Hearings shall include a determination whether a student’s presence in his/her normal class would constitute a threat to the health, safety, or welfare of others.

The outcomes of such a hearing may include:

• Modification of suspension term, including additional days of suspension (up to 10 days total) or implementation of in-school suspension;
• a behavior contract for the student illustrating the full range of possible consequences, including expulsion;
• an invitation to rejoin the community with mandatory or voluntary disciplinary, behavioral, and/or academic intervention;
• a transfer to a disciplinary placement or alternative placement; and/or
• a recommendation to the Board for expulsion, which would result in the mandatory attendance of the student and parent/guardian at a formal expulsion hearing. See “Expulsion” below for further information.

Guardians may appeal the outcome of a disciplinary hearing in writing to the Network Student Development Team by requesting and completing an appeal form at the conclusion of the disciplinary hearing.

• The completed appeal form will be submitted to the Network Student Development Team by the campus assistant principal of school culture for review
• The Network Support Team will review all shared information, evidence, and hearing records prior to making a final recommendation
• The outcome of the hearing remains unless overturned by the Network Support Team (including alternate placement decisions)
• All final decisions will be communicated to the family and campus team at the conclusion of the review

More information about appealing the outcome of a disciplinary hearing can be found here:
http://www.masterycharter.org/policies/.

Students may be assigned in-school suspensions as a result of disciplinary action. Due process includes the following steps.

• Students will be informed of the reasons for the in-school suspension and given an opportunity to respond before the in-school suspension becomes effective.
• Parents/guardians will be informed of the in-school suspension.
• When the in-school suspension exceeds ten (10) consecutive school days, a disciplinary hearing with the Principal shall be offered to the student and the student’s parents/guardians prior to the eleventh school day.

An expulsion is exclusion from school by the Board of Trustees for a period exceeding ten (10) consecutive school days and may result in permanent expulsion from the school rolls. A formal hearing is required in all expulsion actions.

Only the Board of Trustees, through a majority vote of the Board, can determine whether a student will be expelled from school. Mastery’s Board of Trustees has designated Board Hearing Examiners to conduct fact-finding on behalf of the Board in discipline matters. The Hearing Examiner will preside over the formal hearing, receive evidence from the school’s administration and from the student/family, and summarize the relevant information presented at the formal hearing to the school’s Board for consideration.

In the event the Board of Trustees votes to expel a student, Parents/guardians will be notified in writing of the decision, informed of the legal right to appeal the decision, and informed of any timelines governing such appeal.

Students shall be suspended from school prior to the formal hearing and decision of the Board for a period of up to ten (10) consecutive days. The student shall be placed in their regular class after the ten (10) days unless it has been determined, after the Disciplinary Hearing, that the student’s presence in their regular class would constitute a threat to the health, safety, or welfare of others, and it is not possible to hold a formal hearing within the period of the suspension.

A student may not be excluded from school for longer than fifteen (15) consecutive school days without a formal hearing unless mutually agreed upon by both parties. Any student so excluded shall be provided with an alternative education, which may include home study.

The following due process requirements shall be observed:

• Notification of the charges shall be sent to the student’s parents/guardians by certified mail.
• At least three (3) days’ notice of the time and place of the hearing shall be given. A copy of the expulsion policy, including hearing procedures and notice that legal counsel may represent the student, shall be included with the notice. The student may request the rescheduling of the hearing when they demonstrate good cause for an extension. Otherwise the hearing shall proceed as scheduled.
• The hearing shall be held in private unless the student or parents/guardians request a public hearing.
• The student may be represented by counsel, at the expense of the parents/guardians, and may request that parents/guardians attend the hearing.
• The student has the right to be presented with the names of witnesses against the student and copies of the statements and affidavits of those witnesses.
• The student has the right to request that the witnesses appear in person and answer questions or be cross- examined.
• The student has the right to testify and present witnesses on their own behalf.
• A written or audio record shall be kept of the hearing. The student is entitled, at the student’s expense, to a copy. A copy shall be provided at no cost to a student who is indigent.
• The proceeding shall be held within fifteen (15) school days of the notification of charges unless mutually agreed upon by both parties. A hearing may be delayed for any of the following reasons, in which case the hearing shall be held as soon as reasonably possible:
  • laboratory reports are needed from law enforcement agencies;
  • evaluations or other court or administrative proceedings are pending due to a student invoking their rights under the Individuals with Disabilities Education Act; and
  • in juvenile or criminal court cases involving sexual assault or serious bodily injury, delay is necessary due to the condition or best interests of the victim.
• Notice of a right to appeal the results of the hearing shall be provided to the student with the expulsion decision.

If Expelled: Students who are under eighteen (18) years of age are still subject to the compulsory school attendance law following an expulsion and shall be provided an education.

The initial responsibility for providing the required education rests with the student’s parents/guardians through placement in another school, tutorial or correspondence study, or another educational program approved by the school Principal.

Within thirty (30) days of action by the school’s Board of Trustees, the parents/guardians shall submit to the school written evidence that the required education is being provided as described above or that they are unable to do so. If the parents/guardians are unable to provide the required education, the school entity shall, within ten (10) days of receipt of the notification, make a provision for the student’s education. A student with a disability shall be provided educational services as required by the Individuals with Disabilities Education Act. In the case of non-compliance with the approved educational program, Mastery may take action in accordance with 42 Pa.C.S. Chapter 63 (relating to the Juvenile Act) to ensure that the child will receive a proper education.

Students who have been identified as eligible for special education services and/or Section 504 services have additional protections within the student discipline process.

Mastery Charter Schools shall comply with the IDEA and any applicable federal and state statutes or regulations when disciplining students with disabilities. Students with disabilities who engage in inappropriate behavior, disruptive or prohibited activities, and/or conduct injurious to themselves or others shall be disciplined in accordance with their Individualized Education Program (“IEP”), behavioral intervention plan, Chapter 711 of Title 22 of the Pennsylvania Code, and relevant portions of Chapter 12 of Title 22 of the Pennsylvania Code, and any other applicable federal or state law.

A Manifestation Determination Meeting is required by IDEA when considering the exclusion of a student with a disability that constitutes a disciplinary change of placement.

In certain circumstances, students who have not been determined to be eligible for special education may assert the protections of IDEA 2004 if Mastery had “knowledge” that the student was a student with a disability before the occurrence of the behavior that precipitated a disciplinary action. Mastery will be deemed to have knowledge if: (1) the parent/guardian of the student expressed a concern in writing (unless the parent/guardian is illiterate or has a disability that prevents compliance with the requirements contained in this provision) to Mastery that the student is in need of special education and related services; (2) the parent/guardian of the student has requested an evaluation of the student; or (3) the teacher of the student, or other school personnel, expressed a specific concern about the behavior or performance of the student to the Assistant Principal of Specialized Services or other supervisory personnel at Mastery.

A student with a disability may be suspended for up to ten (10) consecutive and fifteen (15) cumulative school days per school year, for the same reasons and duration as a student without a disability may be disciplined. Such suspension(s) shall not constitute a change in the student’s educational placement.

A disciplinary change of placement occurs when a student who is receiving special education services is excluded from school:

• For more than ten (10) school days in a row,
• For more than fifteen (15) school days in any one school year,
• When days 11-15 constitute a pattern of exclusion, OR
• When a series of removals constitutes a pattern, through consideration of factors such as the length of each removal, the total amount of time the student is removed, and the proximity of the removals to one another;
  OR
• For any length of time for a student with an intellectual disability*.

*For students with intellectual disability, any disciplinary suspension or expulsion is a change in educational placement and may not be made without parental consent or judicial approval.
The School may remove a student to an interim alternative educational setting for no more than forty-five (45) school days without a manifestation determination review under the following circumstances, and where the underlying conduct is at school, on school premises, or to or at a school function under the jurisdiction of Mastery:

• Carrying or possessing a weapon
• Knowingly possessing, using, selling or soliciting illicit substances
• Inflicting serious bodily injury upon another person

In addition, a student with a disability may be removed to an appropriate interim alternative educational setting for not more than 45 school days if a hearing officer orders the change in placement after determining that maintaining the current placement of the student is substantially likely to result in injury to the student or to others.

On the date a decision is made to make a removal that constitutes a change of placement due to a violation of the Code of Conduct, Mastery will notify the parent/guardian(s) of that decision and provide procedural safeguards to the family. A student with a disability who is removed from the child’s current placement shall continue to receive educational services so as to enable the child to continue to participate in the general education curriculum, although in another setting, and to progress toward meeting the goals set out in the child’s IEP (with services as determined by the Child’s IEP team); and shall receive, as appropriate, a functional behavioral assessment, and behavioral intervention services and modifications, that are designed to address the behavior violation so that it does not recur.

Note: IDEA 2004 does not prohibit Mastery from reporting a crime committed by a student with a disability to appropriate authorities, nor does it prevent state law enforcement and judicial authorities from exercising their responsibilities with regard to the application of federal and state law to crimes committed by a student with a disability. Any such reports made by Mastery shall comply with IDEA 2004, the Memorandum of Understanding between Mastery, and the Philadelphia Police Department and Pennsylvania Department of Education Guidance.

Within ten (10) school days of the decision to change the student’s placement, the parent/guardian and members of the student’s IEP team shall conduct a Manifestation Determination meeting to answer the following questions:

1. Was the behavior caused by, or directly and substantially related to, the student’s disability; OR
2. Was the behavior a direct result of the failure to implement the IEP?

If the behavior is a manifestation of the student’s disability, the IEP team will take one of the following actions:

• Conduct a Functional Behavioral Assessment (FBA), unless one was already conducted prior to the change of placement occurring, and implement a positive Behavior Support Plan for the student; OR
• If a positive Behavior Support Plan has already been developed, review and modify it as necessary to address the behavior; and return the student to the placement from which they were removed, unless the parent/guardian and IEP team agree to a change of placement as part of the positive Behavior Support Plan.

The Mastery Charter Bullying Policy is designed to create a safe, respectful, and cooperative community. Bullying is never acceptable at Mastery Charter. All bullying actions are taken seriously. Even the most minor bullying actions are considered precursors to potential greater violations and are, therefore, prohibited.

Bullying is defined as aggressive behavior intended to result in physical or emotional harm to another student that occurs repeatedly over time. Bullying typically occurs when there is an imbalance of power in a student relationship. Such behaviors include but are not limited to an individual or group carrying out:

• physical aggression (e.g., hitting, kicking),
• threats (e.g., verbal, written, stalking/following),
• verbal aggression (e.g., name-calling, teasing),
• slander/libel (e.g., rumor spreading, gossip), and
• cyberbullying (slander/libel via email, texting, blogging, websites, chat rooms, etc.)

In addition, any collaboration with an individual carrying out any of the above is also considered an act of bullying.

Students who have been bullied or witnessed bullying are required to report such incidents to a Dean or Assistant Principal of School Culture. In the event that these administrators are not available, students can report incidents to other school administrators. All reports of bullying will be investigated thoroughly. If the investigation confirms the allegations, the parties involved will receive interventions and face consequences. Consequences are aligned under the “Level III Infractions” section of the Student-Parent Handbook.

Drug and alcohol abuse prevents students from achieving their potential. For this reason, Mastery has a Student Assistance Program (SAP) for students experiencing problems with drugs and alcohol. SAP personnel will provide appropriate referrals to counseling/support services for students.

Any student at Mastery exhibiting behavioral symptoms indicating alcohol and substance abuse will be given a drug/alcohol test (parents/guardians will be notified whenever a test is issued). Symptoms may include intoxication, slurred speech, an unsteady walk, impaired coordination, slowed reflexes, an odor, a physical expression, brief intense euphoria, repetitive physical mannerisms (e.g., lip chewing, constant grinding of teeth, and constant scratching), violence, a blank expression, sexual promiscuity, nausea, and an elevated heart rate.

If a student tests positive, the counselor will refer the student to the Student Assistance Program (SAP) for counseling/supportive services. Parents/guardians are responsible for seeking outside treatment for their child. Mastery must receive a treatment plan and regular updates from the outside treatment agency. To ensure Mastery’s receipt of regular updates from the outside treatment agency, parents/guardians must sign a limited release of information form. The SAP coordinator or school social worker can provide the release/exchange of information form. The student will be re-tested sixty (60) days from the day of the initial testing date. If the student’s test is negative, they will adhere to treatment recommended by the SAP team and outside treatment center. If the student tests positive for the second chemical analysis, they will be scheduled for a disciplinary hearing and potentially assigned to an alternative placement program.

Lockers are provided for the use of students but remain the property of the school. Students may not use a locker to store a substance or object which is prohibited or which constitutes a threat to the health, safety, or welfare of the occupants of the school building or the building itself.

Students are required to:

• keep their lockers locked at all times;
• not share lockers, switch lockers, or use any locker other than the one assigned to them; and
• notify the administration when a lock is lost or a locker is malfunctioning.

Mastery holds the right to search any and all lockers, bags, and clothing. Prior to a locker and/or bag search, students shall be notified and given an opportunity to be present unless school officials have reason to suspect that the locker and/or bag contain/possess materials that pose a threat to the health, welfare, and/or safety of students and staff.

Parents/guardians and students should be aware of the following.

• The school maintains a record of every locker number and every lock combination.
• The school assumes no responsibility for loss of students’ personal property.
• Random “locker sweeps” and bag searches are conducted periodically throughout the year.
• Illegal or prohibited materials seized during a student search may be used as evidence against the student in a school disciplinary proceeding. At least two (2) staff members will be present when searching a student’s locker, bag, or person.
• Person searches will be limited to shoes, outerwear, pockets, and pat-downs, unless performed by the police. Some campuses may require all students, staff, and visitors to enter through a weapons detection system or metal detector and pass all personal belongings and bags through a scanner.

Technology and Business Equipment
All Mastery technology devices and business equipment (“Mastery Equipment”) must be used in a manner that protects the information and data on the equipment and the equipment itself. Mastery students are fully responsible for the issued Mastery Equipment when taken off campus.

Students are responsible for taking appropriate precautions to prevent loss, theft, or damage to Mastery Equipment. In the event that it is stolen, damaged, or misplaced, students are responsible for reporting the loss to their school immediately. In the event of damage to Mastery Equipment, students are responsible for all or part of the repair or replacement cost and may be subject to discipline in the event of negligence.

Mastery will retain ownership of all Mastery Equipment, including but not limited to computers, phones, and tablets. All technology and equipment must be returned to Mastery at the end of the class or project for which the technology was issued.

Laptops and Desktops
Use of Mastery Equipment must conform to all use and etiquette policies. Use is restricted to authorized Mastery students. Use of Mastery Equipment for personal purposes should be within the standards of good judgment and common sense and as required through the terms and conditions of applicable software license agreements.

Care for Mastery Equipment is the student’s responsibility, including taking appropriate precautions to prevent loss, theft, or damage. Loss of, theft of, or damage to a laptop or desktop must be reported to the school as soon as it is discovered.

Limited Rights of Use
Use of Mastery Equipment is a privilege, not a right. When necessary to protect and ensure the operability, integrity, security, and reliability of Mastery’s resources, students may be denied access to Mastery’s technology or network.

Materials created by students using Mastery’s technology are the property of Mastery, and Mastery retains the right to review, edit, and/or delete any material created by students.

Security
Mastery technology used by students may contain tracking and monitoring software that may provide Mastery with information concerning the student’s use of the technology including Internet activity, documents and files, and emails or other communications.

Mastery retains the right to enable the location tracking and image taking function at any time, including if the technology equipment is lost, stolen, or not returned.

Mastery will provide content filtering to help protect students from inappropriate content at all times while using Mastery Equipment. Mastery uses third party services to filter or block inappropriate content. As a result, Mastery is not responsible for any inappropriate content that may inadvertently or mistakenly pass through the third party content filter.

No Expectation of Privacy
Any issued Mastery Equipment is not for personal use. Students have no expectation of confidentiality or privacy with respect to any communication or access made though Mastery technology, regardless of whether that use is for school- related or personal purposes, other than as specifically provided by law. Mastery may, without prior notice or consent, log, supervise, access, view, monitor, and record use or access of Mastery technology (including reviewing files, e-mails, voicemail messages, and other materials) at any time. By using or accessing Mastery’s technology, students agree to such access, monitoring, and/or recording of their use.

Monitoring will be limited to student use of Mastery technology and the technology itself. At no point will students be viewed or recorded using the technology via remote video or image capture. Any monitoring or tracking of student activity will comply with the Family Educational Rights and Privacy Act (FERPA), which protects the privacy of student education records and ensures that student information is handled with the highest level of confidentiality.

Responsibility for Use and/or Misuse
Mastery is not responsible for any information that may be lost or damaged (including being rendered unavailable) by use or access of Mastery Equipment, including the Internet and e-mail.

Mastery denies any liability or responsibility for communications made by any student using Mastery equipment, technology or business equipment.

Please also note that Internet communications can be a source of entry and computer system corruption by malware, computer viruses, or hackers seeking to modify, destroy, or gain access to data. This is something to take seriously, as it poses a threat to students’ personal information, Mastery records, confidential records and data, and the integrity of our computer systems.

Internet and E-mail Etiquette
Mastery Schools provides its users the privilege of access to the Internet, including websites, resources, content, and online tools. Access to the Internet will be restricted to comply with Children’s Internet Protection Act (CIPA) regulations and school policies.

• Mastery students shall ensure that all communication through Mastery technology is conducted in a professional and courteous manner. The use of suggestive, vulgar, or obscene language or imaging is prohibited.
• Mastery students shall not reveal private or personal information of their own, other Mastery students, or their families through school e-mail or technology without clear and specific approval from their school.
• Students should share messages and documents only to those students with a specific need to know.
• Students should avoid sending e-mail to large groups and e-mail distribution lists.
• Students should avoid sending messages with large file attachments (long videos, etc.)
• E-mail and document privacy cannot be guaranteed. For security reasons, messages and documents transmitted through the Mastery system or network infrastructure are the property of Mastery and are subject to inspection. Students should also be aware that deleted messages and documents can and will be inspected and retained, if deemed necessary.

Computer, Device, and Internet Use

• Mastery students who identify or perceive an actual or suspected security problem shall immediately alert their schools.
• Mastery students shall not reveal their account passwords to others or allow any other person to use their accounts. Similarly, students shall not use other students’ accounts.
• Any and all use of technology assets is subject to monitoring by Mastery, and access to the Mastery network shall be revoked for any student with a history of security problems.
• All terms and conditions as stated in this document are applicable to all students of Mastery. Any student violating these policies or applicable local, state, or federal laws while using the Mastery network shall be subject to loss of network privileges and any other disciplinary actions deemed appropriate.

Cyber Bullying
Cyber bullying including, but not limited to, harassing, denigrating, impersonating, outing, tricking, excluding, and cyber stalking will not be tolerated. Users should not be mean or send emails or post comments with the intent to harass, ridicule, humiliate, intimidate, or harm the targeted student and create for the targeted student a hostile school environment. All use of technology and Mastery Equipment must confirm with prohibitions against harassment, intimidating and bullying.

Engaging in these behaviors or in any online activities intended to harm (physically or emotionally) another person, will result in disciplinary action in accordance with the Mastery Schools Code of Conduct, Harassment, Intimidation Harassment policy and immediate loss of privileges. In some cases, cyber bulling can be a crime. Users should remember that online activities may be monitored.

Ownership
Selected students at Mastery Schools will be issued Google Chromebooks for use in school and at home.

Mastery retains sole ownership and right of possession of the Chromebook. Chromebooks are lent to students for educational purposes and only for a specific class, project, or program. Mastery administrative staff and faculty retain the right to collect and/or inspect Chromebooks at any time including via electronic remote access as well as view/edit/delete any documents, files, or communications created on the Chromebook.

Students and their parents/guardians are reminded that use of Mastery technology is a privilege and not a right. Everything done on any Mastery computer, network, or electronic communication device may be monitored by school administrators and faculty.

Students and their parents/guardians are responsible for reviewing the Mastery STUDENT TECHNOLOGY POLICIES included in the STUDENT-PARENT HANDBOOK.

Students are solely responsible for the Chromebooks issued to them and must adhere to the following:
● Comply with Mastery Student Technology Policies
● Bring your device to school every day fully charged
● Charge your Chromebook at home every night. Do not bring your charger to school.
● Treat your device with care and never leave it in an unsecured location
● Keep your device in a protective case or backpack when traveling
● Promptly report any problems with your device to your school
● Do not remove, damage, or modify the device serial number or any identification tags
● Do not apply stickers to, write on, or alter the physical structure or appearance of the device
● Do not eat or drink near your device
● Do not attempt to install or modify the operating system or software on the device
● Keep your device clean using only approved computer and screen cleaners
● Do not lend your device to anyone including other students or members of your family

Security
Mastery Equipment used by students may contain tracking and monitoring software that may provide Mastery with information concerning the student’s use of the technology including Internet activity, documents and files, and emails or other communications.

Mastery retains the right to enable the location tracking and image taking function at any time, including if the technology equipment is lost, stolen, or not returned.

Mastery will provide content filtering to help protect students from inappropriate content at all times while using Mastery technology equipment. Inappropriate content will be filtered while students are in-school as well as outside of school.

Mastery uses third party services to filter or block inappropriate content. As a result, Mastery is not responsible for any inappropriate content that may inadvertently or mistakenly pass through the third party content filter.

Issue and Return
Student Chromebooks will be issued to students with one charger. Students are expected to leave the charger at home and bring the Chromebooks to school fully charged every day.

All Chromebooks will be collected at the end of the school year or when a student transfers out of Mastery. If a Chromebook/device and accessories are not returned, the parent/guardian will be held responsible for the full cost of the property not returned.

Students withdrawing from a school must return all Mastery Equipment to the school or pay the full replacement fee prior to the school releasing any official records (report cards, transcripts, etc.)

Graduating seniors must return all Mastery Equipment to the school or pay the full replacement fee in order to receive their diploma or participate in commencement service.

Repair and Damage
If the student Chromebook is damaged, lost, or stolen, the student or parent/guardian should immediately notify the school and pay the damaged, lost, or stolen Chromebook fee.

In the event that the power adapter and/or cable are lost, stolen, or damaged, the student or parent/guardian should immediately notify the school and pay the damaged, lost, or stolen charger fee.

Repair and Damage Fees

Repossession
If the student does not fully comply with all terms of the Student Technology Policies and the Student Chromebook Policies, school administrators shall be entitled to repossess the Mastery Chromebook.

All student Electronic Mail (email) accounts are property of Mastery Schools (“Mastery”). Email activities must comply with the acceptable use policies defined in the Mastery Student Technology Handbook (“Technology Handbook”) and outlined in the Mastery Student and Parent Handbook (“Student Handbook”). The student and parent/guardian accepts all responsibility to understand these policies.

The primary purpose of the student electronic mail system is for students to communicate with school staff, outside resources related to school assignments, and fellow students to collaborate on school activities. Account user names and passwords will be provided to parents so they can monitor the account and communicate with teachers. The use of the Mastery email system is a privilege.

Use of the email system will align with the Student Policy in the Student Handbook. Communication through the email system will exhibit common sense and civility. It will abide by the community’s mode of acceptable behavior. Students are responsible for messages sent from their accounts. The student’s email account will remain active after graduation. Students should not share their passwords.

Messages posted on the email system cannot cause disruption to the school environment or normal and acceptable school operations. Occasional and reasonable personal use of Mastery’s email is permitted, provided that this does not interfere with the performance of the electronic mail system or disrupt the operation of the schools. Electronic mail from the Mastery system can be checked from home or from school computers, as long as it does not disrupt the operation of the classroom or school.

The email system cannot be used to operate a personal business. The account may not be sold or otherwise reassigned without written consent of the Chief Information Officer. The account may be revoked if used inappropriately.

Student email accounts will be terminated or suspended if the student is dismissed from Mastery, or commits infractions outlined below:

1. Use the computer network(s)/computers for illegal, inappropriate or obscene purposes, or in support of such activities
2. Use the computer networks/computers to violate copyrights, institutional or third-party copyrights, license agreements or other contracts
3. Use the computer networks in a manner that:
   1. Intentionally disrupts network traffic or crashes the network
   2. Degrades or disrupts system performance
   3. Uses the computing resources of the school district for commercial purposes, financial gain or fraud
   4. Steals data or other intellectual property
   5. Gains or seeks unauthorized access to the files of others or vandalizes the data of another person
   6. Gains or seeks unauthorized access to resources or entities
   7. Forges electronic mail messages or uses an account owned by others
   8. Invades privacy of others
   9. Posts anonymous messages
   10. Possesses any data which is a violation of this Policy and/or
   11. Engages in other activities that do not advance the educational purposes for which computer networks/computers are provided

Students must report any unusual activities such as “spam” communications, obscene email, attempts by adults to lure them into dangerous behaviors, and the like to the school’s technology contact for action. Students are prohibited from forwarding chain letters, jokes, or graphics files.

Students will not identify their home telephone numbers, or home addresses in any email correspondence.

Electronic mail sent or received by the system is not confidential. The administration reserves the right to retrieve the contents of user mailboxes, such as to find lost messages, to conduct internal investigations, to comply with investigations of wrongful acts or to recover from system failure.

System administrators may create filters to scan for and eliminate viruses and large graphic files that are unrelated to Mastery’s operation.

When issues arise, Mastery will deal directly with the student, school administration and/or parents/guardians. Improper use of the system will result in discipline and possible revocation of the student email account. Illegal activities on the system will be referred to law enforcement authorities for appropriate legal action.

As it deems necessary, Mastery may contract with outside agencies to operate the student electronic mail system. If this arrangement is made, all parts of this statement remain in force.

The Mastery Technology Department is responsible for ensuring the efficient use of the electronic mail system. The interpretation of appropriate use and future revisions of this guideline are the responsibility of the Chief Information Officer.

If necessary, Mastery, at its discretion, may close the accounts at any time. Any updates or changes to this electronic mail agreement by the Board or administration will be in effect.

The Board of Trustees requires equal educational opportunity for all students enrolled in the educational programs of the school, including, but not limited to course offerings, athletic programs, guidance and counseling, and tests and procedures, regardless of age, gender, sexual orientation, gender identity, race, color, creed, religion, national origin, social or economic status, parenthood, marital status, or disability.

Similarly, students shall respect the rights of other students to receive an education in an atmosphere that is conducive to learning and free from discriminatory practices. No student, therefore, shall have the right to abridge another student’s rights.

To report concerns about possible violations of this policy, please contact Michael Patron (Compliance and Regulatory Officer), 5700 Wayne Ave, Philadelphia PA, 19144, (267) 671-2888, [email protected].

Summary: All Mastery employees are mandated by the Commonwealth of Pennsylvania to report suspected child abuse. They are required to make a report when they have reason to suspect that a student is being physically abused, emotionally abused, neglected, or sexually abused. When school staff suspect child abuse, they are required to notify the Commonwealth’s child abuse hotline, either via telephone or online. Following the report, staff members are required to notify the school social worker, who is the Mastery staff member responsible for following up on child abuse reports. After a call to Childline is made, the school social worker may choose to alert the parents/guardians that a report was made or may choose to not alert them, depending on the circumstances. There is no law requiring parental notification of reports of suspected child abuse. All school staff members are mandated to keep confidential any discussions regarding suspected child abuse; however, the school social worker may share some information with staff members on a need-to-know basis only if this information will benefit the student, the employees, and the institution.

Contact: School Social Worker

Information: Parents/guardians may contact their child’s school to request additional information regarding Mastery’s child abuse reporting procedure.

Summary: Mastery shall ensure that each child of a homeless individual and each homeless youth have equal access to the same free, appropriate public education as provided to other children and youth in accordance with the McKinney-Vento Homeless Education Assistance Improvements Act of 2001.

Contact: School Social Worker

Information: The McKinney-Vento Homeless Assistance Act can help provide school stability for the student if the student (1) does not have a permanent home and is staying with friends or family because they lost housing; (2) is living in a shelter, including transitional programs; (3) is staying in motels because they cannot get their own home; and (4) is living on streets, in a car, van, tent or other nonpermanent structure. Under this law, we are required to promote school stability and continuity by working to ensure that students remain in the school in which they were enrolled at the time of placement when it is in their best interest.

If a dispute arises over school selection or enrollment,

a. the student shall be immediately enrolled at the Mastery school, pending resolution of the dispute;
b. the parent/guardian of the student shall be provided with a written explanation of the school’s decision regarding school selection or enrollment, including the rights of the parent/guardian or student to appeal the decision;
c. the student or parent/guardian shall be referred to the homeless liaison (School Social Worker) who shall carry out the dispute resolution process as expeditiously as possible after receiving notice of the dispute; and
d. in the case of an unaccompanied youth, the homeless liaison (School Social Worker) shall ensure that the student is immediately enrolled in school pending resolution of the dispute.

Parents/guardians may contact their student’s school to request additional information regarding Mastery’s procedures for homelessness.

The grievance procedure, described below, is available to parents/guardians or students who are dissatisfied with an action of a Mastery employee or school policy.

1. Address the issue directly to the party concerned.
2. If the matter is not resolved, address the concern to the Principal. The Principal will direct academic issues to the Assistant Principal of Instruction or Specialized Services and disciplinary issues to the Assistant Principal of School Culture. The Principal is the final decision maker regarding concerns or grievances related to the grading of individual assignments.
3. If the matter is still not resolved, the concern can be addressed to the Regional Schools Officer. Depending on the nature of the matter, the Regional Schools Officer may ask the Executive Chief of Schools to decide the matter. The Regional Schools Officer will respond within ten (10) school days.
4. If the matter is still not resolved, the concern can be addressed to the CEO. The CEO will respond within ten (10) school days.

Summary: Mastery complies with all applicable special education law. Mastery will provide each protected student with a disability, without discrimination or cost to the student or family, those related aids, services, or accommodations which are needed to provide equal opportunity to participate in and obtain the benefits of the school program and extracurricular activities to the maximum extent appropriate to the student’s abilities.

In order to qualify as a protected student with a disability, the student must be of school age with a physical or mental disability that substantially limits a major life activity or prohibits participation in or access to an aspect of Mastery’s school program.

School Contact: Assistant Principal of Specialized Services

Information: Mastery’s overview of special education services can be accessed at
http://www.masterycharter.org/policies/. This overview contains details on the following topics:

•  how to request Mastery’s special education services and programs;
• Mastery’s systematic screening activities (required under the federal Child Find mandate) that we use to identify, locate, and evaluate students with disabilities;
• the Procedural Safeguard Notice, which informs parents/guardians of their rights related to their student with a disability and is provided during annual meetings with the Assistant Principal of Specialized Services; and
• Section 504, which ensures that eligible students receive services regardless of their disability.

Summary: Parents/guardians can refuse to have their student participate in certain types of surveys and physical
examinations. Mastery lets parents/guardians know when their children are scheduled to participate in surveys or
physical examinations. To request that their student opt out of surveys or non-emergency physical exams,
parents/guardians must contact the Principal.

Contact: Principal

Information: Federal law affords Mastery students and their parents/guardians certain rights regarding their participation in surveys, the collection and use of student information for marketing purposes, and participation in certain physical exams. Please visit http://www.masterycharter.org/policies/ for more information regarding the specific rights, or request a copy of the policy at the front desk.

Summary: Mastery usually has to seek permission in order to release student records. However, there are times when Mastery is allowed to release student records without students’ or parents’/guardians’ permission. Parents/guardians who do not want the release of their student’s records must contact the Principal.

Contact: Principal

Information: Mastery is generally required to obtain parents’/guardians’ permission or consent before we may release any information from the student’s education record. Under federal law, a student receives this right when the student reaches the age of eighteen (18). This includes access to a student’s records by others, as well as the right to deny parental access to their records. However, information from a student’s education record may be released, without consent, to certain parties, including the military, school officials, and state and local authorities. Visit http://www.masterycharter.org/policies/ for a full list of parties.

Additionally, Mastery can release the following directory information, without consent: the student’s name, address, telephone number, honors and awards, and dates of attendance.

If parents/guardians want to request that Mastery NOT disclose their child’s directory information, they should write and sign a letter to the school containing the statement below.

I have read this statement of my privacy rights to information in my education record and request that Mastery NOT disclose any personally identifiable information from my student’s education records, including what is called “directory information,” without my prior written consent to any outside person or organization except where the disclosure is to the financial funders and supporters of Mastery. I recognize that Mastery relies on the financial funding and support provided by outside organizations for the operation of the school.

Information: From time to time, photographs or videos may be taken of students for Mastery public relations publications, professional development of staff, or other school-related purposes. Additionally, students’ school-related work may be displayed in a school building in conjunction with displays of other students’ work. These photographs, videos, and school-related work (which are not considered student records) will be used/displayed in a manner designed to ensure that confidential information about the child’s educational program will not be revealed. Parents/guardians provide consent in the enrollment and re-enrollment packets. Parents/guardians who had provided consent in this packet and currently object to the use of their child’s photograph, the videotaping of their child for our professional development program, the posting of their child’s name or image on our district website, and/or the display of their child’s work by the district in any manner should contact their child’s Principal.

Contact: Principal

Summary: Mastery protects the confidentiality of personally identifiable information. Parents/guardians are allowed to review their child’s permanent record or other educational records upon request. See the policy below regarding disclosure of personal information.

Contact: Principal

Information: Mastery’s full confidentiality policy can be accessed at http://www.masterycharter.org/policies.

Summary: Chapter 12 of the PA School Code refers to specific services that students are entitled to receive as well as policies regarding students in school. Examples of items included in Chapter 12 are attendance, student responsibilities, school rules, student hearings, and confidential communications. Mastery’s handbook includes the majority of the Chapter 12 provisions.

Contact: Michael Patron (Compliance and Regulatory Officer), 5700 Wayne Ave, Philadelphia PA, 19144, (267) 671-2888, [email protected]

Information: To review Mastery’s policies that are not addressed in the handbook (including corporal punishment and freedom of expression), please visit http://www.masterycharter.org/policies/.

Summary: Parents/guardians have the right to know the qualifications of the teachers instructing their child. Parents/guardians have the right to request the following information about each of their child’s classroom teachers:

• whether the teacher meets the state qualifications and licensing criteria for the grades and subject they teach;
• whether the teacher is teaching under emergency or provisional status because of special circumstances;
• the teacher’s college major, whether the teacher has any advanced degrees, and the field of discipline for the
  certification or degree; and
• whether paraprofessionals provide services to their child and, if so, their qualifications.

Contact: Michael Patron (Compliance and Regulatory Officer), 5700 Wayne Ave, Philadelphia PA, 19144,
(267) 671-2888, [email protected]

Information: Mastery’s full Teacher Qualification Policy can be accessed at http://www.masterycharter.org/policies/.

Summary: Title I is a federal program designed to provide a high-quality education to all students. One goal of Title I is to increase parental involvement within schools. Mastery provides a variety of activities and venues for parents/guardians to become involved in the school.

Contact: Michael Patron (Compliance and Regulatory Officer), 5700 Wayne Ave, Philadelphia PA, 19144, (267) 671-2888, [email protected]

Information: Examples of parental involvement activities include, but are not limited to, the following list.

• Back to School Night (held in September)
• School Carnivals or Block Party – Schools host events for families at the beginning of the school year.
• Parent Association Meetings – The Parent Association provides parents/guardians with the opportunity to support their school by planning and raising funds for student celebrations, academic support, and community pride-related activities.
• Parent Action Team – Mastery’s Parent Action Team organizes and prepares parents/guardians to advocate for broader school reform. Parent representatives from each Mastery campus meet monthly.
• Parent Teacher Conferences – Up to three times a year, parents/guardians meet with their children’s teachers to review report cards and discuss their children’s academic progress.
• College and Career Preparation Meetings.

Additionally, parents/guardians sign the “Whatever It Takes Pledge,” which serves as a compact among parents/guardians, students, and Mastery Charter Schools. For a copy of the full parental involvement policy, please visit http://www.masterycharter.org/policies/.

Summary: Mastery complies with Title IX regulations and does not discriminate on the basis of sex in its education programs and activities. All questions regarding Title IX and its implementation within Mastery Schools may be referred to Mastery’s Title IX Coordinator, Michael Patron (Compliance and Regulatory Officer).

Contact: Michael Patron (Compliance and Regulatory Officer), 5700 Wayne Ave, Philadelphia PA, 19144, (267) 671-2888, [email protected]

Information: Mastery’s full Title IX Notice and Complaint Procedures can be accessed on this page:
http://www.masterycharter.org/policies/.

Summary: When a student or a student’s parent or guardian, as appropriate, notifies the school administration that the student will assert a gender identity that differs from previous representations or records, the school will begin treating the student consistent with the student’s gender identity. Wherever possible, gender neutral language will be used in written communication. Mastery shall regularly conduct training for all staff members on their responsibilities under the uniform policy of nondiscrimination set forth in applicable laws.

Contact: Principal

Information: Mastery’s full Transgender Policy can be accessed here.

• Do Whatever It Takes to support each student’s achievement.
• High Expectations for every student. Expect the best of each student because we believe they can succeed.
• Be A Community that is Safe, Orderly, and Positive – an environment that promotes student success.
• Provide High Support for all students, especially those who are falling behind or struggling emotionally.
• Communicate frequently with parents/guardians about their child’s successes and struggles.
• Partner with Parents/Guardians to ensure that every student succeeds and reaches their highest potential.

Whatever It Takes:

• I will do whatever it takes to be successful.

Choose to Be Here:

• I will attend school every day on time and
  prepared.

Work Hard:

• I will work hard and remain focused on my academic achievement.
• I will complete all homework nightly.
• I will ask for help when I need support, don’t understand, or feel I am falling behind.
• I will attend academic support during and after school hours when I am requested to do so.

Be A Citizen & Leader of The School Community:

• I will abide by the Mastery Disciplinary Code of Conduct.
• I will be an active member of the school community and support my peers.
• I will follow our school community’s rules outlined in the Student-Parent Handbook.
• I will celebrate success.
• I will accept the consequences of my actions.

Whatever It Takes:

• I will do whatever it takes to ensure my child’s success.
• I will communicate regularly with my child’s teachers and attend parent-teacher conferences.
• I will notify Mastery when my address, telephone, or email information changes.
• I will ensure that my child attends school every day on time and prepared to learn.

High Expectations:

• I will hold my child to the highest expectations because I know that they can succeed at the highest levels.
• I will ensure that my child completes their schoolwork and homework nightly.
• I will support and encourage my student to seek out and attend academic support programming during and after school hours.

School Community:

• I recognize that I am an important member of the Mastery school community and will participate in and support the community as we collectively work to support our children’s success.
• I will support the school community’s rules outlined in the Student-Parent Handbook.
• When my child struggles, I will work in partnership with the school to reinforce the community’s rules and Code and support my child’s personal growth and development.
• I will celebrate our children’s success.