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STUDENT-PARENT HANDBOOK

STUDENT-PARENT HANDBOOK
STUDENT-PARENT HANDBOOK

S T U D E N T-P A R E N T

H A N D B O O K

2010-2011

S t u a r t H a l l f o r B o y s

2252B R O A D W A Y

S A N F R A N C I S C O

94115

S W I T C H B O A R D(415)563-2900

S T U A R T H A L L O F F I C E(415)292-3143

(415)292-3144

F A X(415)292-3165

S H B A T H L E T I C O F F I C E(415)292-3105 Use the switchboard to contact teachers and for after school service.

Use the SH office to speak to the administrative assistants.

T a b l e o f C o n t e n t s

ISSION AND HILOSPOHY

F ACULTY AND A DMINISTRATION (2)

I. HISTORY & TRADITION (3)

S OCIETY OF THE S ACRED H EART (3)

R ELIGIOUS HERITAGE (4)

SCHOOL ORGANIZATION (4)

ACCREDITATION (4)

TRADITIONS (5)

II. PHILOSPOHY OF EDUCATION (6)

GOALS & CRITERIA (6)

PARENT-SCHOOL PARTNERSHIP (6)

MUTUAL RESPECT (7)

III. GENERAL POLICIES (7)

C ONTRACTS (7)

F INANCIAL A ID (7)

ATTENDANCE (8)

ABSENCES (9)

TARDNIESS (9)

EXTENDED VACATIONS (9)

PROCEDURES FOR REQUESTING EXCUSED EXTENDED ABSENCES (9)

COMMUNITY SERVICE (10)

M ISSION: (10)

V ISION: (10)

G ROWTH: (10)

M ETAMORPHOSIS (10)

P ROPOSALS FOR C OMMUNITY S ERVICE P ROJECTS (10)

B IRTHDAYS (11)

H OUSE &B ABY S ITTING (11)

V ISITORS &G UESTS (11)

M AKE U P W ORK (11)

P ARENT A BSENCES (12)

U NIFORM (12)

L UNCH (12)

L OCKERS,D ESKS &C UBBIES (12)

L OST &F OUND (12)

C OMMUNICATIONS &E LECTRONIC D EVICES (13)

T ELEPHONES &M ESSAGES: (13)

P AGERS &C ELLULAR P HONES: (13)

E LECTRONIC G AMES: (13)

T OYS,W EAPONS OR THE A PPERANCE T HEREOF (13)

H ANDBOOK C HANGES (13)

IV. THE ACADEMIC PROGRAM (13)

H OMEROOMS,C URRICULUM &S CHEDULES (13)

S TUDENT C OUNCIL (14)

B OOKS &M ATERIALS (14)

H OMEWORK POLICY (14)

O RIGINALITY OF ONE'S WORK (17)

A CHIEVEMENT G RADES (20)

A CADEMIC H ONORS (20)

S TUDY N OTICES (20)

H OMEWORK C LUB (20)

O NE-M ONTH N OTICES (20)

E.R.B.S (21)

C ONFERENCES (21)

C O-C URRICULAR &E XTRA-C URRICULAR A CTIVITIES (21)

D ESTINATION I MMAGINATION (21)

C HILD S TUDY T EAM (CST) (22)

T UTORING (22)

S CHOOL C OUNSELOR (22)

E XPLORATIONS (23)

P ROMOTION &G RADUATION REQUIREMENTS (23)

S ECONDARY S CHOOL P LACEMENT (23)

L OWER F ORM (24)

R ECEPTION OF F IRST R ECONCILIATION &F IRST C OMMUNION: (24)

U NIFORM D ESCRIPTIONS: (24)

P HILOSOPHY OF L OWER F ORM D ISCIPLINE: (25)

M IDDLE F ORM (26)

P HILOSOPHY OF M IDDLE F ORM D ISCIPLINE: (26)

A DVISORY: (27)

U NIFORM D ESCRIPTION: (27)

E XAMINATIONS (G RADES 7-8): (28)

R EPORTS: (28)

A CADEMIC P ROBATION: (29)

N OTICE OF S USPENSION: (29)

D ISCIPLINARY P ROBATION: (29)

S CHOOL SAFETY (29)

S ERIOUS A LLEGATIONS (29)

B ULLYING (29)

ATHLETIC HAND BOOK (30)

V. SHARED PROGRAMS OF SCHOOLS OF THE SACRED HEART (38)

T HE E LLEN H OFFMAN,RSCJ L IBRARY (38)

C IRCULATION P OLICIES: (38)

I NFORMATION L ITERACY C URRICULUM: (38)

S TUDENT E XPECTATIONS: (38)

A FTER S CHOOL P ROGRAM IN THE L IBRARY: (38)

B IRTHDAY &G IFT B OOK P ROGRAM: (39)

A FTER S CHOOL &E XTENSION (39)

T HE U NKEFER T ECHNOLOGY L AB (39)

VI. HEALTH AND SAFETY (40)

VII. EMERGENCY GUIDELINES (42)

INDEX (45)

M i s s i o n a n d P h i l o s o p h y

Founded in 1887 as an independent, Catholic school, Schools of the Sacred Heart, San Francisco carries on the educational mission of the Religious of the Sacred Heart of Jesus. We share with the other members of the nationwide Network of Sacred Heart Schools five common goals and the commitment to educate to:

? a personal and active faith in God;

? a deep respect for intellectual values;

? a social awareness which impels to action;

? the building of community as a Christian value;

? personal growth in an atmosphere of wise freedom.

A Kindergarten – 12, four-school complex, Schools of the Sacred Heart, San Francisco offer the unique experience of single-sex education within a coeducational community. Students are expected to achieve their highest level of scholarship while learning to assume leadership roles as responsible, compassionate, and contributing members of society.

I n t r o d u c t i o n

Communication is a critical component of the parent-school partnership. The purpose of this handbook is to outline a number of the salient policies and procedures that explain how the school operates. As you read this handbook, please keep in mind that the Handbook does not intend to cover all aspects of daily life at Stuart Hall for Boys.

F a c u l t y a n d A d m i n i s t r a t i o n

2010-2011

Jaime Dominguez Head of School

Dennis Phillips Dean, Middle Form

Angela Taylor Dean, Lower Form

Support

Jan Hanway Counselor

Jennifer Mills Explorations

Mary Kay Leveroni Learning Specialist, Lower Form

Alice Rose Learning Specialist, Middle Form

Mary Beth Cecchini Learning Support Assistant

Paul Harvey Director of Athletics

Abigail Gould Administrative Assistant

Myra Alcaide Administrative Assistant

Lower Form Faculty

Lauren Goodrich Kindergarten (K-G)

Adelaide Goldfrank Associate (K-G)

Erin Ivry Kindergarten (K-I)

Nicole Hayes Associate (K-I)

Abby Dachs Grade One (1-D)

E’rika Chambers Associate (1-D)

Mary Welday Grade One (1-W) Holly Leary Associate (1-W) Athena Benevento Grade One (1D/1W) Cathy Cannon-Corea Grade Two (2-C) Lisa Rice Associate (2-C) Melissa Spear Grade Two (2-S) Tracy Brennan Associate (2-S) Carol O’Malley Grade Three (3-O) Danny Scuderi Associate (3-O) Amy Torrano Grade Three (3-T) Natalie Inglis Associate (3-T) Alexa Johnson Grade Four (4-J) Krystin Reese Grade Four (4-R) Cristina Baldyga Associate (4)

Lower Form Specialists Greg Sinclair Physical Education (K-4) Will Jaggers Art (3-8) Anita Harmon Music (K-2) Todd Jolly Art (3-8) Ghislaine DeYoung Art (K-2) Marie O’Regan Religion (K-4) Middle Form Faculty Mary Blum Latin 6, 7, 8 Glen Bowers Physical Education 5-8 Kenny Buquen French 3-8 Dennis Estrada English 5, 6B Mariko Finn History 5,6 Daniel Fishman English 6A,7 Chad Gardner History 7,8 Sarah Gerlinger Religion 5-8 Ann Gigounas English 8, Study Skills 5 Linda Gutierrez Spanish 3-8, Paul Harvey Athletics Director, Health 7, 8 Will Jaggers Art 3-8 Todd Jolly Music 3-8 David Mc Spadden Mathematics 7, 8 Lauren Richardson Science, Health 5, 6 Arnaz Raj Science 7, 8 Christine Yuen Mathematics 5, 6, Technolog y Rachel Kirkbride Joanne Oppenheimer Fred Jaravata Corinne Corrigan Library Donna Williams Amanda Scordis Tevis Jones Kindergarten Team Grade One Team Grade Two Team Lauren Goodrich (K-G) Erin Ivry (K-I) Addie Goldfrank (Assc. K-G) Nicole Hayes (Assoc. K-I) Abby Dachs (1-D) Mary Welday (1-W) E’rika Chambers (Assc. 1-D) Holly Leary (Assc. 1-W) Athena Benevento (1D/1w) Cathy Cannon-Corea (2-C) Melissa Spear (2-S) Lisa Rice (Assc. 2-C) Tracy Brennan (Assc. 2-S) Grade Three Team Grade Four Team Grade Five Team

Amy Torrano (3-T) Carol O’Malley (3-0) Danny Scuderi (Assc. 3-O) Natalie Inglis (Assoc. 3-T) Alexa Johnson (4-J) Krystin Reese (4-R) Cristina Baldyga (Assc. 4)

Dennis Estrada, English Christine Yuen, Mathematics Lauren Richardson, Sci/ Health Mariko Finn, Social Studies Sarah Gerlinger, Religion Kenny Buquen, French Linda Gutierrez, Spanish Ann Gigounas, Study Skills Grade Six Team Grade Seven Team Grade Eight Team Dennis Estrada, English 6B Daniel Fishman, English 6A Christine Yuen, Mathematics Lauren Richardson, Science, Health Mariko Finn, Social Studies Sarah Gerlinger, Religion Kenny Buquen, French Linda Gutierrez, Spanish Mary Blum, Latin Daniel Fishman, English David McSpadden, Math Arnaj Raj, Science Chad Gardner, History Sarah Gerlinger, Religion Kenny Buquen, French Linda Gutierrez, Spanish Mary Blum, Latin Paul Harvey, Health Ann Gigounas, English David McSpadden, Math Arnaz Raj, Science Chad Gardner, History Sarah Gerlinger, Religion Kenny Buquen, French Linda Gutierrez, Spanish Mary Blum, Latin Paul Harvey, Health Specialists Support Team Information Technology Will Jaggers, Art (3-8) Ghilly DeYoung, Art (K-2) Todd Jolly, Music (3-8) Anita Harmon, Music (K-2) Glen Bowers, P.E., 5-8 Greg Sinclair, P.E., K-4 Kenny Buquen, French 3-8 Linda Gutierrez, Spanish 3-8 Mary Blum, Latin 6-8 Paul Harvey, Health 7-8

Jan Hanway, Counselor, K-8 Mary Kay Leveroni, Learning Specialist, K-4 Alice Rose, Learning Specialist, 5-8 Mary Beth Cecchini, Learning Support Specialist Fred Jaravata, Unkefer, Rachel Kirkbride Unkefer Joanne Oppenheimer, Unkefer Corinne Corrigan, Unkefer Donna Williams, Hoffman Tevis Jones, Hoffman Alison Decker, Hoffman

I . H i s t o r y a n d T r a d i t i o n

T h e S o c i e t y o f t h e S a c r e d H e a r t

The Society of the Sacred Heart was established in Paris in 1800 by St. Madeleine Sophie Barat in response to the educational needs that followed in the wake of the French Revolution. In its subsequent development as a congregation now associated with 200 schools and colleges throughout the world, the Society has remained dedicated to the education of youth, adapting its program to the requirements of specific times and places but concerned always with “the value of the student as a person growing into full Christian participation in a democratic society.”

The Convent of the Sacred Heart in San Francisco opened in 1887 at 1713 Bush Street. As the school grew, it moved from one location to another until it was established at 2700 Jackson Street, where it remained for 31 years. In 1939, Mrs. Maude Lee Flood gave the “Flood Mansion” at 2222 Broadway to the Religious of the Sacred Heart, who subsequently acquired three neighboring mansions as well. The Grant home became Convent of the Sacred Heart Elementary School for Girls in 1951; the Hammond Home became Stuart Hall for Boys in 1956. In 1986, the Herbst House was purchased to provide additional space for both elementary schools. In Fall 2001 Stuart Hall High School opened a new campus at Pine and Octavia Streets.

R e l i g i o u s H e r i t a g e

Schools of the Sacred Heart in San Francisco continue the strong international tradition of the Religious of the Sacred Heart founded over two centuries ago by St. Madeleine Sophie Barat. In our endeavor to educate the whole child, we are guided by the Goals and Criteria of the Network of Sacred Heart Schools in the United States. At the core of this Catholic tradition is faith in God and in Jesus Christ who reveals to us the love of God for all people. Students and families of all faiths are welcomed and embraced at Sacred Heart, where approximately one half of our students are from faith traditions other than Roman Catholic. Believing the family is the primary educator in matters of faith and spirituality, we seek to support both parents and students in their religious identity and in the faith foundations established in the home. By providing opportunities for community service, classes in religious studies, and multicultural celebrations, and by encouraging participation in various prayer forms and liturgies, we celebrate our religious heritage and help to form in our students deep human values, wise freedom and an informed active faith.

S c h o o l O r g a n i z a t i o n

Stuart Hall for Boys (SHB), Convent of the Sacred Heart Elementary School (CES), Convent of the Sacred Heart High School (CSH), and Stuart Hall High School (SHHS) comprise a four-school community, providing opportunities for students to interact with different age groups, to share academic programs and facilities, and to plan and carry out a variety of social events and activities. Stuart Hall for Boys is organized into two divisions: Lower Form (grades K-4) and Middle Form (grades 5-8).

A c c r e d i t a t i o n

Stuart Hall for Boys is fully accredited by the Network of Sacred Heart Schools, the California Association of Independent Schools (CAIS), and the Western Association of Schools and Colleges (WASC). The WASC-CAIS is a six year accreditation current until 2010. In addition, the Schools of the Sacred Heart are accredited by the Commission on Goals by the Provincial Superior of the Society of the Sacred Heart

T r a d i t i o n s

The Schools of the Sacred Heart are rich in tradition. Religious celebrations are an important part of the Schools’ traditions. The year begins with a school blessing and is shortly followed by a welcome Mass of the Holy Spirit. The Schools celebrate two Sacred Heart feasts, Saint Philippine Duchesne (first Religious of the Sacred Heart in the USA) and Saint Madeleine Sophie Barat (foundress of the Society of the Sacred Heart). In the autumn, the students also celebrate Mater Admirabilis -- a story about a fresco of the Virgin Mary in a pink gown -- Children of the Sacred Heart learn and enjoy.

As a special sweet treat, children will celebrate with gouter which is French for a treat. Once a year and in secret the oldest class plans a surprise day of games and festivities called conge. This is often celebrated in the spring.

Field Day is a day of sports and games when children are divided into four teams – green, red, blue, and gray – and compete in various “olympic” games. Field Day is often held during the last week of class in June. Prize Day and Commencement are days when students receive awards for academics and other honors. Prize Day finds its roots in the first Sacred Heart schools and in Goal 2, “a deep respect for intellectual values.” These prizes include Promotion and Recognition Cards, books, certificates, and pins. Prize Day is an exciting day for students.

Goal 1 invites each member of the school community to “a personal and active faith in God.” Weekly chapel is a vital part of life at Stuart Hall. In addition to special one, two, and four-school Masses and celebrations, Stuart Hall boys attend weekly chapel; they listen to a scriptural lesson, hear a homily or reflection, offer prayers of petition, reflect quietly, and often sing. The chapel program has its roots in the liturgy of morning prayer but is also inclusive as it celebrates major Christian and non-Christian holidays as well as the sacredness of ordinary days. Students play an active role in worship by public reading, speaking, and singing.

Tres Bien is a special chapel when teachers give special recognition to students for work, conduct, and actions that best exemplify the Goals and Criteria of Sacred Heart education, especially Goal V, which fosters “ personal growth in an atmosphere of wise freedom” Tres Bien has its roots in the Sacred Heart tradition of Primes when students received cards from the Reverend Mother recognizing very good (tres bien), good (b ien), and good enough (assez bien) cards. Today, only the tres bien cards remain.

Once each week the Stuart Hall community gathers for assembly. Led by the Student Council, assembly is a time for an opening prayer or reflection, the Pledge of Allegiance, announcements from students, teachers, and administrators, and, on occasion, presentations from classes, the arts, or guests to Stuart Hall. These assemblies are Stuart Hall’s “town meetings” and help the school develop “the building of community as a Christian value” (Goal 4).

Graduates of Stuart Hall remember first their experiences of community service and the direct connection it has to Goal 3, “a social awareness which impels to action.” Individual classes develop various community service practices. For example, grade four assumes responsibility for lost and found, and the sixth grade takes charge of paper recycling. The student council initiates annual service drives, including the Thanksgiving food drive and the Lenten school supplies drive. In grades seven and eight, students leave the campus and do community service work in a host of pre-arranged sites under the direction of trained volunteer directors and under the aegis of the faculty.

Special eighth grade traditions include using wearing the traditional Stuart Hall red tie, planning congé, and other special events that the faculty offer during the year. These privileges acknowledge our eighth graders as school leaders.

I I.P h i l o s o p h y o f E d u c a t i o n

G o a l s a n d C r i t e r i a

The Schools of the Sacred Heart in the United States, members of a world-wide network, offer an education that is marked by a distinctive spirit. It is of the essence of a

Sacred Heart school that it be deeply concerned for each student’s total development: spiritual, intellectual, social, emotional, physical. It also emphasizes serious study, that it educate to social responsibility, and that it lay the foundation of a strong faith.

In 1975, the Network of Sacred Heart Schools published five goals and criteria that provide the guidelines for Sacred Heart education in the United States. Several years ago, this set of guidelines was revised and re-published. The 2005 Goals and Criteria express the values, the intentions, and the hopes of the Sacred Heart tradition, finely-tuned to meet the needs of our rapidly changing world. Schools of the Sacred Heart commit themselves to educate to:

? a personal and active faith in God;

? a deep respect for intellectual values;

? a social awareness which impels to action;

? the building of community as a Christian value.

? personal growth in an atmosphere of wise freedom.

P a r e n t-S c h o o l P a r t n e r s h i p

We believe that in sending your son(s) to Stuart Hall you have entered into an exciting partnership with professional educators who are deeply committed to educating the whole child. To develop this partnership, the School relies upon parent support of our philosophy of education and its expression in the day-to-day school and classroom programs.

This partnership includes supporting the Schools’ policies, procedures, traditions, and decisions and/or being willing to communicate directly with appropriate school personnel whenever concerns or questions arise. Part of the School’s belief is to help children act in wise freedom (Goal V) and become their own advocates. To enhance this communication, the school urges students and parents to speak first to the teacher with whom one is having a concern. In the middle form, it is also very beneficial to speak to the student’s advisor with or after one has spoken to the teacher and prior to communicating with the dean. If that communication is not successful, it is best next to speak to the dean of the form. If there is a concern that is more general, it is best to work closely with the dean of the boy’s form. If the concern or difficulty is still not resolved, then it is appropriate to meet with the Head of School. The goal of communication is to resolve problems and clarify misunderstandings. Another aspect of good communication is to model for children effective ways of dealing with difficulties.

There are many ways for parents to take an active interest in their son’s life and work at Stuart Hall:

? Get to know your son’s classmates, teachers, and advisor by making plans in advance to spend some volunteering for a field trip, celebrating

birthdays, helping out in the classroom, volunteering for a community

service project, or other projects, such as Field Day, Celebrate Spring, and

holiday celebrations.

? Encourage creative individual projects, independent inquiry, and extra reading at home.

? Be alert to any difficulties your son may be having or changes in his routines and patterns. Notify the teacher, advisor, counselor, or learning

specialist as soon as a concern arises.

? Read the weekly publication, Thursday Notes,so you will be aware of school activities, sports, special events, student achievements and dress

uniform days, and general news from teachers and administrators.

M u t u a l R e s p e c t

The Goals and Criteria of Sacred Heart education call each of us – administration, faculty, staff, students, and parents – to a deep and abiding respect for the dignity and worth of each person. Goal Four, in particular, stresses the importance of community as a Christian value. It is imperative, therefore, that each member of the community treat other members with thoughtfulness and charity.

Most families are supportive of the School. In situations of frustration or disappointment, however, there are a few who have appeared to disregard the values inherent in Goal Four. If a parent develops a pattern of approaching administration, faculty, or staff in a manner contradictory to the values reflected in the Goals and Criteria, the administration will invite the parent to meet and evaluate whether the values and mission of this school are consistent with those of the family. Should this pattern continue, the family may be asked to leave the school.

I I I.G e n e r a l P o l i c i e s

C o n t r a c t s

The Schools of the Sacred Heart have contracted with you for the education of your children for the current school year. These contracts or enrollment agreements are renewable annually. Unless you are otherwise notified, you can expect to receive the renewal contract sometime in late winter/ early spring.

If students do not perform well academically or if their social and/or emotional development is a concern, the enrollment agreement may be held until appropriate action has been taken or until it becomes clear what the best situation for the child will be. Delinquent tuition is also a cause for withholding the enrollment agreement.

F i n a n c i a l A i d

The Schools of the Sacred Heart strive for excellence in education and for diversity in the student body. The administration and faculty of the Schools of the Sacred Heart are dedicated to the belief that a vital part of education in a pluralistic society is the opportunity to grow up with students from different social, cultural and economic backgrounds. Financial aid is extended to those students whose need for such aid is established and who otherwise could not afford to enroll. Financial aid is need-based and awarded without regard to race, color, religion, nationality or ethnic origin.

All financial aid requests are handled through the Admissions Office. All information regarding financial aid is kept in strict confidence. Parents complete a confidential statement, which is processed by School Scholarship Service (SSS) in Princeton, New Jersey. Parents also submit to the school their most recent 1040 (IRS) as part of their application process. The Admissions Office informs parents about any

grant they may or may not receive. For more information about financial aid, please contact the Admission Office.

A t t e n d a n c e

Because supervision is not available, no boy should arrive at school before 7:30 AM. Those boys arriving between 7:30 and 8:00 AM must sign-in to the cafeteria and follow the instructions of the teacher on duty.

At 8:00am Kindergarten and First Grade boys should report directly to their homeroom classes. Students in grades 2-4 should report to designated play courts until 8:15am. Lower form boys are escorted by their teachers. Kindergarten boys are often taken to their classrooms by their parents during the first semester. Students in grades 5-8 go directly to their lockers in the SHB building (during the month of September all 5th grade students report directly to their lockers & homeroom at 8:00am). All middle form boys then proceed to their 1st period class (on Mondays & Wednesdays), or homeroom on Tuesday, Thursdays, & Fridays which begins at 8:10am. Middle form students attending an early morning class, rehearsal, or extra-curricular activity should report directly to the Teacher’s classroom.

Students arriving after 8:15am are late and marked tardy for that day. Middle form students who arrive after the homeroom period (8:10 – 8:20), should report to the SHB Office. Both absences and tardies are noted on the report card and become part of each boy’s permanent record.

If a student has to leave school early, the parent must write a note to school, clearly stating the child’s destination, his time of departure from school, where the parent will pick him up and what time he will return to school (if he will return). Students must sign out from the SHB office prior to leaving campus early. Students who leave school with someone other than their regular carpool driver should notify the teacher in writing of the proposed change.

Because Stuart Hall enjoys an urban campus shared by three schools, dismissal is staggered:

Days Classes Monday - Thursday

Friday Times

Times

Monday – Thursday Kindergarten 2:45 pm 2:00 pm

1st – 2nd3:00 pm 2:15 pm

3rd – 4th3:15 pm 2:30 pm

5th – 8th3:40 pm 2:55 pm

Midday Kindergarten 11:30 AM 11:30 AM

1st – 2nd12:00 PM 12:00 PM

3rd – 4th12:15PM 12:15PM

5th – 8th12:30 PM 12:30 PM

The purpose of an early dismissal on Fridays is to provide parents time for medical and dental appointments so that students will not miss critical instructional time.

A b s e n c e s

Regular school attendance is essential for success. When a child is absent, please contact the school office (292-3143 or 292-3144) before 9:00 AM.

Please schedule appointments after school or on Friday afternoons (early dismissal time: 2:40) when possible.

Parents of absent students may call the office between 8:00 and 9:00 AM to request homework assignments for that day. These assignments should be picked up in the office between 3:00 and 4:00 PM. Parents may also check faculty homework websites.

If a child misses more than three consecutive days, the School requests that a doctor's note accompany the student's return to school.

If a pattern of frequent absences develops, the school will arrange for a conference to evaluate what is the best academic setting for the student.

T a r d i n e s s

How a student begins the morning sets the tone for entire day; thus, arriving on time is important. Students who are tardy must get a late pass from the office before they are admitted to class. Patterns of chronic tardiness may require a parent-teacher conference or disciplinary action. Please make sure your sons are on time!

E x t e n d e d V a c a t i o n s

The school calendar is designed to provide ample vacation time and is published in advance to provide families the opportunity to arrange for family vacations. Because school attendance is critical to a student’s success, the School discourages both additional vacations and the extending of vacations before or beyond the listed dates. These extra vacations burden the student, who misses explanations, discussions and other class activities that cannot be made up or replaced. In the event of a family emergency, and whenever possible, the School will make every effort to provide materials needed for makeup work as well as a time period for students to complete their missed work.

P r o c e d u r e s f o r R e q u e s t i n g E x c u s e d E x t e n d e d A b s e n c e s

1.Contact the Dean in writing with the request well in advance of the planned

absence and include specific dates and/or times your son needs to be absent.

2.The Dean will discuss the request with appropriate teachers and with the

Head of school. From these conversations, the dean will determine the

necessary assignments to be completed during the absence.

3.In conversation with the teachers, the student may be asked to design a

special project for a class presentation, which will be descriptive of

something he has learned during his absence.

C o m m u n i t y S e r v i c e

Goal Three: to educate to a social awareness which impels to action.

Mission:

The mission of community service is to foster within the total community Goal Three of the Goals and Criteria of Sacred Heart Education which calls for all to commit "to a social awareness which impels to action."

Vision:

The goal for community service begins with the developing consciousness of the student. The student will begin to discover through classes, lessons, peer interactions, service project interactions, and community knowledge that change is called for in places where oppression and injustice exist.

Growth:

Service projects will incorporate three phases: preparation, implementation, and reflection in order to impress upon students the due diligence, commitment, and personal investment involved in the pursuit of lasting change.

Students motivate each other and the community by creating change in the classroom and the community. Students are made aware of specific populations that can benefit from assistance and support. Students experience first hand how serving those in need can effect real change in lifestyles and society and its values. Metamorphosis:

A student's journey begins a life-long time of service and caring for the needs of others. Through the three phases of service, students will acquire an understanding of society that helps them to see that resources can be shared for the good of all and do something to effect change.

P r o p o s a l s f o r C o m m u n i t y S e r v i c e P r o j e c t s

Proposals for community service projects are submitted to the campus ministry office (Kristin Monfredini /Marie O'Regan / Philip Majorins):

1.Explain your community service project.

?Who will be helped by this project?

?What is the need of this constituency?

?How will students meet this need?

2.Explain how this project will be implemented.

?Who will be primarily responsible for the coordination of this project?

?Who is the contact person for the constituency receiving service?

?What arrangements have been made for this constituency to receive the service being offered?

?What resources from the School will be required to facilitate this projects?

Students? Parents? Staff? Transportation?

?How long will the project last?

?What are the itemized budgetary needs for the project? How will you acquire this funding?

?Who will provide the service?

?How will the community learn of this project?

3.Will this project create an experience in keeping with the Schools' community

service philosophy?

?Explain how the three phases of community service will be fulfilled in this project.

?Is this project in keeping with the Schools' philosophy?

B i r t h d a y s

The boys usually celebrate their birthday in school by arranging for a special treat to be shared with their classmates. If parents want to invite boys to an out-of-school party, the School recommends that less than one-half or all of the class be invited to the party. If all of the boys are not invited to the party, the Schools strongly recommends that invitations not be brought to school.

H o u s e a n d B a b y S i t t i n g

The School strongly discourages hiring teachers to baby sit and/or house sit.

V i s i t o r s a n d G u e s t s

If a boy wishes to bring a friend or relative to attend classes or visit the campus, he or his parents should let the Dean know in advance so that teachers can be notified and preparations can be made to welcome guests and help them feel at home.

M a k e U p W o r k

In all cases of absence, it is the student’s responsibility to ask teachers about work missed and to make it up by getting class notes, taking tests and quizzes, completing written assignments or making up labs. In the middle form, make up work done as a result of excused absences must generally be completed in a two-week period. Students receiving a grade of “I” (incomplete) must have all work completed by the end of the following quarter. Failure to complete assigned work may result in a failing grade.

In cases of excessive absence (ten or more days per semester), particularly when makeup work is not completed in a timely manner, the school reserves the right to use a "pass/fail" grading system as necessary.

P a r e n t A b s e n c e s

When parents are away from home, the school must be notified in writing who is responsible for the child, who will be picking the child up from school, and whether the child will be at home or staying at another address.

U n i f o r m

Students are expected to be in complete uniform at all times, except on free dress days or when otherwise notified. Students have a regular uniform and a dress uniform, both of which can be purchased at:

Dennis Uniform 590 10th Street 415-864-4301

San Francisco, CA

The physical education shirts and Stuart Hall sweatshirts are now sold through Dennis Uniform.

L u n c h

A Catering company provides the option of daily lunch service for students in Grades 1-

8. So that children do not have to carry cash, the company requests advanced payment with a credit line. Boys may buy drinks, fruit, etc. as lunch supplements.

Students also have the option of bringing their own lunch.

L o c k e r s,D e s k s,a n d C u b b i e s

Stuart Hall develops in its boys a respect for property of others as well as their own property. Students in grades K – 4 keep their books in their classroom desks and their supplies in their classrooms.

In grade 5-8, students are assigned a locker in September and encouraged to keep them locked at all times. In September, students in grades 5-8 are issued school locks. No lock other than that issued by the school is allowed on lockers. When not in use, lockers should be locked. The locks must be returned to homeroom teachers at the end of the school year or the student will be responsible for replacement costs. Only school-supplied combination locks are allowed. Lost locks can be replaced at a cost of ten dollars ($10.)

L o s t a n d F o u n d

Because of space constraints this year, the SHB Lost and Found area is limited. There will be an area in the SHB building designated for Lost and Found. There is also an area outside of the afterschool/extension program for Lost and Found. It is imperative that all clothing and miscellaneous items are clearly marked with both the boy’s first and last name. More personal or expensive items, such as watches and wallets are turned in to the office.

C o m m u n i c a t i o n s a n d E l e c t r o n i c

D e v i c e s

Telephones and Messages:

Students should ask permission before using a school telephone. Messages from home to students are accepted only on an emergency basis. Reminders of appointments and various after-school activities should be between parent and child; parents cannot rely upon the office to intercede.

Cellular Phones:

Students should not have cellular telephones in school during class time. Any student using a cell phone during class time will have it taken away by the teacher. Parents will be contacted if the student ignores this policy.

Electronic Games:

Recess is a time for students to play together. Not only is this a valuable time for students to have fun with each other, recess also develops a sense of community among the boys. To that end, the School does not permit students to have electronic games in school. In addition, the School discourages students from having iPods and other audio devices. Any devices found on the student during the school day will be taken by the teacher and returned to them after parents are contacted.

T o y s,W e a p o n s,o r t h e A p p e a r a n c e T h e r e o f

No toy weapons are to be on school property or on a school field trip. These include but are not limited to: toy guns, water guns, plastic knives, toy knives, or pocket knives.

H a n d b o o k C h a n g e s

The Head retains the right to amend the Handbook for just cause. If changes are made, parents will be given prompt notification. The Head may make exceptions to these policies and procedures in cases with mitigating circumstances, which call for a different response.

I V.T h e A c a d e m i c P r o g r a m

H o m e r o o m s,C u r r i c u l u m,a n d S c h e d u l e s

Each boy in Grades K-8 is assigned to a specific homeroom. In Grades K-4, students have the homeroom teacher for a majority of their subjects and spend the greater part of their day in that classroom. Grades 5-8 learn in a departmentalized program where students change teachers, rooms and sections on a regular basis. Homerooms are heterogeneously grouped with academic, cultural and social factors all taken into consideration. Students begin their day with a brief homeroom period and then proceed to chapel, assembly, (LF and MF) advisory, their first class (MF), or other special activities.

The curriculum for Grades K-8 includes English, mathematics, science, social studies, religion, health, computer, the fine and performing arts, and physical education. Stuart Hall boys begin foreign language instruction in grade three and choose either French or Spanish after grade four. All sixth grade boys take Latin and have the option after grade six of taking Latin in grades seven and eight in place of either Spanish of French.

In order to be promoted to the next grade or to graduate from Stuart Hall, students must successfully complete all of the courses in the prescribed curriculum.

S t u d e n t C o u n c i l

To be eligible to run for Student Council officer (Commissioner General, Assistant Commissioner, Religion Commissioner), a student must have a minimum of a

3.0 GPA and be in good standing with the faculty.

B o o k s a n d M a t e r i a l s

The instructional materials budget of the school covers all required classroom texts and supplementary materials. Students are expected to take good care of their books. Students are strongly encouraged to label their books and materials and cover hardbound textbooks. If a book is lost or damaged, it becomes the student’s responsibility to pay for a replacement copy.

H o m e w o r k P o l i c y

H o m e w o r k P h i l o s o p h y/G o a l s

Homework is an important component of Stuart Hall’s program. It is an extension of the regular school day; it is a time for thoughtful, independent application. Stuart Hall’s commitment to its students and parents is to assign work that will have the greatest benefit to the boys and their education. We believe the following points are essential in understanding how and why homework is assigned:

?Research indicates that schools in which homework is regularly assigned and evaluated tend to have higher achieving students and more positive attitudes

towards learning.

?When approached properly, homework helps students develop independence, responsibility, organizational skills, time management and overall good study

habits.

?Homework is used by teachers not only to reinforce and expand upon concepts taught in the classroom and as a way to evaluate student mastery of the subject

matter, it also gives students the opportunity to reflect upon the lessons and ideas that they have encountered during the day.

?Homework is not busy work, and it should never be used as a punishment.

?School-wide homework guidelines are a challenge to define because of individual student needs and different teacher and grade level expectations.

?The SHB faculty has studied various components of homework and has formally surveyed faculty & parents, and has informally surveyed students, and has agreed to the following guidelines, knowing that there may be exceptions now and then

through the normal course of the school year.

A m o u n t o f T i m e o n H o m e w o r k

?Amount of time students are expected to devote to homework will vary each night from class to class, grade to grade, and individual to individual, but generally the average amount of time spent on homework is as follows:

Kindergarten up to: 5 – 10 minutes

1st - 2nd:up to: 20 – 25 minutes

3rd: up to: 35 – 50 minutes

4th: up to: 40 – 60 minutes

5th: up to: 60 – 90 minutes

6th - 8th:up to: 90 – 120 minutes/30 minutes per core subject

*The times above do not include independent nightly reading,

which is encouraged at all grade levels.

?Homework is assigned in grades kindergarten through eighth.

?Depending on the grade, long-range projects and short-term assignments are given throughout the year.

?Teachers may set a maximum time limit for homework. If a student cannot complete his work in the time allotted, he should come to school the next day with

a note from a parent briefly explaining the situation.

?Individual students may qualify for modifications on homework assignments based on recommendations of the SHB Child-Study Team. These modifications

will be accommodated as needed in coordination with teacher and learning

specialist.

?There is generally less homework on weekends and no homework will be assigned over holidays or three-day weekends with the exception of long-term

projects.

Homework Responsibilities

S T U D E N T S:

?Complete assignments thoroughly and hand them in on time.

?Take responsibility for make-up work if absent.

?Print and prepare all homework assignments at home. You should not rely on printing out your homework at school. Printing problems will sometimes occur,

but these should not be excuses for incomplete work. At those times, you should

plan to come into school early to use the computer lab printing facilities.

Forgetting a file required for class is like forgetting a textbook or homework; the

work will be considered late.

?Use your assignment notebook and organize your binder daily.

?Focus on homework and suspend all other activities (phone calls, text messaging, instant messaging, surfing the internet, chat rooms).

?Keep your study area clean and orderly.

?Develop self-advocacy skills; ask for help when you need it.

School/Teachers:

?Create meaningful assignments and avoid assignments that require adult help ?Clearly post homework on classroom boards, handouts, study guides, and web pages.

?Clearly state the consequences of late or missing work to students & parents through study notices (MF)

?When long-term projects are assigned, support students in the use of a written management plan to help manage the different components of the project.

?Collaborate with other teachers by using the internal Middle Form online calendar, which outlines quizzes, tests, and long-term projects assigned to the

students.

?Encourage boys to develop self-advocacy skills around finding clarity in assignments.

?Emphasize that the learning process happens through effort and commitment and not perfection.

?Encourage students to take risks in their learning and learn from mistakes.

Parents:

?Take an interest in your son’s schoolwork; however, the best approach is to be the “guide on the side,” leading your child towards a solution, not providing it. If you find you have the scissors, paste, crayons, laptop, pen, or pencil in your hands,

then you are doing too much. Remember that homework is the child’s domain,

not the parents’.

?Let your son be responsible for completing work and returning it to the teacher in

a timely manner. “Rescuing” your son if he leaves homework at home is neither

helpful nor necessary. It is important to allow your son to face the consequences

and be held accountable for late/missing homework.

?Check your son’s assignment book (grades 4th-8th) to keep informed as to when assignments are due.

?Clarify directions when asked.

?If your child asks you to look over written work, go ahead and give him helpful feedback, but don’t go through the work with a fine-toothed comb. Ask what it is your son would like you to look for. Guide your son in his homework; don’t edit it or do it for him. Remember, the teacher needs to see the types of errors your

son is making in order to successfully teach to his specific needs. In the end it is

about stepping back and letting your child succeed.

?Provide space, materials and a consistent time for homework to be done…that includes an ending time. A space free of unnecessary and repetitive distractions is usually a better place for concentrated study.

?Don’t allow homework to become a source of constant stress or a battleground at home. If your son is experiencing difficulties or you have questions, be sure to

communicate directly with your son’s teacher and/or advisor.

Portions of this homework policy have been adapted from other current homework policies. Specifically we would like to acknowledge the homework policies at Seven Hills School & Delano Middle School.

?Stuart Hall for Boys Homework Policy, 2006.

O r i g i n a l i t y o f O n e’s W o r k

Learning to do original work, especially in research projects is a difficult lesson. Part of the learning process is to introduce children to the concept of plagiarism and how one can use another’s work or ideas if one gives appropriate credit to the originator of the work. Part of the library program is learning about citations. Cheating includes the copying of other students’ homework, the submission of other’s work as a student’s own, and the taking of information from an outside source during a test or quiz. The Internet has presented scholars and educators with a host of new challenges regarding citation. The library has already addressed this with the students and has taught them proper citation for Internet research. Learning that plagiarism is cheating is a vital lesson for all students.

The School does not permit students to copy another’s work and will, when appropriate, take appropriate action when this happens. Students who are caught cheating or plagiarizing (this is with intention and, thus, applies to older students) may receive a failure on the homework, quiz, exam or project. Cheating in testing and/or examinations may result in a more serious consequence. The first incident of cheating will be followed by a letter to parents and verbal notice of pending probation. After a second incident of cheating, the student will be put on probation and the Child Study Team will be notified of the student’s actions.

A c h i e v e m e n t G r a d e s

Students receive achievement marks in grades 5 – 8. The letter and numerical grades have numerical equivalents and are computed to determine a grade point average (GPA). The following conversion chart explains the equivalents:

Letter Grade GPA Percent

A 4.0 93-100

A- 3.7 90-92

B+ 3.5 88-89

B 3.0 83-87

B- 2.7 80-82

C+ 2.5 78-79

C 2.0 73-77

C- 1.7 70-72

D+ 1.5 68-69

D 1.0 63-67

D- 0.7 60-62

Failure 0 0-59

A Performs in a superior fashion in class, homework, tests, and quizzes;

exhibits exemplary effort, focus, and participation; generally achieves in

the 90 - 100 percent range.

2018年SGS社会责任审核清单

YES NO N/A YES NO 1公司概括简介-人员/产量/产值/(品牌)市场分布 Factory profile/Employee No.& structure/Production capability/(Brands)Marketing □ □ □□ □2公司组织架构图 Organization chart □ □ □◇ □3厂区/厂房平面图 Factory floor plans □ □ □◇ □4 营业执照 Business license □ □ □ ◇ □ 5员工手册/厂纪厂规及处罚记录 Employee manual/handbook,Factory rules & regulations/ Disciplinary practices policy and Records □ □ □◇ □6宿舍规章制度 Dormitory regulations □ □ □◇ □7招工指引/程序 Recruitment policies & procedures □ □ □□ □8人事记录/员工入厂登记/花名册(所有员工)Employees' personal files/ Employment registration/roster (all employees)□ □ □◇ □9劳动合同(所有员工) Labor contracts (all employees)□ □ □◇ □10 未成年工人体检 & 职业健康体检 Young worker health examination & occupational health examination records,(if □ □ □ □ □ 项目与内容 Items No. 工厂概况部分 人事行政管理部分 applicable) 11 未成年工名单/登记证/工作安排规定 List of young workers/ registration approval from local labor bureau/regulations on shift arrangement for young workers □ □ □◇ □12请假单 Leave records □ □ □□ □13离职记录 Resignation records □ □ □□ □14奖惩记录/警告信 Awards & Penalty Records/Warning notification letters □ □ □ □ □ 15 工会组织会议记录/工会代表选举程序及其职责/工人投诉处理程序及记录 Meeting minutes of union/Selection program and Responsibility of workers’ Rep./Complaint& handling record □ □ □◇ □ 16工作时间记录(12个月) Time cards/attendant records(12 months)□ □ □◇ □17休假记录 (有薪年假/女工产假/婚丧假)Leave records(Paid annual leave/Maternity leave/Marriage&Funeral leave )□ □ □ □ □ 18综合计时批文/加班批文 Consolidated working hours permit by local labor bureau/Extended Overtime Hours Waiver □ □ □◇ □19当地政府最低工资文件 Legal/ Local official minimum wage document □ □ □□ □20工资表(12个月) (含工人签名) Payroll records with employees'signatures (12 months) □ □ □◇ □21 最近一年生产运作记录 及其它生产相关记录(如必要) Production operation records for last 12 months and the other □ □ □□ □工时工资福利部分related records if in need 22 工资扣除/罚款记录 Wage deduction/Penalty records □ □ □ □ □

某公司新员工手册范本

XXX新员工手册 (第x版) Xxx 人力资源部编制 年月日编订

目录 .公司简介 (3) .企业文化 (5) .质量方针 (5) .6S (6) .报到须知 (7) .培训 (8) .高压线 (9) .激励 (15) .考勤、假期 (17) .薪酬福利 (19)

.出差 (22) .辞职 (23) .国销售奋斗目标 (24) .国际业务奋斗目标 (24) .国市场基本法 (24) .国市场第二个五年规划 (33) .作业指导书目录 (35) 公司简介 XXX公司坐落于XXX,西靠xx港口,东邻xx高速公路,距xx机场仅x分钟车程,地理位置优越,交通运输十分便利。 XXX是一家xxx生产商,成立于xx年,是目前中国xxx行业最专业的制造商之一,公司总占地x亩,生产场地完全按照药品GMP的标

准建设和维护,无菌车间经过SGS的检测认定。公司拥有先进的成套生产设备和四条自动化流水线,可年产xxx吨, XXX是美国XXX用品协会的会员,。为来自世界各地的XXX用品品牌运营商、超市、批发商提供多样化的服务:生产成熟产品、开发新产品、代开模具、设计包装等等。公司既有独立的产品品牌和销售渠道,也甘心为客户的品牌做嫁衣。公司的产品主要销往美国、德国、英国、等几十个国家和地区,全球每年有大约1000万人XXX得到XXX 产品的呵护和帮助。在中国,xxx系列和xxx系列产品已进驻大润发、利群等各大超市,同时进入全国各地的XXX商店销售,我们的产品正在帮助中国消费者为其心爱的XXX提供科学和人性化关爱。在三至五年,XXX将成为国XXX用品行业的领导品牌之一。 公司拥有国最专业的技术开发团队,每天研发人员都要进行大量的试验,研究各种原料、试验不同的配方,我们拥有一个三层网络的实验基地,可以保证对产品的效果进行验证。专业的配方,严格的工艺及专业的产品试验基地,在产品试制过程中,我们的技术人员认真钻研配方并积极改进,认真完成产品的试验工作,确保最终产品满足不同客户的需求。公司拥有专业的检测队伍和完善的检测手段,确保能将细微的瑕疵防患于未然。经验是我们提供专业产品的重要保证,公司企业和部分产品均有在美国食品和药品监督管理局(FDA)注册,产品的安全性通过了SGS的检验。

GS、BV、TUV、UL、ITS、CE、WEEE、SGS、RoHS各大认证详解

目录 1.GS标志--德国安全认证标志 ........................................................................... 2. 法国国际检验局.................................................................................................. 3. 德国莱茵TUV集团 ........................................................................................... 4. 南德意志集团...................................................................................................... 5. UL认证................................................................. 6. ITS认证................................................................ 7. 欧盟CE指令............................................................. 8. WEEE ................................................................... 9. 瑞士通用公证行.......................................................... 10. RoHS ..................................................................

GSBVTUV、UL、ITS、CE、WEEE、SGS、RoHS各大认证详解

目录 1.GS标志--德国安全认证标志 (1) 2. 法国国际检验局 (4) 3. 德国莱茵TUV集团 (7) 4. 南德意志集团 (11) 5. UL认证 (14) 6. ITS认证 (15) 7. 欧盟CE指令 (18) 8. WEEE (20) 9. 瑞士通用公证行 (23) 10. RoHS (25)

1.GS标志--德国安全认证标志 GS标志是被欧洲广大顾客接受的安全标志。通常GS认证产品销售单价更高而且更加销。 欧共体CE规定,1997.1.1.起管制“低电压指令(LVD)”。 GS已经包含了“低电压指令(LVD) ”的全部要求。 一、什么是GS认证? GS的含义是德语"Geprufte Sicherheit"(安全性已认证),也有"Germany Safety"(德国安全)的意思。GS认证以德国产品安全法(SGS)为依据,按照欧盟统一标准EN或德国工业标准DIN进行检测的一种自愿性认证,是欧洲市场公认的德国安全认证标志。 GS标志表示该产品的使用安全性已经通过公信力的独立机构的测试。GS标志,虽然不是法律强制要求,但是它确实能在产品发生故障而造成意外事故时,使制造商受到严格的德国(欧洲)产品安全法的约束。所以GS标志是强有力的市场工具,能增强顾客的信心及购买欲望。虽然GS是德国标准,但欧洲绝大多数国家都认同。而且满足GS认证的同时,产品也会满足欧共体的CE标志的要求。和CE不一样,GS标志并无法律强制要求,但由于安全意识已深入普通消费者,一个有GS标志的电器在市场可能会较一般产品有更大的竞争力。 二、谁有资格发GS证书? (1)德国认证机构:通常在国内知名的德国本土的GS发证机构有TUV RHEINLAND,TUV PRODUCT SERVICES,VDE等,是德国直接认可的GS发证机构。 (2)其他认证机构:通常欧洲其他与德国合作的GS发证机构有KEMA,ITS,NEMKO、DEMKO等。 三、什么样的产品可以申请GS认证? ★家用电器,比如电冰箱,洗衣机,厨房用具等。 ★家用机械。 ★体育运动用品。 ★家用电子设备,比如视听设备。 ★电气及电子办公设备,比如复印机、传真机、碎纸机、电脑、打印机等。 ★工业机械、实验测量设备。 ★其它与安全有关的产品如自行车、头盔、爬梯、家具等。 四、怎样才能取得GS证书? (1)首次会议:通过首次会议,检测机构将或代理机构向申请者的产品工程师解释认证的具体程序以及有关标准,并提供将递交要求的文件表格。 (2)申请:由申请者提交符合要求的文件,对于电器产品,需要提交产品的总装图,电气原理图,材料清单,产品用途或使用安装说明书,系列型号之间的差异说明等文件。 (3)技术会议:在检测机构检查过申请者的文件资料后,将会安排与申请者的技术人

sgs认证活动范围

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