Policies - Anti-Bullying and Child Find
Souderton Charter School Collaborative
Souderton Charter School Collaborative (SCSC) recognizes that bullying of students has a negative effect on the educational environment of its schools. Therefore, SCSC strives to offer all students an educational environment free from bullying. It shall be the policy of SCSC to maintain an environment in which any type of bullying (including but not limited to bullying on the basis of sex, race, color, national origin and disability); including intimidation and extortion are not tolerated.
SCSC will not tolerate known acts of bullying occurring in the school setting. School leadership or designee shall develop administrative procedures and programs to increase the awareness of the problems of bullying, and train teachers to effectively intervene if bullying is witnessed in their presence or brought to their attention.
In accordance with state law, school leadership shall review this policy every three (3) years and recommend necessary revisions to the Board of Trustees.
“Bullying”shall mean both an intentional, electronic, verbal, written, or physical act or a series of acts that, individually or cumulatively, are severe, persistent or pervasive, that are directed at a student by another student in a school setting and that has the intent and effect of:
Physically harming a student; or
Damaging, extorting or taking a student’s personal property; or
Placing a student in reasonable fear of physical harm; or
Placing a student in reasonable fear of damage to or loss of personal property; or
Creating an intimidating or hostile environment (shunning, spreading rumors, cyber-bullying); or
Substantially interfering with a student’s educational opportunities; or
Substantially disrupting the orderly operation of the school.
“School setting” means in the school, on school grounds, in school vehicles, at a designated bus stop or at any activity sponsored, supervised or sanctioned by the school. The definition shall also include during the time students necessarily spend traveling to and from school or school-sponsored activities.
Guidelines Student, Parent/Guardian and Employee Reporting
SCSC strongly encourages all students and parents/guardians who become aware of any act of bullying to immediately report that conduct. Students may report acts of bullying to their teachers, school leadership or other school employees supervising school-sponsored activities. Parents/Guardians may contact faculty or school leadership to report acts of bullying. All reports will be treated in a confidential manner.
Upon learning about a bullying incident, school leadership or designee shall interview students involved in the incident(s), and thoroughly investigate. This investigation may include interviews with students, parents/guardians and school staff, and the review of school records.
Students who bully others will be subject to disciplinary options that may include a mental health assessment, a parent conference, suspension or other consequences as provided in SCSC Discipline Policy.
Notification To Students
Within ninety (90) days of adoption of this policy, or any subsequent changes thereto, and at least one (1) time during each school year thereafter, school leadership will arrange that this policy will be reviewed with the students in the building to ensure their awareness of the same.
The policy shall be available on the school web site, in each classroom and posted prominently in at least one location in each building in such a location as other such notices are posted. The policy shall also be incorporated into the school’s student discipline policy.
Date of Adoption: August 18, 2016
Child Find Policy
Policy and Procedures for Students with Disabilities
Souderton Charter School Collaborative (SCSC or “the school”) will ensure that all students with disabilities who are eligible to enroll in the school will have available to them free and appropriate public education in the least restrictive environment. The rights of children with disabilities and their parents will be protected in accordance with federal laws.
As part of this child find responsibility, SCSC seeks to ensure that all students with disabilities who are eligible to enroll in the school are identified, located and evaluated. This child find responsibility shall be accomplished through a process which, while not a definitive or final judgment of a student’s capabilities or disability, is a possible indicator of special education needs. The child find process shall include obtaining data on each student, through direct assessment or by indirect means of the student’s academic performance, gross and fine motor skills, receptive and expressive language skills, vision, hearing and cognitive skills. School staff, parents or agency representatives may refer students to the multi-disciplinary team if they believe that the student, because of a disability, may be in need of special education, psychological counseling and/or supportive services in order to benefit from regular education. When these services are included in a student’s IEP, they are provided at no cost to the parents/guardians. SCSC shall ensure that an appropriately certified school psychologist participates in the initial evaluation and all subsequent re-evaluations of the student.
Final identification of students with disabilities and programming for such students occurs only after an appropriate evaluation and a determination by the multi-disciplinary team. If it is determined that the child requires special education and supportive services in order to benefit from regular education, an Individual Education Plan shall be developed for the student in accordance with federal law.
If you know someone or have a child with a disability who may be in need of special education and related services, you can initiate a referral through the school by contacting the school’s office at 215-721-4560.
Date of Adoption: October 18, 2016
Parent Involvement Policy
Souderton Charter School Collaborative (SCSC) Board of Trustees recognizes that parent involvement contributes to the achievement of academic standards by students participating in Title I programs. The Board views the education of students as a cooperative effort among the school, parents and community.
In compliance with federal law, the SCSC and parents of students participating in Title I programs shall jointly develop and agree upon a written parent involvement policy. When developing and implementing this policy, the school shall ensure the policy describes how the school will:
- Involve parents in the joint development of the school’s overall Title I parent involvement plan and the process of school review and improvement.
- Develop parent involvement activities to improve student academic achievement and school performance.
- Develop activities that promote the schools’ and parents’ capacity for strong parent involvement.
- Coordinate and integrate parental involvement strategies with appropriate programs, as provided by law.
- Involve parents in an annual evaluation of the content and effectiveness of the policy in improving the academic quality of schools served under Title I.
- Identify barriers to participation by parents who are economically disadvantaged, are disabled, have limited English proficiency, have limited literacy, or are of any racial or ethnic minority.
- Use findings of annual evaluations to design strategies for more effective parent involvement.
- Involve parents in the activities of schools served under Title I.
The Board shall adopt and distribute the parent involvement policy, which shall be incorporated into the School’s Title I plan and shall be evaluated annually, with parent involvement.
Delegation of Responsibility
The CEO or designee shall ensure that the School’s Title I parent involvement policy, plan and programs comply with the requirements of federal law.
The principal and/or Title I staff shall provide to parents of student participating in Title I programs:
- Explanation of the reasons supporting their child’s selection for the program.
- Set of objectives to be addressed.
- Description of the services to be provided.
The CEO or designee shall ensure that information and reports provided to parents are in an understandable and uniform format and, to the extent practicable, in a language the parents can understand.
An annual meeting of parents of participating Title I students shall be held to explain the goals and purposes of the Title I program. Parents shall be given the opportunity to participate in the design, development, operation and evaluation of the parent involvement program. Parents shall be encouraged to participate in planning activities, to offer suggestions and to ask questions regarding policies and programs.
In addition to the required annual meeting, additional parent meetings shall be held at various times of the day and evening. At these meetings, parents shall be provided:
- Information about programs provided under Title I.
- Description and explanation of the curriculum in use, the forms of academic assessment used to measure student progress and the proficiency levels students are expected to meet.
- Opportunities to formulate suggestions and to participate, as appropriate, in decisions relating to the education of their children.
- Opportunities to submit parent comments about the program to the district level.
If sufficient, Title I funding may be used to facilitate parent attendance at meetings through payment of transportation and child care costs.
Opportunities shall be provided for parents to meet with the classroom and Title I teachers to discuss their child’s progress.
Parents may be given guidance as to how they can assist at home in the education of their child.
The school shall jointly develop with parents of students served in the program a School-Parent Compact outlining the manner in which parents, school staff and students share responsibility for improved student achievement in meeting academic standards. The compact shall:
- Describe the school’s responsibility to provide high-quality curriculum and instruction in a supportive and effective learning environment, enabling students in the Title I program to meet the district’s academic standards.
- Indicate the ways in which parents will be responsible for supporting their children’s learning, such as monitoring attendance, homework completion and television watching; volunteering in the classroom; and participating, as appropriate, in decisions related to their child’s education and positive use of extracurricular time.
- Address the importance of parent-teacher communication on an ongoing basis through, at a minimum, parent-teacher conferences, frequent reports to parents and reasonable access to staff.
Note: This policy is reviewed annually.
TO THE EXTENT THAT ANYTHING IN THIS POLICY COULD BE CONSTRUED TO CONFLICT WITH THE SCHOOL’S CHARTER OR APPLICABLE STATE AND/OR FEDERAL LAWS, THE APPLICABLE STATE AND/OR FEDERAL LAWS AND/OR CHARTER CONTROL.
Date of Adoption: December 20, 2016
Reviewed and Adopted this 15th day of August, 2017
Right to Know Teacher Qualifications
As a parent of a student attending a school that is receiving Federal Title I dollars, you have the right to know the professional qualifications of the teacher(s) and instructional paraprofessional(s) who instruct your child. Federal law requires every Title I school district to comply and to provide you with the requested information in a timely manner. All schools have on file a listing of faculty members and their professional qualifications. If you would like to know the professional qualification information regarding your child’s teacher(s) or paraprofessional(s), please call the school to set up an appointment to speak to school leadership. We look forward to a productive school year, and we assure you that together we will make a difference in your child’s life.