UNI V E RS I T Y O F CHI CAG O L ABO RAT O RY S CHO O L S ... · uni v e rs i t y o f chi cag o l abo rat o ry s cho o l s l o w e r s cho o l s t ude nt & f ami l y handbo o k 2019-2020

UNIVERSITY OF CHICAGO LABORATORY SCHOOLS LOWER SCHOOL STUDENT & FAMILY HANDBOOK 2019-2020

Table of Contents

> Principal’s Welcome……...……………………………………………………….…………….. 4 > Mission Statement of the Laboratory Schools…………………………………………………... 5 > Community Norms and Expectations………………………………………………………….... 5 > Laboratory Schools Diversity Statement………....……………………………………………... 5 > History & Philosophy of the Laboratory Schools………………………………………..…….... 6 > Lower School Philosophy Statement……………………………………………………………. 7 > Standards of Behavior…………………………………………………………………………… 9

Introduction………………………………………………………………………....………9 Relationship to the Lower School Community Agreement……………………………...…9 Community Agreement for the Lower School…………………………………………….. 9 Consequences……………………………………………………………………………… 10

> Prohibited Conduct………………………………………………………………………….……11 Bullying………………………………………………………………………………......... 11 Unlawful Discrimination and Harassment……………………………………………….…11 Harassment Complaint Resolution………………………………………………………… 11 Confidentiality…………………………………………………………………………...… 12 All Schools Drug Prevention Policy & Procedures………………………………………... 13 Hateful Expression: Verbal and Nonverbal………………………………....……...……… 13

> Computing Policy……………………………………………………………………………...…13 Care of Computing Resources………………………………………………………........... 14 Expectations for Use of Personal Electronic Devices……….………….……………......…14

> Communication…………………………………………...……………………..………………. 15 Communicating with Teachers……………………...……………………..………………. 15 Email Communication……………………………...……………………..………………. 15 ENews….…………………………………………...……………………..………………. 15 Schoology…………………………………………...……………………..………………. 15 Snow/Emergency Closing Communications...……...……………………..………………. 15 When to Contact the Principal……………………...……………………..………………. 16

> Academic Communication………..……………………...……………………..………………. 16 Back to School Night for Parents and Caregivers.....……………………..………………. 16 Parent-Teacher Conferences………………………...……………………..………………. 17 Progress Reports..…………………………………...……………………..………………. 17 Placement Process…………………………………...……………………..……………….18 Transition Meetings.………………………………...……………………..………………. 19 Access to Student Records..………………………...……………………..………………. 19 FERPA….…………………………………………...……………………..………………. 19

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Religious Observances……………………………...……………………..………………. 19 > Parent Involvement……….………..…...…………………...……………………..……………. 20

Parents Association…………………………….........……………………..……………….20 Chaperones……….…………………………….........……………………..……………….20

> The Lower School Program: Grades 3-5…………………………………………………………21 Special Area Classes……………………………………………………………..…………21 Standardized Testing………………………………………………………………..………21 Lockers……………………………………………………………………………….......... 22

> The School Day…………………………………………………………………………….…..... 22 Research…………………………………………………………………………………….22 Late Arrival…………………………………………………………………………………22 Early Dismissal…………………………………………………………………………….. 23 Attendance…………………………………………………………...…………………...... 23 Absence Policy………………………………………………………....…………………...23 Tardiness…….………………………………………………………....…………………...24 Pre-arranged Absences………………………………………………………………..…… 24 Absence Due to Weather………………………………………………………….......…… 24 Arrival & Dismissal………………………………………………………………...……… 24 Arrival by Car……………………………………………………………………………… 25 Dismissal by Car……………………………………………………………………………25 Walking………………………………………………………………………………..........25 Biking……………………………………………………………………………….............26 Parking & Shuttle Service………………………………………..…………………………26 Student Bus Service……………………………………………………………………...… 26 Bus IDs…………..……….……………………………………………………………...… 26 Lunch………………………………………………………………………………............. 27 Recess...……………………………………………………………………………............. 27 Recommended Attire………………………………………………………………............. 27

> Safety & Security……………………...……………………………………………………….... 27 Visiting the School….……..…….………………………………………………….............27 Lab Parent IDs…………………………………………………………………..…............. 28 Reporting and Replacing a Lost Parent ID………………………………………................ 28 Building Access..………………………………………………………………..…............. 28 Before & After School Hours……………………………………………………………… 28 Field Trip Permission……………………………………………………………………… 29 Lost & Found………………………………………………………………………………. 29 Fire, Tornado, and Safety Drills…………………………………………………………… 29 Search and Seizure………………………………………………………………………….29

> Student Services, Health, and Wellness..………………………………………………………... 29 Learning & Counseling Services………………………………………………………...… 29

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Counseling Services…………………………………………………………………...……30 Confidentiality…….…….………………………………..…………………………...…… 30 Requests for Diagnostic Information for Outside Providers……………...…………...……30

> Health Services……………………………………………………………………………..……. 31 School Nurse………………………………………………………………………..………31 Student Health Forms……………………………………………………………………… 31 Illness……………….……………………………………………………………………… 31 Returning to School…………………………………………………………………….….. 32 Student Access to Elevators…………………………………………………………….…..32 Administering Medications at School…………………………………………………....…32 Medical Emergencies…………………………………………………………………….…33 Extended Illness…....…………………………………………………………………….…33 Chronic and Persistent Medical Conditions..…………………………………………….…33 Concussion………………………………....…………………………………………….…34 Medical Leave of Absence………………....…………………………………………….…34 Food Allergy Guidelines……………………………………………………………………35 Head Lice……………………………………………………………...……………………36

> Traditions & Events………………………………………………………………………………37 Assemblies…………………………………………………………………………………. 37 Community Gatherings……………………………………………………………………. 37 Birthday Celebrations……………………………………………………………………… 37 Book Swap……………………………………………………………………………….....37 Gifts of Appreciation to Lab Employees………………………..…………………………. 37 Grade Level Events…………………………………………………………………………38 Field Trips……………………………………………………………………………......…38 Holidays………………………………………………………………………………......... 38 Lab Arts………………………………………………………………………………......... 38 Picture Day……………………………………………………………………………….... 38 Potluck Dinners………………………………………………………………………..……38 Rites of May……………………………………………………………………………….. 39

> In Your Search for Answers……………………………………………………………………... 40 > Important Telephone Numbers………………………………………………...…………………41 > Appendix: Lower School Technology Contract…………………………...…………..…………43

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WELCOME TO THE LOWER SCHOOL

September 2019 Dear Lower School Community, Welcome to a new year at the University of Chicago Laboratory Schools! We look forward to working with our students and families in creating the caring, collaborative school environment that is conducive to learning. Open, honest, and respectful communication is critical in making this happen. The following pages give you an introduction to the philosophy, policies and procedures of the Lower School. Please refer to our website (ucls.uchicago.edu) for the most up-to-date version of the Lower School Handbook. Throughout the year, you will receive further communications from teachers and administrators that will highlight different activities and projects. When you have a question or concern, there are many people here to help. Please look at the directory of important numbers at the end of the handbook to find someone to contact. I encourage you to talk directly with teachers, me, or any of the people listed. Warmly, Sylvie Anglin Principal, Lower School

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Mission Statement of the Laboratory Schools

The Laboratory Schools are home to the youngest members of the University of Chicago’s academic community. We ignite and nurture an enduring spirit of scholarship, curiosity, creativity, and confidence. We value learning experientially, exhibiting kindness, and honoring diversity.

Community Norms and Expectations

We believe that students thrive in an environment where the adult members of the community support the mission of the school and adhere to norms related to respectful, productive interactions and communication. As such, Lab community members are expected to:

> Support the mission of the school > Support the growth of a positive community by being inclusive and embracing diversity > Communicate openly, respectfully, and constructively with others, recognizing that healthy

communication begins with open and respectful interaction and that many matters are best handled on an individual or personal basis via phone or email

> Model respectful, kind, and inclusive behavior for both children and adults > Embrace lifelong learning and support others in their continued intellectual curiosity > Support the school through active engagement, volunteerism, and philanthropy according to

one’s situation > Commit to reading and responding to communication from the school > Adhere to community rules and safety measures

Laboratory Schools Diversity Statement

Diversity is integral to the educational mission of the University of Chicago Laboratory Schools. Ideally, in the course of learning, our students will encounter a rich profusion of diversity. Diversity at the Laboratory Schools includes the thoughts and worldviews, identities and affiliations, aptitudes and aspirations, races and cultures, genders and sexualities, and experiences and economic status of our students, families, faculty, administrators, and staff. Through their engagement with diversity, students will gain the preparation they need to live and lead in a complex world, with an inherent sense of inclusiveness and justice. The complete Diversity Statement is available here: ucls.uchicago.edu/about-lab/diversity-statement

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http://www.ucls.uchicago.edu/about-lab/diversity-statement


History & Philosophy of the Laboratory Schools

John Dewey, professor in the Departments of Philosophy, Psychology, and Pedagogy of the University of Chicago, established the Primary School of the University of Chicago Laboratory Schools in 1896. Dewey envisioned the school as a place in which to test his theories on child development and the educational process. He saw schools as a microcosm of the larger society that would allow children to develop habits of “being in the world” in ways that would include collaboration, kindness, and the welcoming of new people and new ideas. He felt that if children had the opportunity to practice these qualities in their daily school lives, these attributes would become second nature to them and become a part of their adult interactions in society. Educators who contributed to Dewey’s educational philosophy included Heinrich Pestalozzi, whose theories of learning led to the inclusion of practical arts in the curriculum, and Frederich Froebel, who established the world’s first kindergarten and advocated learning through activity. The Nursery School formally became a part of the Laboratory Schools in 1938. In the early 1900’s, Colonel Francis Parker succeeded Dewey as Director of the Laboratory Schools. His views did much to shape the Schools’ philosophy. He emphasized the individuality of each child and the need to grow and learn naturally and freely. Under Parker’s leadership, Blaine Hall was designed and constructed to embody the most advanced educational and architectural concepts. Almost one hundred and twenty years later, the University of Chicago Laboratory Schools remains committed to the basic tenets of progressive education on which the Schools were founded. The Laboratory Schools strive to acknowledge each child as an individual with a special personality, cultural heritage, and interests, while maintaining a commitment to providing a strong college preparatory program. We value learning in its own right as a way of understanding the world and as a source of excitement and satisfaction. Today the Laboratory Schools provide a solid academic program within the general philosophical directions established by the founders and first directors. More extensive information on the Laboratory Schools may be found in The History of the Laboratory Schools: The University of Chicago 1896–1965 by Ida DePencier, a former Laboratory Schools teacher, and Experiencing Education: 1896-2012 by William Harms, a richly illustrated look at the school that has changed the face of American education, describing the ideals that continue to encourage excellence in Lab students, both in academics and in life. These books are available in the Knes Family Library in the Lower School.

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Dewey and Parker Approach to Education Some of Dewey and Parker’s main educational beliefs are summarized below:

> Learning should be focused on the child rather than the lesson; learning is a social process that is achieved most effectively through small groups.

> Learning should be affected through hands-on projects – e.g., the study of history through plays, the study of natural science by exploring nature.

> The goal of education should be not only excellence in academics but also creative problem solving.

> Education should involve developing in students a sense of responsibility to both the school community and the larger community.

> The process of learning in a school setting should be a continuation of the type of learning that takes place in everyday life.

> Academic learning should be broad-based and encompass not only traditional subjects but also such subjects as arts, sports, music, and various extracurricular activities.

> Continuing teacher education and research are integral parts of teacher training; teachers should be given a significant degree of autonomy within a rigorous framework.

Lower School Philosophy Statement

The Lower School program in third through fifth grades builds on the rich background nurtured in our Nursery, Kindergarten, and Primary School classrooms. As children move into Lower School there is a natural segue from an environment where the child is the curriculum to one in which the curriculum becomes more external. New skills and challenges are added in developmentally appropriate ways and children are eager and ready for them. At the core of Lower School education is learning, structured in a manner that supports the purposeful freedom we value and includes opportunities to move about, to investigate, to inquire, to experiment and to exchange ideas. When John Dewey founded the Laboratory Schools he sought “to discover how a school could become a cooperative community while developing in individuals their own capacities and developing their own needs.” We continue to be committed to the basic tenets of progressive education that make the attainment of those goals possible. Progressive education is child-centered, holistic and social. It presents students with real cognitive challenges appropriate for their developmental levels. It gives students time and opportunities to construct ideas so that their learning is solid, permanent, and provides the foundation for future learning.

Collaborative projects and activities allow students to learn the importance of cooperation, responsibility, and respect for each individual’s ideas while working towards a common goal.

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Strategies such as tiered assignments, flexible grouping, and integrated curricula are among the ways skillful teachers are able to make adjustments for differing degrees of independence and complexity for each student. A great deal of careful and thoughtful planning goes into creating differentiated classroom environments with high expectations for learning that capture children’s imagination and curiosity and help them experience joy in learning. Throughout the grade school years, teachers continue to listen carefully to children’s ideas, to encourage their initiative, and to guide them in productive ways.

By enrolling a student at the University of Chicago Laboratory Schools, parents are authorizing school personnel to provide their child with the services for which they are qualified. This includes faculty (e.g., teachers and learning and counseling faculty), staff and administration.

Our daily teaching is guided and informed by the following basic principles:

> Students need an environment in which they feel safe, comfortable, capable, and academically challenged. Our responsibility as teachers is to provide such an environment.

> Education is both enjoyable and effective when teachers recognize students’ natural curiosity and desire to learn.

> School should instill in students a love of learning and the desire to be lifelong learners. > Success in school and life requires that children learn respect for others and a sense of

personal and social responsibility. > A child’s self-esteem, social relationships, and emotional life all strongly influence the child’s

ability to learn. > Students can and should learn from each other, work with each other, and become capable

individual and cooperative learners. > Our teaching methods must reflect students’ learning styles. Some students will learn more

effectively with one method than with another. > Preparing children to become responsible adults requires the involvement of the entire school

community - students, parents, teachers, administrators and staff members. > The work of teachers requires that we, too, be life-long learners and share our excitement in

learning with our students. > A commitment to a multicultural community as reflected in School policies, practices and

curriculum is essential to ensure that all students are educated for the world they live in.

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Standards of Behavior

Introduction As members of the Laboratory Schools’ community, we believe that the standards governing our participation and behavior within the Laboratory Schools should be clearly stated, reasonable and aligned with our mission. We, the students, faculty, administration, staff and families, commit to respecting and showing concern for:

> one another and for oneself > shared spaces and materials > the academic, social and moral life of the schools.

Relationship to the Lower School Community Agreement As students mature and move from more supervision and structure in the lower grades to greater freedom in the middle and high schools, it is also recognized that greater responsibility accompanies such freedom. The Lower School Community Agreement, which follows these standards, specifies the behavioral expectations for the Lower School community and consequences for not achieving those expectations.

Community Agreement for the Lower School

In the Lower School we agree to be kind, thoughtful and responsible members of the community.

Students who consistently follow established rules are happier children because they feel safe. In a school community, consistent expectations for behavior followed by students, parents, faculty, and staff:

> create a sense of order and predictability > create a climate of respect > create an environment where children can take risks and learn from mistakes > create an environment where children encourage the best in each other > serve as guidelines for behavior to help children learn self-regulation

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The goal of the Lower School Community Agreement is to create an atmosphere of learning in an environment that values safety, responsibility, and civility, while taking into consideration the developmental stages of our students. In addition, we hope to provide experiences for our students to learn how to be global citizens. In the classroom, the Lower School Community Agreement is a tool for teachers to support positive behavior. By using these expectations, teachers can work with students to determine what these expectations mean, not only in their classroom, but also in the larger community. This statement provides a shared language that reflects our goals for all individuals in our community. The Lower School Community Agreement supports parents partnering with teachers and administrators to create a clear understanding of what is expected at school, so parents and the school can work together to support children to make good choices. Kind, thoughtful, and responsible members of the community recognize that there are important expectations to follow and agree to adhere to the policies outlined in this handbook.

Consequences for Not Following the Lower School Community Agreement “We want to give children opportunities to learn from their mistakes. It is through making mistakes; experiencing relevant, non-punitive consequences; and, when appropriate, processing the mistakes with a caring adult that students eventually internalize the rules. Our goal...is to stop the negative behavior as quickly and simply as possible so that we can return the child to learning.” (Responsive Classroom, Rules in School, 2015) The consequences will be reasonable, related to the misconduct, and appropriate to the developmental level of the child. They may include one or more of the following:

> reflecting on actions and impact with an adult (teacher, counselor, dean of students, principal) > repeating the process in the appropriate manner > spending time in a separate place until ready to be part of the group again > making amends to those who were hurt or offended > restoring or making restitution for damaged or stolen property > losing certain privileges > notifying parents of the behavior > dismissing the child from school for the day > involving outside support > suspension from school

In serious cases, the school may find it necessary to expel a child.

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Prohibited Conduct

Bullying “Bullying” includes cyber-bullying and means any severe or pervasive physical or verbal act or conduct, including communications made in writing or electronically, directed toward a student or students that has or can be reasonably predicted to have the effect of one or more of the following: (1) placing the student or students in reasonable fear of harm to the student’s or students’ person or property; (2) causing a substantially detrimental effect on the student’s or students’ physical or mental health; (3) substantially interfering with the student’s or students’ ability academic performance; or (4) substantially interfering with the student’s or students’ ability to participate in or benefit from the services, activities, or privileges provided by the Schools. Bullying may take various forms, including without limitation one or more of the following: harassment, threats, intimidation, stalking, physical violence, sexual harassment, sexual violence, theft, public humiliation, destruction of property, or retaliation for asserting or alleging an act of bullying. This list is meant to be illustrative and non-exhaustive.

Not all social conflict is bullying or harassment per se, although it might be inappropriate behavior that would be addressed by the school. (For complete information on Bullying and Hazing, see the Lab School website.)

Unlawful Discrimination and Harassment “Harassment” as a form of unlawful discrimination means verbal conduct, physical conduct, or conduct using technology that is based on a protected class and that is so severe or pervasive that it has the purpose or effect of unreasonably interfering with an individual’s work performance or educational program participation, or that creates an intimidating, hostile, or offensive work or educational environment (“hostile environment harassment”). Age is relevant in determining whether harassment occurred in the first instance, as well as in determining the appropriate response by the school. For example, age is relevant in determining whether a student welcomed the conduct and in determining whether the conduct was sexual in nature or severe, persistent, or pervasive.

For a full description of Lab’s harassment policies, please visit: ucls.uchicago.edu/title-ix

Harassment Complaint Resolution All concerns about harassment should be promptly reported to the Dean of Students, the Principal, or the Title IX Coordinator. Upon receiving a report, the Dean of Students or Title IX Coordinator (or their designee), as appropriate, will promptly and sensitively take steps to address the concern and provide the affected individual(s) support and information about resources and their options (e.g., informal resolution or requesting a formal investigation). For both formal and informal resolution of complaints, Lab's procedures for responding to incidents depends on the nature of the incident, the

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relationship of the accused to the school, and to the extent possible, on the wishes of the person bringing forward the complaint. In all cases, Lab is committed to providing a prompt, fair, impartial, and thorough investigation and resolution that is consistent with the University’s policies and is transparent to the complainant and the respondent. For more information about Lab’s Policies about Non-Discrimination, Harassment, Bullying, Hazing, Sexual Misconduct, and Title IX and the procedures for addressing those types of concerns, please visit: ucls.uchicago.edu/title-ix Confidentiality It is the responsibility of every community member (including parents/guardians) to honor one another’s privacy and recognize that confidentiality breaches undermine the school’s educational mission, erode the community’s trust, and may have the purpose or effect (unintended or intended) of harming another’s emotional or social well-being (e.g., their reputation). The Laboratory School will make every reasonable effort to preserve every community member’s privacy within the parameters imposed by law. Please know, however, that Lab’s expectation that every community member will honor confidentiality should not interfere with any community member’s ability to report concerning behavior or seek support for themselves or others.

Honoring the confidentiality of disciplinary proceedings and their determinations is the responsibility of all persons participating in or privy to those proceedings (e.g., parents/guardians, teachers). Consistent confidentiality encourages community members to share information with the administration, which is necessary for achieving fair outcomes. Facts surrounding allegations are often deeply disputed, and concerns about reputation, peer pressure, and retaliation may deter community members from participating or even bringing forward complaints in the first instance. Please note that the expectation of confidentiality is not intended to interfere with any individual’s ability to seek support (from, e.g., a counselor, legal counsel, the police, or a parent/guardian) or their ability to obtain and present evidence or otherwise defend their interests.

Further, there may be serious and personal legal consequences for those who breach confidentiality. Statements made outside of the Laboratory School’s investigation and disciplinary process could lead to a legal claim by a person who believes that the statements are false, identify them to others, or have harmed their reputation. We encourage all persons involved in matters under this handbook, especially adults, to take into account the developmental stages of the students involved, as well as the fundamental educational mission of the Laboratory Schools, when communicating about the matter with third parties.

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All Schools Drug Prevention Policy and Procedures A fundamental role of the Laboratory Schools is to provide its student body with academic and social skills necessary to become healthy, productive citizens who will contribute positively to the school and community. Substance abuse is inconsistent with the needs of healthy, growing and developing individuals. We believe it is the responsibility of the Schools to take steps to promote, enhance and maintain a drug free environment. Hateful Expression: Verbal and Nonverbal Lab denounces and actively addresses the use of words, gestures, symbols and images that are hateful, abusive, foul, threatening, or harassing based on dis/ability, gender, gender expression, race, religion, sexual orientation, or any other aspect of identity. Hateful expression of this nature is contrary to our values, mission statement, and diversity statement. Examples include the use of epithets, derogatory jokes, slurs, hateful speech in song lyrics, gestures, or symbols, and language of any kind that has the purpose or effect of denigrating an individual or group. We will take steps to address the impact that these behaviors have on our community, and to provide the affected individual(s) with support. This behavior will be addressed consistent with the consequences defined in other areas of this handbook.

Computing Policy

The Laboratory Schools has an Acceptable Use Policy that all students must respect and follow. In addition, the Lower School has a student Technology Contract (see Appendix). Lower School students are expected to be kind, thoughtful, responsible community members when online. The full Acceptable Use Policy can be found on the Parent portal of the Schools’ website at ucls.uchicago.edu/ucls-parents/acceptable-use-other-policies. Below are excerpts from the policy. Computers and computing resources are important tools for furthering the Laboratory Schools' educational mission. Using these resources is a privilege, not a right. This policy outlines the Schools' expectations for exercising this privilege responsibly and applies to adults and students alike. In general, computer users are responsible for:

> reporting policy violations promptly to Laboratory School administrators > cooperating with school staff members when policy violations are suspected or confirmed > behaving courteously, ethically, and legally

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Consequences follow when these responsibilities are not met. They may include suspension or termination of computer privileges, disciplinary steps prescribed in student handbooks or employee contracts, or legal action. The University of Chicago owns and operates the Laboratory Schools' data and voice network. In addition to the Schools' Acceptable Use policy, network users are also expected to comply with the University's Eligibility and Acceptable Use Policies. Care of Computing Resources Theft, vandalism, tampering, destruction, or disregard for the physical condition of computers and other equipment are not acceptable. What this means:

> Students may not steal, destroy, deface, or otherwise cause harm to school computing resources.

> Students may not tamper or interfere with computer settings in any way that creates a nuisance for other computer users or technical support staff.

> Students are expected to report others' abuse of computers to school administrators. > Students may not remove any school devices from the building without explicit, written

permission from a school administrator.

Expectations for the Use of Personal Electronic Devices Students should not bring cellular or electronic devices such as computer games, laser pointers, personal computers, mobile phones, or other internet-enabled devices such as iPads, Smart Watches, etc. for use at school. Cell phones must be turned off, kept in backpacks, and not used during the school day. Children have easy access to school phones throughout the school day and after school as well. We will not assume responsibility for the protection of these items that are not a necessary part of the learning environment of the School. If these items are used during the school day they will be confiscated for the day and turned in to the Lower School office for parents to retrieve. This does not include technology specifically approved by the School to support special learning needs. Arrangements should be made in advance with your child’s teacher and the Lower School Learning & Counseling department.

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Communication

Communicating with Teachers There are several ways to get in touch with teachers. Many parents and teachers communicate via email. Teachers may not be able to check their email during the school day, but in most cases will be able to respond within 48 hours. Urgent messages and last minute schedule changes should be reported to the Lower School office (773-702-9448), and a message will be delivered to the teacher. If you want to talk to a teacher, you may call the school office and leave a message, which will be placed in the teacher’s mailbox. If the call is an emergency, we will take the message to the classroom.

Email Communication Lab uses email as the primary means of communicating with families. If you have not yet submitted an email address, please do so at your earliest convenience. Parents and guardians need to keep their contact information up-to-date in PowerSchool. We encourage everyone to remember that scheduling real live conversations with those of us here at school is equally, if not more, important. ENews ENews, an electronic newsletter emailed to parents bi-weekly, is our primary communications tool. It contains announcements of school events and information of general interest, and it incorporates news from each of the Schools and from the Lab community in general. ENews is emailed to parents every other Thursday during the school year. It is critical that you read eNews when it is published. Doing so will keep you informed of what is happening around the School and of important dates and deadlines. Schoology The Laboratory Schools use an online learning management system to facilitate communication between parents/guardians and faculty. Schoology is a means of communication between home and school for classroom-specific (not student-specific) information. Teachers will post information such as classroom activities, upcoming deadlines and other classroom news to their Schoology page. There is also a Lower School Schoology page for communication from the principal. Parents are encouraged to check Schoology regularly for information from teachers, room parents, and the principal.

Snow/Emergency Closing Communications We seldom close due to snow or weather emergencies, and students should dress to go out to recess

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every day. Should severe weather force us to close school, the Laboratory Schools use an automated emergency call system to notify each household based upon parent/guardian contact information provided via PowerSchool. Families can also check the status of the Laboratory Schools in inclement weather by visiting: www.emergencyclosings.com and searching for the school's name.

When to Contact the Principal An important role of the principal is to be available to parents to answer questions, resolve difficulties, and listen to suggestions. When your concern involves your child and a teacher, we request that you discuss the problem with your child’s teacher first. After this initial discussion, if you believe that your concern needs further attention, you may wish to reach out to the principal to discuss the matter. The principal will likely encourage a conversation with all concerned parties. The Schools recognize that some concerns may be shared first with a school administrator; however, it is our experience that problems are resolved most quickly by direct communication between parent and teacher. In most cases, you will be asked to speak with the teacher directly, before an administrator is involved. If you are not comfortable addressing concerns directly with the teacher, the principal will set up a meeting with parents and teachers to discuss the matter and seek a resolution. In rare cases where it is inappropriate to speak with a teacher about the concerns, the principal will handle the matter directly, and if appropriate, will report the resolution to the concerned parent/guardian. A parent/guardian who comes forward in good faith with concerns about a teacher’s work with his/her child, shall not be, nor shall their child be, subject to reprisal or retaliation for expressing such concerns. Any parent/guardian who believes any retaliation is taking place should immediately bring it to the Principal's attention.

Academic Communication

Back to School Night for Parents and Caregivers Thursday, September 12 Back to School Night is an opportunity for teachers to share their curriculum and classroom procedures to give parents a sense of what their child’s classroom life is like. It also allows parents to begin to get to know the other adults who are very important in your child’s life. Back to School Night follows a time schedule, and we urge you to attend for the entire time. Following the formal presentation, parents are encouraged to ask clarifying questions of a general nature. Parents are also invited to visit their children’s special area teachers to learn about their curriculum. Light refreshment

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fare is served, sponsored by the Lower School Council of the Parents’ Association. (Back to School Night is for parents only). Parent-Teacher Conferences Fall: October 4 & 11; Winter: February 7 & 13 Conference days are scheduled twice a year for students in third through fifth grades. On those days school will not be in session. Please make every effort to schedule your conference for one of these two pre-arranged days, as it is difficult to accommodate requests for alternative times. Sign-up for a specific time slot with your child’s homeroom teacher. Special Area teachers are also available to meet on conference days. Please contact specific teachers directly if you wish to arrange a conference. Conference days give teachers and parents an opportunity to share their observations of a child’s growth. Additional conferences may also be scheduled whenever parents or teachers have a concern they wish to discuss. In addition to specified conference days, we encourage informal talks. Teachers appreciate knowing about any major changes at home that may affect a child’s behavior or attitude, such as the birth of a sibling, the serious illness of a family member, or a parent out-of-town.

Progress Reports A progress report is a written assessment of your child’s work at school. Children in grades 3 through 5 receive reports twice a year–in late January and late June. The progress report standards scale is: Lower School Standards: PR: Progressing

PS: Progressing with Support AC: Area of Concern

Standards Scale Explanation Progress reports look at a child’s progress along a developmental continuum and note progress along this spectrum using the standards scale of Progressing, Progressing with Support, and Area of Concern; the Standards Scale for Individual Style consists of Satisfactory Progress and Needs Improvement. In addition, there is a narrative that permits teachers to elaborate and share observations and insights about your child. Grade level expectations and time of year are very important considerations.

Progressing means that there is observable, continuous growth with respect to a skill, concept, or behavior, consistent with what one would expect at this grade level at this point in the school year, but the student is not yet independently secure.

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Progressing with Support means that there is some growth with respect to a skill, concept, or behavior, but the student is not yet independently making progress.

Area of Concern means that a particular skill, concept, or behavior is not yet in evidence in the consistent, measurable way one would expect for this grade level at this point in the school year. This indicates a need for additional support in this area.

The following standards are used for Individual Style only:

Satisfactory Progress means that there is observable, continuous growth with respect to a behavior, consistent with what one would expect at this grade level at this point in the year. Needs Improvement means that a particular behavior is not yet in evidence in the consistent, measurable way one would expect for this grade level at this point in the school year.

Placement Process Your ideas and suggestions about general educational matters are always of interest to us. Each grade level team (teachers, counselors, learning coordinator, academic specialists and principal) takes much time, effort and care in thinking about creating well-balanced classroom communities in which teachers and students will thrive and learn. The following are some of the factors that we take into consideration as we create these communities:

> the unique learning needs of each child > the social needs and the compatibility of students with others in the classroom > the diversity balance in classrooms > a balance of academic achievement levels > independent work habits and leadership skills of each child > information provided by the teachers and counselors > behavioral factors > the program needs of the child

Your child’s teacher will meet with his/her learning team (counselor, specialists, learning coordinator) to talk about each child’s strengths, challenges and needs in terms of placement for the following year. Classes are created for the educational benefit of all the children. For these reasons, final placement decisions are the responsibility of the School. Parents will receive detailed information about the placement process at the beginning of Spring Quarter. If there are special placement issues, parents

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should write a note to the principal by the deadline specified. Homeroom teachers will not discuss individual teachers with parents. In some instances, after thoughtful review and consultation, the family of a Laboratory Schools’ student may be directed to seek a program more suitable for their child. The Learning & Counseling department will offer assistance in helping a family locate an alternative school that meets that student’s needs.

Transition Meetings When students move from one School to the next, transition meetings are held. These spring quarter presentations by principals, teachers, and counselors introduce parents to curriculum, activities, and the social-emotional development of students as they move from grade 2 to 3 and grade 5 to 6. In addition, there are informal parent coffees in Spring quarter to outline the changes parents can anticipate as their child moves from grade 3 to 4 and grade 4 to 5.

Access to Student Records A student’s permanent record includes copies of progress reports and standardized test results. These records are normally accessible to Laboratory Schools’ administrators, teachers, and authorized staff who are responsible for the general welfare of the student. Parents may review the permanent record of their child upon request. Normally, the School will release information (such as the names of students, parents, or guardians; addresses; telephone numbers; activities; dates of attendance) during the school year at its discretion for school purposes. Parents or guardians of students who prefer that this information not be released must notify the Registrar in writing.

FERPA FERPA, or the Family Educational Rights and Privacy Act, was enacted to protect the privacy of student records. Under FERPA, except for “directory information” about a student, a student’s records may be released without the parent/legal guardian (or students over 18 years of age) prior written consent only to other school officials, including teachers, who have “legitimate educational interests,” or if other exceptions to FERPA apply. Additional information on FERPA can be found online at ucls.uchicago.edu/ucls-parents/ferpa Religious Observances Recognizing that we are a religiously diverse community, the school is inclusive of students’ and families’ religious traditions. When school responsibilities coincide with a student’s or family’s religious observances, the school partners with the family to support students as they navigate their religious, family, and school obligations. We value open communication between families and the

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school to both raise awareness about and respond to religious observances throughout the year. School counselors can also help students navigate their school and personal, religious obligations.

Parent Involvement

Parents’ Association The mission of the Parents’ Association is to promote educational excellence by fostering a spirit of community through the facilitation of communication and cooperation among the Laboratory Schools’ parents, administration, faculty, students, and Board of Directors, and to assist in the implementation of school activities. The PA holds monthly meetings and sponsors a variety of programs for parents throughout the year. All parents and guardians of students are automatically members of the PA. The Lower School Council is the organizational branch of the Lab Schools’ Parents’ Association that plans activities and events for the social and educational benefit of the Lower School community. Your volunteer Council representatives are listed in the school directory published each fall. If you do not receive a copy of your directory please contact the Office of the Registrar, 834-4218. Room parents are parent volunteers who act as liaisons between the homeroom teacher and the rest of the class parents. Typically, each class has three to four room parents, with one parent acting as a contact person. For additional information on volunteering, please visit the PA webpage: labparents.org/volunteer. Chaperones We greatly value chaperone participation in order to make our field trips a memorable and safe experience for our students. Please observe the following guidelines:

> Please leave other children at home to enable chaperones to fully concentrate on the assigned

group. > Learn the names and faces of the students in your group and be sure they are present before

moving from one place to another. > Familiarize yourself with the general instructions given to the students prior to the field trip

and enforce these instructions throughout the trip. > While the teacher is ultimately in charge, the chaperone assists the teacher with discipline and

promoting the learning experience of the group. > Attention to all students should be given impartially. > Chaperones may not purchase snacks or souvenirs for their children or other members of their

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groups.

The Lower School Program: Grades 3 – 5

In grades three, four, and five, each homeroom is staffed by one classroom teacher, and special area classes include Art, Computer, Laboratory Science, Library, Music, Physical Education, and a World Language (French, German, Mandarin Chinese or Spanish). Homeroom and special area teachers frequently collaborate on multi-disciplinary projects that integrate learning in several subject areas.

Special Area Classes Number of Meetings per Week of Special Area Classes

Grade Art Computer Library Music P.E. Science World Language

3rd 2 1 1 2 3 3 4

4th 1 or 2* 1 1 2 3 3 4

5th 2 1 1 3 4 3 4**

*Meets once a week for 90 minutes or twice a week for 45 minutes **World Language goes from 30 minutes per session in 3rd and 4th grades to 40 minutes per session in 5th grade.

Standardized Testing Standardized testing at Lab is viewed as only part of the profile of students; it gives teachers a snapshot of each child’s strengths and difficulties. Standardized tests are designed to give a common measure of students’ performance. Since standardized tests are given to large groups of students throughout the country, a common standard of measure is derived. Lab teachers and administrators may use this information to tell how well school programs are succeeding or to learn more about the skills and abilities of individual students. Here at the Laboratory Schools, students take their first standardized test in the fall of their third grade year, and then again in the fall of fourth grade. We use the Educational Records Bureau test, administered by homeroom teachers. Test results are used with other forms of assessment to get a balanced picture of a child’s growth and development. ERB test results are available online with your child’s progress reports.

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Lockers Classrooms have student lockers assigned by the homeroom teacher to store personal belongings such as backpacks, lunches and extra clothes. Please do not bring decorations, magnets, posters, organizers, etc. for lockers and do not use tape or stickers on lockers – they are difficult to remove for the next year. It is the student’s responsibility to keep their lockers clean and in good working condition. Lockers do not have locks, and students may not bring in personal locks. Fifth grade students are given a locker in the gym. If a locker is not working properly, please notify the Lower School office. Lockers are not a safe place to store valuable items. We recommend these items remain at home. Lockers should only be used to store school-related items during the school day. The Schools reserve the right to inspect student lockers when, in the opinion of the principal or dean of students, circumstances exist that justify this action. If the inspection reveals the presence of improper objects, the objects will be removed and disciplinary actions may be taken.

The School Day

Research Since John Dewey established the Laboratory Schools, research that furthers the study of teaching and learning has been supported and encouraged. To ensure the protection of our students, however, each request to do research is carefully screened and reviewed by the Schools. Children will not participate in such research without the written consent of their parents. Research proposals that involve only observation and no contact with students need only the approval of the Schools. Lower School students begin classes at 8:25 a.m. All homeroom doors open by 8:15 a.m., although some classrooms may open earlier. Students are expected to arrive at school no earlier than 8 a.m. Fourth and fifth graders arriving before 8 a.m. will be required to wait quietly in Blaine Lobby until 8 a.m. Third graders may wait outside their homeroom on the first floor. At 8 a.m., the Library and Homework Help are available to students. We ask for family and students cooperation in making the start of each school day as smooth, safe and peaceful as possible. Late Arrival Policy Part of the Lower School’s role is to help students develop good learning habits, and arriving to school on time is certainly one of these. The beginning of the school day is an important time for students. Students often benefit from having time to transition from home to school and to spend time with friends, so they are ready to start their school day at 8:25 a.m. We ask for your help in getting

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your child to school on time. Students who arrive at school late should go the Lower School office, Blaine S108, to sign in and get a late slip to give to their teacher. Early Dismissal Policy There is a Student Sign-In/Sign-Out Log in the LS office. Students must sign in and out in the LS Office when:

> Arriving after 8:25 a.m. > Leaving before 3:30 p.m. on Mondays, Tuesdays, or Thursdays > Leaving before 2:40 p.m. on Wednesdays or Fridays

All parents, guardians, and caretakers should meet their child(ren) in the Lower School Office for early dismissals and pick-ups. Attendance The teaching and learning process that takes place in the classroom cannot be duplicated, and your child’s attendance at school is important for both children and the school community. We know that there are a wide variety of reasons that students are late or absent from school, from health concerns to transportation challenges. There are many people at school who are prepared to help you if you or your student face challenges in getting to school regularly or on time. We promise to track attendance daily, to notice when your student is missing from class, communicate with you to understand why they were absent, and to identify barriers and supports available to overcome challenges you may face in helping your student attend school. If a student will be absent from school, the student’s parent or guardian should contact the Lower School Office before 9 a.m. by sending an email to [email protected], or by calling the office. If the Lower School Office does not receive notification of a student’s absence before 9 a.m., a representative will contact the student's parents or guardians by phone and/or email. Absence Policy After 5 days of absences during a semester, the School will contact the family inquiring about the student and the absences. After 10 days of absences during a semester, the Dean of Students may require a meeting with the family. Students who are absent from classes for more than 20 days during the year will require conversations with the Dean of Students and family regarding ability to be promoted to the next grade level.

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Tardiness Lower School classrooms open by 8:20 a.m. and class begins at 8:25 a.m.. It is important that children have time to settle into their classroom, check-in with their friends and teachers, and care for their belongings. Children who are tardy miss out on this important part of the morning routine. Children are considered tardy if they enter their homeroom classrooms after their school’s start time. Students who arrive late to school for any reason should report to the Lower School office to get a late slip. The Lower School Tardiness Policy is:

> After 10 tardies during a semester, the Dean of Students may contact the family. > After 20 tardies during a semester, the Dean of Students may require a meeting with the

family.

Pre-arranged Absences Families who are aware of the need to miss at least one full day of classes should make arrangements for a pre-arranged absence. A parent or guardian must write a note or provide documentation to the Lower School office and homeroom teacher at least two days in advance, explaining the need for the pre-arranged absence. For absences of one week or more, families must contact the Dean of Students to make arrangements. We strongly discourage families from taking vacations during school days. Every absence has an impact on your child and their classroom. Absence Due to Weather When school is in session, regardless of weather conditions, classes will be held and absent students will be responsible for the work missed. Students and teachers will work together to articulate the work that must be completed and determine a date by when it will have to be made up. Arrival and Dismissal Note: For those families needing to drop off and pick up at both the ESH campus and the Historic Campus, most families find it works best to drop off at Blaine in the morning and then proceed to Earl Shapiro Hall, and to pick up at Earl Shapiro Hall in the afternoon and then come to Blaine Hall.

> School begins at 8:25 daily. Students who arrive at school late need to get a late slip from the Lower School office, Blaine S108.

> Students who need to leave school prior to the end of the school day must make arrangements in advance with the homeroom teacher. In those instances, students may be picked up in the Lower School office, Blaine S108.

> School ends at 3:30 p.m. on Monday, Tuesday and Thursday, and 2:40 p.m. on Wednesday

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and Friday. Children are dismissed from the classroom. Make sure your child knows your meeting location. If you and your child do not connect at dismissal time, your child should return to the Lower School office, Blaine S108, where he or she can contact you and wait. For Extended Day programs dismissal information, please refer to the Lower and Middle School Extended Day Programs Handbook located on their webpage: ucls.uchicago.edu/uploaded/extendedday/HC_Program_Handbook.pdf

Arrival by car Arrive between 8–8:25 a.m. when staff are onsite to manage the process.

> Approach Blaine Hall along the north side of 59th Street. > Pay close attention to the Lab personnel directing traffic. > Maintain your place in the carline. Do not pass cars in front of you. Wait until your car is in

the designated area to let children out. > Let children out on the curbside only.

Dismissal by car Staff are stationed on 59th Street (Dorchester to Kimbark) to ensure safety and assist with dismissal. Drivers must follow these instructions in order to provide a safe and efficient pick up:

> The carline forms on the north side of 59th Street. Enter the carline from Stony Island Avenue. Do not cut in line by entering from side streets (Harper, Blackstone, or Dorchester Avenues). Do not block intersections.

> Wait in your vehicle. Turn on hazard lights so that other vehicles know you are part of the carline.

> Keep moving up forward, maintaining a safe distance from the vehicle in front of you. Large gaps between cars create safety hazards.

> Stay on the right (north) curbside of the road. Do not stop in the middle of the street for your child to enter or exit.

> Do not leave your vehicle unattended. You may be ticketed by the City of Chicago. Bus drivers will approach the school driving west on 59th Street. Small buses and vans approach the school in the same manner as private cars (described above) and will park in front of Blaine Hall. Walking Walkers may use the entrances on Kimbark Avenue (Gordon Parks Art Hall and Judd Hall), Kenwood Mall (U-High), and 59th Street (Blaine Hall). Our dog friends should wait for their humans on the Midway, and not at the entrance to Blaine Hall.

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Biking Bike racks are in Kenwood Mall and on Kimbark Avenue, north of Blaine Hall. Parking and shuttle service

> There is limited parking on the UChicago campus. We encourage parents to park in the free University lot at 61st and Stony Island Avenue. There is a free Lab shuttle between ESH, the parking lot and Lab’s Historic Campus during arrival and dismissal times.

> Lab maintains a few designated visitor spots (marked with an orange curb) on Kimbark Avenue. You must get a temporary permit from the Security desk in Judd Hall and display it in your vehicle so it can be read from the curb.

> Do not leave your car unattended on 59th Street or on Kimbark Avenue (blocking a legally parked car or in any space other than those designated for Lab by the orange curb). The City of Chicago or University will ticket any unauthorized or improperly parked cars.

Student Bus Service The Laboratory Schools’ Student Bus service is a safe, convenient, and green transportation option for families. It reduces traffic at arrival and dismissal times, and plays an increasingly important role in the Schools' awareness of a green and sustainable environment. Subject to families’ participation, four routes are served: Lincoln Park/Navy Pier, Hyde Park/South Loop/West Loop, Lakeview/Ravenswood and Bucktown/Roscoe Village. Information and registration for this service are available at ucls.uchicago.edu/bus. For questions, please contact the Extended Day office at 773-702-9449. Bus IDs The Chicago Transit Authority (CTA) buses serve the University of Chicago campus and provides general bus service to members of the University community living in the Hyde Park area. Students may ride the three dedicated campus/Hyde Park routes (170, 171 and 172) at no charge by displaying their Laboratory Schools ID card. You may pick up a bus ID in the Lower School Office, Blaine S108 for grades 3–5. The ID is good for the current school year, and should be returned to the office at the end of the year. Any card not returned at the end of the year, or lost and needing replacement during the school year, will incur a $10 fee charged to their FACTS account. Students attending Summer Lab may receive a bus ID from the Summer Lab office or call 773-702-9449. Students are eligible for CTA Student Ventra Cards for riding other CTA transportation. Students can purchase Ventra Cards in the High School Office.

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Lunch Lower School students eat snack and lunch in homerooms. Third and fourth grade students may invite students from other homerooms to join them for lunch, subject to teacher approval. Fifth grade students enjoy an “open lunch” which allows students to eat in any fifth grade homeroom. Occasionally, individual teachers will have a closed lunch on a particular day. If a child forgets his or her lunch, other children are usually willing to share (subject to allergy restrictions). If that is not possible, the student should come to the Lower School Office to call his or her parent(s) to arrange for lunch to be dropped off. Parents may be able to order a brown bag lunch from Café Lab if there is enough time. The earlier in the day this takes place, the better. Visit mymealorder.com/login.aspx for information on ordering a hot lunch from Cafe Lab. Students may not go to Café Lab Dining Hall or Coffee Shop without a parent or guardian. Recess We value recess. It happens daily for all LS students in the homeroom. We go out throughout the year, please make sure your child is dressed for the weather every day. Recommended Attire Students should wear clothing that will allow them to fully participate in the school day.

> appropriate clothing for the weather: winter gear should include hats, gloves, scarves, winter jacket, snow pants, and snow boots

> gym shoes in PE > swimsuit, cap, and goggles for swim unit in PE > no heelys

The use of skateboards, inline skates, roller skates, heelys, and scooters, is not permitted at school.

Safety and Security

Visiting the School The Laboratory Schools welcome visits by parents. If you would like to visit your child’s classroom(s), please schedule this in advance with your child’s teacher(s). When entering the School, you will need to show your Lab Parent ID or get a Lab Visitor ID at the Security desk. If your child will have a visitor at school for all or part of the day, that visitor must be approved and registered with the Lower School Office. Emergency contacts and appropriate medical information must be provided.

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Lab Parent IDs It is important to make sure that we know who is in our buildings. To that end, parents, guardians, and designated caregivers may receive a Lab Parent ID with a white lanyard. These ID badges and white lanyards are the electronic keys that allow holders to enter Lab buildings during school hours. By using and wearing a Lab Parent ID, parents, guardians, and caregivers may gain building access during the school day and come and go with ease. Should a parent, guardian, or caregiver not have a Lab Parent ID, that individual is required to check in at the security desk on the Historic Campus to receive a Lab Visitor ID. This requires a state- or government-issued ID. University-affiliated parents may use their University-issued Chicago card attached to the parent lanyard. Parents/guardians unaffiliated with the University may obtain a Campus Card at the University ID and Privileges office in Regenstein Library, 1100 E. 57th Street, (see hours at: www.ipo.uchicago.edu). Reporting and Replacing a Lost Parent ID The first Lab Parent ID is provided free of charge to each Lab parent/guardian (up to two per household). Lost IDs should be reported immediately by emailing [email protected]. An email reply will provide directions on ID replacement procedures. Building Access Entrances to the Laboratory School (Blaine Hall, Kenwood Mall, Judd Hall and Gordon Parks Arts Hall) are open during arrival and dismissal times, and accessible during normal building hours with Lab Parent ID. Outside of normal arrival and dismissal hours, or if you do not have Lab Parent ID, you must enter through the Judd Hall entrance and obtain a Lab Visitor ID. Before and After School Hours (supervision of students when school is not in session) All homeroom doors open by 8:20 a.m., although some classrooms may open earlier. Check with your child’s teacher for when their door will open each morning. Lower School students begin classes at 8:25 a.m. Students are expected to arrive at school no earlier than 8 a.m. Fourth and fifth graders arriving before 8 a.m. will be required to wait quietly in Blaine Lobby. Third graders may wait outside their homeroom on the first floor. Children are not allowed to remain after school unsupervised. They must leave the school at the close of the school day or be enrolled in an Extended Day program. Children playing before or after school in any of the playgrounds at the Laboratory School (including Blaine courtyard) must be supervised by an adult at all times.

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Field Trip Permission For everyone’s well-being, we observe strict safety precautions for walks and field trips. Parents must complete the Permissions & Notifications section (under Update Information) in PowerSchool to permit a child to go on walks and field trips. Information is left at school about our destination and the general route we plan to take. Before setting out, children are reminded of the necessary safety precautions.

Lost and Found Lost items from Blaine Hall are put in the Lost and Found in the vestibule behind the Blaine Security desk. Valuables (eyeglasses, keys, cell phones) are usually brought to the Lower School office. There is also a Lost and Found in Kovler Gym and in each of the other School offices. All unclaimed items are given to charity. We can’t emphasize enough the importance of labeling any items brought to school.

Fire, Tornado & Safety Drills In accordance with state law, fire drills are held on a regular basis. These drills are scheduled by the fire department. Parents should be aware that their children will exit the building without coats—simulating emergency conditions—even if the weather is cold. Children stay outside usually no more than five minutes. During fire drills, all children and adults, including visitors, must leave the building. To ensure everyone’s safety, there is absolutely NO TALKING during a fire drill. Tornado drills are held in the spring. They are conducted indoors and are scheduled by the administration. A few times a year, we have a safety drill for emergencies other than fire or tornadoes in which children and teachers stay in classrooms in designated places away from the door and windows. The door is kept locked until the “all clear” is sounded. Search and Seizure To maintain a safe learning environment, school administrators are authorized to conduct reasonable searches of school property and equipment, as well as searches of students and their personal effects. For more information please visit ucls.uchicago.edu/ucls-parents/search.

Student Services, Health, and Wellness

Learning and Counseling Services Learning and Counseling faculty support students’ academic and social-emotional growth so that they may lead satisfying and productive lives at Lab and beyond and their services are integral to

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Lab’s educational programs. Learn more at ucls.uchicago.edu/program/learning-and-counseling.

The Lower School Learning Coordinator, Terri Nitahara, and Academic Specialists (Mandy Bunte, Teresa Serangeli, and Keren Faling) seek to support all students in their academic endeavors. In addition to providing direct service when appropriate, they work with students and their families, counselors, faculty and administrators to facilitate appropriate support. The Learning Coordinator may also make referrals to independent professionals and organizations that provide services that support the work of the Laboratory Schools. Such services may include diagnostic testing, remediation of specific learning disabilities, consultation with medical professionals and other therapists, and tutor referrals. Counseling Services Each grade level has a counselor that stays with students throughout their time in the Lower School. The Lower School counselors are Melissa Steger (grade 5), Mariaelena Lozano (grade 4), and Christine Sullivan (grade 3). Counselors help parents, teachers, and administrators understand the developmental and social dynamics facing children while supporting students during varying developmental stages. Lower School counselors are available for consultation regarding many issues and circumstances. Primarily, counselors assist students with school-related challenges, social problem solving, family issues, and self-management skills. Counselors work closely with other members of the Learning & Counseling department, teachers, administrators, and parents. Counselors spend time in classrooms supporting students, run specialized groups (Banana Splits, Executive Functioning, Social Skills etc.) and are available to help students and caregivers problem solve. Counselors may also serve as a liaison to outside resources for assessment and treatment. Confidentiality Learning and Counseling faculty support students’ right to privacy and protect confidential information received from students, their families, and others. Information is kept confidential unless:

> the student gives permission to the counselor; > the Learning and Counseling faculty members need to collaborate with other professionals

(e.g., other school employees) in the student’s best interest; > when disclosure is required by law; > or when keeping information confidential could lead to foreseeable harm, as determined by

the age and development of the student, setting, parental rights, and the nature of the harm.

Requests for Diagnostic Information for Outside Providers Outside providers such as therapists, doctors, or diagnosticians working with Lab students may request that Lab gather written information or rating scales from the student’s teachers. Requests for rating scales or written information as part of a diagnostic evaluation should be submitted to the

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Learning Coordinator assigned to your student during the academic year. The Learning Coordinator will distribute the materials to the student’s teachers and will submit the completed documents directly to the requesting evaluator(s).

Health & Wellness

School Nurse A nurse is located on the first floor of Blaine Hall (S112) with office hours from 7:30 a.m. to 5:30 p.m. daily. For all health-related information, such as grade-level health requirements, health forms, our allergy policy, and other helpful information, please visit the School Nurse webpage, ucls.uchicago.edu/ucls-parents/nurse. Student Health Forms Families must submit all required up-to-date health forms prior to the start of the academic year. Students who do not have the required forms on file may not be permitted to attend school or may be excluded from school activities. Forms must be completed by the treating medical provider who is not the student’s parent, even if they are a licensed provider. All students new to Lab are required to submit an IL Certificate of Child Health Examination Form, an IL Dental Exam Form, and an IL Eye Examination Report.

Illness If a student in sick, they should stay home to care for themselves and for the well-being of the community. Conditions that warrant staying home include: fever of 100 degrees or higher, diarrhea, vomiting twice or more in 24 hours, severe cold/cough symptoms, strep throat or pink eye (conjunctivitis) diagnosis (first 24 hours), flu diagnosis, or being in a contiguous state. Obvious signs, even without evidence of fever, that your child cannot comfortably participate in class activities, are indications that your child should not be sent to school. Remember that the pace here is more rapid than it may be at home and children must cope with recess as well as classroom activities. If a student becomes ill during the school day, their family will be contacted and asked to pick them up as quickly as possible. If the parents or guardians cannot be reached, the family’s designated emergency contact person will be called. Please be certain that person understands our procedure and is willing to be of assistance. You should indicate at least two reliable numbers on the Emergency Contact Form in PowerSchool and ensure it is updated regularly. The Nurse’s office cannot keep a sick child in school. It is a place for ill or injured children to wait only until they can be picked up.

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Students must see the nurse if they have a condition that requires an excuse from or modified activity in physical education class that day. The nurse will write a note indicating what activity, if any, the student can undertake that the student will bring to their PE teacher. If a student's medical condition requires an excuse from or modified activity in physical education class that extends beyond 1 day, s/he must submit a letter from their healthcare provider. This letter should include the diagnosis, physical limitations, requested school accommodations, and length of time until medical reevaluation. Example: No PE, no recess, no running, no stairs until reevaluation at appointment on 4/2/19.

Returning to School Children who have been severely ill or had surgery should bring a clearance from their doctor to the School Nurse. Children who return for limited activity should have a doctor’s statement supporting their request. If your child must take medication in school, please read and follow the school policy on medication detailed below. When your child is diagnosed as having a communicable disease (influenza, strep throat, chicken pox, measles, impetigo, etc.), the School Nurse should be notified immediately. She will communicate this information to the parents of other children in the homeroom, as appropriate.

Use the following general guidelines for determining when your child is ready to return to school after an illness. Students should:

> be fever free for 24 hours without fever-suppressing medications such as Tylenol or Motrin

(acetaminophen or ibuprofen) > be free from diarrhea or vomiting for 24 hours > have taken any necessary antibiotic prescribed for the illness for 24 hours > have demonstrated sufficient stamina to participate in routine class activities such as gym and

recess Student Access to Elevators If a child has a medical need to use the elevator in Blaine Hall, they should obtain an elevator pass from the nurse with a note from their medical provider. Students may then use the elevator accompanied by a friend. The elevator may never be used in an emergency.

Administering Medications in School To comply with state guidelines regarding the dispensing of medication at the Laboratory Schools, it is necessary for the Schools to control the location and administration of all prescription and non-prescription medicines, and to restrict the use of these medicines to the appropriately authorized students. While in school, medications are to be administered by a school nurse. In addition, this policy allows the nurse to be aware of students that are not feeling well, monitor their pain, support

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them, ensure there is not a larger health problem, and communicate with parent/guardian as necessary. For prescription medications, the nurse must have appropriate written authorization from the prescribing physician and the parent/guardian on file documented on the Prescription Medication Authorization Form. Authorization to administer over-the-counter medications is granted by completing the Non-Prescription Medication Administration form. Permission to administer ibuprofen or Acetaminophen can also be done through PowerSchool. State guidelines require that the medicine be sent in the original pharmacy container or, in the case of non-prescription drugs, the original manufacturer’s container labeled with the ingredients and the student’s name. At the end of the treatment regimen, the parent is responsible for removing any unused medications from the School. If the medications have not been picked up by the end of the quarter, the nurse will dispose of them.

Medical Emergencies If a serious medical emergency occurs at school, we will call parents or the emergency contact person. If we are unable to contact someone, we will take the child by ambulance to the nearest emergency room. In the meantime, school personnel will continue their attempts to reach parents and emergency contacts.

Extended Illness If a student’s illness or hospitalization results in them missing school for five (5) consecutive school days, a note to the attendance office from their treating medical provider will be required. This note is to be on the medical provider’s letterhead, dated within the past 5 days, and provide information regarding the reason they have not been able to attend classes, and the date when they believe the student will be able to return to classes. For students who have been hospitalized, the medical provider letter will also need to clear them to return to school. In addition, the student and their parent/guardian will need to have a meeting with the school administration, the school counselor, and the nurse prior to returning in order to ensure a successful transition back to school. Chronic and Persistent Medical Conditions The Laboratory Schools will make every reasonable effort to accommodate students with chronic or persistent medical conditions. In order to properly support a student with a chronic or persistent medical condition, a documented diagnosis must be provided by the treating medical provider(s) to the Dean of Students. The School will partner with the student, family, and treating medical provider to create a plan to support the student as they manage their chronic medical condition, while also ensuring the student attends school with sufficient regularity that they meet the attendance requirements. The school will determine modifications appropriate to a student’s condition and

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educational program. If a student’s medical condition requires frequent doctor’s visits or treatments that must be scheduled during the school day, medical documentation from the treating medical providers must be provided two weeks before school begins or within two weeks of diagnosis. It must outline on letterhead:

1. Student’s chronic medical condition/diagnosis 2. Recommended treatment plan – including, if applicable, the names of any medications,

dosages and side effects in order to position our nurses to best support the student while at school

3. Any modifications or restrictions to the student’s activities or participation—including, if applicable, restrictions on physical activities

4. If school will be missed as a result of condition, doctor's appointments or treatment, which days and times/what is the frequency

5. Duration of treatment Concussion Parents of any student who experiences a concussion, whether inside or outside of school activities, are asked to contact the school nurse the next school day as the nurse is the primary point of contact for any concussion. The school nurse will engage the appropriate individuals in the Lower School who will work with the family and the treating physician to address the student’s needs while at school. For more information refer to our Concussion Management Policy. Students diagnosed with a concussion requiring academic and/or activity accommodations, must provide medical documentation from the treating healthcare provider that outlines the guidelines set forth in the Chronic and Persistent Medical Conditions section. If students miss any class due to healing from a concussion, they may not be present at or take part in school-sponsored activities on those days (i.e. field trips). Lab's Concussion Policy can be found on the Nurse's Page. ucls.uchicago.edu/ucls-parents/parent-forms-policies-and-documents.

Medical Leave of Absence At times, a student may need to take a leave from school for medical reasons. Medical Leaves may be granted for students who are hospitalized for extended periods of time or are enrolled in and complete a partial-hospitalization program or students whose disability or diagnosed medical condition renders them unable to participate for a specified period of time. This requires documentation (as described under Chronic and Persistent Medical Conditions) of the diagnosis from the treating medical provider and consent for communication between the school and medical treatment team to create an

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agreed-upon educational support plan. The school will determine the appropriate modifications to the student’s educational program. Any medical leave or combination of medical leaves that extends longer than 8 weeks may result in the student needing to repeat the current grade or withdraw from the Schools. Student Support During Medical Leaves Depending on the nature and duration of a student’s Medical Leave, they may need to take steps toward acquiring specific content knowledge and/or developing specific skills which were a part of the course(s) in which they were not a full participant. The school may consider a range of potential options to support students.

In addition, the student and their parent/guardian will need to have a meeting with the school administration and the school counselor prior to returning in order to ensure a successful transition back to school.

Food Allergy Guidelines Below are excerpts from the Laboratory Schools Food Allergy Management policy that are most relevant to lower school students. The entire Lab School's Food Allergy Management policy is located on the Nurses' website at: ucls.uchicago.edu/uploaded/Back2Lab/Parents/18AUG_allergy_policy.pdf Homerooms

> Grades 3 and 4 have food-restricted classrooms at each grade level. The school nurse will provide reasonable and timely notice to all parents with children in classrooms that include students with a peanut/tree nut food allergy to request foods with those ingredients are not brought into the classroom,

> Fifth grade students may choose any fifth grade classroom in which to eat lunch. Each

classroom will indicate what is the restricted food and areas where the restricted food may be eaten. Students with the food-restricted item will eat at the designated area.

> During lunch and routine snacks, there is a strict “no sharing of food” policy for all students. During special events, foods may be shared with the permission of parents. At any time, children with allergies may eat only foods approved and/or provided by their parents/guardians.

School/Parent communication It is important for families to discuss individual student allergy plans with the student’s homeroom teacher and school nurse.

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Emergency Action Plans for Allergies In order to protect the health and safety of students identified as having a serious allergy to foods or environmental agents (i.e., bee sting allergy, latex allergy), the Nurse’s Office requires that ALL students with allergies requiring emergency medications, such as Benadryl or an Epipen, submit a Food Allergy Emergency Action Plan that is completed by a healthcare provider and dated within the past year.

> One set of emergency medications will be stored in the Nurse’s Office, unlocked, labeled and readily available with the Emergency Action Plan.

> Epinephrine will be available unlocked at the nurse’s office for use in any case of life threatening allergic reactions.

> Students may also carry a set of emergency medications with their Emergency Action Plan in their backpack or sports bag if a parent requests.

> In the case of day trips or field trips, medications from storage at the nurse’s office should accompany the student, along with the student’s Emergency Action Plan.

Faculty and Staff Education Allergies are noted in PowerSchool. Teachers are provided with information regarding allergies in their classroom and can access Emergency Action Plans via PowerSchool. All faculty and staff are trained in food allergies management at school and receive annual EpiPen training. Post Reaction Review A debrief with a parent, faculty, administration, nurses, and/or other faculty and staff involved in the care of a student who has experienced a reaction will take place, ideally before the student returns to school. Parents may choose to have their child in attendance. Head Lice Head lice are a common childhood affliction that is easily spread among children in a classroom. Routine preventative checking is useful, especially with young children. If children are found to have head lice, parents are notified and provided with treatment recommendations. Families are expected to begin treatment before returning to school the next day. Your prompt attention to this problem will minimize the possibility of other children getting lice. When returning children to school, parents must take them to the School Nurse in Blaine S112 to be cleared to return. When more than two children in a class are found to have head lice, the school nurse may examine the heads of all children in the class. For information about head lice go to www.cdc.gov/parasites/lice/head.

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Traditions and Events

Assemblies Assemblies are formal gatherings that have a special focus or theme and might include special performers or speakers from outside the Lower School community. Examples of LS assemblies include annual assemblies such as the Sutherland Awards, LS Performance Showcase, MLK Assembly, and Veterans Day, as well as special author visits, Historical Perspectives assemblies, and other special guest speakers or cultural group performances. Community Gatherings Community gatherings provide a platform for students to share and connect ideas from classroom to classroom, to learn and practice public speaking and performance skills, and to celebrate the learning that is happening in the Lower School. They are held monthly, are brief (20-30 minutes), and should be student-centered and student-facilitated whenever possible. Birthday Celebrations Birthdays are celebrated in student homerooms, according to the tradition of that particular classroom. Book Swap The Parents’ Association sponsor a book swap each year. Children bring in books and receive coupons that can be used to “purchase” books. Gifts of Appreciation to Lab Employees The University of Chicago Laboratory Schools community values exhibiting kindness. While not an expectation, the act of recognizing a Lab employee with a modest gift by students, families, and friends is welcomed. We do suggest, however, that such recognitions take the form of modest tokens of appreciation. Gifts for a homeroom such as books or other classroom supplies are also suitable ways to express gratitude. Questions regarding the giving of employee gifts of appreciation should be directed to the appropriate school principal. An alternative to such tokens of gratitude would be a tax-deductible donation to the classroom/departmental gift fund or a donation made in honor of an employee. For more information on supporting the classroom/departmental gift fund or making a donation, contact the Alumni Relations and Development Office.

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Grade Level Events To build community in each of the grade levels, the Lower School Council of the Parents’ Association sponsors a grade level event for all students in a particular grade. Field Trips Field trips are an integral part of the Lower School program. They may take the form of outings to museums, zoos, theaters, service opportunities, or simply a walk about the campus. These trips enhance studies that take place within the walls of the school by providing a level of authenticity and “real life” experiences that cannot be replicated in classrooms. Adequate adult supervision is important to ensure the safety of students and to maximize the experience for all. Parent volunteers are important in helping us achieve these goals. Please refer to our guidance on chaperones. Holidays As part of our program of learning about each other and the world, we welcome families into the classrooms to share important celebrations and holidays that they observe. Lab Arts This two-week Spring celebration of the arts, featuring artwork and live performances from Nursery–High School, showcases the artistic talents of our Lab community. Picture Day Pictures of each child as well as a class picture are taken each Fall as part of a fund-raising project sponsored by the Parents’ Association. Money raised through this project is used by the Parents’ Association for programs throughout the Schools. Potluck Dinners Family potluck dinners or class parties are scheduled during the year to enable parents to maintain informal contacts with the teachers, other children and parents. Attendance of families at potlucks and class parties means a great deal to children and is very important in helping to establish a sense of community. This enriches the work of the school and is an important part of the program. The room parents, in coordination with the homeroom teacher, usually plan potlucks. Outdoor play must be supervised by an adult. The following guidelines will help insure that the gatherings are fun for all:

> Parents are expected to supervise their children so that teachers may serve as host for all of the families present.

> Children should remain in the vicinity of the potluck.

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> Children should use the bathrooms nearest the potluck location. > School rules are in effect - indoor voices for indoor potlucks, and no running in the hallways. > Siblings are expected to abide by these same rules.

Rites of May This all-school and family activity brings together parents, students, teachers, alumni and friends of the School for outdoor fun, food and entertainment including a fun-filled International Festival with activities, cultural displays, food, and entertainment.

The contents of this Handbook are subject to the interpretation of the Lower School administration in its sole discretion. The Laboratory Schools can take actions that they deem to be in the best interests of the School, its students, and its faculty. This Handbook is for informational purposes only. The school always retains and exercises the right to make changes to the Handbook, which is not intended to be and does not constitute a legally enforceable contract within the meaning of the law.

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In Your Search for Answers

In your search for answers to your questions we hope the following starting points will be useful. All of us are happy to be helpful, but these hints should give you a good head start. For answers to questions about how your child is faring in his/her overall Lower School life, contact: The homeroom teacher first, then the counselor For answers to questions about how your child is doing in a specific class or about a certain teacher’s expectations, curriculum, and/or assessments, contact: The specific teacher For answers to questions about your child’s social-emotional growth and development, contact: The counselors, your child’s teacher, or Sylvie Anglin (Principal) For answers to questions about behavior expectations, contact: The teacher, counselor, Sonia Perez (Dean of Students), or Sylvie Anglin (Principal) For answers to questions about your child’s schedule, progress reports or other administrative information, contact: Uzma Panjwani (Assistant Principal) For answers to questions about participation in Extended Day programs, contact: The Extended Day office, ESH 202, 773-702-9449 For answers to questions about the philosophy of the Lower School, concerns about the quality of instruction, questions about the overall program, concerns and comments about school climate, contact: Sylvie Anglin (Principal), Uzma Panjwani (Assistant Principal), or Sonia Perez (Dean of Students) When all else fails, and you feel you have tried to find answers and you are not succeeding, contact: Sylvie Anglin (Principal), Uzma Panjwani (Assistant Principal), or Sonia Perez (Dean of Students) When you are pleased with the job being done by any of us who work with you and your child(ren), contact: That person

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Important Telephone Numbers

All UCLS and University numbers are in area code 773 Lower School Office Blaine S108 702-9448 Sylvie Anglin Principal, Lower School 702-9448 Uzma Panjwani Assistant Principal 834-9867 Sonia Perez Dean of Students 702-0248 Loretta Palmer Lower School Secretary/Attendance 702-9448 Learning & Counseling Nicole Neal Director of Student Services, Judd C108 702-1669 Terri Nitahara Learning Coordinator, Blaine S211 834-1224 Christine Sullivan Counselor, grade 3, Blaine S215C 834-1760 Mariaelena Lozano Counselor, grade 4, Blaine S215D 702-1463 Melissa Steger Counselor, grade 5, Blaine S215B 702-1463 Mandy Bunte Academic Specialist, grade , Blaine 215E 702-1027 Teresa Serangeli Academic Specialist, grade 4, Blaine 215E 702-4341 Karen Faling Academic Specialist, grade 5, Blaine 215E 834-1224 New Hire Academic Specialist, Math Curr. Support, Blaine 215E 702-0625 Nurses Office Blaine S112 702-9452 Lori Waterstraat School Nurse Family Life Programs, including Extended Day, Buses, and Summer Lab Becky Chmielewski Associate Director for Family Life Programs, HC 834-4071 Cathy Warren Assistant Director for Family Life Programs, HC 702-9469 Ned Reece Assoc. Dir. for Family Life Programs, Comm. Relations 834-4272 North Side Bus ESH 202 702-9449 Café Lab High School Cafeteria 702-0403

Administrative Offices Charles Abelmann Director of the Laboratory Schools, Judd C111 702-3236 Carla Ellis Assistant Director of Schools, Judd C111 834-5899 Priyanka Rupani Coor. for Diversity, Equity and Inclusion, Judd C109 702-1631 Brent LaRowe School Registrar/Student Records Judd C013 834-8218 Bursar’s Office (Tuition Billing) 5801 S. Ellis Ave. 702-7086

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Department Chairs Allison Beaulieu, Sunny Neater Art, GPAH N306 702-9447 Jeremy Swartz Computer Science, U-High C218 702-9057 Jamelle St. Clair Library, Blaine S208 702-0579 Roz Torto Music, GPAH N110 702-9288 Daniel Calleri Science, U-High, C326 702-0590 Deborah Ribbens Physical Education, Sunny 109 834-7534 Jean-Franklin Magrou, Dina D’Antoni World Language, Judd C415 702-4064/834-0035

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Appendix

Lower School Technology Contract When using school approved technology and tools, I agree to be kind, thoughtful, and responsible in these ways:

> I will follow school expectations for acceptable use as described in the University of Chicago’s Acceptable Use Policy and the Lower School Handbook.

> I will take good care of any school technology and/or tools. (I will NOT remove from school property, steal, destroy, deface, or otherwise cause harm to school computing resources.)

> I will keep my technology tool away from food or drinks. > I will report accidental damage to the teacher as soon as possible so they can help fix it. > I will only use applications, software, programs and websites required to complete

assignments/projects, and only those that have been approved by the teacher. (I will NOT search for inappropriate words, pictures, videos, etc.)

> I will ask for help from the teacher when I need it. > I will think before I click: make choices that build others up, not bring them down. > I will keep personal information (including addresses, phone numbers, birth dates, etc.) and

passwords to myself and my parents, share with no one else. > I will log off of my accounts and devices, including Google Drive, when not actively using

them, or when I step away from my technology tool. > I will be mindful of the impact my actions have when using technology, on myself and others. > I will respect the privacy of others and will only access files that I am allowed.

I understand that if any of the statements listed above are not met, it will result in logical consequences, fees or replacement costs, and/or loss of privileges. _____________________________________ Student Name (Print) _____________________________________ Student Signature

_____________________________________ Parent Name (Print) _____________________________________ ParentSignature

Date: ____________________________________________________________________________ Homeroom Teacher:________________________________________________________________

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