HORACE MANN SCHOOL FAMILY HANDBOOK

HORACE MANN SCHOOL

FAMILY HANDBOOK

January, 2012

Horace Mann School (“Horace Mann” or the

“School”) encourages parents and students to consult the

Horace Mann School Family Handbook for guidance

regarding School rules, regulations, policies, procedures,

and expectations. Parents and students should keep in mind,

however, that the School is a vital, constantly changing

entity, evolving as circumstances require. Accordingly, the

School may modify its procedures and expectations from

time to time. Changes to specific School policies, rules, and

expectations need not be in writing or incorporated into this

Handbook to be effective.

The terms and conditions of the Enrollment Contract

signed by each Horace Mann family (see Appendix 1)

determine the relationship of that family to the School.

The Handbook is published only for the use of the

Horace Mann community. It is School policy that for

privacy, safety, and business reasons, we do not distribute

the Handbook to anyone for commercial purposes, nor do

we permit its use by anyone within the Horace Mann

community for any other purpose not approved by the

School. Inquiries regarding Handbook use should be

directed to the Head of School.

TABLE OF CONTENTS

INTRODUCTION

Introduction, Core Values, and Missions Statement ........................................................................ 1

Appropriate Parent Expectations of the School ............................................................................... 2

Appropriate School Expectations of Parents ................................................................................... 4

Appropriate School Expectations of Students ................................................................................. 6

Appropriate Students’ Expectations of the School .......................................................................... 8

Campus Description ....................................................................................................................... 10

I. ACADEMIC PROGRAM

Introduction .................................................................................................................................... 11

Divisional Structure ....................................................................................................................... 12

Course Selection ............................................................................................................................ 17

Homework ..................................................................................................................................... 18

Library ........................................................................................................................................... 18

Testing ........................................................................................................................................... 19

Grading .......................................................................................................................................... 21

Standardized Testing ...................................................................................................................... 23

College Counseling ........................................................................................................................ 23

Parent-Teacher Conferences and Student Progress Reports ......................................................... 24

The Role of Specialists .................................................................................................................. 25

Academic Guidance ...................................................................................................................... 26

Tutoring ......................................................................................................................................... 28

Outplacement Counseling and Expulsion ...................................................................................... 29

Co-Curricular Offerings ................................................................................................................. 32

Physical Education ......................................................................................................................... 32

Athletics ......................................................................................................................................... 33

Performing and Visual Arts ........................................................................................................... 35

After School Programs ................................................................................................................... 35

Community Service and Service-Learning .................................................................................... 35

Center for Community Values and Action .................................................................................... 36

Summer Programs.......................................................................................................................... 37

II. COMMUNITY ETHICS

Overview ........................................................................................................................................ 38

Respect for Others ......................................................................................................................... 38

Lower Division Expectations –Code of Conduct .......................................................................... 40

Middle Division-Disciplinary Rules .............................................................................................. 42

Middle Division Honor Code ........................................................................................................ 42

Upper Division Code of Conduct and Discipline .......................................................................... 43

Upper Division Honor Code .......................................................................................................... 47

Plagiarism and Cheating ................................................................................................................ 48

iii

Using Cell Phones at Horace Mann ............................................................................................... 49

Building-Related Conduct for All Divisions ................................................................................. 49

Student Responsibilities-John Dorr Nature Laboratory ................................................................. 50

Attendance ..................................................................................................................................... 51

Dismissal ........................................................................................................................................ 53

Lateness ......................................................................................................................................... 54

Attire .............................................................................................................................................. 54

Transportation ............................................................................................................................... 55

Driving and Parking Rules ............................................................................................................. 56

Computer Use ................................................................................................................................ 57

Anti-Harassment & Bullying Policy .............................................................................................. 59

Anti-Harassment & Bullying Policy List of Point Persons ........................................................... 63

Mandatory Reporting Procedures for Child Abuse and Maltreatment .......................................... 63

III. COUNSELING AND GUIDANCE / SUPPORT SERVICES

Overview ........................................................................................................................................ 66

Support Services Team (Nursery and Lower Divisions) ............................................................... 66

Departments of Counseling and Guidance (Middle and Upper Divisions) ................................... 67

Policy on Learning Differences and Other Disabilities ................................................................. 68

Procedures Regarding Learning Differences and Other Disabilities ............................................. 70

Student Threats to Self or Others/Severe Psychological Difficulties ............................................ 74

Medical/Psychological Leave ........................................................................................................ 75

IV. HEALTH AND SAFETY

Physical Exams .............................................................................................................................. 76

Medication ..................................................................................................................................... 76

Health Information and Referrals .................................................................................................. 76

Emergency Procedures .................................................................................................................. 77

Weather-Related School Closing Information ............................................................................... 78

Lockers ........................................................................................................................................... 78

Supervision of Students on Campus .............................................................................................. 78

Field Trips ...................................................................................................................................... 79

Food ............................................................................................................................................... 79

V. ADMINISTRATIVE SERVICES

Admissions and Financial Aid ....................................................................................................... 81

Business Office .............................................................................................................................. 81

Development Office ....................................................................................................................... 84

Master Calendar ............................................................................................................................. 85

Parents Association ........................................................................................................................ 85

Appendix 1: Horace Mann Enrollment Contract ........................................................................... 86

Appendix 2: Whistleblower Protection Policy .............................................................................. 88

Index .............................................................................................................................................. 90

Introduction to the Family Handbook

The Family Handbook sets out for parents, guardians and others responsible for

Horace Mann students (hereinafter referred to as “parents”) the values, programs and

policies of Horace Mann School. The Handbook is part of our ongoing efforts to foster a

healthy partnership with parents, based upon our mutual interest in the educational and

personal development of children while they are students at our school. This introductory

section of the Handbook describes our partnership in terms of what parents can expect of

Horace Mann, what Horace Mann as an institution expects of parents, and the expectations

of students.

The Core Values, on which all of Horace Mann’s expectations are founded, are:

 The Life of the Mind;

 Mature Behavior;

 Mutual Respect;

 A Secure and Healthful Environment; and

 A Balance between Individual Achievement and a Caring Community.

The Mission Statement of Horace Mann School

Horace Mann School prepares a diverse community of students to lead great and

giving lives. We strive to maintain a safe, secure, and caring environment in which mutual

respect, mature behavior, and the life of the mind can thrive. We recognize and celebrate

individual achievement and contributions to the common good.

--revised by the Curriculum Council, Fall, 2008

Appropriate Parent Expectations of the School

With regard to The Life of the Mind, the School will strive to:

 provide knowledgeable, enthusiastic, talented faculty to

teach a challenging, college-preparatory curriculum;

 implement a program that goes beyond academics to

nurture the emotional, artistic, athletic and creative

capacities of each student;

 hold students to high standards while providing them

with support as they face the challenges and difficulties

of learning and development; and

 foster the life of the mind in a manner that respects and

encourages intellectual diversity and divergent points of

view.

With regard to Mature Behavior, the School’s faculty, staff and administrators

will strive to:

 act in a trustworthy, professional manner towards

students and parents;

 hold students to a high standard of ethical behavior and

provide appropriate discipline when such standards are

violated;

 provide students with well-trained and enthusiastic

counselors and advisors who will help them develop an

appreciation of the importance of balance, limits and

self-discipline in their lives; and

 promote behavior in and outside of school that reflects

age-appropriate maturity.

With regard to Mutual Respect, the School will strive to:

 teach respect and require appropriate behavior among students,

between students and teachers and among adults in the larger

community;

 communicate clearly to parents and students the

School’s policies on academics, athletics, behavior,

student health and safety, and provide clear, timely and

honest information about their children in an atmosphere

of care and concern for the welfare of students;

 build a community characterized by respect for

intellectual, cultural and personal diversity; and

 promote equal opportunity for students as they pursue

their interests within the classroom, on the athletic field,

in extra-curricular activities and elsewhere in the School

community.

To promote a Secure and Healthful Environment, the School will strive for:

 a safe physical environment;

 an environment free from physical and verbal

harassment and a community that encourages diversity

of thought, word and action; and

 a healthy balance between school-related activities and

restful recreation, including instruction in all Divisions

about health, nutrition and sleep.

To support a Balance between Individual Achievement and a Caring

Community, the School will strive to:

 relate the concerns and realities of the larger world to the

subject matter taught in the classroom in a manner that

promotes learning as a pleasurable, life-long endeavor;

 handle disciplinary matters in a manner consistent with

School policy and the interests of the greater community,

while maintaining tact, civility and care for the

individuals involved;

 help students at all levels to understand the importance

of the communities they inhabit—family, classroom,

School, neighborhood and the larger world—while

providing meaningful opportunities to serve those

communities; and

 encourage students to build a positive identification with

the School that makes being a part of Horace Mann a

source of personal and collective pride for them and their

parents.

Appropriate School Expectations of Parents

With regard to the Life of the Mind, the School expects that parents make every

effort to:

 support the School’s intellectual values at home;

 understand that the curriculum and its requirements are

determined by the faculty;

 encourage students to meet their teachers’ expectations

by doing their own best work on all assignments and not

by making inappropriate use of tutors, family help or

internet resources;

 support the School’s policies on academic integrity; and

 help to develop reasonable expectations for their

children, celebrating children’s strengths while helping

them improve in areas of weakness.

With regard to Mature Behavior, the School expects that parents will make every

effort to:

 maintain open lines of communication with teachers,

team leaders, and administrators;

 be honest in all dealings with the School;

 respect the School’s rules, particularly with regard to the

school calendar and the need for children to be in school

regularly and on time;

 respect faculty professionalism, judgment, and

commitment to their children’s education;

 expect a reasonable, not inordinate, amount of a

teacher’s or administrator’s time; and

 model mature behavior for children.

With regard to Mutual Respect, the School expects parents make every effort to:

 respect the School’s commitment to a broad and diverse

student body and faculty;

 maintain an up-to-date awareness of the School’s

policies.

 treat faculty members, staff, and administrators with

respect for their time and commitments outside of

school, understanding that it is inappropriate to call or

send e-mails in the evenings or on weekends

 listen and respond constructively to faculty and

administration comments and criticisms regarding their

children;

 be aware of the School’s organizational structure and

chain of command; provide teachers and advisors with

the information necessary to be aware of and solve

problems before referring the matter to supervisors; and

To provide a Secure and Healthful Environment for children, the

School expects that parents will make every effort to:

 ensure that their home environment is appropriately safe;

 encourage healthful eating, sleeping and exercise as part

of childhood development;

 try to minimize family and school-related stress;

 communicate significant changes in family relationships

and medical conditions to appropriate administrators and

faculty members;

 be aware of and involved in their children’s activities in

and outside the home.

To help our students achieve a Balance between Individual Achievement and a

Caring Community, the School expects that parents will make every effort to:

 support and encourage their children’s community-

related activities as well as their individual

achievements;

 not tolerate behavior that unfairly advances the interests

of one child over another, such as cheating, plagiarism,

stealing or lying;

 encourage respect towards friends, both old and new;

and

 encourage their children’s development of pride in

themselves, their friends and the school community.

Appropriate School Expectations of Students

With regard to the Life of the Mind, the School expects that students will:

 be curious and value learning as a life-long endeavor;

 do their best to meet the expectations established by their

teachers;

 always do their very best work;

 always do their own work; and

 support the intellectual efforts of friends and colleagues.

With regard to Mature Behavior, the School expects that students will make every

effort to:

 let their teachers know if they need help with school

work or with any problems that arise at school;

 be honest and sincere;

 respect and do their best to follow the School’s rules;

 strive for self-esteem and confidence;

 follow the positive examples of their parents and

teachers; and

 take responsibility for their actions and accept the

intended and unintended consequences of those actions.

With regard to Mutual Respect, the School expects students to:

 treat members of the faculty and fellow students in a

respectful and civil manner;

 listen and respond positively to constructive criticism

from teachers and parents;

 show respect, care, and concern for all members of the

Horace Mann community and

 be open to learning about the cultural differences and

traditions of others in and outside of the Horace Mann

community.

To provide a Secure and Healthful Environment, the School

expects that students will make every effort to:

 come to school well-rested and prepared to contribute to

activities and classes;

 ask their teachers for help if they need it to deal with

stress;

 help to keep the school environment clean and safe for

everyone;

 help others to navigate the physical environment of the

School; and

 be aware of and report any situations that might be

dangerous or unhealthful for other members of the

Horace Mann community.

To help our students achieve a Balance between Individual Achievement and a

Caring Community, the School expects that students will make every effort to:

 participate enthusiastically in community as well as

individual activities at school;

 encourage respect towards friends, both old and new;

 take pride in themselves, their friends and the Horace

Mann community; and

 celebrate the achievements of all members of the

community.

Appropriate Student Expectations of the School

With regard to the Life of the Mind, students can expect that Horace Mann School

will strive to:

 support students’ efforts to expand their horizons;

 provide a dynamic process for re-assessment and re-evaluation to support

goals of Life of the Mind;

 celebrate individual curiosity and creative risk taking;

 recognize that every student learns differently, and help each student to reach

his/her full potential in every subject;

 encourage students’ intellectual, athletic, and creative efforts to discover their

passions, interests, and;

 foster the life of the mind in a manner that respects and encourages intellectual

diversity.

With regard to Mature Behavior, students can expect that Horace Mann School

will strive to:

 promote students’ developmentally appropriate concepts of self-esteem and

confidence;

 support students with school work, extra-curricular activities;

 respect the spirit and intent of the School’s rules and core values in order to

establish a collegial environment for students, faculty, and administration;

 be open to discussion regarding problems for the betterment of the school; and

 serve as a model of mature behavior, and expect from students an age-

appropriate level of maturity.

With regard to Mutual Respect, students can expect that the School will strive to:

 promote mutual respect and treat issues of civility as teachable moments;

 listen and respond positively to students;

 encourage safe, confidential communication between students and teachers;

 respect the cultural differences and traditions of all students in the Horace

Mann community, whenever possible;

To provide a Secure and Healthful Environment, students can expect that the

School will strive to:

 understand and support students’ individual time commitments and workload;

 offer practical help to manage stress;

 help to keep the school environment clean and safe for everyone;

 strive to reduce our carbon footprint; and

 investigate and mitigate any situations that might be dangerous or unhealthful

for members of the Horace Mann community.

To help students achieve a Balance between Individual Achievement and a

Caring Community, students can expect that the School will strive to:

 respect and support students’ participation in community as well as individual

activities at school;

 encourage students’ involvement in extracurricular activities;

 value students’ pride in themselves, their friends, their family, the Horace

Mann community, and the outside community; and

 acknowledge and celebrate the achievements of all members of the

community.

Campus Description

Horace Mann School is comprised of five divisions situated on four campuses: the

Nursery Division at 55 East 90

Street in Manhattan, the Lower Division at 4440 Tibbett

Avenue in Riverdale, the Middle and Upper Divisions at 231 West 246

Street in

Riverdale, and the John Dorr Nature Laboratory in Washington, Connecticut.

The Nursery Division is located in a landmark building that was originally the

carriage house of the Andrew Carnegie estate. The original three-story structure was

renovated and expanded to six floors in 1961 and became the New York School for

Nursery Years. In 1968, that school merged with Horace Mann to become Horace Mann

School for Nursery Years, now known as the Nursery Division of Horace Mann School.

In 1972, the Barnard Elementary School in Riverdale was also added to Horace Mann,

which then became a co-educational nursery-through-grade twelve institution. In addition

to the nine classrooms in the Nursery Division, the building houses a browsing library, a

studio, a yard with a climbing wall, and a roof playground.

The Lower Division in Riverdale houses two kindergarten classes and grades one

through five. It occupies the site of the former Barnard School. The main Lower Division

building houses classrooms for grades one through five as well as the library, gymnasium,

cafeteria, arts and technology center, music room, Nurse’s office, modern language

classrooms, literacy center, math lab, science center, and administrative offices.

The current Middle Division was formed and moved into Rose Hall on the

Riverdale Campus in September 1999, adding grade six to the existing seven and eight

Middle Division. Rose Hall has three floors of classrooms, teachers’ rooms and a

computer center. Students in grades six, seven and eight share science, arts, Physical

Education and library facilities with the Upper Division.

The Middle (grade six through eight) and Upper (grades nine through twelve)

Divisions share a large campus in Riverdale on West 246

Street. The Middle Division is

housed primarily in Pforzheimer and Rose Halls and the Upper Division in Tillinghast

Hall. The building houses classrooms, faculty offices, computer labs, and a language lab.

Fisher Hall, opened in 1999, houses the Upper and Middle Division’s arts facilities and the

Cohen Dining Commons. The School completed construction of the new Gross Theatre,

an administrative center, and the Katz Library during 2002-03. In 2005, the new building

was named Mullady Hall.

One of the unique aspects of Horace Mann is a commitment to environmental

and challenge/adventure education. The John Dorr Nature Laboratory is located in the

towns of Washington and Bethlehem, Connecticut, two small communities in the western

part of the state. The 265 acre setting of fields, streams, and ponds provides a varied

terrain for students to explore different biotic communities and to engage in challenging

outdoor pursuits. The physical facilities include a lodge for meetings and dining, cabins

for sleeping, several climbing structures, and a high and low ropes course. There are four

resident faculty members.

Part I: Academic Program

Introduction

The academic tradition of Horace Mann is one of rigor and excellence. Students are

challenged in an age-appropriate manner in each Division of the School to think deeply, explore

intensely, and express themselves surely in speech and writing. While the organizational

dynamic of Horace Mann has been strongly Division and Department-focused since 1887, the

School now emphasizes curricular and operational coherence across “Five Divisions within One

School.” The School’s divisional structure encourages team, grade level, and departmental

collaboration, and the Division Heads are committed to supporting such collaboration and

coordination of the curriculum across divisional lines.

The Administrative Council, which includes the Division Heads, oversees the operation

of programs across divisional lines. The Council meets regularly to update members of activities

in the divisions and to discuss issues of concern to the larger Horace Mann community.

Administrative Council Structure

Divisional Structure

Nursery Division

The Nursery Division has programs for Threes, Pre-K, and Kindergartners. The Threes

attend school part-time, either am, pm, or full-time. The Pre-K and kindergarteners attend full-

time. The focus of the curriculum is distinct for each age group. The programs support growth in

all aspects of development with a focus on active learning and effective problem solving.

Children are nurtured to become self-confident and capable learners.

The Threes have an integrated curriculum that helps children to grow emotionally,

physically, intellectually and socially. The Threes program focuses on developing social skills.

In the Pre-K Program, the focus is on teaching and reinforcing group skills. An emphasis on

readiness skills for academic learning makes kindergarten a transitional year to the Lower

Division.

Throughout the Nursery Division, the curriculum topics, selected by teachers and arising

from the interests of the children, serve as vehicles for developing skills and dispositions.

Classrooms provide a framework for learning through their organization and routines. Behavioral

expectations are made clear and each group has a daily schedule. This sense of order and

predictability helps children feel secure in the learning environment.

Parent involvement is an essential part of the Nursery program. Values taught at home

and those presented in school are mutually respected and supported. Teachers establish a

dialogue with parents so that together they share the responsibility of educating the children.

Nursery Division Structure

Lower Division

Classes in the Lower Division consist of approximately 21 children. One teacher at each

grade level is designated Team Leader who is responsible for curriculum coordination,

scheduling within the grade, supervision of activities and oversight of each student’s academic

and personal progress. Teachers in kindergarten through grade three are responsible for

instruction in all subjects. Teachers in grades one through three are supported by assistants.

Subject-area specialists in grades four and five are responsible for instruction in each of the

major curriculum areas: Reading/English, Language Arts, Mathematics, Science, and Social

Studies/History. Children in grades four and five travel to their classes together in homeroom

groups, thereby maintaining a close connection to each other and to their homeroom teacher.

Additional support for the children comes from specialists in reading, mathematics, and

communication (speech and language). The program also includes development of knowledge,

skills and talents in art, music, the library, modern language study, Physical Education, the

science center, the publishing center, and technology.

In addition to curriculum-based field trips throughout the New York metropolitan area,

students in grades two through five travel to the John Dorr Nature Laboratory in Washington,

Connecticut under the supervision of the resident faculty. Fifth graders spend three days in

Washington, D.C. as an integral part of the History/Social Studies curriculum.

Lower Division Structure

Team Leaders (Nursery and Lower Divisions)

Every classroom in the Nursery Division has either two or three teachers. Every child in

the Lower Division has a homeroom teacher who serves as his or her family’s primary school

contact. In addition to this primary relationship, Team Leaders play an important role in the

coordination of programs in the Nursery and Lower Divisions. Team Leaders and classroom

teachers are available to answer questions and to provide information about aspects of the child’s

education, ranging from curriculum to special events.

Middle Division

The Middle Division includes grades six through eight. Grade six is a point of entry to

the School for 45 to 55 students each year. In both the Middle and Upper Divisions, the

academic year is divided into three trimesters. Each Middle Division student studies English,

History, Mathematics, Science, a Foreign Language, Computer Science, Classics, an Arts course

(visual, music, theater, and dance), Life Skills, and Physical Education. Each student has a

unique assortment of classes and is not with the same classmates for the entire day.

Each student is assigned to a homeroom with the homeroom teacher being one of the

student’s teachers. The homeroom teacher also serves as the student’s guidance advisor for the

year. The Middle Division has a variety of Guidance services including an Academic Center that

supports students with learning differences.

There are opportunities for students in each grade to participate in drama performances

and in grades seven and eight to be part of an interscholastic athletic program. Unscheduled time

during the school day is included in each student’s schedule for a variety of reasons: learning to

manage time, meeting with a teacher for extra help, working on a group project, socializing with

friends.

Middle Division Structure

Upper Division

The Upper Division includes grades nine through twelve. Grade nine is a major point of

entry to the School, when approximately 45 new students join the Horace Mann community. The

curriculum in grade nine through twelve consists of courses in English, History, Mathematics,

Foreign Languages, Science, Computer Science, Arts, Health, and Physical Education. In

addition to the required core curriculum in these disciplines, the School offers a wide range of

elective courses.

Upper Division Structure

The academic program for each student consists of a maximum of five major courses and

one or more minor courses each year. Students must take at least four major courses each year.

Participation in athletics, clubs, publications and community service is also a very important part

of the life of most Upper Division students.

Students must have 18 credits from full-credit courses to graduate from Horace Mann.

The Upper Division’s Program of Studies describes course requirements and descriptions.

Arts: A total of 1.5 credits are required, with at least .5 credits in Art Appreciation and .5

in Arts performance.

Computer Science: Every student is required to demonstrate mastery of grade-

appropriate computer skills in courses provided by the Computer Department.

English: English is required in each of the four years in the Upper Division.

Foreign Language: Each student must complete a three-year sequence in French,

Japanese, Latin or Spanish. Languages offered in half-credit courses include Russian,

German, Classical Greek, Chinese, and Italian.

Health: A half-credit course in Health is required in grade ten.

History: History courses are required in grade nine (Atlantic World History) and in grade

ten (United States History). Electives in History, Economics, Government, and Political

Philosophy are offered primarily in grades eleven and twelve.

Mathematics: A three-year sequence in Mathematics is required for all students

consisting of Algebra 1, Geometry and Algebra 2 and Trigonometry. Elective courses

include three levels of Pre-Calculus and Calculus as well as Introduction to Statistics and

Statistical Analysis and Social Science.

Physical Education: Students must pass Physical Education in grades nine through

twelve. This requirement includes certification in American Red Cross Standard First Aid

with AED. Members of athletic teams are exempt from courses in the Physical

Education Department during the trimester in which they participate in a team sport.

Science: Students are required to take Biology and either Chemistry or Physics.

Electives include AP courses in Biology, Chemistry, Physics and Environmental Science

as well as specialized courses in Biology, Physics, and Biotechnology.

Guidance: Ninth grade students take Horace Mann Orientation in their first trimester.

Students in grade eleven take Quest, a two trimester seminar course on current and

personal issues. Members of the Department of Counseling and Guidance also offer

elective courses in Psychology, AP Psychology, and Ethics in School and Society.

Grade Deans (Middle and Upper Divisions)

Grade Deans have academic, administrative and disciplinary authority and responsibility.

For the students in his or her grade, the grade dean supervises academic counseling, course

selection, resolution of course schedule conflicts, distribution of grades and academic reports,

student fulfillment of graduation requirements, resolution of conflicts between teachers and

students, communication among parents, teachers, advisors and students, and the administration

of discipline. The deans and Division Heads are charged with promoting responsible student

behavior and deciding upon disciplinary actions and implementing them.

Grade deans maintain close communication with teachers about significant personal

issues in students’ lives when those issues have an effect on students’ academic performance.

When a student is absent for an extended time period due to illness, grade deans may

communicate with the family and apprise teachers of the student’s condition; they may also

collect assignments and convey them to the absent student. Grade deans refer students to the

Department of Counseling and Guidance when a personal issue appears to be the source of

academic distress. In the Upper Division, grade deans also oversee elections for class and student

body officers.

Faculty Advisors—Middle and Upper Divisions

Students entering the sixth and ninth grades are assigned a faculty advisor from among

the faculty members who will be teaching the student. Advising groups meet with their faculty

advisors to discuss academic and community issues of mutual interest. The faculty advisor plays

a central role in helping the student plan his or her academic program and select courses for the

following year. The advisor receives copies of all academic and disciplinary reports concerning

advisees and is frequently consulted by grade deans when concerns about an advisee arise.

Faculty advisors also coordinate parent conferences. Parents are encouraged to contact the

faculty advisor with questions or concerns about a student’s performance. Advisors will assist

parents in communicating with teachers, grade deans, the Department of Counseling and

Guidance and other administrators as the situation warrants.

The John Dorr Nature Laboratory

The John Dorr Nature Laboratory encompasses 235 acres of land in Washington and

Bethlehem, Connecticut. The original gift of this land to Horace Mann in 1964 along with

subsequent generous gifts has enabled the School to further its outdoor education and adventure-

based programs.

The Dorr Programs, which are mandatory in grades two through eight and optional

thereafter, vary in content and purpose. Each supports the School’s mission to help students to

learn about themselves, to develop a concern for others, and to grow intellectually, physically,

socially, and emotionally. Age-appropriate participation in Dorr programs is integral to a

student’s academic program and should be considered an extension of Horace Mann with all of

the requirements and expectations of the regular school program.

The fundamental principle that underscores the curriculum at Dorr is the belief that

developing a sense of community within a school is essential to creating a positive learning

environment. Whether it is doing Beauty and Order, exploring for insects, studying

macroinvertebrates, writing a lab report in geology, or organizing a backpacking trip, the

common thread that weaves its way through all the programs is their experiential nature and their

emphasis on the cooperative aspects of living and learning, as opposed to competition and

individualization. The outdoors is used as the medium through which students can explore their

ideas, feelings, and relationships with others in the natural environment in new and different

ways.

John Dorr Nature Laboratory Structure

Course Selection

Lower Division

Student schedules in the Lower Division are determined largely through the academic

activities of the grade and individual class. Course selection in the Lower Division is limited to

modern language in grade two and instrumental music and chorus in grade three.

Middle Division

Each Middle Division student’s schedule is generated by computer during the summer.

Students have a choice of two foreign languages in the sixth and seventh grades as well as a

musical performance group or arts cycle. In the eighth grade, students choose from four

languages, numerous art and music electives, and science electives. Students study with a variety

of classmates each teaching period of the day so that they get to know all students in the grade

and experience the benefit of learning in different personality, interest and talent groupings.

Occasionally, a Middle Division student may advance to the Upper Division for a foreign

language class or a mathematics class.

Upper Division

Placement in Upper Division classes is based upon the course selection process that

begins in January of each academic year with the distribution of the Program of Studies. Each

student’s choices are reviewed by his or her academic advisor and grade dean. Once reviewed

and approved, students’ scheduling worksheets form the basis of the division’s schedule, which

is built around courses required for graduation and student requests for electives. When schedule

conflicts arise, students are notified during the summer to consult with their grade dean to

resolve conflicts.

The course selection process does not include choosing particular teachers. Students are,

however, permitted to avoid a second course with a teacher with whom they have already

studied, if an alternative teacher is available. Should scheduling concerns arise, students and

parents are encouraged to consult with the grade dean.

Some Upper Division classes are designated as “honors” courses. These courses and

criteria for admission are described in the Program of Studies. Each academic department offers

Advanced Placement courses. The Program of Studies outlines procedures for acceptance to AP

courses. Students enrolled in AP courses must take the AP examination, and failure to do so may

result in a lack of credit for the course. Students may take a maximum of three AP courses in a

given year.

Homework

Homework is assigned beginning in grade one and is an integral part of the program

through grade twelve. Homework reinforces what has been taught in the classroom and helps

students develop a sense of responsibility toward schoolwork. In the younger grades, homework

can be collaborative, and parents are sometimes encouraged to work with their children. In

keeping with Horace Mann’s emphasis on maintaining a high standard of academic integrity,

older students are expected to complete and submit their homework assignments without relying

on classmates, family members or tutors unless they are permitted by their teachers to work

collaboratively with other students. As students progress through the grades, they will be

expected to budget their time more appropriately and gain greater independence in preparing

their work outside of class.

Homework, except reports and projects assigned far in advance, is not assigned over the

Thanksgiving, Winter, or Spring breaks. All teachers are asked to respect the major religious

holidays of students and their families. School policy recommends that homework not be due,

nor tests scheduled, for the day after such a holiday. In the Upper Division, as a general

guideline, the maximum time required to complete regular weekly homework assignments for a

major course should be equivalent to the class time for that course for a week. Most Upper

Division students have free periods during the school day during which homework can be done.

Library

Each campus maintains a library. In the younger grades, storytelling plays an important

role in the library curriculum. As the students get older, they begin to use the library as a focal

point for their class work. Professional librarians are available to assist students with circulation,

research, and photocopying at the Lower, Middle and Upper Division campuses.

In the Nursery Division, the library is staffed by a committee of the Nursery Parents

Association. Children visit the library once a week during a designated library time. The library

is also available for faculty to use with children and for browsing by parents and children before

and after school.

The library at the Lower Division serves as an important hub of school life and is open

whenever school is in session. Children in Kindergarten through grade two may borrow books

and audio books for one week; older children may borrow books for a two-week period. Summer

circulation is very popular. Books may be reserved, and reimbursement is required for lost items.

Payments are refunded if books are found and returned.

The primary purpose of the Katz Library’s collections, which serves students in grades 6

through 12, is to provide a broad range of materials to enrich and support the intellectual, social,

and personal development of all students. Foremost are the resources that support the school’s

curriculum. We acquire in some major depth resources needed for specific research

assignments. Much of our video and DVD collection has a curricular connection. In addition,

we have a strong fiction and graphic novel collection, designed to support student reading

interests, encouraged by book discussion groups. The Library staff seeks to provide students and

teachers with a wide range of materials of diverse appeal. Materials are available in a variety of

formats and represent varying levels of difficulty and varying points of view. Materials are

considered for their quality and appropriateness.

The library’s collection includes thousands of books, videotapes, videodiscs, CD’s, audio

cassettes, audio books, and slides. Periodicals and newspapers are available in hard copy,

microform and online through the Library's database portal, which can also be accessed

remotely. The library’s online catalog can be accessed at http://library.horacemann.org. Library

hours are 8:15am to 5:50pm on Mondays through Thursdays; 8:15am to 3:15pm on Fridays. The

Library is open in the summer from 8:30am to 3:00pm, Monday-Thursday, 8:30am-2:30pm on

Friday.

Middle and Upper Division library books and audio books circulate for three weeks and

audiovisual materials circulate for three days or for a weekend. Special arrangements are made

for circulating reserve and reference books. Current issues of magazines and journals remain in

the library; past issues circulate overnight or over the weekend. For students’ convenience, the

library provides at least one copy of most textbooks used in large classes. Students may use these

texts in the library, but textbooks may not be checked out.

We ask students to respect the community’s need to preserve a quiet and clean

atmosphere where all can read and study without being disturbed. Please use cell phones outside

of the library. Students who disrupt this atmosphere will be asked to leave; continued disruptions

will result in suspension from the library for a period of time. There are six group study spaces

located on both floors of the library. The group study rooms provide students with a place where

they can study together in a group. Although students may talk here, excessive loudness may

result in expulsion from the library. All other rules for library behavior must be observed.

The library welcomes donations but reserves the right either to accept gifts for the

collection or to donate them to the Parents Association-sponsored Book Fair.

Testing

Lower Division

The Lower Division administers spelling tests beginning in grade one and continuing

through the elementary years. Standardized testing begins in kindergarten. Teacher-created

reading and math assessments are administered in grade three. These are announced

approximately one week in advance and students are asked to plan their study time accordingly.

Beginning in Grade Four, when teaching becomes departmentalized, students may have tests or

quizzes in any of their academic subjects. These tests are coordinated by a test/quiz calendar in

grades four and five.

Middle Division

Four testing days are established for each department during the ten-day cycle. No more

than one pre-announced test should be given in a subject in a given week. Only one test per

subject should be given in the last two weeks of a trimester. The Middle Division departmental

testing days are as follows:

English Days 1, 4, 6, 10

History Days 1, 3, 7, 9

Mathematics Days 3, 5, 7, 10

Science Days 2, 4, 8, 9

Foreign Language Days 2, 5, 6, 8

Upper Division

In the Upper Division, a minimum of three major assessments (which may include tests)

are required in each course as a basis for a trimester grade. To ensure that students do not have

too many tests on any given day, the Upper Division Academic Departments have adopted the

following schedule of testing days based on the two-week, ten-day schedule:

Arts Days 1, 2, 5, 7, 10

Half-Credit Courses Days 1, 2, 5, 7, 10

English Days 2, 4, 6, 8, 10

Foreign Language Days 2, 4, 6, 8, 10

History Days 1, 3, 5, 7, 9

Mathematics Days 1, 3, 5, 7, 9

Psychology Days 1, 3, 5, 7, 9

Science Days 2, 4, 6, 8, 10

During the final weeks of each trimester, different specific testing dates are assigned to

each department to minimize overlap of cumulative tests.

In the Upper Division, teachers assign due dates for major assignments such as research

papers on the above-designated days. Students will be notified of an upcoming test at least four

school days before the test date. Teachers must give students an opportunity to review the

material to be covered on a test and to ask questions.

Upper Division teachers may not give a test or have a paper, lab report or other graded

evaluation due until they have returned the previous test or assignment to students who took the

test or completed the assignment on time. Upper Division teachers must return all papers,

including research papers and tests, by the last day of class.

Teachers may not substitute quizzes for tests. Quizzes generally are kept to 15 minutes or

less and never take more than half a class period.

Grading

The assessment of student work and the assignment of grades is a responsibility entrusted

to the Horace Mann faculty. Faculty members endeavor to be fair and consistent in their

assessment of student work and to provide students with sufficient opportunities to demonstrate

learning and progress. Parents are welcome to engage in discussions of student learning and

progress with teachers, but discussions about grades should take place only between students and

their teachers. Under no circumstances should students or teachers endeavor to have a grade

changed.

Middle Division

Early in the school year, each Middle Division teacher explains to students the method to

be used in calculating trimester averages. A written explanation is handed out to students

detailing the place and weight of tests, quizzes, papers, homework, class participation and

projects in their grade. Final examinations are given in grades seven and eight.

Upper Division

In the Upper Division, each teacher advises students of the method he or she will use to

calculate grades in the course. The statement includes the weight given to tests, quizzes, papers

and class participation. The Upper Division uses an 11 point grading system with letter grades in

evaluating student achievement. The corresponding numerical values are used to average letter

grades:

A+ 10 B+ 7 C+ 4 D l

A 9 B 6 C 3 F 0

A- 8 B- 5 C- 2

In order to determine a trimester grade, teachers will generally:

 base each trimester grade on a minimum of three graded evaluations;

and

 Average the three trimester grades to calculate the final grade, if no

final examination is taken. When a course has a final examination, the

department decides whether the final examination will count as one

quarter or one seventh of the final grade. Teachers have discretion to

round up or round down a numerical average to determine a final

letter grade for the year only when the average terminates with .5.

Horace Mann transcripts offer the following guidelines for the conventional grading scale:

A+, A, A- Honors

B+, B, B- Very good to good

C+, C, C- Satisfactory

D Passing, but marginal

F Failing

When a teacher anticipates assigning a trimester grade of “D” or “F,” the teacher apprises

the student’s parents, grade dean and the Dean of Student Life of the student’s academic

difficulty prior to the end of the trimester. This communication takes the form of an Academic

Progress Report or a conversation with the above parties at a time when the student still has the

opportunity to improve his or her standing for the trimester.

A student must receive credit for at least four major courses per academic year to remain

in good standing. A student also is expected to maintain the courses scheduled for him or her in

September.

Any student seeking to drop a course or transfer from one course to another must have

the approval of the grade dean, who will confer with the teacher, advisor and appropriate

Department Head. The deadline for making changes from one course to another is the end of the

fourth week of the first trimester. The deadline for adding a course is the end of the second week

of the first trimester.

If a student receives permission to withdraw from any course, either required or elective,

before the end of the fifth week of the school year, no notation of the course will appear on the

student’s transcript. If the School permits a student to withdraw from a required course between

the end of the fifth week and the end of the second trimester, a “W” ordinarily will appear on the

transcript. If the School permits a student to withdraw from a required course after the end of the

second trimester, the student ordinarily receives an “F”.

Only one “D” per year may be credited towards graduation. A second “D” as well as any

“F” must be repaired in the following Summer School or, at the latest, in the next academic year.

Students will be given a grade of “Incomplete” at the discretion of the teacher of the

course in extraordinary situations. Students must make up “Incomplete” grades by the date

specified by the teacher and indicated on the Academic Report that accompanies the grade of

Incomplete.

Upper Division students also have an option to take up to two courses (except Honors

and Advanced Placement courses) on the three-point grading system (High Pass, Pass, Fail).

Selection of this system must be made before mid-trimester academic reports are due for the first

trimester. A student taking a course that is graded on the three-point system is expected to

complete all assignments and course requirements.

A grade represents an evaluative communication between teacher and student. Questions

regarding a grade should first be asked by the student who received the grade and answered by

the teacher who gave it. Parents with a question or concern about a grade should encourage their

child to deal directly with the teacher. Should a question or concern remain unresolved, parents

may consult the teacher and, if they still have questions, the appropriate Department Head or

Team Leader. Parents should understand, however, that in all cases, the teacher retains the sole

right to assign grades to his or her students.

Standardized Testing

All Kindergarteners are assessed for reading readiness in the spring. During the first

month of the academic year, all first grade students are given a pre-reading screening to identify

specific academic needs. Children are also seen on an individual basis to pinpoint more precisely

their individual early reading and pre-reading skill acquisition. A subsequent reading screening is

administered to all students in grades one and two at the end of the school year.

In grades one through five, the Lower Division administers selected portions of the

CTP IV standardized achievement tests. In the Middle Division, the CTP IV test battery is

administered in grade six in June and the results are shared with parents in early September of

the following year. In both Divisions, test results are interpreted and utilized by appropriate

specialists in an effort to understand individual needs, measure group achievement, and inform

curricular needs.

Standardized testing in the Upper Division includes PSAT, SAT I and II tests for college

admission, the ACT, and the Educational Testing Service’s AP tests. The Upper Division

administers the PSAT in October of the eleventh grade. The School does not administer the

PSAT in grade ten. The ACT exam may now be taken at Horace Mann.

Horace Mann is a testing site for SAT I, SAT II, and ACT tests on most, but not all, of

the designated testing dates. The Horace Mann calendar notes the dates of SAT testing at Horace

Mann. Students are not required to take their tests at Horace Mann and non-Horace Mann

students can request Horace Mann as a test venue. The Office of College Counseling provides

forms and information on SAT tests to students. Students and their parents are responsible for

completing SAT application forms accurately and fulfilling financial obligations to the College

Board. The College Board sends score reports directly to students and also to the School. The

Department of Counseling and Guidance coordinates SAT testing at Horace Mann. The

coordinator can answer questions about late registration, standby testing status and special

arrangements approved by the College Board for students with documented learning disabilities.

The Office of College Counseling coordinates AP testing. Students enrolled in an AP

course are required to take the AP examination. Failure to do so may result in lack of credit for

the course. Any student may take an AP examination, whether enrolled in an AP course or not,

although advanced notice and payment is required for a student to sit for an AP exam. Students

who fail to pay the fee for each AP examination are subject to being barred from the exam. AP

score reports are sent directly to students and to the School.

College Counseling

Eleventh grade students are assigned an individual college counselor. Individual and

group meetings for parents and students are scheduled on a regular basis. The College

Counseling Office provides information and support throughout the entire application process.

The goal is to enable students to ask the most meaningful questions about themselves and the

colleges in which they are interested so that they can make the best choice possible.

During the college application process in the fall, seniors may be excused from school for

a maximum of three college visits. With the approval of their parents, students must obtain a

form from the Deans’ Office on which teachers acknowledge that they approve the absence.

College representatives visit the Horace Mann and talk to interested seniors during the

first few months of school. Seniors must obtain permission from the teacher whose class is to be

missed and advance notice is expected. Juniors may attend these sessions only if they have no

class commitments at the time of the visit.

College Counseling Office Structure

Parent-Teacher Conferences and Student Progress Reports

Nursery Division

The Nursery Division holds two formal parent-teacher conferences each year. The fall

conference, usually in late November, provides parents with a chance to see their child’s work

and to learn about their child’s adjustment to school. It is also a time for teachers and parents to

share the goals they have for the child, and to discuss ways in which they can work together to

help the child meet these goals. The spring conference takes place in March and focuses on the

progress the child has made throughout the school year. This is also a time when teachers will

seek information that will help them with the child’s placement for the following year.

Nursery Division parent-teacher conferences are attended by both the head and assistant

teachers whenever possible. On occasion, a member of the Nursery Division support services

team may be asked to attend a parent-teacher conference.

The Nursery Division does not issue written reports prior to or following conferences for

children in the Threes or Fours programs. During the conferences, teachers share examples of

children’s work with parents as part of a discussion of the children’s school experience. Parents

will receive a progress report for pre-K students at the end of the school year. Teachers complete

a written progress report for kindergarten children and provide parents with a copy during the

fall and spring conferences and at the end of the year.

Lower Division

In addition to regular written and telephone communications between parents and

teachers, the Lower Division issues progress reports three times a year. Formal parent-teacher

conferences accompany these progress reports in the fall and early spring. Parents or teachers

may request additional conferences at any time, and conferences in grades four and five may be

arranged with the whole team of teachers. School personnel responsible for assessing and

accommodating learning differences and needs sometimes attend these conferences.

The Lower Division issues reports, including narratives and checklist sections, for

academic and non-academic subjects. Letter grades for academic subjects are introduced in the

second trimester of grade four and are incorporated into the narrative section of the academic

reports. Questions about progress reports should be addressed to the classroom or homeroom

teacher.

Middle Division

After the first trimester, the Middle Division schedules parent-advisor conferences and

drop-in conferences with subject area teachers. Students may attend the conference with their

parents. The student’s homeroom teacher serves as the student’s faculty advisor. There are

optional parent conferences in early March.

Upper Division

Upper Division teachers provide written comments to advisors at least one week in

advance of the scheduled Advisor/Parent Conferences. Teachers write Academic Progress

Reports six times a year—at the middle and end of each trimester—for students receiving grades

of “C-“, “D” or “F” and for students receiving an Incomplete for the previous or current marking

period. Teachers also write reports on students whose performance has changed significantly. In

addition, teachers are encouraged to write reports commending students whose performance has

improved significantly or students who need some encouragement. A copy of each Academic

Progress Report written is given to the appropriate Department Head and to the student’s grade

dean, who mails the report to parents. Students new to the Upper Division will receive letter

grades on the first academic report date, normally the middle of the first trimester.

The Role of Specialists

Specialists play a vital role in the enrichment and integration of the curriculum in the

Nursery and Lower Divisions. Students in the Nursery Division have increasing contact with

specialists as they move from one age group to the next. Nursery Division specialists include

specialists in Music, Physical Education, Literacy, Chess and Science.

The Lower Division’s specialist teachers include specialists in the following areas:

Library, Music, Art, Modern Languages, Reading, Mathematics, Science, Technology and

Physical Education.

The Middle Division has two Learning Specialists who administer the Academic Center.

They are available to all Middle Division students. In the middle years, students sometime

discover that they do not know how to study. One or several visits to the Academic Center may

help them solve this problem. The Learning Specialists also meet with students who have

diagnosed learning differences.

In the Upper Division, the Department of Counseling and Guidance provides guidance to

students on study skill as well as help for student who may be struggling with the challenges of

time and task management.

Private teachers of instrumental and vocal music are non-faculty specialists who are

given teaching space in Fisher Hall. The Upper Division schedule provides opportunities for

students to meet with them for private lessons during the school day. Arrangements for

scheduling and paying for lessons are made through the Performing Arts Department.

Academic Guidance

Families in all divisions are encouraged to share appropriate information about their

children’s progress and about concerns they may have in order to maintain a continuing and

meaningful dialogue about student progress and conduct.

Nursery Division

The Nursery Division is the beginning of many families’ relationship with the School.

The role of support services is to help build healthy and productive relationships within the

community. The support services team is made up of a psychologist, a learning specialist, and a

nurse. This team of professionals spends time with children and teachers in school by

participating in classrooms, working closely with teachers on behalf of individual children, and

helping to foster a strong partnership between parents and teachers.

Lower Division

In the Lower Division, the homeroom teacher functions as the leader of academic

guidance for each student. When needed, the homeroom teacher works closely with the school

psychologist and members of the support services team, including the learning specialist, math

specialist, reading specialist, and the school nurse.

Middle Division

Grade deans oversee Middle Division students’ academic performance. The deans meet

regularly with the teachers in their grade and keep the Head of the Middle Division informed

when a student’s performance has declined. In many cases, the Director of Guidance will also be

informed about a student’s academic difficulties. Grade deans often take the initiative to inform

parents about emerging patterns of decline. During the second trimester of the academic year, a

student may be placed on Academic Probation. Parents will be advised that continuation at

Horace Mann is in jeopardy. Enrollment contracts for the following academic year may be

withheld until June for students in academic difficulty. In cases where there is serious doubt

about a student’s ability to continue at Horace Mann, the School may notify parents in the

summer prior to the school year that there may be a meeting at the end of the first trimester to

recommend that they look for another school.

In sixth grade, each trimester contributes 1/3 to the final grade. In courses with a final

exam in seventh grade, each trimester contributes 2/7 to the final grade and the exam contributes

1/7 to the final grade, except in Foreign Languages, where the final exam counts as 1/4 of the

grade for the year. In eighth grade courses with a final exam, the final contributes 1/4 to the final

grade, except Science in which it contributes 1/7.

A student who has two final grades of D or F needs to repair at least one of these grades in

order to be promoted to the next grade level. A student may carry only one grade of D or F into

the new school year. There is no mechanism to repair more than two final grades of D or F;

promotion to the next grade is not possible. In Science, History, and English there are no options

to repair or replace a D or an F. Thus if a student has two or more D’s or F’s in these three

subjects, promotion to the next grade is not possible.

Eighth grade Mathematics and Foreign Language final grades are recorded on the

transcript that is sent to colleges to which a student applies from Horace Mann.

Upper Division

In the Upper Division, grade deans monitor the academic performance of all students in

the Grade. The Deans strive to establish rapid and effective communication with the student, his

or her parents and his or her teachers and faculty advisor to support to help the student out of

academic trouble.

Academic Alert: For grades nine and ten, the first level of academic discipline is Academic

Alert, a specific time period in which the student and his or her teachers are committed to

increased communication. The extent of the Alert period will be a minimum of one month and

the grade dean will maintain regular contact with parents during the Academic Alert period.

During Academic Alert, the grade dean arranges for a student to report more specifically

and more frequently to teachers, coaches, his or her faculty advisor, and the grade dean about

academic work. The grade dean arranges for mandatory special help sessions at least once each

week in every course in which a trimester grade of “D” or “F” was received or is anticipated.

Academic Probation: Academic Probation is a more serious and formal level of academic

discipline for Upper Division students. A student is placed on Academic Probation if it appears

possible that the student will complete the year with final grades that include an “F”, two “Ds”,

or a greater number of failing or marginal grades.

The grade dean notifies parents in writing of Academic Probation. In most cases, parents

meet with the grade dean, the faculty advisor, and the student to discuss the specific conditions

that he or she must meet during the probationary period. Occasionally, a specific teacher or

teachers also participate in the meeting.

A student on Academic Probation must be in school at 8:30am through the official end of

every school day and remain on-campus throughout the day. The School may also impose other

specific probationary conditions, delineated in a formal written contract signed by the student,

parents, faculty advisor, dean, Dean of Student Life and Head of the Upper Division.

Options After Academic Probation: Additional disciplinary options remain for the student who

continues to fail academically following Academic Probation. Horace Mann may dismiss a

student at mid-year or notify his or her family that re-enrollment for the following year is

withheld or withdrawn.

A student who receives two “D’s” or an “F” must attend the subsequent session of

Summer School or repeat the course in the following academic year. Only one “D” in a major

course in each of grades nine through twelve may be counted as credit toward the 18 credits

needed for graduation. Horace Mann strongly recommends repeating a course in which a student

has earned a “D.” When a student repeats a course, both grades appear on the transcript. A

required course dropped in the middle of a year must be taken again in Summer School or in a

later year. Subject requirements should be carefully considered when addressing “D’s.” In

Mathematics and Foreign Language sequences, grades above “D” are required to proceed to the

next level of the sequence. When repeating a course, a student must plan with his or her grade

dean and faculty advisor to be sure that 18 major course credits are completed before graduation.

Tutoring

Department of Counseling and Guidance/Support Services personnel and Department

Heads in the relevant subject sometimes recommend tutoring or remediation. Parents should not

under any circumstances arrange tutoring during the school day. The School strictly prohibits

Horace Mann faculty members from tutoring students currently enrolled in their classes. No

tutoring may take place on school grounds during the school day.

Peer Tutoring: Upper Division students volunteer as peer tutors under the supervision of a

member of the Department of Counseling and Guidance.

Mentor Programs: Upper Division students participate in the Middle Division Mentor program

that pairs an Upper Division student with one Middle Division student. Tutoring can be a part of

this relationship.

Statement by the Upper Division Faculty on Parental Help and Tutoring

The Upper Division Faculty appreciates the fact that parents want to be involved in the

education of their children. Faculty members share with parents an appreciation of the firmness,

patience and tact required in raising adolescent children. We know too that in a school that

values intellectual challenge and hard work, it is natural and normal for students to encounter

difficulty. Such difficulty is an inescapable aspect of intellectual growth.

Students should seek the help of their teachers on academic problems before going

elsewhere. When students need our help, we are delighted to provide it. Peer tutors are also

available to provide academic help. We recognize that there are occasions when in-school

academic help might not be sufficient to meet the needs of a particular student. We suggest that

parents consult with their child’s teacher and/or faculty advisor before deciding to offer the child

systematic outside help. There are, we know, situations in which tutoring is not advisable. In

making the decision to assist the student, parents should take the requirements and expectations

of the School into account.

In teaching our students to be honest scholars, we require that students give credit in their

papers and tests for any ideas they get from outside sources, including parents and tutors. It is

neither appropriate nor educationally effective for parents or tutors to fix the student’s mistakes,

write or rewrite all or part of an essay, solve the problem or do the homework. Students, parents

and faculty will all benefit from avoiding a dependence on tutors that reduces the value of the

student’s experience in the classroom.

We suggest that parents notify the Department Chair in a particular subject when a

student is seeking outside tutoring in that subject. The Department Chair can act as a referral

source for in-house tutors who can be members of the faculty who are not currently teaching the

student. The Department Chair can also serve as a reference point for the outside tutor who

might not be familiar with Horace Mann or its overall curriculum and specific course goals. A

discussion of tutoring with the Department Chair should lead parents to an understanding with

the School that, in the best interests of the student, clarifies the limits of legitimate assistance and

identifies the type of outside help that will be most valuable to the student.

Outplacement Counseling and Expulsion

Horace Mann anticipates that every student will move from one Division to the next as

long as his or her conduct is acceptable. When problems arise, the School responds by entering

into a dialogue with the parents to determine the most appropriate course of action to support the

child’s development. When difficulties arise or when it is in the student’s best interest to move to

another school before promotion to the next grade or division, the School will so advise the

parents. The goal is for all students to be matched appropriately to their learning environment.

Nursery Division

In the Nursery Division, a child who is reaching developmental milestones, thriving in

school, making friends and adjusting to the routines and culture of school life is a well-

developing child. The primary school contact for parents is their child’s teachers. The Division

Head and support staff are considered part of the extended school team that works alongside

teachers to support children to succeed in school.

In those instances where a faculty member or Division Head observes an area of concern,

parents are notified and a dialogue about the child begins. Parents are expected to collaborate

with the school to help determine what, if any, intervention may be necessary. If parents seek

outside services for their child, it is the parents’ responsibility to inform the school and to

provide a release of information so that the school team may communicate directly with the

outside service provider to benefit the child in school.

All children making the transition to the Lower Division are supported by open

communication among Division Heads, faculty, and staff in both divisions. Sharing appropriate

information about each child’s progress and growth helps to support a continuing and

meaningful dialogue between parents and teachers.

Lower Division

In the Lower Division, a child’s progress is measured in terms of his or her social

interaction, emotional well-being and academic success. Teachers continually assess progress in

these areas according to developmentally appropriate milestones.

During first, second or third grade in those rare instances where there is a pattern of

learning/instructional, behavioral and/or social/emotional concerns that suggests that a child may

be unable to continue at Horace Mann, the parents may be advised that the following year’s

contract will be the final contract. The faculty and Division Head will discuss with the family the

ongoing propriety of the placement.

The division will begin to identify a child as “at risk” if he or she is not making

satisfactory academic progress. This can occur in both academic and nonacademic areas alike.

Areas of concern are raised first at parent-teacher conferences. Families are expected to follow

the recommendations made by the educational team at Horace Mann. Written communication to

families may include a letter of concern, a letter of probation or a letter indicating that a contract

will not be issued for the following year.

If a student has not developed the skills and work habits necessary to keep up with his or

her academic work, the school may choose not to permit the student to advance to the next grade.

In addition social interaction and emotional well-being may be taken into consideration.

All children making the transition to the Middle Division are supported by open

communication between Division Heads and support staff in both divisions. Sharing appropriate

information about each child’s progress and growth helps to support a continuing and

meaningful dialogue between parents and teachers.

Middle Division

In the Middle Division, a child’s progress is measured in terms of his or her academic

success, organizational skills and citizenship in the community. Teachers, advisors and deans

continually assess progress in these areas.

When a student is struggling academically, including identification by two or more letter

grades of C- or lower and teacher-written academic reports, parents and teachers meet to discuss

ways to intervene. Meetings may include the guidance counselor and grade dean.

Recommendations may include classroom interventions or other suggestions to improve

academic performance as well as outside services secured by parents. Families are expected to

follow the recommendations made by the educational team.

If a student receives two or more letter grades of D or F as final grades for the year, he or

she may carry only one of these grades into the new school year. Mathematics courses with a

letter grade of D or F or must be repeated; Foreign Language courses with a letter grade of D or

F must be repeated, or the student must begin another language. Written communication may

include a letter of probation. The faculty and Division Head will discuss with the family the

on-going propriety of the placement.

In the Middle Division, a student whose conduct in class keeps a teacher from teaching or

other students from learning, as well as a student whose conduct in the community at large,

including issues of academic integrity, interferes with the successful experience of others, will be

counseled out of Horace Mann. Before this result is reached, the school will place the student on

citizenship probation and attempt to remedy the situation by assisting the student. A serious

infraction of school rules or expectations at any time during the school year may result in

expulsion.

If, by eighth grade, a student has not attained a level of maturity necessary to keep up

with his or her academic work and has not developed an appropriate work ethic, the school may

choose not to permit the student to progress to the Upper Division.

All students making the transition to the Upper Division are supported by open

communication between Division Heads and support staff in both divisions. Sharing appropriate

information about each student’s progress and growth helps to support a continuing and

meaningful dialogue between parents and teachers.

Upper Division

In the Upper Division, a student’s progress is measured in terms of academic progress,

behavior, and citizenship. Concerns are often first identified and raised early in the student’s

ninth grade year. When a student is struggling academically, he or she progresses from

Academic Alert to Academic Probation as outlined above. The School can dismiss a student

mid-year when he or she fails to fulfill specific probationary conditions set by the grade dean.

The Head of the Upper Division may also counsel parents to withdraw the student at mid-year

when it is unlikely that Horace Mann will retain the student for the following year or permit

promotion to the next grade level.

The Head of the Upper Division may withhold a contract for the following year based

upon the recommendation of the Dean of Student Life. Such steps are more likely when a

student has had serious academic problems (more than two letter graders of D or more than one

letter grade of F) for more than one trimester; when a student fails a course needed for

graduation credit and does not make it up within the subsequent academic year; when a student

has had to make up more than two graduation-credit courses, or when the student’s teachers and

faculty advisor feel that the student’s academic objectives can be met better at another school.

In the Upper Division, a student whose conduct in class keeps a teacher from teaching or

other students from learning, as well as a student whose conduct in the community at large

interferes with the successful experience of others, will be counseled out or may be dismissed

mid-year.

Dismissal, withdrawal or the withholding of a contract represents the most serious final

consequences of academic or other disciplinary processes. Prior to such action, the parents and

the School will have engaged in correspondence, meetings, and a plan for remediation. The

School reserves the right to terminate a child’s contract based on the unacceptable behavior of a

parent as outlined in the Enrollment Contract. This unfortunate situation occurs when a parent’s

conduct in the community interferes with the teacher’s ability to teach other students and allow

others to experience a successful experience at school.

Right to Appeal

In all instances in which a Division Head has determined that a student will be dismissed

or will not be issued a contract for the following year, the family has the right to appeal the

decision to the Head of School, whose decision is final.

Co-Curricular Offerings

Events that take place outside of school hours are designed to bring adults and children

together for a shared experience. The Nursery Division holds an annual Caring and Sharing

Book Fair and a Carnival with the Lower Division. Lower Division activities include school-

wide events such as the Arts Festival and Carnival, as well as optional activities such as chorus,

band orchestra, after-school programming and Caring-in-Action.

Middle Division students may choose from among several publications and activities.

Students create clubs that meet during the lunch period, supervised by a faculty member.

Students also participate in Middle Mania, a series of multi-grade academic and field day

competitive events. The entire Middle Division also holds regular assemblies and numerous

grade-level field trips.

For Upper Division students, the last period of the day on Mondays and Thursdays is set

aside for clubs, meetings and other activities. The clubs and activities program represents one of

the many special dimensions of the Upper Division. More than 90 clubs, each with a faculty

advisor, are listed in the current directory. Student publications include the weekly newspaper,

monthly magazines on international politics and contemporary film, several quarterly literary

magazines, a bi-monthly magazine on women’s issues and annual magazines of drawing,

painting and photography, among other subjects. Students produce an annual yearbook and field

successful teams for such debate-related activities as Model United Nations, Junior Statesmen of

America and Model Congress. Co-curricular involvement encourages leadership, cooperation,

innovation, financial management, refinement of writing and editing, public speaking and

strategic planning skills.

Field trips, related to the subjects being taught, are another important part of the Upper

Division’s co-curricular program. Upper Division teachers make use of New York City’s unique

cultural resources. Trips are clearly related to the subject being taught. Field trips are not

scheduled during the month of May or in the final two weeks of the first and second trimesters.

Physical Education

Physical Education is an important part of each Division’s curriculum requirements.

The Nursery Division program aims to provide a positive, safe learning environment that

contributes to the acquisition and development of movement skills. Lessons allow children to

become familiar with their bodies' movement potential and lay the foundation for each child to

grow and learn as a physically educated individual. Curriculum is based on the three

fundamental movement skill categories: manipulative skills, non-manipulative skills and loco-

motor skills as well as the three movement concept categories: where the body moves, how the

body moves, and in what relationships the body moves. Two main goals for the Nursery Division

movement program are to connect classroom curriculum seamlessly to movement experiences

and to generate enthusiasm among the school community related to movement and healthy

choices. These goals are highlighted in programs such as the “Step It Up” pedometer program,

the Faculty and Staff Wellness Challenge and the Family Movement Showcase events.

The Lower Division offers Physical Education three or four times per week at all grade

levels. Swimming instruction begins in grade one. The Department of Physical Education

coordinates the Physical Education from kindergarten (in Riverdale) through the Upper Division.

Middle Division students attend daily Physical Education classes. Grades seven and eight

take Physical Education together and grade six has Physical Education during another period of

the school day. Upper Division students take Physical Education for five periods in a ten-day

cycle. Members of athletic teams are exempt from this requirement for the trimester coinciding

with the team season. Students receive a letter grade in Physical Education for each trimester.

The grade at the end of the year that appears on the student’s permanent record is P or F.

Upper Division students who fail a trimester of Physical Education must attend two

Physical Education classes in the next trimester. The department may choose to prohibit

participation on athletic teams in the trimester following a failing grade in Physical Education.

Seniors who fail Physical Education for the year may go to Summer School to make up the

failure.

Athletics

Athletics play an important part in the life of Horace Mann. Athletics helps students to

develop both a healthy self-concept and a healthy body. Athletic competition also encourages all

students —spectators as well as participants—to develop pride in their school.

Horace Mann fields teams at the Varsity level, JV (junior varsity) level, and MS (Middle

Division). There are opportunities for any student who wishes to participate in interscholastic

athletics. Students or parents should contact the Director of Athletics regarding the schedule of

tryouts and practices for a particular team.

Fall Trimester Winter Trimester

Boys Cross Country V, MS Boys Basketball V, JV, MS

Girls Cross Country V, MS Girls Basketball, V, JV, MS

Girls Field Hockey V, JV, MS Boys Fencing V, JV

Boys Football V, JV, MS Girls Fencing V, JV

Boys Soccer V, JV, MS Gymnastics V

Girls Soccer V, JV, MS Boys Swimming V, MS

Girls Tennis V, JV, MS Girls Swimming V, MS

Girls Volleyball V, JV, MS Squash V

Water Polo V, JV Boys Winter Track V

Girls Winter Track V

Boys Skiing V

Girls Skiing V

Spring Trimester

Boys Baseball V, JV, MS

Golf V

Boys Lacrosse V, JV, MS

Girls Lacrosse V, JV, MS

Girls Softball V, JV, MS

Girls Spring Track V

Boys Spring Track V

Boys Tennis V, VB, MS

Ultimate Frisbee V

Boys Crew V

Girls Crew V

Boys Volleyball V

Student athletes are required to abide by a code of conduct and training rules. As a

member of the Ivy Preparatory School League, Horace Mann strongly supports the League’s

Spectator Code of Behavior Ethics. This Code, which applies to parents as well as to students,

requires all spectators to encourage all athletes; avoid actions that offend visiting teams or

individual players; show appreciation of good play by both teams; learn the rules of the game to

be more intelligent spectators; treat visiting teams in a manner in which they expect to be treated;

accept the judgment of coaches and officials; encourage other spectators to participate in the

spirit of good sportsmanship; and be positive.

Selection/Classification Implementation Procedures

Horace Mann permits 7

& 8

graders to qualify for Selection/Classification at the

Varsity level only in gymnastics.

Students, teachers, coaches, or parents/guardians may request that the Director of

Physical Education/Athletics process a student through the Selection/Classification screening

procedure. Students will not be screened without the completion of the coach’s Sport Skill

Evaluation Form. The Director of Physical Education/Athletics monitors compliance with the

Selection/Classification regulations, following these steps:

Step 1: Convene a committee of the Associate Athletic Directors for Middle and Upper

Divisions, along with a cross section of the coaching community to perform a pre-

evaluation assessment.

Step 2: Meet with the student’s grade dean to determine if the student candidate has the

maturity necessary to balance school work with after school practices/contests and

social interaction with older student athletes in and out of school.

Step 3: Process a student through the Selection/Classification procedures:

a. Parents – the director of Physical Education/Athletics will contact the

parents/guardians of the student candidate to discuss the procedural process

and seek parental permission

b. Health and Developmental Rating by Student’s Physician – the Director of

Physical Education/Athletics will secure the candidates physician information

and initiate the developmental screening process.

c. Performance Testing – The performance test will be initiated by the Director

of Physical Education/Athletics and administered by the athletic trainer as

soon as all required paperwork above is secured.

Step 4: Notify the parents/guardians and request a meeting with the student candidate in

order to grant permission to now participate in the tryout period associated with

the higher level of specific athletic competition. All NYSAISAA tryout

regulations found on the NYSAISAA Sports Standards must be followed.

Step 5: Notification announcing the student’s approval to participate will be made to all

schools on the student athlete’s competitive schedule.

Performing and Visual Arts

In the Nursery Division, art is a form of expression that is present in all of the children’s

learning. The studio is a place where children explore a variety of natural and human-made

materials, including art supplies and clay. The studio also encourages learning through dramatic

play and water play.

As students progress to the Lower Division, the Arts experience divides into Arts-based

activities that occur once or twice a week and Arts that enhance academic studies at various

intervals in the academic curriculum. Choral and instrumental music are available as optional

activities beginning in grade three. Both of these programs culminate with performances at the

annual Arts Festival. There is no fee for instrumental music instruction in the Lower Division,

but children are responsible for providing their own instruments.

In the Middle and Upper Divisions, Arts courses are required, and they can involve

homework including rehearsal time, project work, and independent research. Most Middle and

Upper Division Arts classes meet for five periods every two weeks, although advanced classes

and performing groups may meet four or five times weekly.

After-School Programs

After-school offerings at the Lower Division may include sports classes (karate,

rollerblading, tennis, flag football, swimming) as well as chess, cooking, drama and journalism.

Enrollment is approximately 200 children per term.

In the Middle Division, the Homework Center is open on Monday, Tuesday, Wednesday,

and Thursday afternoons from 3:30-5:45pm. Students may drop in to work any time during that

period. The Center is supervised by Horace Mann teachers who provide a quiet place for

completing homework and access to textbooks, materials, and computers as needed. A snack is

provided at 3:30.

In the Upper Division, many activities require students to remain after school. Sports,

clubs, publications, and performing arts rehearsals and performances occur after school hours.

Community Service and Service Learning

Nursery Division

The Parents Association Community Service Committee plans and organizes community

service projects for the Nursery Division. A faculty liaison works closely with the parents to

identify meaningful and age-appropriate activities. The Nursery Division holds several drives

each year to collect food, books, and baby supplies and equipment for donation to local

organizations. The Division also holds an annual Caring and Sharing Book Fair for adults.

Lower Division

The Lower Division’s Caring-in-Action program includes activities ranging from in-

school service (classroom jobs or school-wide recycling) to cross-Divisional service (Apple Fest,

Admission tours, Kindergarten Orientation) to external community service (food and clothing

drives, music and drama performances). The Parents Association also sponsors an annual

Caring-in-Action day.

Middle Division

In the Middle Division, Service-Learning projects help to build community among

students and faculty members even as they provide help to others. Students complete reflection

pieces after participating in service-learning activities, compiling service-learning portfolios that

are required for graduation from the eighth grade. In addition to the service-learning

requirement, the Service-Learning Program also coordinates grade-wide and division-wide

service projects. Several eighth graders also participate in the Service-Learning Intern Program.

These students assist the faculty Service-Learning Coordinator in planning and executing

activities, administering and publicizing the program and serve as role models for the

community.

Upper Division

The Upper Division Community Service Program encourages students to broaden their

experience of service, to help them develop skills, and to foster habits of responsible citizenship.

The 80-hour minimum requirement enables students to design individual projects under the

guidance of the Office of Community Service. Forty of these hours must be completed in ninth

and tenth grades, and forty in the eleventh and twelfth grades. Students are allowed to complete a

maximum of 40 percent (or thirty-two) of these hours through in-school service.

In-school service activities are also varied and substantive. One example is the Peer

Leader program sponsored by the Department of Counseling and Guidance. Eleventh and twelfth

graders work in, and often lead, the weekly orientation classes taken by ninth graders in their

first trimester. They receive training and support, including a weekend retreat in the spring of the

previous year.

The Office of Community Service, which is staffed by a director and an assistant, acts as

a clearinghouse for service opportunities, a central record-keeping bureau for service, and a

sponsor of several large-scale service projects, including the Sanctuary for Families Holiday

Dinner and the Achilles Kids for Kids Olympics. Other than these and several other organized

opportunities, the choice and responsibility is left to the students to contact organizations and

plan their individual participation.

Center for Community Values and Action

The Center for Community Values and Action, founded in 2006, takes a leading role in

connecting Horace Mann to the wider community and in developing service-learning projects.

The CCVA’s mission is to “connect education, ethics and action.” The CCVA accomplishes this

by coordinating the Horace Mann All-School Service-Learning Day, a collaborative effort

involving Horace Mann, the Kingsbridge Heights Community Center, and Van Cortlandt Park.

Students, parents, faculty members, and residents of the Kingsbridge Heights community work

together in a variety of projects at all three locations.

The CCVA sponsors an Upper Division Service-Learning Team, in which students

volunteer during trimesters when they do not have a sports commitment. The Team travels

weekly to Kingsbridge Heights Community Center to work with the after-school program, which

serves kindergarten through fifth graders. The Team also weekly meets for reflection, learning

and planning.

Summer Programs

Horace Mann operates three summer programs and hosts a fourth that cumulatively enroll

more than 700 students: the June Program, Day Camp, Summer School and Summer on the Hill.

The June Program and Day Camp programs are open to students from the Nursery,

Lower and Middle Divisions. The June Program bridges the part of the gap between the end of

the school year and the start of Day Camp. It also gives children who will be new to the School

or on a new campus the next fall a chance to become familiar with the facilities and faculty and

to meet new friends. The Day Camp utilizes the athletic facilities on the Lower and Upper

Division campuses and provides a variety of off-campus field trips.

The Summer School offers more than 20 courses, many taught by Horace Mann faculty,

for Middle and Upper Division students from Horace Mann and other schools. Students take

summer courses for advancement, enrichment or mandatory remediation.

Summer on the Hill is an enrichment program for over 200 intellectually talented

students in grades three through eight from public and parochial schools that is hosted by Horace

Mann School. Summer on the Hill is funded entirely by private donations to the program, and

does not charge tuition. A talented faculty and mentors from Horace Mann and other schools

offers a six-week program of academic and arts classes as well as sports and recreation. The

program also includes a Saturday component during the academic year.

Part II: Community Ethics

Overview

Horace Mann is a secular institution that draws students from a substantial number of

different religious and non-religious affiliations. The School actively encourages the

development of individual student ethical frameworks based upon two principles: respect for

others and responsibility for individual actions and decisions.

Horace Mann teachers and administrators expect students and their parents to interact

with them in a spirit of respect consistent with the Five Core Values. They can also expect

faculty and administrators to take responsibility for the fair and timely implementation of the

policies and guidelines enumerated in this Handbook.

Horace Mann’s Mission Statement explicitly states that the School “prepares a diverse

community of students to lead great and giving lives.” Each student is encouraged to strive for

self-esteem and confidence and to be respectful of others. In addition, students learn that they

must be responsible for their actions and for the decisions that they make.”

Students come to school to learn. Their behavior in school must support their own

learning and the learning of others in the Horace Mann community. Behavior that disrupts the

classroom or the life of the School violates the principle of respect for others and will subject the

student to disciplinary action. All adults in the Horace Mann community assume responsibility to

respond rapidly, maturely and effectively to misbehavior by students.

Respect for Others

In all circumstances, students must conduct themselves in a manner that is conducive

both to their own learning and to the learning of others. The School will function successfully

only if everyone has good manners, shows respect for one another, and considers the feelings of

others in speech and in action. Any student violating school rules regarding respect for others is

subject to discipline up to and including expulsion.

Violence and Intimidation

One way Horace Mann students show respect is by creating an environment that is free

from violence or intimidation. Students have a right to expect personal safety at school, during

School-sponsored activities and when traveling on school buses. Perpetrators of physical

violence or intimidation will be subject to disciplinary action, up to and including expulsion.

Students also must comply with the School’s policy on Anti-Harassment and Bullying. (See page

59.)

In keeping with the School’s policy of maintaining a safe and secure environment,

Horace Mann prohibits students from possessing any sort of weapon at School or during school-

sponsored trips and activities.

Respect for Property

Students have a right to feel secure about their personal belongings while at school,

traveling to and from school on a school bus or participating in a school-sponsored trip. At the

same time, the School has the right to expect that students will assume an age-appropriate level

of personal responsibility for the security of their belongings. Please note that the School is not

responsible for theft, loss, or damage to student property.

The School expects all students to respect school property and the property of others.

Damage, defacement or littering of school buildings and grounds is prohibited. Students are

responsible for reporting theft (or the witnessing of a theft) to a Security Officer or grade dean as

soon as possible after the event.

Students who steal, damage, or deface property demonstrate extraordinary disrespect for

fellow students and the community in general. Any student found to have stolen, damaged, or

defaced the personal property of another member of the Horace Mann community is subject to

disciplinary action, up to and including expulsion.

Horace Mann students also are expected to respect school property by refraining from

vandalism. Any student found to have damaged or defaced property such as desks, walls,

hallways, lockers, etc. or the personal property of another member of the Horace Mann

community, is subject to disciplinary action, up to and including expulsion.

Off-Campus Conduct

Horace Mann believes that students conduct while in school, on school grounds, or at

school-sponsored activities directly represents our mission and fundamental values. Accordingly,

all such conduct is subject to school policy and discipline. We urge all members of our

community to honor the School’s mission and to support the School’s fundamental values in

their private lives as well. As the Family Handbook makes clear, we view conduct outside of

school or school-sponsored activities as the responsibility of parents and students. While the

Head of School, the Division Heads, Deans, and Guidance Counselors are available to advise

students, parents, and other members of the community on conduct that affects Horace Mann’s

mission and values, it is not the policy of Horace Mann to monitor or regulate private conduct

that does not involve the School unless it has an impact on the good name of Horace Mann. This

policy also applies to student computer and Internet use off campus.

Teacher Recognition

The School prohibits individual gifts to teachers. The Parents Association has

traditionally conducted an annual Holiday Gift Fund Drive and all Horace Mann parents are

invited to contribute. The proceeds of the fund are divided among the entire Horace Mann

faculty and staff. In the Lower and Nursery Divisions, children are encouraged to express their

appreciation or affection for a teacher with a handmade card or picture. In the Upper Division,

students recognize distinguished teachers annually with dedications and appreciations in

yearbooks.

Lower Division Expectations -Code of Conduct

In the Lower Division, children are expected to follow The Rules We Live By. As a

community, we encourage children to be on time, to take responsibility for their own belongings,

to walk carefully in the public areas of the school buildings and to respect the importance of

other people’s belongings. The School will notify parents about serious or ongoing problems

and, when necessary, may ask them to intervene.

Parties and Gifts

One way that Horace Mann students show respect for others is by treating each other

with sensitivity, including during happy events such as parties. The School, for example,

recognizes that birthdays are important events in the lives of children. In the Nursery Division,

children’s birthdays are recognized by sharing a breakfast treat provided by the family. Parents

come to school, and often the family donates a book to the classroom library. In the Lower

Divisions, children may celebrate their birthdays in school, provided that all class members are

equally included.

The School prohibits students or their families from distributing invitations to private or

commercial parties during school and discourages private parties, except on weekends. The

School also discourages students from bringing gifts to School. Horace Mann School does not

permit private bus or van services to pick children up from school for private events.

Academic Integrity

Academic integrity refers to the expectation that a student will function at a high level of

independence in completing and submitting schoolwork. Unless assignments are specified as

collaborative endeavors, they are to be done by the individual student. Academic integrity also

refers to a clearly understood set of behaviors that apply to writing assignments, oral

presentations, homework, in-class assignments and all assessments. Expectations regarding

academic integrity are communicated to students by faculty and administrators at the beginning

of each school year. A student who adheres to such standards will experience pride in his or her

accomplishments while striving toward original thinking.

Cheating can occur in many contexts: having someone else do a student’s work; taking

someone else’s work and passing it off as one’s own; knowingly allowing one to see another’s

work; or, copying or allowing someone to copy test responses. As students move through the

grades, Horace Mann expects them to gain more sophisticated skills for attributing sources and

developing a better understanding of plagiarism. Any misuse of reference material—print,

electronic or otherwise—may constitute cheating. While taking a test, cheating occurs when a

child takes answers from another student, from a cheat sheet or from information written on his

or her clothing or body. Cheating also occurs when a student uses body motions to share answers

on a test and, unless a teacher clearly approves, when a student submits work done previously for

another course or in another grade.

When addressing ongoing abuses of academic integrity in young children, it is especially

important to try to get to the root of the child’s problem. Parents may be called in to discuss the

situation. It might be advisable to initiate an evaluation and, in some cases, therapy to deal with

the underlying issues. Formal consequences will be decided on an individual basis in

consultation with, and at the discretion of, the Head of the Lower Division.

Middle Division -- Disciplinary Rules

In the Middle Division, the range of penalties for violating standards of acceptable

conduct includes: a reprimand; detention during free periods; a letter to parents; a conference

with parents; in-school suspension; suspension; probation; expulsion; or any combination of the

above. The frequency and seriousness of the violation will play a significant role in the discipline

administered. In some cases, counseling will be part of the disciplinary process. The grade deans

are responsible for deciding disciplinary consequences. Although the School sometimes follows

a plan of progressive discipline, the School reserves the right not to do so in appropriate cases.

Students in the Horace Mann Middle Division are expected to uphold the qualities of

honesty and respect. Tolerance and responsibility are also embodied in the Horace Mann Middle

Division’s Honor Code and are the standards by which behavior shall be judged.

The Horace Mann Middle Division Honor Code

Violations:

 Cheating in any form.

 Submitting another’s work as one’s own. Students must submit their own

work, with no help from others unless specifically permitted.

 Plagiarism. If a student uses someone else’s work, he or she must cite the

source.

 Students cannot look on another person’s paper during an examination.

 Allowing someone to take answers from your paper is cheating. Students are

not permitted to receive the questions or answers fro an examination.

 Stealing.

 Intentionally damaging property that is not your own.

Consequences:

When a student violates the Honor Code, four people will meet to discuss the proper

consequences. These people include:

 The Head of the Middle Division

 The Dean of the student’s grade

 The teacher in whose class the violation was committed

 The student who committed the violation.

The teacher involved should talk to the dean of the grade. If a consequence is warranted,

there will be a meeting among the four people mentioned above and the parents of the student

Upper Division Code of Conduct and Discipline

The major disciplinary rules of our School derive from our values and mission and

represent the expected standards of student behavior in the Upper Division at Horace Mann.

When a student violates one or more of these rules, he or she is subject to our disciplinary

procedures. In general, Horace Mann is a “two-strike” school in regard to serious disciplinary

offenses. First offenses which in our judgment are of a particularly serious nature, however, may

incur the most severe penalties, including suspension or expulsion.

The rules and procedures described below are meant to apply under most circumstances.

Experience has shown, however, that occasionally situations arise which may require immediate

and non-standard responses from the Division. For this reason, we reserve the right to deal with

instances of behavior we regard as inappropriate, anti-social, or contrary to our core values in a

way that seems to us timely, efficient, and in the best interests of all members of our community.

This document does not prevent the Upper Division of Horace Mann School from altering its

procedures to suit unusual or changed circumstances.

Major disciplinary offenses include the following:

1. Academic dishonesty, including such offenses as cheating on tests,

plagiarism, inappropriate copying of the work of others, and passing off

the work of others as one’s own;

2. Bullying, fighting, or hazing, including such offenses as intimidating,

coercing, or harassing other members of the community, or seeking to

cause the embarrassment or humiliation of others, whether in person or by

using electronic media;

3. Acting dishonestly, including willfully misrepresenting one’s whereabouts

or intentions, misusing or falsifying school documents, or lying;

4. Behaving in a way that is dangerous and compromises the safety of

oneself or others, including tampering with fire alarms or possessing any

type of weapon or other hazardous material;

5. Purchasing, using, possessing, or distributing alcohol or any illegal drug,

or being under the influence of illegal drugs; possessing paraphernalia

associated with illegal drug use; distributing prescription drugs to others;

6. Stealing, appropriating, or destroying the property of others or of the

School;

7. Behaving in a way that violates community norms in relationship to

inappropriate displays of affection or sexuality;

8. Breaking any local, state, or federal law, no matter where the offense

occurs;

9. Acting in a way which jeopardizes the welfare or impugns the good name

of Horace Mann School, whether or not the student is on school grounds

or is under the immediate discipline of the School at the time of the

offense;

10. Breaking the Acceptable Use Policy in relationship to computers;

11. Repeated violations of school rules such as those pertaining to attendance,

or repeated violations of the behavioral expectations of the School.

12. The rules stated above are not all-inclusive. Students may be disciplined

for common sense violations of community values and expectations other

than those enumerated above.

Disciplinary Responses

With the exception of expulsion, the disciplinary responses of the Division are intended

to help the student become a better citizen of the Horace Mann community. Depending on the

specific circumstances of the offense, disciplinary responses may be combined. For example, a

student may be prohibited from going on a trip and may also lose his or her off-campus

privileges.

In circumstances it considers appropriate, the Division may report incidents of student

misbehavior to the police. The Division may also require drug testing or counseling.

Disciplinary responses include but are not limited to the following:

 Warning and admonition: This response includes a conference with the

student and his or her parents as well as a letter in which the student is notified

of the nature of the misconduct and is put on notice that future such offenses

will result in more serious disciplinary action.

 Loss of a specific privilege: This response may prohibit the student from

being in a specific place, such as Katz Library, Prettyman Gymnasium, or the

Cohen Dining Commons; it may bar the student from participation in a

specific activity such as going on a school-sponsored trip, functioning as a

Student Ambassador, or representing the School at a public function.

 Loss of off-campus privileges: This response means that students must sign in

at the beginning of the day and sign out at the end of the day, and they must

attend Study Hall when not in class, at lunch, or meeting with a teacher. This

consequence may be imposed for as long as seems appropriate, given the

nature and context of the offense. In most cases, loss of off-campus privileges

lasts for a period ranging from one day to two weeks.

 Disciplinary probation: This response may be imposed in any disciplinary

case and may be combined with other responses, such as the loss of off-

campus privileges or suspension from school. “Probation” means proving:

students on probation must demonstrate through their actions that they are

prepared to behave as responsible citizens of the school community and that

they are able to function without disciplinary restrictions.

 Suspension from school: This disciplinary response requires students to

remain away from school grounds for a specified period of time, ranging from

one day and, when appropriate, lasting longer. The terms under which the

student is to return to the community are defined in meetings and

communications with the student and his or her family.

 Expulsion: This disciplinary response, the School’s most serious, separates the

student from Horace Mann.

Disciplinary Procedures—The Disciplinary Council

Violations of major school rules will be judged by the Disciplinary Council. The

Disciplinary Council consists of the following nine members, five of whom are faculty, four of

whom are students: The Dean of Student Life; the Associate Dean of Student Life; three faculty

members chosen by the faculty; the Student Body President; the Presidents of the senior, junior,

and sophomore classes. A chosen faculty member will function as a faculty alternate; the Student

Body Vice-President will function as the student alternate. The alternate members will replace

either a faculty member or a student member who is unable to attend the meetings of the

Disciplinary Council. At the will of the Dean of Student Life, the Disciplinary Council may meet

without the full complement of members. Members of the Disciplinary Council serve at the

pleasure of the Dean of Student Life.

The Disciplinary Council meets after the offense has been reported to the Dean of

Student Life. It is responsible for determining the truth of the allegation or allegations against the

student and for recommending to the Head of the Upper Division an appropriate disciplinary

response. The Council hears statements from those involved in the offense and will call upon the

student in question to supply an account of his or her behavior. The student will be informed of

the alleged rule-breaking before the Disciplinary Council calls him or her. The student who is

alleged to have committed the offense is encouraged to have a faculty member, such as his or her

Advisor or another faculty member of the student’s choosing, appear before the Disciplinary

Committee to make a presentation on his or her behalf. The faculty member called by the student

will not, however, be present while the Council deliberates. The Disciplinary Council may call

upon other community members in its deliberations. The rules of evidence do not apply to the

disciplinary process. No outside representatives of the student whose behavior is under

disciplinary review, such as parents or lawyers, may participate in the process. Appeals of

decisions of the Disciplinary Council will be heard by the Head of the Upper Division only when

there is new evidence bearing on the matter which was not available to the Council.

The Head of the Upper Division is the person finally responsible for disciplinary

responses to major infractions of the rules of the School. He or she decides the disposition of

individual disciplinary cases. The Head of the Upper Division or the Dean of Student Life will

contact the parents of the student whose behavior is under disciplinary review.

In unusual cases of violation of major school rules, the Head of the Upper Division may

decide the appropriate response himself or herself, in consultation with the Dean of Student Life.

Such an unusual case would be one in which there is an immediate danger to the well-being of

students or others on the campus.

Disclosing Disciplinary Responses to Other Institutions

In cases involving suspension or expulsion from the School, the student is expected to

report the disciplinary action to colleges and/or to other secondary schools to which he or she

may be applying. In this case, Horace Mann will assist the student in writing the appropriate

explanatory letter. The policy of the School is to report all such cases to colleges, other

secondary schools, or educational programs to which the student has applied when, in the

judgment of the School, it would be unethical or unprofessional not to do so, or in response to a

request from the institution in question.

The Honor Code

All Upper Division students at Horace Mann are bound by the Honor Code, which was

initiated and passed by students. We require that all Upper Division students and their parents

sign the Honor Code as a condition of their presence in our community.

The Horace Mann Upper Division Honor Code

2011-2012

All students and their parents are required to read and sign the Honor Code and return it to their

advisors at the first meeting in September.

1) As a student at the Horace Mann School, I will not lie, cheat, plagiarize or steal.

2) My work will be exclusively my own unless a teacher instructs me to collaborate

with others.

3) I will not give inappropriate assistance to another student.

4) I will not take unfair advantage of the work or ideas of others.

5) I will oppose all instances of academic dishonesty.

6) I will respect the trust placed in me by the school administration and faculty and by my peers.

7) I have read the section on Academic Cheating and Plagiarism in the Family Handbook and understand the

rules put forth by the Horace Mann community.

8) I realize that if I break any of the above rules, I will be subject to the procedures outlined in the section on

Academic Cheating and Plagiarism in the Family Handbook.

9) I understand that as a Horace Mann student, if I am accused of breaking the Honor Code, I will have the

right to voice my point of view with the involved teacher, the Grade Dean, the Dean of Students, the

Division Head, and/or the Judiciary Council.

I have read these rules and hereby agree to abide by them at all times.

____________________________ ______________

Signature Date

____________________________ _______________

Print Name GRADE

A Note to Parents:

The Honor Code was initiated and developed by student representatives to the Horace Mann Governing

Council in October, 2000. The Council, made up of faculty and student representatives, approved the code in

November. The School administration has consequently adopted a policy that calls on all students to sign the code

statement each academic year. In the fall of 2004, the Governing Council amended the Honor Code with the

addition of provisions 7-9.

The Code’s provisions are consistent with existing regulations. We believe that the Code’s clear and

explicit formulation of the rules, and the fact that students initiated the Code, make this new policy an important

initiative.

To ensure that you are aware of the Honor Code, and to encourage discussion of its content, we are

requiring your child to secure your signature of the code as a witness to her or his signature.

Parent(s) signature as witness: ___________________________ ______________

(Date)

Plagiarism and Cheating

Plagiarism consists in appropriating the thought or work of another person and passing it

off as one’s own. Plagiarism is an act of intellectual theft and dishonesty. Like all such acts, it

subverts the values and purposes of our school, which is to provide an education for our students

in an atmosphere of love of learning, honest scholarship, and mutual respect. Plagiarism and

other forms of cheating demean the honest work of others and undermine the necessary trust

between students and teachers and among the students themselves.

Cheating, which includes such acts as stealing examination questions or answers, looking

at someone else’s paper during a test, or providing answers to another student, is similarly

subversive of our School values.

Teachers and academic departments are responsible to define the terms of academic

honesty in their classes. Once teachers have discussed school policy with their students,

however, students must assume responsibility for their own actions. Neither ignorance, nor haste,

nor carelessness, nor the pressure of other commitments is an acceptable excuse for plagiarism or

cheating.

Disciplinary responses to violations of school rules in regard to plagiarism or cheating are

as follows:

First offense: Teachers are obliged to report incidents of cheating or plagiarism to their

Department Head and/or to the appropriate Dean. If it is determined through the disciplinary

procedures of the School that an incident of plagiarism or cheating has occurred, the student

receives a double “F’ on the assignment. This designation shows both that the particular

assignment has not been satisfactorily completed and that a disciplinary consequence has been

imposed. The double “F” will then become part of the student’s trimester record in the course

and will be averaged into the trimester grade. The student will also be placed on probation.

At the time of the first offense, the student is expected to reveal previous or

contemporaneous instances of cheating or plagiarism. Such instances will be punished as part of

the first offense only if they are acknowledged at the time of the first offense. If a previous or

contemporaneous instance of plagiarism or cheating is not acknowledged at this time and is

discovered later, it will count as a second offense. Any retroactive grade changes that a faculty

member wishes to make as the result of such a disclosure must be completed in consultation with

the appropriate Dean.

Second offense: The second instance of plagiarism or cheating is considered a much more

serious offense than the first. The student will receive the double “F,” as described above, and

will appear before the Disciplinary Council. The Disciplinary Council may respond by

suspending or expelling the student. The second offense may occur in a different class from the

first, and may have occurred before the first offense, if the student has not acknowledged it as

described above.

Using Cell Phones at Horace Mann

The use of cell-phones is not permitted in class. When entering class, students must turn

off their cell phones and put them away. Getting or receiving calls during class is strictly

forbidden, as is the taking, sending, or receiving of audio and/or video recordings or text-

messages, or use of the cell phone for any other purpose. Students who do not follow this

reasonable rule subject themselves to the disciplinary procedures of the School.

For these same reasons, and subject to these same consequences, students are prohibited

from using cell phones in Katz Library, the Recital Hall in Fischer Hall, and in Gross Auditorium

in Tillinghast. Students are prohibited from taking pictures by any means while in the locker

rooms.

Where cell-phones are permitted, we expect that they will be used with politeness and

good taste, in accordance with the core values of our school. Cell phones should not be used in

such a way as to intrude upon the intellectual work of other people at our school or to affect its

calm and orderly social life. Students must be obedient to requests by faculty, staff, and

administrators that they cease using their cell phones. Students who do not obey these reasonable

requests subject themselves to the disciplinary procedures of the School.

Building-Related Conduct for All Divisions

Students may not run in classroom buildings.

The School prohibits unauthorized entry into or use of buildings and facilities. The

School also prohibits remaining in the buildings after dismissal without adult supervision.

The School issues photo-identification cards to students at the time they purchase

textbooks at the beginning of the academic year. Students assume responsibility for having their

identification cards available for presentation upon request by a Horace Mann faculty or staff

member.

Tobacco, Alcohol, Drugs, and Gambling

The possession, use, sale, purchase or transfer of drugs (except for prescribed

medications) , alcohol or tobacco products is forbidden on school property, in the immediate

neighborhood of the School, while on school-sponsored trips and activities or on the John Dorr

campus. The School also prohibits gambling. Such activity is subject to disciplinary action up to

and including expulsion.

Cafeteria Behavior

Good cafeteria behavior is another aspect of respect for school and colleagues. In all

divisions, students are expected to:

 remove garbage from the tables, including anything left by others;

 sit only on chairs, one student per chair, and keep feet off the tables;

 not block the aisles with chairs or book bags;

 not steal food from the cafeteria;

 refrain from noisiness in conversation or in the use of cellular telephones;

 use radios or I-Pods only with headphones at a low volume; and

 cooperate with the cafeteria staff, supervising teachers, and students.

Student Responsibilities – John Dorr Nature Laboratory

All Horace Mann regulations apply at the John Dorr Nature Laboratory and on the way to

and from John Dorr. The John Dorr faculty, however, feels that the development of an

individual’s sense of what is reasonable behavior is not achieved by a listing of directives and

prohibitions. Students must learn to consider a variety of possible actions; the faculty on campus

must serve as models and facilitators; and the students must assume responsibility for their

choices. While the John Dorr faculty hopes to create an environment that encourages self-

expression, it should not be done at the expense of the dignity and personal well-being of others.

One of the goals of the John Dorr program is to explore with students the proper norms of

behavior. All discussions of behavior among faculty and students must begin with a common

ideal. That ideal is, if not shared by students initially, at least known to them as the foundation on

which the philosophy and the goals of the John Dorr program rest. That foundation is the belief

that being a positive, energizing, caring force in relationships is the highest and most important

gift we can offer one another.

Some behavioral problems must be dealt with at the time of their occurrence by the

teachers present at John Dorr. It may be appropriate to discuss such problems with the entire

group, members of the group or a specific individual. The purpose of the discussion is to help

students to be aware of the ramifications of their actions, explore alternatives and understand the

consequences of any repeated behavior. The consequences may be student-initiated or faculty-

imposed. Not all actions by students may warrant this approach. Some behaviors may be more

onerous than others and deserve a spontaneous reprimand by the teacher present.

Attendance

The principles of respect for others and responsibility for individual actions also apply to

school attendance. Horace Mann School’s policies regarding absences, attendance and dismissal

are intended to ensure the safety of students, employees and visitors. Students benefit when

instruction is sequential and uninterrupted. Students also show respect for teachers by coming to

school on time and attending all classes, and parents show respect for the School by helping

students meet this expectation.

The School discourages outside appointments for students during school hours. When

such appointments are unavoidable, parents must give the School advance written notice and the

student must sign (or, in the case of the Nursery and Lower Divisions, be signed) in and out. At

no time should parents or students assume that it is appropriate for students to miss any portion

of the school day or overnight trips to the John Dorr Nature Laboratory for outside activities

without the express consent of the Division Head and Head of School to do so.

While absences for short-term illnesses and the occasional appointment are

understandable, we are a School that values a student’s consistent participation throughout the

year. The School reserves the right to cancel any student’s enrollment contract wherein the

cumulative number of late arrivals, early dismissals and absences, excused or unexcused, is

deemed counterproductive to the teaching-learning experience. Absences during any given

school year may preclude a student from being promoted to the next grade level and, in some

cases, may preclude the issuing of an enrollment contract for the following year. Promotion and

the decision to issue an enrollment contract are at the sole discretion of the School.

In those instances wherein a serious, long-term medical concern presents for an enrolled

child, his or her parents are to contact their child’s Division Head for further guidance. Please

consult the Upper Division portion of this section for additional information about absences and

the awarding of credits.

Nursery Division

The Nursery Division has an Early Bird room from 8:00am 8:40am for children who

arrive early. Classroom arrival is between 8:40am and 9:00am. The School expects children to be

in their classrooms and ready to start the school day by 9:00am. (12:15pm for the afternoon

Threes class) Dismissal is at 3:00pm, Monday through Friday. Dismissal for the morning Threes

is at 11:45am.

Lower Division

Lower Division teachers are available in their classrooms beginning at 8:20am, although

supervision is available in the library for children who are dropped off early. Classes begin at

8:45am. The Lower Division regularly dismisses students at 3:15pm on Monday through Friday.

Middle Division

In the Middle Division, homerooms begin at 8:20am and all students are expected to

remain at school from the time of their arrival until dismissal at 3:10pm (3:35 on Day 2

Tuesdays). Parents who require exceptions must make written requests to the Middle Division

office.

Upper Division

Upper Division classes begin at 8:35am and end at 3:50pm on Mondays and Thursdays,

at 3:35pm on Tuesdays in week 1, (3:10pm on Tuesdays in week 2) and at 3:10pm on

Wednesdays and Fridays.

Absence: When a student is absent from school, a parent or guardian must report the reason for

the absence by telephone to the Attendance Office before 10:00 a.m.

Signing out: A student may not leave school before the end of his or her last class unless a note

has been delivered or a call has been made to the Attendance Office from a parent or guardian

stating the reason for the early dismissal. The student must then SIGN OUT at the Attendance

Office before leaving.

All absences and lateness will be recorded as unexcused unless the above procedure is followed.

Unexcused Absences and Lateness

Any student who was absent from a class and was not excused will be notified through his or

her Horace Mann e-mail account and asked to come to the deans’ office immediately.

 For the first unexcused absence, the student is required to spend two periods in Study

Hall.

 For the second unexcused absence, the student is required to spend one week in Study

Hall, which includes all free periods each day, with the exception of one period for lunch.

 For the third unexcused absence, the student the student is required to spend two weeks in

Study Hall, including all free periods, with the exception of one period for lunch.

 After the third unexcused absence, the student will go before the Disciplinary Council.

 Five instances of lateness to a class are equivalent to one unexcused absence for that

class.

Unexcused absence from Study Hall is a serious matter that will be addressed by the Disciplinary

Council.

Total Absences—Excused and Unexcused

If a student misses 20% or 10 classes in a trimester (5 in a half-credit course), for any

reason, a meeting with the teacher, advisor and grade dean will be called in order to determine

whether credit can be given for that course. Then a meeting with the family will be called to talk

about the problem and possible solution. Before credit is granted, reasons for the absences and

the extent to which missed work has been satisfactorily made up must be evaluated.

Dismissal

Nursery and Lower Divisions

The Nursery Division dismisses students only to an authorized escort or a scheduled bus.

Teachers and staff escort students to the school buses, which depart at 3:15pm, Monday through

Friday.

When a family arranges a play date with a child(ren) from another family in the Nursery

Division or the Lower Division, parents of both (or all) the children must submit a play date note

to the children’s teachers.

The Lower School first dismisses students going home by bus and, followed by those

traveling by car. Parents should join the car line that begins at the south side of our driveway and

goes down the hill toward Manhattan College. If on foot, parents should pick their children up on

the patio at the entrance to the Lower Division. Children will be dismissed only to an authorized

adult or student of high school age or older.

Lower Division teachers escort students to the school buses. If picked up for an early

dismissal, Lower Division students should meet the escorting adult in the main office. Each child

must be signed out.

Middle Division

The School dismisses Middle Division students at 3:10pm, on all days in week 2 and

Monday, Wednesday, Thursday, and Friday of week 1. Dismissal is at 3:35pm on

Day 2 Tuesdays. Buses depart from Tibbett Avenue, north of 246

Street. Middle Division

students may remain on campus after dismissal to work in the Homework Center, attend or

participate in an athletic event, to use the library or to participate in an activity supervised by an

adult. The late bus departs daily at 6:00pm.

Upper Division

Except for “open campus” privileges, students may not leave school before the end of

their last class. The School will not dismiss students early without a written parental request,

which parents should give the Upper Division Attendance Office as soon as the student arrives at

School. Upper Division buses depart from Tibbett Avenue, north of 246

Street. The late bus

departs daily at 6:00pm. Students and parents are responsible for travel arrangements after

6:00pm.

Upper Division students may leave campus during free periods in the school day.

Students assume full responsibility for their personal safety and security when they voluntarily

leave campus. The School strongly advises students to exercise caution if they go “down the

hill.” The School also urges students not to drive their cars during the school day. Upper

Division students may remain on campus after dismissal only for an athletic event, to use the

library, or to work on an activity supervised by an adult. The late bus departs daily at 6:00pm.

Only students participating in faculty-sponsored after-school activities such as newspaper

activities and performing arts rehearsals may remain on campus after 6:00pm. Students and

parents are responsible for travel arrangements after 6:00pm.

Lateness

Nursery and Lower Divisions

Children in the Nursery and Lower Divisions are expected to be on time. Parents of

children who take the bus are expected to have their children ready for pickup at the assigned

departure time. Late bus pickups cause inconvenience to the entire route. Parents who drive their

children to school must drop them off with ample time to make the transition into school. Lower

Division students arriving late to school for any reason should check in with the main office

before going to their classrooms.

Middle Division

In the Middle Division, unexcused lateness, including lateness that is the result of

oversleeping and missing the school bus or other scheduled transportation will be recorded on

student report cards. Middle Division students who are late must also sign in at the School Office

and receive a “late slip” for admission to class. It is a student’s responsibility to make up work

following lateness. Unexcused lateness to class may affect a student’s grade.

Upper Division

When a student arrives at school later than the start of his or her first class, a parent or

guardian must report the reason for the lateness to the Attendance Office. The student must also

Attire

The School expects students to dress appropriately for school and for the season.

Young children need clothing that is comfortable and conducive to active and messy

play. Lower Division children should not wear specialized sports attire such as biking shorts,

running shorts, tank tops and mesh shirts. Young children should wear clothing that is easy to

fasten, allowing for the greatest self-sufficiency. Pants with elastic waists or those that do not

require a belt are easiest for children to manage independently. Parents should discourage

children from wearing hanging jewelry, slip-on shoes, high platform shoes, long skirts or dresses

and full skirts that might get caught on climbing equipment.

Children in the Nursery and Lower Division use the stairs throughout the school day.

Closed shoes or sneakers are best for climbing, running and negotiating stairs. Nursery and

Lower Divisions children go outdoors every day unless it is extremely cold or wet. Children

should have appropriate outer garments for up to 45 minutes of outdoor play. Children must wear

snow pants and boots when there is snow. Hats, gloves and warm footwear are also important

winter wear.

The Lower Division has the following additional clothing guidelines:

 Children should wear sneakers, closed shoes, or sandals with heel straps. Shoes should

close securely with ties, buckles, or Velcro and stay on a child’s feet when walking or

running. Children should not wear flip-flops, crocs, or sandals without heel straps.

 Children should not wear spaghetti-strap styled tank tops or strapless tank tops.

 See-through mesh shirts and short shorts are not appropriate school attire.

 Girls should avoid very short skirts and very long skirts that they could trip on.

 When choosing t-shirts, please make sure the phrases and logos are suitable for school.

In the Middle and Upper Divisions, students are expected to come to school wearing

clothing that is neat, clean, in good repair and appropriate for the school day. Shoes need to be

appropriate for the stairs. Hats may be worn to and from school, but not gymnasiums or theaters

and may be worn in class only at the discretion of the teacher.

The Upper Division does not impose upon students a formal dress code. Students,

however, are expected to dress in a way that is respectful of the core values and academic

purposes of the School. Clothing should reflect individual choices; it must also, however,

conform to an environment in which all community members feel comfortable. At special

occasions, students are expected to dress in accordance with the formality of the event.

Ostentatious displays of lifestyle or sexuality are inappropriate; excessively revealing shirts or

shorts are not permitted; T-shirts with inappropriate images of messages are not permitted.

Students who are not properly dressed may be given school clothes to wear, asked to change

clothes, or sent home. Students who repeatedly disrespect the expectations of student dress are

subject to the disciplinary procedures of the School.

Transportation

School Bus Conduct

Although Horace Mann does not supervise school buses, the School requires students to

behave appropriately when traveling to and from school and on school trips.

a. Students must obey any reasonable request made by the bus driver.

b. Students must be ready for pickup at the assigned departure time.

c. Students must wear seatbelts and must wait until the bus is stopped before

unfastening their seat belts and leaving their seats.

d. Students must remain seated properly in their own seats, not hanging out

of windows or blocking aisles.

e. Throwing objects inside or outside of a vehicle is strictly forbidden.

f. Conversation inside the vehicle must be kept at a moderate level.

g. Physical aggressiveness in any form will not be tolerated.

h. Students may not engage in verbal abuse, teasing or taunting.

i. Younger children are expected to keep their belongings to themselves.

j. Neither food nor drink is permitted in any of the vehicles.

k. In the Nursery and Lower Division, special dismissal arrangements (play

dates, etc.) must be made in advance and in writing.

l. Contracting for private, on-campus bus pickups is strictly prohibited.

Driving and Parking Rules for Upper Division Students

Grade twelve students with appropriate licenses and written parental permission may

drive to school and park in school-supervised spaces. Eleventh grade students are not permitted

to drive to or park at school. The Director of Facilities Management and Security issues and

approves all student parking applications. Students may not park in the School’s designated

spaces without approved parking stickers. Violation of this policy can result in automatic

rejection of subsequent applications.

The Director of Facilities Management and Security and Horace Mann security staff

monitors the driving and parking behavior of all students. The Director of Facilities Management

and Security may recommend suspension or revocation of parking privileges based upon reports

by Horace Mann Security staff of unsafe driving, illegal parking or other disciplinary violations

involving motor vehicles. The Dean of Student Life may suspend or revoke at will a student’s

parking privilege. The School assumes no liability or responsibility for any injury, vehicle

damage or any other damage incurred or caused by students who drive themselves to School.

Driving to school and parking in designated areas are privileges, not the inherent right of any

student.

Parking for Parents and Visitors

Parking is at a premium throughout the campus. Security staff is available at all locations

to direct traffic and to manage access to the school property.

Nursery Division

Parents may drop off and pick up Nursery Division students in front of the School before

8:45am, but may park only briefly. The curbside in front of the Nursery Division must be kept

clear to ensure the safe arrival and departure of all children.

Lower Division

The parking area must be kept clear to ensure the safety of Lower Division students. The

School has limited visitor parking. Children may be dropped off and picked up on the school side

of Tibbett Avenue only.

Middle and Upper Divisions

The Middle and Upper Division campus has limited visitor parking.

Computer Use

For children in the youngest grades, the Computing and Communications Department’s

goal is to make sure that all students become familiar and comfortable with available technology.

For grades four and five, the Department strives to provide a broad range of cross-curriculum

projects.

In the Middle Division, Computer Mastery classes are taught in each grade to insure that

each student possesses relevant computer skills throughout their middle division years. These

emphasize the value of computers and technology in all academic disciplines as tools for

learning. In the Upper Division, a range of introductory and advanced opportunities in computer

applications and Computer Science are offered. Each student in the Upper Division is required

to enroll in one computer course in his or her four years of high school. These courses cover

topics ranging from Media Literacy, Desktop Publishing, HTML and Java to advanced courses

in robotics, Computer Science and web site management.

Privacy

The School does not guarantee the privacy of its computers, any personal computer used

at school, or their related systems. Students waive any right to privacy when using school

computers, personal computers used at school, and their related systems. The School and its

authorized representatives may review and disclose all the information that students maintain in

its computers, personal computers used at school, or their related systems, whether or not such

information relates to the School. The Horace Mann’s policy regarding off-campus conduct

applies to student computer, electronic mail and Internet use at home and elsewhere.

Reporting Violations

In addition to the general rules regarding respect for the property of the School and

others, Horace Mann prohibits “hacking” and creating or forwarding computer viruses. Any

student who becomes aware of misuse of the Computer Systems should report the matter to his

or her grade dean.

All school disciplinary and other rules—including those that govern respect for others,

respect for property, academic integrity and harassment—apply to student use of school

computer hardware and software, Internet, electronic mail and related resources and to the use of

personal computers while at school.

Horace Mann complies with all existing copyright and computer use laws by providing

legally owned copies of all software for student use. Students may not violate trade secret and

database files, or music.

Computer Use Agreement

In the Lab

 I will not bring any food or drink into the computer room

 I will work quietly and I will not disturb others in the room.

 I will not touch anyone else’s computer, mouse or keyboard.

 I will not connect, disconnect, move or adjust any equipment.

In the Library

 I will not play any games on the computers in the library.

 I will not use e-mail except with permission from a librarian.

Using the Computer

 I will not tell anyone my network or e-mail password or give anyone access to my files.

 I will not ask for or attempt to discover anyone else’s password or attempt to access

anyone else’s files.

 I will not copy any software or run any software the School has not provided for my use.

 I will not print more than two copies of any document. I will use a copier (not a printer)

to make multiple copies.

 I will not use a computer to plagiarize work of any kind.

 I will play only approved games during posted game periods.

Using Electronic Mail and the Internet

 I will use the e-mail system carefully and responsibly. I will not post messages that are

insulting, demeaning, offensive or inflammatory.

 I will show respect for others in all of my electronic communications, whether posted in

public conferences or sent by private mail.

 I will not post any messages in a public conference until I have read all of the messages

already in that conference.

 I will use the Internet for educational purposes and my use will comply with all school

rules of conduct.

 I accept responsibility for any abuse or misuse of my network or e-mail account.

 I will be aware of and comply with all posted and published rules of personal conduct and

computer use.

 I understand that if I break this agreement, I may lose my computer privileges and I may

be subject to additional disciplinary action by the School.

Anti-Harassment and Bullying Policy

Students have the right to feel safe and respected, and to work and learn in an

environment that is free from harassment and bullying, including sexual and other types of

harassment/bullying. This policy applies to all campuses of the School, all school-sponsored and

affiliated events, and transportation provided by the School. It applies to harassment/bullying

between students, and between adults (teachers, administrators and staff) and students. No

student shall be subjected to harassment/bullying by employees or students on school property or

at a school function. The School prohibits all forms of harassment/bullying as defined herein.

Definition of Harassment/Bullying

Harassment/bullying is the creation of a hostile environment by conduct or by verbal

threats, intimidation or abuse that has or would have the effect of unreasonably and substantially

interfering with a student's educational performance, opportunities or benefits, or mental,

emotional or physical well-being; or conduct, verbal threats, intimidation or abuse that

reasonably causes or would reasonably be expected to cause a student to fear for his or her

physical safety. Such conduct, verbal threats, intimidation or abuse includes but is not limited to

conduct, verbal threats, intimidation or abuse based on a person's actual or perceived race, color,

weight, national origin, ethnic group, religion, religious practice, disability, sexual orientation,

gender, sex, or any category protected by law. Prohibited conduct includes, but is not limited to:

epithets, slurs, quips or negative stereotyping that relate to any of the categories above. This list

is not all-inclusive. Other unwelcome acts of an offensive nature may also constitute

harassment/bullying.

Definition of Sexual Harassment

Sexual harassment is a type of harassment/bullying. It may include unwelcome sexual

advances, requests for sexual favors, and other verbal or physical conduct of a sexual nature.

Examples of the type of behavior that may constitute sexual harassment include demands for

sexual activity; sexual flirtations, advances or propositions; sexual innuendoes or suggestive

jokes; comments of a sexual nature to describe an individual or an individual’s body; unwelcome

physical contact such as touching, pinching or brushing the body; any type of coerced sexual

activity; displays of sexually suggestive objects or pictures; and obscene gestures or materials.

This list is not all-inclusive. Other unwelcome acts of an offensive nature may also constitute

sexual harassment.

Romantic or sexual relationships between adults (teacher, administrator or staff member)

and students are expressly prohibited.

General Procedures for Reporting Complaints

The School encourages all members of the Horace Mann community to report all

incidents of harassment/bullying, regardless of who the offender may be. The School will take

prompt, reasonable action to prevent, investigate and remedy harassment/bullying.

The School has designated certain faculty members as “Point Persons” who are

responsible for receiving, responding to and investigating harassment/bullying complaints with

coordination provided by the Head of School. In addition to the Point Persons, harassment

complaints under this policy can be made to the Chair of the School's Board of Trustees or the

Chair of the Audit Committee (each, a "Designated Trustee") in accordance with the procedures

set out in the School's Whistleblower Protection Policy (Appendix 2 of this Handbook) or any

member of the School’s Administrative Council. A list of Point Persons, members of the

School’s Administrative Council and the names of the Designated Trustees can be found in this

Handbook and in the online and printed Directory.

The School will attempt to protect the privacy of the individuals involved during any

investigation, restricting related information on a “need to know” basis. Although the School

cannot guarantee confidentiality, Horace Mann will not reveal the name of a person who

complains about harassment/bullying without that person’s permission, whenever possible.

The School recognizes that false accusations of harassment/bullying can cause serious

harm to innocent persons. Although the School encourages complaints made in good faith, if an

investigation reveals that a student or parent knowingly or maliciously accused another person

falsely of harassment/bullying, Horace Mann will take all appropriate action.

Reporting Harassment/Bullying by Students

Any student who believes that he or she has been or is being harassed or bullied by a

student or who has witnessed an incident of harassment/bullying by a fellow student should take

the following steps to report the incident:

Speak to the offender directly, if comfortable doing so, and request that the

harassment/bullying stop;

If the student is uncomfortable with speaking directly to the person or if the

harassment/bullying does not stop, report the incident to a Point Person who will report it

to the Division Head; or

Report the incident directly to the Division Head, who will consult with the Head of

School and then direct the matter to the appropriate Point Person or other members of the

School’s Administrative Council for investigation; or

Report the incident to a Designated Trustee through the School's Whistleblower

Protection Policy.

Any parent who believes that a student has been or is being harassed/bullied by another

student or any parent who has witnessed an incident of harassment/bullying by another student

should:

Report the incident to a Point Person who will report it to the Division Head; or

Report the incident directly to the Division Head, who will consult with the Head of

School, then direct the matter to the appropriate Point Person or other members of the

School’s Administrative Council for investigation.

Reporting Harassment/Bullying By Adults

Any student who believes that he or she has been or is being harassed/bullied by an adult

or that he or she has witnessed an incident of harassment/bullying by an adult, should take the

following steps to report the incident:

Report the incident to a Point Person, who will report it to the Division Head, who will

report it to the Head of School; or

Report the incident directly to the Division Head, who will consult with the Head of

School, then direct the matter to the appropriate Point Person or other members of the

School’s Administrative Council for investigation.

Report the incident to a Designated Trustee through the School's Whistleblower

Protection Policy.

Any parent who believes that a student has been or is being harassed/bullied by an adult

or any parent who has witnessed an incident of harassment/bullying by an adult, also should take

the steps described above.

Investigations

Following consultation between the student and the Point Person(s), member or members

of the School’s Administrative Council or a Designated Trustee, the School will determine

whether further investigation is required. The Point Person(s), member or members of

Administrative Council or the Designated Trustee will promptly investigate any such matter. The

investigation may include interviews of the complainant, the alleged offender and others. It may

also include other methods, such as recommending an outside investigator. The Point Person(s),

member or members of the School’s Administrative Council or the Designated Trustee may ask

the alleged offender to respond to a complaint in writing. Depending upon the seriousness of the

complaint, the Head of School may become involved.

Discipline

If the Division Head or Head of School determines that the School’s policy prohibiting

harassment/bullying has been violated, the School will take disciplinary action against the

offender. Such action may include, but is not limited to: a verbal warning to the offender and

referral of the case to the School for regular disciplinary procedures. Discipline may include

suspension or expulsion for students, and, for school staff, probation, suspension or termination

of employment. In addition, the Guidance Department receives notice of all cases involving

harassment/bullying by students and may require appropriate counseling when appropriate.

Recordkeeping

The School will maintain records of complaints of harassment/bullying and any

subsequent investigation. Access to these files is strictly limited.

Training

Horace Mann offers instruction and training to all members of the School community on

issues of harassment/bullying and the School’s related policies. This training generally occurs

through meetings, workshops and videos. The School also notifies all incoming students and

employees of this policy. In addition, all Point Persons, members of the School’s Administrative

Council and the Designated Trustees receive training about identifying harassment/bullying and

applying the appropriate investigative and remedial techniques.

Point Persons, Designated Trustees, and Members of Administrative Council

The following trustees and employees are designated as “Point Persons” who are

primarily responsible for receiving, responding to, and investigating harassment and bullying

complaints under the direction of the Head of School.

Designated Trustees

Steven M. Friedman

Edward Levy

Point Persons

Marisol Roman, ND

David Cutler, LD

Monica Gerken, LD

Anitra Swaminathan, MD

Tim Ho, MD

Rebecca Bahr, UD

Susan Carnochan, UD

Glenn Sherratt, Dorr Lab

Judy Lynch, Staff

Administrative Council

Thomas M. Kelly

Robert Annunziata

Jason Caldwell

Robin Ann Ingram

Adam Kenner

Marcia Levy

John McIvor

Lisa J. Moreira

Deena Neuwirth

Canh Oxelson

Melissa Parento

David Schiller

Glenn Sherratt

Wendy Steinthal

Barbara Tischler

John Yeager

Note: Contact information for the Designated Trustees can be found in the School’s

Whistleblower Protection Policy provide in Appendix 2 of this Handbook. Contact information

for School employees can be found in the School’s online or printed directory. In addition,

school personnel can be reached by contacting the switchboard operator at (718) 432-4000.

Mandatory Reporting Procedures

for Child Abuse and Maltreatment

Under New York State Social Services law and the Family Court Act, all school officials must

report suspicions of child abuse and maltreatment when they have reasonable cause to suspect

that a parent or legal guardian of a child coming before them in their official or professional

capacity has abused or maltreated the child. School officials include but are not limited to,

teachers, guidance counselors, school psychologists, school social workers, school nurses, and

administrators.

Mandated reporters at the School are not required to seek the consent or approval of their

supervisor or anyone else at the School before making a call to the SCR. The School's

Administrative Council, deans, guidance counselors, social workers, and psychologists are all

available, however, to support, consult, and collaborate with the mandated reporter throughout

the process of making a report to the SCR, including providing assistance in determining

whether a concern is reportable.

The law provides that a mandated reporter who has reasonable cause to suspect abuse or

maltreatment as described herein and in the law must personally make a report to the Statewide

Central Registry of Child Abuse & Maltreatment (the "SCR"), and notify the Head of School that

a report has been made.

Definitions

An "abused child" is a child less than 18 years of age whose parent or other person legally

responsible for his or her care:

1) Inflicts or allows to be inflicted upon the child serious physical injury, or

2) Creates or allows to be created a substantial risk of physical injury, or

3) Commits a sexual offense against the child or allows a sexual offense to be committed.

Such sexual offenses are described in the New York State Penal Law and include but are not

limited to sexual misconduct, rape, criminal sexual act, forcible touching, persistent sexual

abuse, sexual abuse, aggravated sexual abuse, course of sexual conduct against a child, female

genital mutilation, facilitating a sex offense with a controlled substance, promoting prostitution,

or incest.

The term injury includes but is not limited to bruises, welts, broken bones and other serious

injuries, injuries which cause or would be likely to cause protracted impairment of physical or

emotional health, and injuries which create a substantial risk of or cause death.

A "maltreated child" is a child under 18 years of age whose physical, mental, or emotional

condition has been impaired or is in imminent danger of becoming impaired as a result of the

failure of his or her parent or other person legally responsible for his care to exercise a minimum

degree of care:

1) in supplying the child with adequate food, clothing, shelter, education, medical or

surgical care, though financially able to do so or offered financial or other reasonable

means to do so; or

2) in providing the child with proper supervision or guardianship; or

3) by unreasonably inflicting, or allowing to be inflicted, harm or a substantial risk

thereof, including the infliction of excessive corporal punishment; or

4) by misusing a drug or drugs; or

5) by misusing alcoholic beverages to the extent that he or she loses self-control of his

actions; or

6) by any other acts of a similarly serious nature requiring the aid of the Family Court; or

7) by abandoning the child.

Procedure

 A mandated reporter who has concluded, based on what he or she has observed or been

told, combined with his or her training and experience, that he or she has reasonable

cause to suspect that harm or imminent danger of harm to a child could be the result of an

act or omission by the child's parent or other person legally responsible for the child,

must report their suspicions to the SCR.

 The toll free mandated reporter hotline for the SCR is 1-800-635-1522. The

mandated reporter should ask the SCR specialist for the "Call I.D." number assigned to

the report they made if a report is registered.

 The Head of School must be notified, either in consultation before a call is placed, or

promptly thereafter.

 The Head of School and his designated representatives are responsible for subsequent

information and follow-up necessitated by the call.

 The Head of School will decide if, and by whom, the student and/or family may be

contacted prior to or following the report.

 If a child lives in a state other than New York, the mandated reporter should make a

report to the SCR as outlined above, but should also notify the Division Head or Head of

School who will determine if an additional report must be made in the other venue.

 Within 48 hours after the call to the SCR, the Head of School, Division Head or his/her

designated representative must prepare a written report using form LDS-2221-A.

 If after a report has been made to the SCR regarding a specific child, any further

information that leads a mandated reporter to have reasonable cause to suspect further or

continued abuse, maltreatment or neglect of the same child, another report must be made

to the SCR, following the same guidelines.

 The School will cooperate with law enforcement and child protective services in any

investigation related to child abuse and maltreatment under this policy. Such cooperation

includes but is not limited to permitting a student to be interviewed at the School and

complying with all requests for records made by local Child Protective Services when

such records relate to a report made under this policy. Parental consent is not required.

Failure by mandated reporters to report reasonable suspicions of abuse and maltreatment is

punishable as a Class A misdemeanor which can result in a penalty of up to a year in jail, a fine

of up to $1,000, or both. Additionally, failing to report may result in a civil lawsuit for monetary

damages.

As provided by law, the School will not take retaliatory personnel action against any employee

who believes that he or she has reasonable cause to suspect that a child is an abused or

maltreated child and then makes a report to the SCR in accordance with the law.

Note that any members of the Horace Mann community who are non-mandated reporters,

including parents and students, may make a report of child abuse or maltreatment by

calling the general public hotline at: 1-800-342-3720.

If you have any questions about this policy, please contact any Division Head or the Head of

School.

Part III: Counseling and Guidance/Support Services

Overview

The Department of Counseling and Guidance/Support Services plays an important role in

all Divisions of Horace Mann. The Department’s aim is to support individual students in their

academic programs and in their personal growth. Because Horace Mann is committed to the

development of the students as educated, committed and caring human beings, the Department

maintains close connections to the Academic Departments and the extra-curricular program.

The areas of professional expertise represented in the Department of Counseling and

Guidance/Support Services include psychologists, social workers, guidance counselors, school

nurses, reading specialists, Learning Specialists, speech pathologists and college counselors.

The Department works closely with Team Leaders and homeroom teachers in the Nursery and

Lower Divisions and with grade deans and advisors in the Middle and Upper Divisions. The

School utilizes a team approach to student issues in each Division in an age-appropriate manner.

In all Divisions, the Department of Counseling and Guidance/Support Services is involved in

receiving and responding to requests for accommodations for student learning and other

disabilities. Horace Mann has a separate policy on disabilities that is set forth in this Handbook.

Whereas the terms “counseling” and “advising” are used interchangeably in the Nursery

and Lower Divisions, there is a distinct difference between the advisor program and the

counseling program in the Middle and Upper Divisions. Students at these levels are assigned a

faculty advisor with whom they meet regularly. The advisor oversees all aspects of the student’s

program and monitors the student’s overall academic and personal progress.

Support Services Team (Nursery and Lower Divisions)

In the Nursery Division, a psychologist, a learning specialist, and a nurse comprise the

Support Services Team. The team’s role is to support the faculty’s development of classroom

strategies that effectively meet the needs of individual children and the group. Members of this

team may be asked to address concerns related to a particular child’s potential for success in

school and to participate in discussions about appropriate accommodations for students. All

members of the team are available for consultation and for supportive intervention. Students in

need of more intensive support are also treated by outside specialists. The Support Services

Team maintains close contact with all professionals working with a particular child or family.

In the Lower Division, the psychologist and the support services team coordinator

arrange counseling services. Where appropriate to continuing any services provided in the

Nursery Division, the Lower Division provides a comprehensive annual reading assessment for

students in grades one through three. The Support Services Team works with parents whose

children need outside psycho-educational or neuropsychological evaluations. It also is involved

in any disability accommodation process. Lower Division personnel include a school

psychologist, a team of reading and learning specialists, a speech and language pathologist, a

math specialist and the school nurse. Instruction and remediation are provided through the

literacy center, the math lab and the speech lab. The nurse maintains close contact with other

Support Services members and also communicates with the Food Services Department.

Counseling and Guidance in the Middle and Upper Divisions

The Middle Division Director of Guidance and two Learning Specialists comprise the

Department of Guidance and Counseling for the Middle Division. The Middle Division Director

coordinates the advisor program and provides counseling to students and parents who require

further evaluation and support. The Academic Learning Center has full-time staff and is

designed to support students in their academic work. The Middle Division guidance program

has two primary components: an advisor program and a counseling program. The advisor

program includes approximately 46 faculty members who serve as advisors to approximately 10

students each.

The Upper Division’s Director of Counseling and Guidance oversees the work of a staff

that includes psychologists and a social worker. The Upper Division advising program includes

a special grade nine orientation and advising program.

Counseling Services, Outside Referral and Crisis Intervention

The Department of Counseling and Guidance provides counseling services, including

individual and family consultations with a focus on school-related issues. Such issues include

academic and personal difficulties when they intersect with the educational program. The

Department actively collaborates with teachers and other school personnel when adjustment of

academic requirements or other individual consideration is appropriate.

When personal psychotherapy or counseling is indicated, the Department may suggest

that the student receive outside professional assistance. Although the choice of an outside

professional is up to the family, the Department maintains networks of qualified professionals to

assist them. The Department staff maintains contact with parents and professionals working with

students, obtaining consent to speak with professionals outside the school when appropriate.

In addition to regularly scheduled counseling and consultation, the Department of

Counseling and Guidance is available for crisis intervention assistance. The Department has

developed policies for acute situations that require immediate response and close collaboration

among the School, parents and outside professionals.

Policy on Learning Differences and Other Disabilities

"Horace Mann seeks to educate and nurture students and help them fulfill their potential."

This statement provides the framework for the Policy Learning and Other Disabilities.

Virtually every school population, including Horace Mann, includes students with

learning or other disabilities. Horace Mann has developed the following Policy to explain how it

defines disabilities and how it assists students who have them. The School's Policy is predicated

on the notion that our community should be sensitive to disability issues while maintaining the

School's high standards. We believe that, although it is ultimately up to the School to decide

whether and to what extent a student's learning or other disabilities should be accommodated,

responding to such limitations is a community concern and an important issue in contemporary

educational theory and practice.

What is a Disability?

It is important to note that the School's Policy does not apply unless a student has a

limitation that is a "disability" as defined below, and that the School may not accommodate

many learning differences, medical conditions, and other restrictions or impairments that do not

meet the definition of a disability. It also is important to note that the School evaluates each

student's situation and all purported disabilities on a case-by-case basis.

Disabilities can be either physical or mental impairments. To be disabled for purposes of

the Policy, all of the following criteria must be met: (a) the student must have a physical or

mental impairment; (b) the impairment must substantially limit one or more major life activities

of the student; and (c) the student must be otherwise qualified to meet school standards with or

without reasonable accommodation.

Physical impairments include physiological disorders and conditions, cosmetic

disfigurement, or anatomical loss. The physical impairment must affect one or more of the

following body systems: neurological, musculoskeletal, special sense organs (e.g., vocal cords,

soft palate or tongue), respiratory, cardiovascular, reproductive, digestive, genitourinary,

hematic, lymphatic, skin, and endocrine systems. Simple physical characteristics such as left-

handedness or the color of one's eyes, hair, or skin are not physical impairments.

Mental impairments include mental or psychological disorders, such as emotional or

mental illness and organic brain syndrome. Specific learning differences or disorders, such as

attention deficit disorder and attention deficit hyperactivity disorder only sometimes meet the

definition of disability under the Policy. Disadvantages attributable to environmental, cultural or

economic disabilities that do not otherwise meet the definition of disability are not disabilities,

nor are such trtaits as poor judgment, test anxiety, and quick temper.

Impairments that are correctable generally are not disabilities. A student with poor

eyesight does not have a disability if he or she can cure the problem by wearing eyeglasses or

contact lenses. Similarly, a student's hyperactivity that is correctable with drugs such as Ritalin is

not a disability. When determining whether a limitation or disorder rises to the level of a

disability in the context of mitigating measures, the School considers the side effects of any

corrective measures, such as medication side effects.

A disability also must substantially limit a major life activity. Major life activities include

such activities as: caring for oneself, performing manual tasks, walking, seeing and breathing.

Disabilities are assessed in terms of the nature and severity of the impairment, as well as the

expected duration and permanent or long-term impact of the impairment. A determination

regarding the existence of a "substantial limitation" is made by comparing the person contended

to be disabled to others of similar age and capacity. A disorder or a difference that merely

prevents a student from excelling in a certain academic subject or in a given task in comparison

to his or her classmates usually does not constitute a disability.

Making an Accommodation Request

Students, parents and caregivers should direct requests for accommodations for

disabilities to the Accommodation Request Committee, which is chaired by a Learning

Specialist and also includes other members of the Horace Mann community, such as members of

the Department of Counseling and Guidance/Support Services and the School Nurse.The

Committee may request the input of others, such as medical experts or school faculty members.

The Committee, or a subset thereof (e.g., a divisional sub-committee), as determined by the

Chair of the Committee, considers all requests for disability accommodations. Requests to

teachers, administrators or individual members of the Department of Counseling and

Guidance/Support Services will be directed to the Committee. No person or entity other than the

Committee is authorized to grant accommodation requests.

Providing Proper Proof of the Need for Accommodation

For Horace Mann to consider any request for a disability accommodation, it must receive

from the requesting student, parent or caregiver appropriate medical and/or psychological

documentation of the disability, as well as current, medically certified proof of the need for the

requested accommodation. Depending upon the circumstances, the Committee may require the

parents or caregivers to provide additional information regarding the purported disability.

The Committee often requires students to undergo testing to establish the existence and

extent of a disability. For example, the Committee generally requires a specialized learning

disability evaluation for learning disabilities, as well as hearing tests, physical agility tests and

vision examinations in certain circumstances. The School will consider reports and evaluations

regarding student disabilities and accommodations only from medical professionals with the

appropriate level of expertise who have actually performed the evaluation or examination.

Reports and evaluations submitted to the School must be on letterhead, typed, dated, and signed.

Such reports should address only issues relevant to the specified disability or request.

Determining the Appropriate Accommodation

Once the Committee receives documentation of a student’s disabiity and his or her ability

to meet School standards and expectations with or without reasonable accommodation, it will

assess whether the requested accommodation is appropriate. Deciding what accommodations are

reasonable and necessary is an interactive, cooperative process among the School, the student,

and his or her parents. The School does not guarantee that it will implement a parent's,

physician's, or outside evaluator's recommendations. The Committee will, however, discuss

possible accommodations with the student and his or her family to attempt to reach a mutually

acceptable resolution.

To assist in evaluating the appropriate accommodation, the Committee usually asks

parents to sign a Statement of Informed Consent detailing the extent and limits of the

confidentiality of the student's request for an accommodation and/or classification as learning

disabled. On behalf of each student, the Committee also often sends a letter to the applicable

teacher(s) informing him or her of the evaluation. The Committee then may ask the teacher(s)

involved to attend a meeting to review the data, to make suggestions, and to strategize. The

Committee also generally asks the outside evaluator be present at this meeting to discuss his or

her findings.

The Committee considers many factors when deciding whether and to what extent

Horace Mann should accommodate student disabilities. These include: the appropriateness of the

requested accommodation; available alternatives; whether the requested accommodation unduly

burdens the School; whether the requested accommodation fundamentally alters the School's

mission or program; and whether the requested accommodation presents a direct threat to the

health and safety of the student or others within the Horace Mann community.

The Committee will inform the student, parent or other caregiver of its decision regarding

the requested accommodation. If the Committee denies a request for an accommodation, or if it

offers an alternative accommodation, it will explain its reasoning. Given the deliberative and

interactive nature of the accommodations process, making decisions regarding accommodations

can be time-consuming. The School, therefore, urges students and parents to request

accommodations as soon as possible, so that there is sufficient time to assess the student's needs,

to evaluate the School's ability to meet these needs, and, when applicable, to institute the

accommodation.

Once a student receives an accommodation for a disability, it is the student's and his or

her parents' responsibility to follow up with the Committee about changes to the student's

disability status or need for accommodation. In particular, parents are responsible for promptly

submitting the materials necessary to conduct learning disabilities re-evaluation at the

appriopriate time for the individual student.

Procedures Regarding Learning Differences and Other Disabilities

Overview

Horace Mann enrolls students who have learning differences and learning disabilities. It

is the School's philosophy to place learning disorders—regardless of whether they rise to the

level of a disability—in the context of the broad-based, rigorous, but individualized educational

experience that it encourages of all of its students. It is not consistent with the School's

philosophy to lower academic or disciplinary standards to accommodate a student's learning

difference or learning disability.

Referral

Learning differences and learning disabilities can be identified at various stages in a

child's development. In some cases, they are identified prior to entrance into Horace Mann or at a

time of transition between Divisions. When a student undergoes an evaluation for learning issues

prior to entry to any Division, parents of the incoming student should schedule an appointment

with the appropriate Learning Specialists in the new Division.

It is Horace Mann's policy that individual faculty members not recommend evaluations to

individual students or parents. Rather than basing recommendations for evaluations on their

individualized experiences with students in class, faculty members instead consult with the

Learning Specialist or another member of the support services staff, request that the student and

family do so, or both. There are many possible reasons for learning difficulties; the existence of a

learning disability is only one.

For parents of students who have been experiencing learning difficulties and are

considering further evaluation and assistance, the School recommends that they take the

following steps:

 Parents who have concerns about the educational achievement and possible learning

difficulties should make an appointment with the Learning Specialist or other member of

the support services staff in the student's Division. At this meeting, the parents will be

informed about the procedures involved with evaluation and classification of learning

disorders, as well as services available at Horace Mann.

 Parents may select a learning difference evaluator of their own or consult with the

Department of Counseling and Guidance/Support Services for a list of professionals

located in the area. Please note that the suggestion of possible evaluators by Horace

Mann does not imply any endorsement of the evaluator by the School or any agreement

by the School to be bound by the recommendations, policies or procedures of the

evaluator.

Although nothing prohibits parents from seeking an evaluation without involving the

School, Horace Mann discourages this practice. While Horace Mann understands that some

parents hesitate to discuss evaluation and learning issues openly with school officials before

receiving results, Horace Mann strongly believes that the best evaluations are done when

information from the School is part of the process. In our interaction with all participants in the

process, the School is committed to maintaining the applicable professional standards of

confidentiality and informed consent. Moreover, as noted above, the School will not

accommodate any disability without first obtaining appropriate medical or psychological

information, such as an evaluation and a diagnosis.

Obtaining an Evaluation

Horace Mann requires a psycho-educational assessment before a student may obtain

accommodations for a learning disability, such as ADD, ADHD, or dyslexia. Financial need

should not interfere with the ability of a student to receive a high quality evaluation for learning

disabilities. Parents are entitled to an evaluation conducted by their local school district's

Committee on Special Education at no cost. In addition, the Learning Disabilities Specialist

maintains a list of individual practitioners who offer a sliding scale fee structure as well as

university clinical services through which services are offered at substantially reduced costs.

Professionals conducting such assessments and rendering diagnoses must have

appropriate credentials. The School may require that a student who has never been evaluated for

learning disabilities be tested only by persons with appropriate doctorates and medical degrees.

The following professionals are generally considered to be qualified to conduct such evaluations:

Licensed Clinical, Educational, School or Counseling Psychologists; and Neuropsychologists.

An assessment that employs diagnostic terminology, but that has been conducted by someone

lacking the appropriate credentials is not acceptable. Ethical standards in all applicable

professions require that individuals not function outside their areas of competency. We therefore

expect and require that a professional with expertise in the specific area of evaluation conduct

any assessment. In addition, Horace Mann employees to do not evaluate students for learning

disabilities.

The School requires all reports regarding learning disabilities to be on letterhead, and to

be typed, dated, and signed. Reports forwarded to the School should address only issues relevant

to the student's educational program and planning. Parents should be mindful that, in all of the

School's Divisions, providing reasonable accommodations is based upon an individualized

assessment of the current impact of the student's disabilities on his or her academic performance.

Finally, the School requires re-evaluation of all elementary and secondary school students with

diagnosed specific learning disabilities every three years. This also is the policy of the College

Board in reference to SAT accommodations.

The Assessment Report

A comprehensive assessment battery and the resulting diagnostic report should include a

diagnostic interview and assessment of aptitude and academic achievement.

The evaluator should provide a summary of the following:

 a description of the presenting problem(s);

 developmental history;

 relevant medical history including ruling out a medical basis for the present symptoms;

 academic history including results of prior standardized testing, reports of classroom

performance and behaviors including transcripts, study habits and attitudes, notable

trends in academic performance and post-psychological and educational evaluations;

 relevant family history, including primary language of home and the student's current

level of fluency in English;

 relevant psychosocial history; and

 psychological, psychiatric and/or medical assessments that would rule out alternative or

coexisting emotional, behavioral, neurological and/or personality disorders which may

impact the individual's learning, along with a history of relevant medication and current

use.

Individual "learning styles," "learning differences," "academic problems" and "test

difficulties or anxieties," in and of themselves, do not constitute learning disabilities that require

accommodation. Evaluations must rule out alternative explanations for problems in learning such

as emotional or motivational problems that may be interfering with learning, but do not

constitute a disability. In addition, the psycho-educational (or neuropsychological) evaluation for

the diagnosis of a specific learning disability (including ADD or ADHD) must provide clear and

specific evidence that a learning disability does or does not exist.

A diagnostic summary based on a comprehensive evaluation provides a necessary

component of the report. This summary should include:

 documentation that the examiner has ruled out alternative explanations for academic

problems such as poor education, poor motivation and/or study skills, limiting cognitive

strategies, emotional problems, attention problems (not neuropsychologically based) and

cultural/learning differences;

 an indication of how patterns in cognitive ability, achievement and other cognitive

functions underlying the academic skills have been used to determine the presence of a

learning disability;

 an indication of the substantial limitation to current learning presented by the learning

disability and the degree to which it affects the individual in the learning context for

which accommodations are being requested; and

 an indication as to which specific accommodations are needed and how the effects of the

specific disability are mediated Accommodations for Learning Disabilities

Accommodations for Learning Disabilities

Horace Mann considers all reasonable accommodations for students' learning disabilities

and assesses requests for accommodations on an individual basis and most commonly

accommodates students' learning disabilities by granting extended time on tests and quizzes and

by permitting the use of specialized equipment, such as a laptop computer. Except in the most

unique ciorcumstances, Horace Mann does not grant more than double time to complete

examinations or quizzes. To do so would significantly erode the School’s rigorous educational

program and would prevent a student from fulfilling her or her other school obligations.

A balanced liberal arts curriculum includes instruction in a foreign language and that

fluency in a second language is important in our multicultural world. Students with documented

learning or other disabilities are expected to complete foreign language study.

The School is not responsible for obtaining accommodations for students who take

national standardized tests such as the PSAT, the SAT, or the ACT. The Department of

Counseling and guidance in the Upper Division has the forms that must be completed to request

such accommodations. The Office of College counseling is also available to discuss testing

accommodations.

Student Threats to Self or Others/Severe Psychological Difficulties

One of Horace Mann’s Core Values is “A secure and healthful environment.” Our policy

regarding students who express ideas about killing themselves, take any actions in this regard,

possibly endanger others, or express other severe psychological disturbance, reflects our

adherence to this value. We rely on collaboration between families, outside professionals and

ourselves to insure that the student obtains the necessary care and support. This policy is also

intended to cover severe psychological difficulties that may not include overt expressions of

threats of harm.

When a threat or incident comes to the attention of a staff member, the safety of the

student and the community is primary, and a report should be made immediately to Horace Mann

Security, the Division Head and/or Dean of Student Life, and the Department of Counseling and

Guidance.

 Where possible, the student in question should be told of the concern of the staff

member and of the need to take action to assure the safety of the student.

 A student who has expressed ideas or intent regarding harm to self or others and

whom a teacher or staff member feels is in any immediate danger of inflicting harm

on him/herself should be kept under continuous adult supervision until the

Department of Counseling and Guidance, the nurse, or other appropriate personnel

can be reached to assume supervision of the student. Where appropriate, the police or

other authorities may be contacted.

 The Head of the student’s division and/or the appropriate dean will be informed and will

be involved in the overall handling of the situation.

 Parents will be notified as quickly as possible.

 Policies relating to specific actions (such as transportation to a health care facility)

are delineated in the pamphlet on emergency policies available from the Department of

Counseling and Guidance)

The School does not conduct psychiatric evaluations, including evaluations of risk and

danger and severity of psychiatric disturbance. In the event of a suicide attempt or expressed

ideas involving risk of harm to self or others, receipt of a statement from a psychiatrist or

psychologist confirming that the student has undergone such an evaluation is a requirement for

re-entry into school. Ultimately, Horace Man School decides whether and when a student is

qualified to return to school.

If the evaluation that the School accepts includes a recommendation for ongoing

psychotherapeutic services, the family must provide appropriate and ongoing certification of

such treatment. The School must be informed of any change in the treatment.

Medical/Psychological Leave

There are times when medical and/or psychological difficulties make it impossible for the

student to participate in the school program for an extended period of time. At such times, a

Medical/Psychological Leave may be appropriate.

A Medical/Psychological Leave is an excused absence from school due to a physical

and/or psychological cause that prevents the student from participating in the educational

program for an extended time but is not judged serious enough to require the student to withdraw

from school.

The need for Medical/Psychological Leave will be certified in writing by an appropriate

practitioner (M.D. for medical conditions, a psychologist or psychiatrist for psychological

conditions) for the particular illness or other cause.

Medical/Psychological leaves are granted at the discretion of Horace Mann. Such leaves

are not granted for indefinite periods. A leave shall be granted or denied by the Committee on

Learning and Other Disabilities in accordance with the HM Policy on Learning and Other

Disabilities.

If a Leave is granted, the School will provide appropriate information to individual

teachers and the student’s advisor. The School will work with the family to accommodate

students with respect to homework, return to school, etc. in accordance with Policy on Learning

and Other Disabilities. In all cases, the school requires adequate notice of the student’s intention

to return to school. We also require appropriate documentation that the student is ready to return

to school.

Part IV: Health and Safety

Physical Exams

All students are required to have an annual physical examination. The School mails

health forms to parents in the spring and parents must return them to the nurse of the Division in

which the child is enrolled before beginning the school year. Forms for students who participate

in pre-season training for athletics must be on file before the start of training. The School may

prohibit students from attending classes or otherwise participating in school events until they

have returned their health forms. The School strongly recommends annual eye and dental

examinations.

As the School relies on the information contained in student health forms in medical

emergencies, it is essential that parents update these forms throughout the course of the school

year. It is equally important that parents inform Horace Mann of any special health concerns,

including food and other allergies. Parents also should inform the School of medication that

students take at times other than during school hours, so that the School has this information in

case of emergency.

Medication

Parents must give the School written permission for students to receive prescription and

over-the-counter medication during school hours. Permission forms are available through the

nurse in each Division.

All medications, including over-the-counter medications, are to be kept in the Nurse’s

office. All medications must be stored in pharmacy bottles or containers labeled with the

doctor’s name, the medication and the directions for dispensing the medication. Over-the-counter

medications need to be in the original containers. Only the nurse is authorized to dispense

medication, except in the event of an emergency.

Health Information and Referrals

The School understands the importance of obtaining the informed consent of parents in

accordance with the law, before providing medical treatment to students. At the same time,

parents recognize the value and importance of students’ feeling free and comfortable in

consulting with Horace Mann teachers, counselors or staff about matters of personal concern to

them. Accordingly, by signing the enrollment contract, parents acknowledge and agree that there

may be times when students ask teachers, counselors or staff for information or referrals relating

to physical, mental, sexual or substance-use health issues, and when such information and

referrals do not constitute “health services” under the law, school staff may provide such

information or referrals to students without informing parents or obtaining parental consent. The

School reserves the right to provide information to parents or seek parental consent whether or

not legally required to do so.

Emergency Procedures

The School will contact 911 in life-threatening emergencies. Students, faculty and

parents should be aware of the procedures identified for each campus for all other emergencies.

All Divisions have full-time security personnel and a nurse on site during the school day. One of

these individuals will be contacted as soon as an emergency occurs and the School will contact

parents as soon as possible. When parents are not available, the School will contact a designated

alternate emergency contact.

The School has an evacuation plan that will be implemented by security personnel,

faculty, and other staff if necessary.

Campus Security

Horace Mann security personnel are present on all campuses when School is in session

and during special and evening events. A 24-hour security staff on the Riverdale campus patrols

buildings and surrounding grounds. Uniformed security officers direct traffic during arrival and

dismissal and are also available to assist with parking during special events. All visitors to the

campuses must report to the designated office or security guard station, state their business, and

be issued a visitor’s pass, which shall be displayed at all times while on campus.

In the event that any member of the Horace Mann community encounters an emergency

on campus, a Security officer can be reached at any time by dialing X3911 on a campus phone or

(718) 432-3911 from any other telephone.

Fire Drills

Each Division holds fire drills at regular intervals. The School expects all children,

students and adults to evacuate buildings in an orderly manner, following guidelines identified

for the specific location. Teachers give instructions as needed and students are expected to move

quickly and quietly to the designated assembly area. On the Middle and Upper Division campus,

where a fire drill involves more than a thousand students, it is especially important to maintain

virtual silence inside and outside the buildings being evacuated.

Weather-Related School Closing Information

The Head of School, in consultation with the Director of Transportation, the Director

of Facilities Management and Security, and the Bus Companies that serve Horace Mann, decides

when to close school. Parents are notified through an automated telephone notification system.

The School's main telephone switchboard number (718-432-4000) is programmed with a school

closing announcement, as is the Horace Mann website, www.horacemann.org.

Parents are responsible for keeping their phone listings with the School updated.

Lockers

Students in grades four and five are assigned lockers for the purpose of putting away their

coats and book bags first thing in the morning. Students return to their locker to pick up cold

weather clothing for Physical Education class, for outdoor recess and at the end of the school

day.

In the Middle and Upper Divisions, each student is assigned a hall locker and a gym

locker. It is the responsibility of the student to secure both of these lockers at all times.

Hall lockers are for books and personal items. Gym and hall lockers are the property of

the School and are not private. The School may, in its sole discretion, open and search the

contents of students’ gym or hall lockers at any time to ensure compliance with school rules, for

maintenance, or for any other reason deemed appropriate by school authorities.

Each Division has a lost and found area. Students should report personal losses to the

appropriate office.

Supervision of Students on Campus

The safety of all children and students at Horace Mann is a top priority. The Nursery

Division teachers closely supervise students. In the other Divisions, the School gives students

increasing responsibility and freedom to move around the campuses independent of adults.

Nursery Division

Nursery Division students are the responsibility of parents and caregivers during student

drop off and pick up. It is very important that students stay with parents and caregivers on the

staircases, in the elevator and in the hallways. Dismissal is an especially busy time in the lobby.

Close parental and caregiver supervision is the best way to ensure that every child leaves the

building in the care of an authorized adult. Nursery Division students are always under the

supervision of a teacher during the school day.

Teacher Escorts in the Nursery and Lower Division

Teachers escort children in kindergarten through grade three to all activities, including

on-campus activities in Riverdale and off-campus Physical Education classes for kindergartners.

Horace Mann gives students in grades four and five increasing independence when walking from

class to class during the school day. Under no circumstances are Lower Division students

permitted to leave the Lower Division campus without the direct supervision of a teacher or

another authorized adult.

Middle Division

Although the Middle Division shares a campus with the Upper Division, it provides

different “off-campus” privileges. Middle Division students may not leave the campus during the

school day.

Field Trips

Field trips are a vital part of all Divisions’ academic programs. In the Nursery and Lower

Divisions, parents sign a permission slip for each trip, giving a child permission to participate.

Parents are notified of scheduled field trips as they occur during the school year, and, except for

special circumstances, the School expects all students to participate.

In the Middle and Upper Divisions, students are responsible for returning a permission

slip signed by a parent prior to every field trip. Students who participate in field trips are

responsible for work missed in other classes.

Non-School Trips and Activities

Horace Mann students sometimes are invited to participate in trips or activities such as

ski trips, foreign travel, and weekend activities that are sponsored by individual members of the

faculty, commercial entities or by other third parties. Although the School, in its sole discretion,

may permit the posting of advertisements and the distribution of information related to such

events and programs, the School disclaims any responsibility for them. Such activities are wholly

voluntary and families should not construe the posting or distribution of related information on

school premises as an endorsement of the program. The School makes no representations or

warranties with respect trips and activities that it does not sponsor. Parents or students who are

unsure whether a trip or program is school-sponsored should contact the Director of Inter-

Campus Activities.

Food

Nursery and Lower Divisions

The Nursery and Lower Divisions provide lunch and snacks to all students. Both

Divisions provide a main entrée designated each day. The Lower Division cafeteria also has a

daily salad bar available. In addition, both Divisions’ food programs offer bagels, sandwiches

and fruit as alternatives. Drinks include juices, milk and water.

Children in the Nursery and Lower Divisions may not bring food to school, except for

birthday treats. The Nursery Division is “nut aware,” which means that the School does not use

peanuts, tree nuts, or nut products in food preparation. Parents are required to refrain from

including nut products in brown bag lunches or treats that children may bring to their classes

from home. Food and beverages are not allowed on school buses.

When sending in birthday treats, parents should provide only enough for the children in

the homeroom. Such food must not contain nuts, nut oil or any nut products. For children with

summer birthdays, treats may be brought in near the end of the year or for a “half-birthday.”

Birthday celebrations are limited to one occasion per year per child, and must first be cleared

with the homeroom teacher.

Middle and Upper Division

Middle and Upper Division students select food from the Cafeteria and various vending

machines. Students generally should restrict eating to the Cafeteria and outdoor areas. Upper

Division teachers may occasionally give specific students who do not have a scheduled free

period for lunch permission to eat in the classroom. Food is not permitted in the Recital Hall or

Gross Theater.

Food Allergies

While the School may endeavor to assist in dietary matters insofar as set forth below, it is

the responsibility of parents, not of the School, to insure that students conform to any dietary

restrictions and avoid any foods to which they may be allergic.

Horace Mann is not “nut free.” Although the menus in the Nursery and Lower Divisions

are intended not to include peanut butter, peanut oil, or nut products, the School does not

guaranty that the menus are “nut free.” The Lower Division does make available individually

wrapped sandwiches containing peanut butter, prepared by food service employees with utensils

used only for that purpose.

The School expects students with nut and other food allergies at the Lower Division and

older to monitor their own food choices, under an age-appropriate level of supervision by school

personnel. Parents should direct requests for special accommodations regarding students’ nut

and other food-related allergies to the Learning and Other Disabilities Committee.

The School informs teachers and other staff of students’ food allergies as needed to

provide appropriate care and guidance, taking into consideration students’ ages and their ability

to self-monitor. The School also has Epi-Pens available in various locations.

Parents must provide the appropriate nurse in the division with accurate and timely

information about students’ food allergies. Parents also must include such information on

students’ annual physical examination forms.

Part V: Administrative Services

Admissions and Financial Aid

Inquiries about the Horace Mann Admissions process should be directed to the

Admissions Office at (718) 432-4100.

Horace Mann supports a program of need-based Financial Aid. Parents receiving

Financial Aid can expect to continue to receive assistance at comparable levels each year that

they remain at Horace Mann, if their financial situations do not change. Parents, however, should

expect to pay a portion of any tuition increase. Both custodial and non-custodial parents are

required to complete an application for a student to receive and remain eligible for Financial Aid.

Parents interested in applying for Financial Aid should call (718) 432-4101 to request

application materials. Parents should keep in mind that Horace Mann does not provide full

scholarships; all parents pay some tuition for their child or children to attend. Applications for

current parents are available in early November each year and they are due by December 1.

Horace Mann does not provide merit-based scholarships. The School makes Financial Aid

decisions annually. Parents must re-apply each year to continue to receive support. Late

applications will be considered only if funding is still available.

The Lynn and Lizzie Koch ’05 Student Assistance Sunshine Fund (“SAF”) provides a

limited amount of additional financial support for transportation, books, music lessons and

related school activities. For more information about the SAF or the Financial Aid process,

please contact the Financial Aid Office at (718) 432-4101.

Business Office

The Business Office provides information about tuition plans and tuition insurance plans

available through approved providers. It also makes information available to parents about

transportation services available through approved private contractors. The Business Office

monitors student tuition accounts and implements the policies delineated below.

The language in the Enrollment Contract between parents (or other signatories to the

Enrollment Contract) and Horace Mann identifies many important obligations and undertakings

that define the business relationship between parents and the School. Some of the Enrollment

Contract’s obligations are set forth below.

Other Charges and Fees

In addition to annual tuition and fees, all parents and signatories to the Enrollment

Contract assume financial responsibility for all other applicable charges and fees, such as

bookstore bills, driver’s education fees, etc. Charges other than tuition are billed in full at the

time they are incurred. Checks returned by the bank are assessed a $35.00 processing fee.

Delinquent Accounts

Parents and other signatories to the Enrollment Contract agree to pay tuition and other

fees and charges on time, in accordance with the terms of the Enrollment Contract. Payment of

tuition and fees is a condition of enrollment. The School may revoke or rescind a student’s

Enrollment Contract, as well as suspend or terminate the student’s enrollment for non-payment

or failure to make timely payment.

If parents or other signatories to the Enrollment Contract fail to promptly pay, the entire

amount of the unpaid outstanding balance shall bear interest from the day after the applicable

due date to the date of payment in full. The rate for this late charge is the lesser of 1.5% per

month or the maximum amount permitted by law for an obligation of the kind evidenced by the

Enrollment Contract.

The School may refer delinquent accounts to an agency or lawyer for collection. Parents

or other signatories to the Enrollment Contract are responsible for paying collection costs,

including, without limitation, reasonable lawyer’s fees, court costs and other fees allowed by

law. Parents and other Enrollment Contract signatories are required to authorize the School and

designees to use any business or consumer reporting credit bureau to verify and obtain

background information and to disclose it to the School, in accordance with the Fair Credit

Reporting Act.

The School will not permit students to begin classes in September if payments for tuition

or other school fees and charges are delinquent. Any student for whom tuition or other fees and

charges are delinquent during the school year will be subject to suspension. In addition, students

with delinquent tuition or other school fees and charges will not be offered enrollment for the

following year and such student’s place will be assigned to another student.

When a student’s tuition or other school fees and charges are delinquent, and the student

or his or her siblings who are also Horace Mann students apply for admission to, seek to attend

or in fact attend another school or schools, Horace Mann may notify the other school or schools

of delinquent accounts. In addition, the School may, at its sole discretion, withhold academic

transcripts and other records of students with delinquent accounts. The School may also notify

colleges and employers that Horace Mann accounts are not paid in full.

The School prohibits seniors with delinquent tuition or other school fees and charges

from taking final examinations and graduating.

Obligations for Entire Year

Students enroll in Horace Mann for the full academic year. The obligation to pay tuition

and fees is unconditional and cannot be apportioned or mitigated. The School will not make any

deductions or refunds for absence, withdrawal, suspension or termination of enrollment or for

any other reason, whenever they may occur. In addition, parents are prohibited from submitting

enrollment deposits for a student to any other school if an enrollment deposit had been submitted

to Horace Mann.

Parents may elect insurance coverage for tuition under the Tuition Refund Plan. If

elected, this plan authorizes the School to process and collect any payment directly from the

Plan. Parents remain responsible for any amounts not covered by the Plan. If the School collects

more than is owed, the parents’ account will be credited.

Student Activities and Information

By signing the Enrollment Contract, parents permit their child to:

 take part in any and all school activities on or off school property, including

athletics;

 take school-sponsored trips; and

 ride in vehicles chartered by the School or in vehicles driven by authorized

agents of the School.

The Enrollment Contract requires parents to complete accurately and return promptly to

the School any requested additional permission slips, releases and/or medical information forms

regarding the student.

The Enrollment Contract permits the School to use students’ names, portraits or

likenesses in connection with School activities or in publicizing the School, whether by written

publication, video, audio, Internet or other means. Except as prohibited by law, the School may

use the student’s information and records at its discretion.

Release of Claims

By signing the Enrollment Contract, parents release and absolve Horace Mann and its

trustees, employees and agents for any claim for injury or damages which may arise during the

course of the student’s enrollment, absent gross negligence. This release of claims applies to all

students, and applies to all situations including school-sponsored trips and activities, and any

liability relating to students who are permitted to leave the campus during the school day.

Compliance with School Rules and Regulations/School’s Rights Reserved

Parents agree that, in addition to this Handbook’s provisions regarding the School’s right

to discipline, suspend or terminate the enrollment of students, Horace Mann may take any action

regarding student enrollment permitted by the terms of the Enrollment Contract.

Development Office

Philanthropic support of Horace Mann within the financial capability of each individual

provides the sustenance that nourishes our students’ growth, allowing Horace Mann to continue

as one of the nation’s preeminent independent schools. The philanthropic generosity of each

member of the Horace Mann community is crucial to the School’s academic vision.

Annual Fund

The Horace Mann Annual Fund is the yearly campaign to raise supporting funds from

parents, grandparents, graduates, Trustees, members of the faculty and staff, parents of graduates

and other friends of Horace Mann. Strong participation in the Annual Fund is critical to the fiscal

as well as the academic integrity of Horace Mann. Philanthropic support helps bridge the gap

between tuition revenues and the actual cost of a Horace Mann education. Annual Fund gifts are

usually unrestricted. We encourage participation from all parents, grandparents and graduates.

Such a commitment is important to us and conveys to others, particularly foundations and

certifying institutions, that those closest to the School value their experiences here.

Capital Campaigns

Periodic capital campaigns are customary ways for schools to pursue a vision of

improvement for future generations. Support of a capital campaign allows the School to

implement a plan of major improvements to enhance facilities, curriculum, programs and

financial aid goals.

Horace Mann hopes that all current parents will participate in Development Office

activities and support the School financially to the extent their finances allow. For more

information, parents are encouraged to contact the Development Office at (718) 432-3000.

Development Office Structure

Master Calendar

Horace Mann provides up-to-date online calendars at www.horacemann.org. The All-

School calendar shows school-wide events and closings. The Divisional calendars show events

specific to each division.

During the summer, families will receive a printed calendar from Horace Mann which

lists school closings and major events. As this is printed well in advance, some dates may be

subject to change. The online calendars provide the most current information.

Parents Association

From the time a student enrolls, his or her parents and/or guardians are members of the

Horace Mann Parents Association. Membership dues are listed as a separate item on the tuition

bill and are used to support the activities of the Parents Association.

The purpose of the Parents Association is to enhance and support the cooperative efforts

of the students, the administration, the faculty and the parents to foster the well-being and

advancement of Horace Mann, and to support fundraising activities for the School. Notices of

meetings and other affairs sponsored by the Parents Association appear in the school calendar or

on the Horace Mann website, www.horacemann.org.

The Parents Association strongly believes in the active participation of its members. All

are encouraged to volunteer for committees, as well as other jobs. There is an important place for

every parent or guardian who wants to be involved. Those who participate invariably find that

their time spent, no matter how great or limited, is very well spent.

Appendix 1: Horace Mann Enrollment Contract

Appendix 2: Whistleblower Protection Policy

Purpose

This Whistleblower Protection Policy is intended to provide Horace Mann School (the "School")

employees and students with an anonymous, confidential mechanism to alert the School of

potential Wrongful Conduct (as defined below), and to ensure that all information regarding

potential Wrongful Conduct received by the School is handled in a professional and thorough

manner.

Who Is Covered?

All School employees and School students.

The Policy

The School has designated two of its trustee members, namely the Chair of the Trustees and the

Chair of the Audit Committee to receive complaints regarding potential Wrongful Conduct (each

such person, a "Designated Trustee"). To facilitate the receipt of such complaints, the School has

set up a site in its e-mail system, namely: [email protected]. Either Designated

Trustee that receives any such information or complaint shall forward such information to the

other Designated Trustee as well as to the entire Audit Committee. All officers, employees,

students, contractors, subcontractors, and agents of the School (each an "Associated Person") are

encouraged to report suspected "Wrongful Conduct" to a Designated Trustee.

"Wrongful Conduct" includes (i) conduct that is criminal, fraudulent, or violates any law, rule or

regulation of any local, state or federal government body involving the School's financial

statement disclosures, accounting, internal accounting or disclosure controls, or auditing letters;

(ii.) misappropriation of School's funds; (iii) questionable accounting or auditing practice; (iv)

other violations of the School's other finance-related, auditing, Conflicts of Interest and

Document Retention policies; (v) violations of the School's Policy Prohibiting Employment-

Related Harassment and Discrimination; and (vi) violations of the School's Anti-Harassment and

Bullying Policy.

Making a Disclosure

In addition, to the extent the School receives any complaints or information regarding potential

Wrongful Conduct, it shall promptly forward to each Designated Trustee any such complaints.

Any Associated Person may submit, on a confidential, anonymous basis if the person so desires,

any good faith concerns regarding potential Wrongful Conduct. Anonymous complaints should

be submitted in writing in a sealed envelope or via email to either Designated Trustee.

Notwithstanding the above, complaints regarding violations of the School's Policy Prohibiting

Employment-Related Harassment and Discrimination may NOT be made on an anonymous

basis.

Following the receipt of a complaint or report of alleged Wrongful Conduct, from any source,

the School's Audit Committee will (i) evaluate the complaint; (ii) commence an investigation

into the allegations, if deemed necessary after such evaluation (any such investigation, a

"Whistleblower Investigation"), and (iii) take corrective and disciplinary actions, if appropriate.

The School's Audit Committee may seek the assistance of School employees and/or outside

legal, accounting or other advisors, as appropriate, to conduct any investigation of complaints

regarding financial statement disclosures, accounting, internal accounting controls, auditing

matters or other violations of the School's policies. In conducting any Whistleblower

Investigation, the Audit Committee shall use reasonable efforts to protect the confidentiality and

anonymity of the person or persons submitting the complaint, where applicable.

Non-Retaliation

No Associated Person who (1) in good faith reports suspected Wrongful Conduct to any

Designated Trustee pursuant to this Whistleblower Policy, (2) provides information, causes

information to be provided or otherwise assists in any investigation, including investigations by

local, state or federal government bodies, regarding any suspected Wrongful Conduct, or (3)

files, causes to be filed, testifies, participates in or otherwise assists in a proceeding filed or about

to be filed that alleges Wrongful Conduct (together "Protected Actions") shall suffer retaliation,

harassment, or other adverse action (including, without limitation, any adverse employment

action) as a result of engaging in such Protected Actions.

Any person who retaliates against an Associated Person for engaging in a Protected Action shall

be subject to discipline, up to and including termination, removal, suspension, or dismissal.

Any person who makes a complaint of Wrongful Conduct maliciously, in bad faith, or with the

knowledge that it is false, shall be subject to discipline, up to and including termination, removal,

suspension, or dismissal.

Document Retention Policy

All written or electronic documents or other records created or received in connection with a

Whistleblower-Investigation are subject to the School's Document Retention Policy.

Index

Absences ........................................... 52-53

Academic Guidance .......................... 26-27

Academic Integrity ..................................41

Academic Program (I) ....................... 11-38

Administrative council ............................11

Administrative Services (V) ............. 81-85

Admissions and Financial Aid ................81

After-school Programs ............................35

Annual Fund............................................84

Anti-Harassment & Bullying Policy .......59

Athletics ............................................ 33-35

Attendance ........................................ 51-52

Attire .......................................................55

Building Related Conduct .......................50

Bullying...................................................59

Business Office .......................................81

Cafeteria Behavior ..................................50

Campus Description ................................10

Capital Campaigns ..................................84

Cell Phone Use ........................................49

Center/Community Values/Action ..........37

Child Abuse and Maltreatment ...............63

Co-curricular Offerings ..................... 31-32

Code of Conduct – Lower Division ........40

College Counseling .................................24

Community Ethics (II) ...................... 38-65

Community Service/Service Learning ....36

Computer Use ................................... 58-59

Core Values ...............................................1

Counseling and Guidance (III) .......... 66-75

Course Selection .....................................17

Deans.......................................................15

Designated Trustees ................................63

Development Office ................................84

Discipline .......................................... 42-46

Divisional Structure .......................... 12-14

Dismissal .................................................53

Dorr ............................................. 10, 16-17

Dorr – Student Responsibilities ..............51

Driving to Campus – Students ................56

Drugs & Alcohol .....................................50

Emergency Procedures............................77

Enrollment Contract .......................... 86-87

Faculty Advisors .....................................16

Field Trips ..................................................79

Financial Aid ..............................................81

Fire Drills ...................................................78

Food ..................................................... 79-80

Food Allergies ............................................80

Grading ................................................ 21-22

Guidance ............................................. 66-75

Harassment .......................................... 59-63

Health and Safety (IV) ......................... 76-80

Health Information .....................................76

Homework..................................................18

Honor Code, Middle Division....................42

Honor Code, Upper Division .....................47

Internet .................................................57, 59

Introduction ..................................................1

Lateness......................................................54

Learning Differences, Policies ............. 66-70

Learning Differences, Procedures ........ 70-73

Library.................................................. 18-19

Lockers .......................................................78

Mandated Reporting ...................................63

Medical/Psychological Leave ....................75

Medication .................................................76

Mission Statement ........................................1

Off-campus Conduct ..................................39

Outplacement ....................................... 29-31

Parent Expectations of the School ........... 2-3

Parents Association ....................................85

Parent-Teacher Conferences ................ 24-25

Parking on Campus – Visitors ...................56

Parking on Campus – Students ..................56

Performing Arts .........................................35

Physical Education ............................... 32-33

Physical Exams ..........................................76

Plagiarism ..................................................48

Point Persons ..............................................63

Psychological Leave ..................................75

Respect for Others ......................................38

Respect for Property ..................................39

Rules We Live By ......................................40

School Closing ...........................................78

School Expectations of Parents ................ 4-5

School Expectations of Students .............. 6-7

Security ......................................................77

Specialists ..................................................25

Standardized Testing ..................................23

Student Expectations of the School ......... 8-9

Student Progress Reports ...........................24

Summer on the Hill ....................................37

Summer Programs ......................................37

Supervision of Students on Campus .... 78-79

Support/Counseling/Guidance ............. 66-67 64-65

Table of Contents .................................... ii-iv

Teacher Recognition ..................................39

Team Leaders .............................................13

Testing.................................................. 19-20

Transportation ............................................56

Tutoring......................................................28

Use of Student Likenesses .........................83

Visual Arts .................................................35

Whistleblower Protection Policy ......... 88-89