PROPEL HIGH SCHOOLS

PROPEL HIGH

SCHOOLS

Scholar and Family

Handbook

2021-2022

Disclaimer Policy

In a situation where provisions of the handbook contradict approved school board policy, the policy shall

prevail. Recent school board policies may not have yet been updated in printed copies of the scholar and

family handbook. For specific information regarding pandemic planning and protocols, please reference the

Propel Schools website: propelschools.org

Scholar and Family Handbook

I. Introduction to Propel

II. Academic Excellence and Standards

III. Introduction to Propel High Schools

IV. Academics

V. Scholar Empowerment

VI. Unique Opportunities

VII. Behavioral Excellence and Discipline Overview

VIII. Major Violations

IX. Prohibited Items

X. School Dress Code

XI. Discipline Factors

XII. Family Expectations for Resolving School Concerns

XIII. Scholar Search Policy

XIV. Scholar Network Internet Policy

XV. Social Media Policy

XVI. Internet Safety Policy

XVII. Photo Permission

XVIII. Attendance

XIX. Transportation

XX. Criminal Activity

XXI. Weapons Policy

XXII. Smoke Free/Tobacco Free Policy

XXIII. Guidelines for Medication Administration

XXIV. Miscellaneous

XXV. Title I: LEA Parent-Family Engagement Policy

XXVI. Annual Child Find Notice and scholar Records Notice

XXVII. Services for School Age scholars with Disabilities

XXVIII. Non-Discrimination Policy

XXIX. Anti-Bullying Policy

I. Introduction to Propel Schools

Propel Schools is a network of public charter schools that transforms the lives of children in

underserved communities through innovative, scholar-centered learning. Propel sets a standard for

creating productive citizens by prioritizing academic and behavioral excellence and fundamental life

skills. Propel believes that in order to accomplish these goals positive family support is vital.

Propel’s Mission Statement: 

Propel Schools, based in Pittsburgh, Pennsylvania, is a not-for-profit

federation of charter schools, dedicated to the mission of catalyzing the transformation of public

education so that all children have access to high performing public schools.

In order to fulfill our mission, Propel Schools is committed to:

● Acting urgently on our promise of educational excellence

● Sustaining a culture where every individual has authentic voice and everyone thrives

● Building and advancing a resilient team through targeted guidance and support

● Rallying support for Propel scholars and mission by building partnerships and fostering advocacy

and outreach

Propel’s Six Promising Principles and supporting Powerful Practices provide the structure and common

language that are used as a foundation to fulfill the mission and commitments.

● Embedded Support

● Culture of Dignity

● Fully Valued Arts Program

● Vibrant Teaching Communities

● Quest for Excellence

● Agile Instruction

II. Academic Excellence and Standards

Propel Schools believes that academic excellence is a requirement of a high quality education and

recognizes the importance of developing, assessing, and expanding academic standards to challenge

scholars to achieve at their highest level possible. To this end, Propel Schools has established rigorous

academic standards in accordance with, and may expand upon, those adopted by the State Board of

Education.

Academic standards--shall be defined as what a scholar should know and be able to do at a specific grade

level. For purposes of policy, the term academic standards shall be deemed to encompass PA Core

Standards, state academic and local academic standards. Propel Schools’ curriculum shall be designed to

provide scholars with the planned instruction needed to attain established academic standards. Propel

Schools shall assess individual scholar attainment of academic standards and provide assistance for

scholars having difficulty attaining academic standards. scholars with disabilities may attain academic

standards by completion of their Individualized Education Programs in accordance with law, regulations,

and Board policy.

References: State Board of Education Regulations--22 PA Code Sec. 4.3, 4.4, 4.11, 4.12

III. Introduction to Propel High Schools

The purpose of this handbook is to describe the requirements and expectations for all scholars who

attend Propel High Schools. As such, the holistic academic approach, community standards, and

discipline is outlined. This document is meant to ensure that all scholars and parents are aware of

the requirements and expectations of Propel High Schools.

School-wide discipline and restorative practices are an integral part of teaching and learning. Young

people must develop good work habits and mindsets if they are to be successful scholars and become

successful members of the larger community Because one of the primary goals of Propel is to

promote constructive and respectful behavior, the procedures and consequences described in this

Handbook are designed to modify unacceptable behavior, not to punish.

Propel Schools Board of Trustees has authorized the school administration to make reasonable and

necessary rules and procedures for guiding scholar and family conduct. The intent of the rules,

procedures, and consequences that follow explain how scholars and families will be held accountable for

their behavior and the possible procedures for restoring positive behavior.

PROPEL HIGH SCHOOLS

Propel high schools are dedicated to achieving post-secondary success for all scholars.

Through deeper learning, scholar empowerment, and unique opportunities, scholars are

prepared for college and career training. We are committed to the following goals:

❏ 100% scholar graduation rate

❏ 100% of scholars graduate with a reviewed and approved post-secondary plan

❏ 100% of scholars accepted into college

❏ 100% of graduates attend either college or career training

COMMUNITY VALUES

Each high school has a specific set of community values that seek to build the habits and

mindsets that scholars need to be successful in high school and beyond Propel. Though the

specific habits vary at each school, all habits include the following concepts:

❏ Being engaged and prepared

❏ Treating oneself and others with respect

❏ Demonstrating self-discipline

❏ Offering compassion and empathy

II. ACADEMICS

OVERALL APPROACH

❏ Deeper Learning: Learning in all classrooms emphasizes authentic, real-world learning

experiences. Classrooms employ inquiry-based strategies while developing

collaboration, critical thinking, communication, and creativity skills.

❏ Scholar Empowerment: Scholars are leaders of their own learning. Through

citizenship, voice, and leadership, Propel High Schools instill confidence and critical

engagement for scholars to interact within various communities. Scholars possess the

agency to positively impact self and society. Self-reflection and revision of work are

concepts valued within our schools and beyond.

❏ Unique Opportunities: Propel Schools know that closing the achievement gap also

includes closing the opportunity gap. Learning experiences extend well beyond the

traditional classroom. scholars gain confidence and transferable knowledge by leaving

their comfort zones. Through these opportunities Propel redefines school and our

scholars defy expectations.

GRADUATION REQUIREMENTS

This chart outlines the required credits to meet graduation requirements by graduating year.

Beginning with the class of 2023, scholars will have the option of pursuing a Career Pathway

(i.e. Nursing). scholars who elect a Career Pathway will also pursue up to 30 college credits

(depending on the selected pathway). Should a scholar withdraw or be withdrawn from the

career pathway, the scholar would need to meet the general graduation requirements.

Grade 9 and 10

Career Pathway

Class of 2023

and 2024

Grade 9 and 10

General

Class of 2023

and 2024

Grade 11

Class of 2022

Grade 12

Class of 2021

English Language

Arts

Mathematics

4 or completion

of Alg II

Science

3.5

Social Studies

World Language

The Arts

CREW

Financial Literacy

Fitness

Computer Science

0.5

Senior Seminar

Electives

2.5

Total

26.5

Additional Graduation Requirements:

❏ Successful completion of 10th grade Passage Portfolio

❏ Successful completion of 12th grade Senior Expedition Presentation

❏ Successful completion of approved and documented 100 hours of Service

Learning/Community Service.

State Graduation Requirements:

Beginning in the 2021-22 school year, the statewide graduation requirement will apply, as will

any other locally-established policies and requirements.Additionally, Keystone Exams are the

statewide assessment that Pennsylvania uses to comply with accountability requirements in

the federal Every scholar Succeeds Act (ESSA). Each state is expected to achieve 95 percent

participation on its statewide exams.

Scholars can meet the statewide graduation requirement by:

❏ Scoring proficient or advanced on each Keystone Exam - Algebra I, Literature, and

Biology.

❏ Earning a satisfactory composite score on the Algebra I, Literature, and Biology

Keystone Exams. The passing composite score will be available in August 2019.

❏ Earning a passing grade on the courses associated with each Keystone Exam, and

satisfactorily complete one of the following: an alternative assessment (SAT, PSAT,

ACT, ASVAB, Gold Level ACT WorkKeys), advanced coursework (AP, IB, concurrent

enrollment courses), pre-apprenticeship, or acceptance in a 4-year nonprofit

institution of higher education for college-level coursework.

❏ Earning a passing grade on the courses associated with each Keystone Exam, and

pass the National Occupational Competency Testing Institute (NOCTI) or the National

Institute of Metalworking Skills (NIMS) assessment in an approved Career and

Technical Education concentration.

❏ Earning a passing grade on the courses associated with each Keystone Exam, and

demonstrate readiness for postsecondary engagement through three pieces of

evidence from the scholar’s career portfolio aligned to scholar goals and career plan.

Examples of evidence will include ACT WorkKeys, SAT Subject tests, AP, IB and

concurrent coursework, higher education acceptance, community learning project,

completion of an internship, externship or co-op or full-time employment.

Arts Education Graduation Requirements:

The following courses would satisfy Arts Education graduation requirements

❏ Media and Graphic Design courses

❏ Art courses

❏ Music courses

❏ Choir courses

❏ Performance/Drama courses

❏ Creative Writing courses

All credits earned previously, either within Propel or outside of Propel, will be mapped to

these graduation requirements by the College and Career Counselor. Should a scholar or

family wish to request an additional review of courses to determine graduation requirements,

the scholar or family must next reach out to the principal. Additional recourse includes the

Senior Director of Academics.

ACADEMIC CURRICULUM AND COURSE OF STUDY

The chart outlines the recommended course of study for various content areas, consistent

with the graduation requirements previously described. Each course has prerequisites,

though some may include co-requisites, as described in each course description.

Path/Sequence- Content Examples

Course

Progressions

Math

English

Science

Social Studies

Algebra I (2

credits)

English 9

Integrated

Science

Civics and

Government

Geometry

English 10

Biology (1.5

credits)

US History

Algebra II

English 11 or

AP Language

Chemistry (1.5

credits)

World Cultures

Pre-Calculus or

Statistics

English 12 or AP

Literature &

Senior Seminar

(co-requisites)

Anatomy and

Physiology

Financial

Literacy

AP Calculus or

Statistics

AP Human

Geography*

* Open to all scholars after passing Civics and Government. Does not replace any required

history course.

Exceptions to the Course of Study

1. scholars who meet a performance level of “Proficient” or “Advanced” on the 8th grade

Science PSSA’s will be placed directly into Biology in their 9th grade year.

2. Scholars who meet a performance level of “Proficient” or “Advanced” on the Math

Keystone Exam during their 8th grade year will be placed directly into Geometry in the

9th grade year.

3. Scholars may elect to take Geometry and Algebra II in the same year (concurrently).

4. All transcripts will be reviewed by the College and Career Counselor to determine how

transferred credits apply.

5. All other exceptions must be approved by the Principal through a Google Request

Form.

GRADING SYSTEM AND PROMOTION REQUIREMENTS

Our high schools are transitioning from a traditional grading system to a standards-based

grading system.

To receive credit for a course taken at a Propel High School, a scholar must earn a “C” or

higher in a traditional grading system and a 2 or higher in a standards-based grading system..

Additionally, all honors and Advanced Placement (AP) courses receive a weighted calculation

in the scholar’s GPA. The scholar must first earn a grade of a “C” or higher to gain credit. If a

scholar does not earn this grade, whether in an honors or AP course, then the scholar will

NOT earn credit for that class. Please see the grading scale for both traditional and

standards-based grading below:

Standards

Based

Grading

Scale

Letter Scale

0-100% Scale

rade Point Average (GPA

Scale

3.75-4.0

A+

95-100

4.25

(0.25 addition for

mastery)

3.5-3.74

90-94.9

4.0

3.25-3.49

B+

85-89.9

3.5

3.0-3.24

80-84.9

3.0

2.5-2.99

C+

75-79.9

2.5

2.0-2.49

70-74.9

2.0

1.5-1.99

60-69.9

1.0

1.0-1.49

0-59.9

0.0

Transcripts will still have letter grades, but report cards and progress reports will be on a

4-3-2-1 scale, as listed below. The following scale gives a general description of scores

under a standards-based grading system:

❏ 4- Exceeding Expectations

❏ 3- Meeting Expectations

❏ 2- Approaching Expectations (threshold needed to earn credit for the course)

❏ 1- No Evidence of scholar Learning

In order for a scholar to be promoted to the next grade, they must have earned enough

credits to be on track to graduate within the course of study offered at Propel High Schools

during the school day. It is important to understand that these promotion requirements are

set based on the scholar passing all of their subsequent coursework with a complete schedule

each year. It is also important to note that scholars will not be placed in concurrent classes if

one is a prerequisite for the other. This means that a scholar is placed in the appropriate

grade level Crew.

If a course is failed, the course credit will need to be recovered over the summer -- through

either Propel’s Credit Recovery Program or to a pre-approved 3rd party credit recovery

program. Credit recovery must be documented and provided to the principal no later than

the final add/drop day each year. If a scholar wishes to double up on a certain subject in

order to take advanced coursework, the scholar will need parent, teacher, school

counselor/College and Career Counselor, and principal approval. Still, all prerequisites are

required.

Grade-Point Averages (GPA) are updated at the point of determination of credit. This will

typically occur at the end of the first and second semesters. This only includes grades for the

courses that have concluded. Credits recovered over the summer will be updated by the end

of the add/drop period the following the year.

If a scholar has taken a course and received credit for that course, the course cannot be

taken for credit again. There are some courses where a scholar is able to take the course for

a second time and receive an additional credit. These courses are limited to the following:

❏ Add certain arts classes

❏ Add fitness classes

❏ Add certain music classes

During the 2019-2020 school year, Propel Schools made allowances in our grading scale,

given the unprecedented COVID-19 pandemic. scholars had the opportunity to take each

class as either Pass/Incomplete, which would then not impact their GPA, but would still

impact graduation requirements. Please reach out to your scholar’s Crew Leader and College

and Career Counselor if you have questions about this after final grades are distributed. As

for the 2020-2021 school year, we maintained our regular grading system throughout

various contingencies, but will always work toward making sure grades are an

accurate reflection of the knowledge and skills that scholars have demonstrated.

Credit Recovery Overview

If a scholar fails to earn a passing grade during the school year, then scholars are expected

to recover the credit by August 15th of the summer following. Credit recovery is offered at all

Propel High Schools. Please read below for important information regarding course grades

and GPA related to credit recovery:

❏ The grade of the recovered credit must be a C or higher.

❏ The final course grade will be replaced by a C once credit is recovered.

❏ GPA calculations will be updated by August 15th of each year.

❏ All documentation of recovered credits must be submitted to Principals and Counselors

by the end of the add/drop period for a scholar to progress to the next course,

according to the course of study above. If a scholar does not provide this

documentation by the end of the add/drop period, then the scholar will remain in the

previously failed course for the entire length of the course.

❏ It is the scholar’s responsibility to show documentation of recovered credit.

COURSE SELECTION PROCESS

Scholars have the opportunity to select certain courses as part of their Propel High School

Experience. Propel High Schools have a large number of required courses to ensure that

scholars have access to a well-rounded education and are exposed to a variety of content,

including a Fully Valued Arts Program. The following is the course selection process that all

Propel high schools follow:

Spring

❏ Review transcripts and graduation map

❏ Review Summer Credit Recovery Options (if necessary)

❏ Scholar review of Course Catalogue

❏ Crew Leader lesson(s) on advising scholars on required next courses and prerequisites

❏ Scholar draft selection in paper form

❏ Crew Leader feedback on draft selection

❏ Parent sign-off on revised draft selection

❏ Scholars complete Course Request Form with opportunity to elect Career Pathway

option.

Summer

Fall:

❏ Schools develop personalized schedules for scholars

❏ Schools adjust scholar schedules based on recovered credits

❏ All courses are balanced and class size minimized to create optimum learning

environments

❏ Families will be contacted to set up a time for a meeting with each scholar’s Crew

Leader to review schedules.

❏ All scholars follow their given schedule. Scholars should always follow their most

recent printed schedule.

❏ Add/Drop period for the first 2 weeks of school ONLY. This is an opportunity for

parents and scholars to request a course change. Not all requests will be able to be

satisfied.

❏ Each school follows a specific add/drop process that must be completed in order for

requests to be considered. Please see your College and Career Counselor or Crew

Leader to get the proper Add/Drop Request form.

ADVANCED PLACEMENT (AP) REQUIREMENTS

Each school also offers an Advanced Placement Program. Every course is College Board

approved and counts for college credit at many colleges and universities should the scholar

earn a score of a 3 (and in some cases a 4) or higher on the end-of-course exam or portfolio

presentation. AP Courses also receive a 0.5 addition to their GPA only for the AP course.

This bump is not reflected in the grade on the report card or transcript, but rather factored

into the scholar’s GPA. The 0.5 addition is omitted if the scholar does not earn a passing

grade in the course.

III. EMPOWERING scholars

Scholars are leaders of their own learning. Through citizenship, voice, and leadership,

Propel High Schools instills confidence and critical engagement for scholars to interact within

various communities. Scholars possess the agency to positively impact themselves and

society. Self-reflection is a trait valued within our schools and beyond.

Crew

Crew is one way that scholars find their authentic voice. In a group of 10-15 scholars who

meet daily, Crew serves as a sort of advisory program that addresses multiple purposes.

❏ The Crew Leader serves as a primary advocate and support for each scholar because

every scholar should have a caring and compassionate adult to assist in navigating

school and life.

❏ The Crew Leader is the primary point of contact for families. Should you have any

questions regarding your scholar’s progress at school, please contact the Crew Leader

first.

❏ Crew is a program that promotes social and emotional wellness through the principles

of the “Circle of Power and Respect” where scholars are encouraged to participate in

courageous conversations about life and society.

❏ Each Crew focuses on post-secondary planning and preparation through a curriculum

of college and career exploration.

❏ Crew members gain a sense of community and active participation through a

democratic-styled curriculum.

❏ Crew members receive academic and social support through regular check-ins, goal

setting, and advising.

❏ Scholars are empowered via scholar-led conferences and passage portfolios that are

planned and practiced through Crew.

❏ Each Crew is responsible for an on-going service project collectively.

Scholar LEADERSHIP AND Scholar VOICE

Each school has a specific group of scholar leaders who work to co-create their school

through democratic principles of participation, activism, voice, collaboration, citizenship, and

tolerance. Through this group, scholars build their leadership and communication skills to

create a strong school culture. The team plans school spirit activities and

community-building events, participates in leadership training programs, and meets regularly

with school leaders. The group plays an important role in developing High School

programming, as well.

PASSAGE PORTFOLIO PRESENTATIONS

Scholars are required to present a portfolio of work to a faculty panel at the end of 10th and

12th grades. Before they can present, all major assignments must be complete and meet

grade-level standards. Each scholar selects one assignment or project from every academic

subject and prepares a presentation about the process and skills they used for each one.

Panel members ask questions about the strengths and weaknesses of each piece, and

evaluate the scholar according to a rubric. Scholars who do not successfully complete

the panel presentation have another chance to present, following more practice and

reflecting upon their work, but must pass in order to move to the next grade.

10th Grade Portfolios: At the end of the 10

grade year, all scholars are required to

make a presentation on their progress as a learner. The purpose is to empower scholars

to become knowledgeable about the skills and content they possess and the areas in

which they need to grow. These presentations occur at the end of the year and are

required for passage into an 11

grade CREW. The presentations demonstrate the value

placed on self-awareness, reflection, and empowerment.

Senior Seminar and Senior Expedition Presentation: In Senior Seminar, scholars

will receive support for taking all necessary steps that will lead to postsecondary success.

All scholars will be required to apply to 3 colleges (even if they are not interested so their

options are left open), complete a resume, develop a plan for beyond Propel, and

explore different opportunities like internships, apprenticeships, and other fieldwork

training. The Senior Capstone Presentation will encompass much of this work, including

significant fieldwork research and academic research on a topic that the scholar would

like to explore in the future. Much of the class will be dedicated to ensuring that scholars

are getting the support to make progress on this rigorous presentation. The purpose of

the presentation is help scholars become independent in their work ethic, while

preparing them for the challenges that await them after high school. These two additions

to our program will help create a bridge to post high school possibilities, helping scholars

be prepared and passionate for their next step. For additional information on this

requirement, please see the Senior Seminar and Expedition Handbook.

SCHOLAR-LED CONFERENCES

High School scholars and families are required to attend three conferences with the Crew

Leader over the course of the school year, typically in August, November, and February.

Please see the school year calendar for the actual dates. Families are notified a few

weeks prior to each conference of time slots and asked to sign up in advance for a

conference time. Families are asked to select a time slot in advance of the conference days.

❏ In the August conference, families meet their child’s Crew Leader. Initial introductions

are followed by a review of the scholar and Parent Handbook. scholars and parents

commit to uphold the Propel commitments and values by signing the scholar and

Family Handbook agreement. Crew Leaders will also go over the scholar’s schedule.

❏ In November and February, scholars lead the conference. scholars share initial

assessments, discusses particular strengths and weaknesses, and shares their

academic and social learning goals for the school year. A short progress report with

information about the scholar’s habits of work, academic performance, and social skill

is also distributed in addition to all other data points such as discipline and attendance

reports.

❏ If needed, a conference will be held in April to discuss academic concerns that may

require credit recovery during summer months.

It is required that every high school scholar attends all conferences. Scholars must attend

each conference, along with a parent or guardian, or the conference must be rescheduled.

If a conference is not attended, the scholar risks losing credit for his or her CREW class.

STANDARDS-BASED GRADING

Standards-Based Grading is one component of building scholar ownership over their own

learning. Propel Schools have high levels of expectations for scholars and being able to

meet grade-level standards is principle among them. Standards-Based Grading

requires all scholars to adopt a growth mindset. The purpose of education is to learn,

not get good grades. Grades are meant to be an accurate reflection of scholar

learning. As such, scholars are encouraged to continually revise and reflect on their work

in order to continually improve. Though work completion is important, scholars are

required to demonstrate deep learning of all material.

Through Standards-Based Grading, all scholar work is assessed on Learning Targets that are

aligned to Pennsylvania Core Standards, provided by the state which all scholars are

required to meet. By assessing on Learning Targets, parents and scholars can see how

much learning has been demonstrated on specific learning outcomes. This is different from

a traditional form of grading that assigns grades to particular categories not aligned to

standards (i.e. classwork, homework, tests, quizzes, etc.).

Scholars are continually required to reflect on their learning and provide evidence of

their growth of that learning through scholar-led conferences, passage portfolios, and

academic check-ins in classes and Crew. This approach not only leads to scholars who

reach deeper levels of learning and who are better prepared for college and career, but

allows scholars to become leaders of their own learning.

IV. UNIQUE OPPORTUNITIES

Propel Schools know that closing the achievement gap also includes closing the opportunity

gap. Learning experiences extend well beyond the traditional classroom. scholars gain

confidence and transferable knowledge by leaving their comfort zones. We are committed to

ensuring scholars are prepared for success through a number of pathways. We serve all

scholars to ensure success Beyond Propel. Through these opportunities Propel redefines

school and our scholars defy expectation.

CAREER PATHWAYS

The goal of the Career Pathways program is to provide Propel high school scholars with a set

of fully-mapped out and aligned career options that promote better decision-making and

prepares scholars for future success in select, high opportunity occupations. High Priority

Occupations (HPO’s) are identified, approved and recognized by the PA Department of

Labor, PA Department of Education, PA Careerlink and Partners4Work (formerly Three Rivers

Workforce Investment Board). HPOs are occupations that are in demand by employers, have

higher skill needs and provide family sustaining wages.

Each pathway will consist of a variety of experiences both during and outside of the school

day that build scholars exposure, knowledge, and career training in the selected fields. Some

of the activities that scholars can expect to participate in include day-long job shadowing,

4-8 week summer work experiences (paid/unpaid), job and internship fairs, mock interviews,

job skills training, career days and more.

The following Career Pathway is available for 2021-2022: Nursing: Scholars who select a

Career Pathway are electing to complete up to 30 college credits in addition to the 25 credits

required for graduation from Propel.

Nursing (Community College of Allegheny County)

English (4 credits):

English 9

English 10

English 11 or AP

English 12 or AP

History (4 Credits):

Civics

World Cultures

US History

Financial Literacy

Math (3 credits):

Algebra I

Algebra II

Geometry

Science (4 credits)

Integrated Science

Biology w/lab (1.5 credits)

Chemistry w/lab (1.5 credits)

World Language (2 credits):

Spanish I

Spanish II

Arts (2 credits):

Arts Elective

Other Requirements (6 credits):

Math or Science Elective (1 credit)

Fitness (1 credit)

Computer Science (1 credit)

Senior Seminar (1 credit)

Crew (2 credits)

College Courses (31 Credits):

English Composition I (3 credits) - Summer 2019

Intro to Biology (3 credits) - Fall 2019

Anatomy & Physiology I (4 credits) - Spring 2020

Anatomy & Physiology II (4 credits) - Summer 2020

Intermediate Algebra (4 credits) - Fall 2020

Intro to Psychology (3 credits) - Spring 2021

Oral Communications (3 credits) - Summer 2021

English Composition II (3 credits) - Fall 2021

Microbiology (4 credits) - Summer 2022

scholars on this pathway can continue on to an Associate of Science in Nursing from CCAC

and sit for the NCLEX-RN examination to assume an entry-level position as a Registered Nurse

(RN).

GLOBAL EDUCATION AND SERVICE LEARNING

Propel values Global Education to ensure that scholars are exposed to various cultures and

create a deep sense of respect for diversity. Core to global education include competencies

involving investigating our world, recognizing perspectives, communicating ideas, and taking

action. These competencies are woven into Propel High School curricula.

The capstone service learning experience is Propel’s Global Service Learning Program. In

the summer before their senior year, scholars have the opportunity to travel abroad to

participate in a week-long service learning project and cultural exchange. This experience is

provided with our partners at Amizade and is fully funded by Propel Schools. As part of our

Global Education approach, our aim is to have all seniors graduate with a passport, a

voter registration card, and a drivers license.

The purpose of service learning is to create experiences that teach civic

responsibility and strengthen communities. scholars complete a variety of service learning

components throughout their high school years with Propel, both within and outside of the

school day. In order to graduate with a Propel diploma, each scholar must complete 100

hours of service learning/community service that is logged and approved by the school.

When community service is completed, the site supervisor must complete the Propel

Community Service form. There is both a single-use community service form and an ongoing

community service form. Signed forms must be turned into the scholar’s Crew Leader who

works in conjunction with the school counselor to track the hours. These hours will be

updated and shared at scholar-led conferences to ensure that scholars are making progress

toward this graduation requirement.

DUAL ENROLLMENT

High school scholars at Propel Schools have the opportunity to earn college credits through

Dual Enrollment. Dual enrollment agreements are currently in place with Point Park

University (PPU) and Community College of Allegheny County (CCAC). Dual Enrollment

requirements involve a scholar being in good academic standing and able to demonstrate

the ability to balance both their regular high school course load with their college course(s).

Propel covers the cost of tuition for dual enrollment courses, books and fees. Preference for

dual enrollment spaces are given to scholars who are actively engaged in the Propel career

pathway program.

RITES OF PASSAGE

Rites of Passage are ceremonies and/or experiences that mark important transitional periods

in a scholar's life. At each transition, we celebrate achievements and developmental

milestones. They may vary -- from adventure trips to passage portfolios to traditions that

scholars are expected to participate in as part of the Propel Experience. Propel High School

scholars can expect to participate in some or all of the following rites of passage:

national/international travel, obtaining a passport, passage portfolio, senior portfolio,

post-secondary plan development, college tour, prom, graduation and more.

School Wide Behavior Support Plan

Propel has developed a school wide behavior support plan designed to encourage positive and

productive behaviors and handle relatively minor infractions in a consistent and fair manner

with a constant goal of returning the scholar to active engagement in the classroom and

teaching them how to behave in a manner that meets the expectations.

Guidelines

The following serves as a framework for behavior expectations throughout the school and at

school sponsored events (reference the 

Athletics Handbook

for participation and behavioral

requirements). Additional rules and expectations may be established in each area (acting

responsibly, being prepared, etc.) by school staff to guide scholar behavior in classrooms

and elsewhere in the school. Each Propel School has a specific School Wide Behavior

Support Plan that outlines the process and alignment of school-wide discipline and

restoration. The building specific scholar/Family/School Compact outlines the exact

responsibilities of each stakeholder. These can be obtained by contacting the building

principal.

Families and scholars are expected to respect themselves and others by...

❏ assuming good intention

❏ acting responsibly

❏ being prepared

❏ listening carefully

❏ expressing themselves clearly and professionally

❏ asking permission

❏ acting in a safe manner at all time

Restoration and Discipline Factors

❏ Age, development, and maturity levels of the parties involved

❏ Degree of harm

❏ Surrounding circumstances

❏ Nature of severity of the behavior(s)

❏ Incidences of past or continuing pattern(s) of behavior

❏ Relationship between parties involved

❏ Context in which alleged incident(s) occurred

Factors for Determining Restorative and Discipline Practices

Personal

○ Life skill competencies

○ Experiential deficiencies

○ Social relationships

○ Strengths

○ Talents

○ Traits

○ Interests

○ Hobbies

○ Extra-curricular activities

○ Classroom participation

○ Academic performance

Environmental

○ School culture

○ School climate

○ Scholar-staff relationships and staff behavior towards the scholar

○ General staff management of classrooms or other educational environments

○ Staff ability to prevent and de-escalate difficult or inflammatory situations

○ Social-emotional and behavioral supports

○ Social relationships

○ Community activities

○ Neighborhood culture

○ Family situation

Examples of Restorative Practices:

❏ Framing the aggressive behavior as a failed attempt to solve a real problem or

reach a goal. The adult assists the misbehaving scholar to find a better way to

solve the problem to reach a goal.

❏ Restitution and restoration that aligns with the behavior

❏ Transformative conferencing

❏ Peer support group

❏ Corrective instruction or other relevant learning or service experience

❏ Supportive discipline to increase accountability for the offense

❏ Supportive interventions, including recommendation to the SAP team, peer

mediation, etc.

❏ Behavioral assessment or evaluation

❏ Positive Behavioral Support Management Plan

❏ Scholar counseling

❏ Family conferences

❏ Scholar treatment

❏ scholar therapy

❏ Set a time, place, and person to assist in the reflect on the offending behavior,

maintaining an emotionally- neutral and strength-based approach

❏ Scholar, school, community surveys or other strategies for determining the

conditions contributing to the behaviors

❏ School culture shift

❏ School climate improvement

❏ Research-based programs to re-teach expected behaviors

❏ Modifications of schedules

❏ Development of a response plan

❏ Peer support groups

VIII. Major Violations

Propel Schools has placed violations of the High School scholar and Family Handbook into three

categories based on the seriousness of the offense. Propel administration and each individual

building principal reserve the right to determine the seriousness of each offense and place it at

the appropriate level. Propel Schools uses the infraction code definitions issued by the

Pennsylvania Department of Education (PDE) which are located in 

Appendix Z of the PIMS

Manual Vol 2

found on PDE’s website.

Major I Violations

Refer to behaviors that impede orderly classroom procedures or interrupt the orderly

operation of the school.

Examples (But Not Limited To):

❏ Repeated classroom disruption or inappropriate classroom or school behavior

❏ Defiance/Disrespect/Insubordination

❏ Disorderly bus conduct

❏ Eating outside of the cafeteria or in an unauthorized area

❏ Lying

❏ Running or shouting in the hallways

❏ Verbal harassment of others

❏ Failure to follow a directive given by school personnel

❏ Violation of dress code policy

❏ Inappropriate display of affection

Examples of Disciplinary Options:

❏ Verbal or Written Reprimand

❏ Parent Contact

❏ Removal from class

❏ Special Assignment

❏ Written Agreement/Contract

❏ Loss of Recess

❏ Loss of Privileges

❏ After School Detention

❏ Before School Detention

❏ Saturday Detention

Major II Violations

Refer to misbehavior with seriousness or frequency that tends to disrupt the learning climate of

the school and/or consequences that endanger the health or safety of others in the school.

Examples But Not Limited To:

❏ Continuation of or extreme Major I violations

❏ Continuation of or extreme Defiance/Disrespect/Insubordination

❏ Property Damage/Vandalism

❏ Skipping a Consequence (Failure to serve detention, Saturday School or other

consequences)

❏ Abusive, obscene, or disrespectful oral or written language or gestures, swearing

❏ Plagiarism/Cheating

❏ Harassment/Bullying/Threats

❏ Possession of Unauthorized Electronic Devices (Cell phones, handheld games,

iPods, mp3 players, laser pointers, cameras)

❏ Violation of scholar Network/Internet Safety Policy

Examples of Disciplinary Options:

❏ Verbal or Written Reprimand

❏ Parent Contact

❏ Removal from class

❏ Special Assignment

❏ Written Agreement/Contract

❏ Loss of Recess

❏ Loss of Privileges

❏ Confiscation

❏ Restitution

❏ After School Detention

❏ Before School Detention

❏ Saturday Detention

❏ Bus Suspension

❏ Out of school suspension

❏ Referral to police or District Magistrate

❏ Expulsion

Major III Violations

Refer to misbehavior with seriousness or frequency that tends to disrupt the learning climate of

the school. These acts also may be directed towards a person and/or property that pose a

threat to the safety or welfare of others in the school. These violations may lead to

administrative actions that could result in removal of the scholar from school and possibly

intervention from legal authorities.

Examples (But Not Limited To:)

❏ Continuation of or Extreme Major II Violations

❏ Assault

❏ Theft

❏ Extortion or attempted extortion

❏ Possession or use of Tobacco Products, e Cigarettes, Vape Pens

❏ Vandalism

❏ Physical Aggression

❏ Fighting

❏ Out of Bounds/Out of Authorized Area

❏ Possession of or use of drugs

❏ Possession or inappropriate use of prescriptive or over the counter medication

❏ Undesirable Group Activity (includes clothing associated with undesirable

group, language, symbols or gestures and hazing)

❏ Verbal or physical threats

❏ Continuation of or extreme Harassment/Bullying/Threats

❏ Bomb Threat or threatening phone calls

❏ Racial, ethnic or minority slurs or intimidation

❏ Possession/use /transfer of weapons

❏ Possession/use/threat of toy, look-alike, or imitation firearm

❏ Arson or attempted arson

❏ All other violations of local/state/federal laws

Examples of Disciplinary Options:

❏ Loss of Privileges

❏ Confiscation

❏ Out of school suspension

❏ Loss of transportation privileges

❏ Restitution of property or payment of damage

❏ Referral to police or District Magistrate

❏ Expulsion

IX. Prohibited Items

Unless authorized by school administration, a scholar may not have in his or her possession

any of the following items:

❏ Cell phones

❏ Personal radios, mp3 players, IPods, electronic handheld games, cameras, or

personal computers

❏ Toys or playing cards of any type

❏ Items associated with gambling

❏ Pornographic or obscene material

❏ Tobacco, tobacco products, or lighting devices

❏ e Cigarettes, Vape Pens , or any associated item

❏ Prescription and over-the-counter medicines

❏ Drugs and weapons (see Major Level III Violations for consequences and

review the Weapons Policy for additional information)

❏ Toy, look-alike, or imitation firearm or weapon

❏ Explosives

❏ Other items that the administration may from time to time find are

disruptive to the learning environment

These items will be confiscated and will not be returned until the end of the school year.

Items must be picked up by a parent/guardian by the last day of school or they will be

discarded.

Cell Phones

All cell phones will be collected by school personnel at the beginning of the school day, secured,

and returned when scholars dismiss. If scholars possess cell phones or other electronic devices

without permission during the school day, they will be treated as prohibited items (see above).

The school is not responsible for any damage or loss of prohibited items including as a result of

theft. Confiscated cell phones will not be returned until the end of the school year. There are

no exceptions.

X. School Dress Code

Propel has a uniform scholar dress code in order to provide an environment where the focus

is on learning and the distractions of dress are kept to a minimum. All scholars are expected

to be properly dressed in the school uniform every day. All parents and guardians are

expected to support their children by ensuring that scholars are properly dressed when they

leave for school each morning.

scholars must be properly dressed throughout the school day and during all school activities,

including before and after school activities and field trips. Parents and guardians will be

notified in advance of any exceptions to this rule (field trips requiring old clothes, for

example).

Acceptable Clothing

● SHIRTS: Solid-colored Sky Blue , Yellow, Gray, Royal Blue, Navy Blue or White

polo style shirts or oxfords (short or long sleeve) with collars—with NO LOGO

except a Propel Logo. All shirts must be appropriately buttoned.

● PANTS: Dark Blue or Khaki colored dress slacks/skirts/shorts (knee length)

PLEASE NOTE: sweaters or sweatshirts in the same color of the tops may be worn.

The school will provide a top (sweater, sweat shirt or zip up) for each scholar that

may be worn if cold. All pants must be at the natural waistline - please utilize a

belt as necessary.

NO HOODIES will be permitted

INAPPROPRIATE TOPS (all of the following are not permitted)

○ Shirts/Blouses without collars

○ Shirts/Blouses with logos that do not have a Propel Logo

○ Designs (stripes, argyle, etc.)

○ Shirts/Blouses with chest cleavage

INAPPROPRIATE BOTTOMS (all of the following are not permitted)

○ Denim pants/shorts or jeans

○ Form fitting pants; pants must fit loosely on the legs

○ Leggings, jeggings, sweatpants, joggers or yoga pants of any sort

○ Pants above the knee; this includes shorts and skirts

○ Pants beneath the natural waistline. Under NO circumstances is any scholar allowed

to sag their pants or expose their underwear. Sagging or otherwise revealing

undergarments will be considered indecent exposure.

FOOTWEAR

○ Dress shoes or sneakers

○ NO open toed shoes—NO Slides—NO Boots above 1 inch—NO Boots to the knee

OUTERWEAR

NO hats or head coverings (bandanas, du-rags, winter headbands, scarves)—unless for

religious reasons and only with supporting documentation/approval.

No coats or jackets are permitted to be worn.

Violations

Scholars out of compliance with the school dress code will result in appropriate disciplinary action which

might include but not be limited to – warning, immediate change of clothing, loss of privileges, loss of

points, detention, parent contact, and Principal intervention. After five documented violations the scholar

and his/her family will be required to meet with the Principal to develop a contract to comply with the Dress

Code. School staff will also attempt to address the cause of the violation (willful ignorance versus family

hardship preventing compliance with the Dress Code).

XI. Discipline Factors

Factors for Determining Consequences

❏ Age, development, and maturity levels of the parties involved

❏ Degree of harm

❏ Surrounding circumstances

❏ Nature of severity of the behavior(s)

❏ Incidences of past or continuing pattern(s) of behavior

❏ Relationship between parties involved

❏ Context in which alleged incident(s) occurred

Factors for Determining Remedial

Measures

Personal

❏ Life skill competencies

❏ Experiential deficiencies

❏ Social relationships

❏ Strengths

❏ Talents

❏ Traits

❏ Interests

❏ Hobbies

❏ Extra-curricular activities

❏ Classroom participation

❏ Academic performance

Environmental

❏ School culture

❏ School climate

❏ Scholar-staff relationships and staff behavior towards the scholar

❏ General staff management of classrooms or other educational environments

❏ Staff ability to prevent and de-escalate difficult or inflammatory situations

❏ Social-emotional and behavioral supports

❏ Social relationships

❏ Community activities

❏ Neighborhood culture

❏ Family situation

Examples of Consequences:

❏ Admonishment

❏ Temporary removal from the classroom

❏ Loss of privileges

❏ Classroom or administrative detention

❏ Referral to disciplinarian

❏ In-school suspension

❏ Out of school suspension

❏ Legal action

❏ Expulsion

Example of Remedial Measures:

Personal

❏ Framing the aggressive behavior as a failed attempt to solve a real problem or reach a goal.

The adult assists the misbehaving scholar to find a better way to solve the problem to reach

a goal.

❏ Restitution and restoration

❏ Transformative conferencing/restorative justice

❏ Peer support group

❏ Corrective instruction or other relevant learning or service experience

❏ Supportive discipline to increase accountability for the bullying offense

❏ Supportive interventions, including participation in the Care Team, peer mediation, etc.

❏ Behavioral assessment or evaluation, including, but not limited to, a referral to the Behavior

Support Coach

❏ Positive Behavioral Support Management Plan

❏ Involvement of school disciplinarian

❏ Scholar counseling

❏ Parent conferences

❏ Scholar treatment

❏ Scholar therapy

Environmental (Classroom, School building)

❏ Set a time, place, and person to help the bully reflect on the offending behavior,

maintaining an emotionally- neutral and strength-based approach

❏ School and community surveys or other strategies for determining the conditions

contributing to harassment, intimidation, or bullying

❏ School culture change

❏ School climate improvement

❏ Adoption of research-based, systemic bullying prevention programs

❏ Modifications of schedules

❏ Adjustment in hallway traffic

❏ Modifications scholar routes or patterns traveling to and from school

❏ Targeted use of monitors

❏ General professional development programs for all staff

❏ Professional development plans for involved staff

❏ Family conferences

❏ Peer support groups

❏ Law enforcement involvement

XII. Family Expectations for Resolving School Concerns

Propel's mission and vision is to provide a high-quality educational experience to all scholars.

As we strive to redefine school and defy expectations, we count on our families to be our

partners in education. Together, we will overcome challenges and celebrate scholar success.

Should a family feel a need to present a concern about a Propel School, we want to be sure that

all stakeholders are using the most effective avenues of communication. This ensures that your

concerns will be given the time, attention, and consideration necessary for solution-based

outcomes.

It is the expectation of Propel Schools that all school personnel, staff, scholars, and scholars’

parents/guardians, and families are required to be civil in all of their interpersonal school-

related interactions. Civility does not require unqualified agreement or conformity of opinion.

Under no circumstances will uncivil conduct at any school-related activity be tolerated.

For purposes of this expectation, to be civil means to act with self-discipline in a courteous, respectful

and orderly way in every interpersonal communication and behavior.

Uncivil conduct includes, but is not limited to: using an inappropriately loud voice; using profane,

vulgar, or obscene words or gestures; belittling, jeering, or taunting; using personal epithets;

using violent or aggressive gestures or body-language; repeatedly and inappropriately

interrupting another speaker; repeatedly demanding personal attention at inappropriate times;

purposefully and inappropriately invading personal space; purposefully ignoring appropriate

communications; wrongfully interfering with another person’s freedom of movement; wrongfully

invading another person’s private possessions; or, any other behavior that inappropriately

disrupts school-related activities or violates the Propel Schools policies and expectations.

An expression of disagreement or a discussion of a controversial viewpoint is not uncivil if such

expression or discussion is appropriately presented and does not disrupt a school-related activity.

Any school personnel who are uncivil shall be subject to disciplinary action per the guidelines in

the Employee Handbook.

Any scholar that is uncivil shall be subject to disciplinary action per the scholar and Family

Handbook.

In the event that any scholar’s parent/guardian or family member is uncivil during a

school-related activity, school personnel to whom the uncivil actions are directed shall

immediately warn the family to communicate or act civilly. If the family fails to correct the uncivil

behavior as directed, the affected school personnel shall notify the family that the school activity

is terminated, and the affected school personnel shall refer the matter to school administrators

for further administrative action, criminal prosecution, or legal action, which may include, but not

limited to, a prohibition from any further participation in school-related activities and being

excluded from Propel Schools properties.

How do I advocate for my scholar?

I. Define the issue.

Talk with your scholar to assure that you have a clear understanding of the

situation (academic, behavioral or administrative.) Work together with your

scholar to identify specific elements such as the names of parties involved and

the timeline of events.

II. Review Propel's guidelines.

Review the Scholar and Family Handbook, policies, scholar code of conduct

and administrative procedures to help you clarify the issue at hand.

III. Communicate the issue.

Once you have clearly outlined the issue and decided if a specific policy may have

been violated, it is time to communicate your concerns to the appropriate

individual. By utilizing Propel's 'Chain of Command' protocol, start by reaching out

to the initial contact on the list. By skipping this step, it may take a longer time to

address your concerns, as information will have to be given to and received from

the initial contact by those farther along the 'Chain of Command.' Be sure to

document your communication efforts by detailing such items as the date, time,

contact and content of conversations that take place by telephone or in person.

Save all email threads that relate to the issues at hand. This will allow all

stakeholders to be in alignment if an issue moves to the next 'Chain of

Command.’ Per Pennsylvania wiretapping laws, you cannot record telephone calls

or any other conversations without consent of the other conversational party.

Chain of Command: Where to Go if You have a Concern

If your concern involves academics/learning/curricula:

1. Classroom Teacher

2. Assistant Principal/Principal

3. Senior Director of Academics

4. Assistant Superintendent

5. Superintendent

If your concern involves conduct/truancy/bullying:

1. Classroom Teacher

2. Guidance Counselor

3. Assistant Principal/Principal

4. Assistant Director of scholar Affairs

5. Assistant Superintendent

6. Superintendent

If your concern involves school bus schedules/school bus conduct/school bus safety:

1. School Bus Driver

2. School Bus Company

3. Assistant Principal/Principal

4. Assistant Director of Scholar

Affairs

5. Assistant Superintendent

6. Superintendent

***All concerns that reach the Propel Schools Administrative Office are required to be in

writing prior to being addressed. Contact MUST be made the the legal guardian and/or the

individual who has scholar educational rights. The written statement must outline:

● Scholar name, grade and Propel School location

● Parent(s)/Guardian name, best telephone number and email address

● Overview of the items of concern and steps already taken at the school level to

address the concern(s)

● After the Propel Leadership Inquiry is received and if the appropriate procedures

were followed, a response will be made within 48-72 hours

Social Media/Multimedia and Schools - Good Practices For All Stakeholders

For many of us, social media usage is a part of everyday life. Social media can provide wonderful

opportunities for families to connect with friends and loved ones. Unfortunately, we also see

that social media can be utilized in negative, harmful and destructive ways.

As adults, we have the opportunity to set a positive example for scholars when we interact with

social media. All parents and families are invited to join Propel staff in setting this good example.

DO:

● Demonstrate courtesy and respect for school staff and other families/scholars when

commenting/posting on social media

● Use appropriate language when discussing school

● Address issues or concerns regarding school directly with the school (using Propel's

'Chain of Command' protocol) rather than posting them on social media

● Share good news with school leadership so that scholars can be congratulated on their

successes outside of school

DON'T:

● Use social networking sites to make derogatory comments about school staff or

other families/scholars

● Post photographs of other people's children without parental permission

● Feel obligated or compelled to address unsolicited inquiries from media or

reporters

● Conduct school business via social networks

Propel promises to:

● Address all concerns brought to school leadership in a thoughtful, fact-based and timely

manner.

● Act in the best interest of our scholars/families, schools and communities at all times

XIII. Scholar Search Policy

School administration reserves the right to search a scholar, a locker, a bag, a person, or vehicle on

school property if the administration feels it is in the best interest of the safety of the school.

Propel provides lockers for storage of scholars’ books, school materials and personal property. This

policy is designed to establish guidelines for situations in which scholar lockers may be searched or

inspected.

Procedures: School lockers are the property of Propel. scholars have a limited expectation of privacy.

scholars are required to ensure that their lockers do not contain spoiled food items or beverages, or soiled

clothing which may attract pests, create odors or cause unhealthy conditions. A scholar locker may be

opened and inspected, with or without the consent of the scholar, whenever there are odors, pests, or

other indications that a locker may contain these items or similarly unhealthy conditions.

❏ Lockers will not be used to store any substance or item that is prohibited by law, Propel

policy or rules, or that presents a threat to the health, safety or welfare of Propel’s

community or property

❏ Propel may conduct without suspicion unannounced blanket or random searches of

lockers in middle schools or high schools if school officials determine in good faith that a

substantial problem is threatening the welfare or safety of scholars and staff and that

blanket or random searches may help solve or eliminate the problem. Before such a

search is conducted, Propel will take the following steps:

❏ The Superintendent or his/her designee and the school principal will jointly approve the

search.

❏ The Superintendent or his/her designee and the school principal will determine the

method and scope of the search. Blanket searches will include all lockers in a school or

all lockers in a section of a school. Random searches will include only those lockers

chosen at random without discretion of school officials. For example, searching every

fourth locker in a school.

○ The signature page at the end of this handbook serves as an acknowledgment of

this policy. Failure or refusal to sign the acknowledgment will have no effect on

Propel’s right to search scholar lockers.

❏ Propel reserves the right to search a scholar’s locker at any time based on reasonable

suspicion for the purpose of determining whether the locker is being used improperly

for the storage of contraband, drugs or controlled substances, illegal objects or

anything that poses a threat to the school population.

❏ Inspections or searches may include but not be limited to the use of certified

drug-sniffing dogs, metal detectors or any similar means or device used to protect

the health, safety and welfare of the school population.

❏ The principal or designee will be present whenever a scholar locker is searched on

the basis of reasonable suspicion or a cleanliness inspection. The principal or

designated staff shall maintain written records of all occasions when a locker is

searched or inspected. Such records shall include the reason(s) for the

search/inspection, persons present, objects found and their disposition.

❏ The scholar will be notified and be given an opportunity to be present before an

individual locker cleanliness inspection or search based on reasonable suspicion. If,

however, Propel has reasonable suspicion that a locker contains something that poses a

threat substance or an item that poses a threat to the health, safety or welfare of

Propel’s school population, the scholar locker may be searched without prior warning

and without the scholar being present.

❏ A principal shall open a scholar locker on the request of law enforcement only upon

presentation by the requesting officer of a duly authorized search warrant, or that the

circumstances otherwise permit the search to be lawfully conducted in accordance with

the standards applicable to law enforcement actions, or on the intelligent and voluntary

consent of the scholar. School staff will not interfere with or obstruct searches initiated

by law enforcement, but may assist when law enforcement officials have requested such

assistance.

❏ The principal will be responsible for the safekeeping and proper disposition of any

substance or item found in a scholar locker if such substance or item is prohibited by

law, Propel policy or rules, or presents a threat to the health, safety or welfare of

Propel’s community or property. Confiscated substances or items may be used as

evidence in a disciplinary hearing.

❏ Illegal or dangerous substances or items will be given to law enforcement officials.

❏ scholars are responsible for the security of their lockers.

❏ scholars, parents and staff will receive a copy of this policy annually per the scholar and

Family Handbook and via the school website.

❏ The Superintendent or his/her designee will develop procedures to implement this

policy.

References:

PA Constitution--PA Const. Art I. Sec 8

School Code--24 P.S. Sec. 510

State Board of Education Regulations--22 PA Code Sec. 12.14

United States Constitution--Amendment IV

In re F.B., 555 Pa. 661, 726 A.2d 361, 368 (1999)

Commonwealth v. Class, 551 Pa 25, 709 A.2d 350, 355-56 (1998)

Safford Unified School Dist. No 1 v. Redding, 129 S.ct 2633 (U.S. 2009)

XIV. Scholar Network Internet Policy

The Propel Charter Schools and community have developed the Propel Charter Schools computer

network for instructional use. All files on the network are considered property of Propel Charter

Schools, and subject to normal review and maintenance procedures. The use of the Internet/Propel

network is a 

privilege

, not a right.

Policies:

It is the policy of Propel Charter Schools to mandate and expect that scholars will use the

Internet/network in a responsible manner. Accordingly, the school has established a policy and

procedures for the use of the Internet/network along with rules governing the behavior of scholars who

access the Internet. scholars who do not comply with the standards of behavior outlined in the scholar

conduct and discipline plan or with the Internet/network rules below may lose their privilege to use the

Internet/network and/or be subject to other disciplinary action.

Guidelines:

The Propel Charter Schools network is to be used only in a moral and ethical manner. As a user of the

network, scholars are expected to abide by the following guidelines:

❏ Only licensed software may be used on the network.

❏ Games and personal software are not to be installed on the computers. No one shall execute a

software program that has not been installed on the server by the Propel Technology

Department.

❏ Intentionally altering the files and/or the hardware on Propel computers or mobile devices will be

viewed as vandalism.

❏ Deliberate attempts to spread viruses through the network will be dealt with by the

administration of the school as a violation of the scholar Network Acceptable Use Policy.

❏ Unauthorized copying of school software will be considered theft.

❏ Each scholar will be provided a username and password to be used by that scholar to access the

network. This is the only login information that a scholar should be using. scholars shall not lend

their password out to anyone else and should inform a staff member immediately if they feel

their password has been compromised.

❏ Users are to logoff the system as soon as they are finished to prevent use under the

wrong login information.

❏ There will be no distributing of threatening, obscene, or harassing messages over the network or

through the printer.

❏ Abusive, obscene, or disrespectful oral or written language or gestures and swearing will

be strictly prohibited in any digital format including, but not limited to, electronic mail.

❏ scholars may not engage in advertising of products or services for sale or participate in “chain

letters” or “pyramid schemes”.

❏ No confidential information is to be distributed to other parties at any time. This includes

re-posting of information sent by another party.

❏ scholars are not permitted to connect to networks other than those provided by the school.

❏ scholars are not permitted to deliberately bypass the Propel Charter Schools Internet firewall by

use of proxy servers or other known methods.

❏ Scholars will follow the instructional directives of the teacher or staff member in

charge at all times.

❏ The illegal use of copyrighted software is strictly prohibited. Any and all damages which may

occur as a result of unauthorized usage or access will be the responsibility of the user.

❏ The use of the network to access obscene or pornographic material is prohibited and will be dealt

with as a serious breach of school rules.

References:

School Code--24 P.S. Sec. 1303.I-A

PA Crime Code--18 Pa. C.S.A Sec. 5903, 6312

Child Internet Protection Act--24 P.S. Sec. 4601 et seq.

XV. Social Media Policy

As a Propel scholar and family member you represent Propel. Even when scholars are not

posting to social media during school hours, scholars must follow Propel Internet policies

and these guidelines anytime you post material that could identify you or your relationship to

the school or when using Web tools in the classroom or in any way related to classroom or

school activities.

Be aware of what you post online

. Social media venues are public. What you contribute leaves a

digital footprint for all to see. Do not post anything you wouldn’t want friends, enemies, parents,

teachers, or future employers to see.

Follow the school’s policies when writing online. 

What is inappropriate in the classroom is

inappropriate online. Harassing, bullying, threatening and other types of inappropriate conduct is

prohibited in school and online. It is acceptable to disagree with someone else’s opinions,

however, do it in a respectful way. Criticism should be constructive and not hurtful.

Be safe online

. Never give out personal information, including last names, phone numbers, exact

birth dates, and addresses. Do not share your password with anyone besides your teachers and

your parents.

Be careful when you link

. Linking to other websites to support your thoughts and ideas is

recommended. However, be sure to read the entire article prior to linking to ensure that all

information is appropriate to a school setting

Do your own work! 

Do not use other people’s work without their permission. It is illegal to copy

and paste other people’s work (even parts of their work) without giving credit to that person.

Hyperlink to your sources or include the web address where the information can be found.

Pictures, videos, songs, and audio clips may also be protected by law. If you don’t have

permission to use the images, videos, songs or other clips, don’t use them.

Don’t be an imposter

. Do not misrepresent yourself by using someone else’s identity

Use appropriate writing

. Blog and wiki posts should be well written. Use proper grammar,

capitalization, and punctuation. If you suggest edits to someone else’s work be sure it is in the

spirit of improving the writing.

Tell someone

. If you find inappropriate material that makes you feel uncomfortable, or

is not respectful, tell your teacher. If you cannot tell your teacher, tell your principal.

Follow the rules

. scholars who do not abide by Propel’s policies and these guidelines will be

subject to the consequences outlined in this Acceptable Use Policy.

10.

Use social media appropriately outside of school. 

Speech, including but not limited to social

media posts, that disrupts the school, makes a threat against a teacher or another scholar, or

amounts to harassment will follow the same actions as described in the Major Violations sections.

General Statement

Propel Charter Schools issued email accounts are not private and Propel Schools retains the right to

review, audit, intercept, access and disclose all messages created, received, or sent over the electronic

mail system as necessary.

Propel Charter Schools Administration reserves the right to make random audits of the history files

that record which websites scholars have visited.

The school is not, and cannot be, held responsible for the loss of material, accidental corruption or

any other action that might affect transmission or loss of data.

Propel Charter Schools has taken all precautions to maintain safety of all users and these guidelines

are written and enforced in the interest of all users’ safety and effective use of the Internet.

Consequences

❏ Restriction of network access

❏ Loss of the grade

❏ Financial responsibility for repair/replacement of damaged items

❏ Suspension in accordance with school discipline code

❏ Criminal prosecution under appropriate state and federal laws

While teachers do their best to monitor scholar use of the Internet, the nature of the network makes it

impossible to guarantee that scholars will never gain access to inappropriate areas. It is the intent that

the network be used ethically for instructional activities. If we determine that a scholar has been using

the system in an inappropriate activity, the privilege will be withdrawn.

The signature of the parent or guardian must be on file for each scholar 

prior 

to Internet

access. Access will be denied until the signature page in this scholar and Family Handbook is

signed by a parent/guardian and received by the school.

XVI. Propel Internet Safety Policy

It is the policy of the Propel Schools to (a) prevent its computer network from being used to access or to

transmit inappropriate material via Internet, electronic mail or other forms of direct communications; (b)

prevent unauthorized access and other unlawful online activity; (c) prevent unauthorized online

disclosure, use or dissemination of minors’ personal identification information; and (d) comply with the

Children’s Internet Protection Act, 47 U.S.C. § 254(h) (“CIPA”). For specific definitions, please see an

administrator.

Inappropriate Material Access

To the extent practical, technology protection measures shall be used to block or filter access to

inappropriate material on the Internet or in other forms of electronic communications. Specifically, as

required by the CIPA, internet filters will be used to block any material deemed to be obscene, child

pornography or harmful to minors. Subject to staff supervision technology protection measures may be

disabled or, in the case of minors, minimized only for bona fide research or other lawful purposes. 47

U.S.C. § 254(h) (5) (D).

Inappropriate Network Use

To the extent possible, steps will be taken to promote the safety and security of users of the Propel

Schools’ online computer network when using electronic mail, chat rooms, instant messaging and other

forms of direct electronic communications. Specifically, as required by the CIPA prevention of

inappropriate network use includes (a) unauthorized access, including so-called “hacking” and other

unlawful activities; (b) unauthorized disclosure, use and dissemination of personal identification

information regarding minors.

Supervision and Monitoring

All Propel Schools staff members shall be responsible for supervising and monitoring use of the online

computer network and access to the Internet in accordance with this policy and the CIPA.

Propel will educate all scholars about appropriate online behavior, including interacting with other

individuals on social networking websites and in chat rooms and cyberbullying awareness and response.

The concept of digital citizenship will continue to be discussed from Kindergarten through 12th Grade,

with additional instruction focusing on research and information literacy.

The Superintendent/CEO or his/her designated representative(s) shall be responsible for developing and

implementing procedures for disabling or otherwise modifying any technology protection measures.

Adoption

The Board of Propel Schools adopted this Internet Safety Policy at a public meeting, following normal

public notice, on November 18, 2008 and in revised form in 2021.

References:

School COde--24 P.S. Sec 1303.1-A

PA Crimes Code--18 Pa. C.S.A. Sec. 5903, 6312

Child Internet Protection Act--24 P.S. Sec. 4601 et seq.

Children’s Internet Protection Act, 47 U.S.C. § 254(h)

47 U.S.C. § 254(h) (5) (D).

XVII. Photo Permission

Photographs and videotape footage of scholars involved in various school related activities are often used

as part of Propel’s community relations. Photographs/videotapes may be used in school publications,

video productions, newspapers and on television. Names of scholars may be placed in articles in school

and local newspapers/newsletters to recognize various scholar achievements. “Opt-Out” photo permission

forms are sent home to families at the beginning of each school year.

In accordance with the Family Educational Rights and Privacy Act (FERPA), parents/

guardians/family members and scholars are not permitted to view internal camera footage.

XVIII. Attendance

Consistent attendance at school is not only essential for academic, social, and behavior excellence, it is also

the law. It’s the parent/guardian’s responsibility to ensure that children attend school regularly as required

by the state of Pennsylvania.

Immediately upon returning to school after an absence, scholars are to present a written absence note

to the school office containing the dates of absence, the reason for the absence, and a parent/guardian

signature. Absences for reasons of illness, funeral, medical and dental appointments, religious

observance or court appearances will be considered excused.

When a scholar accumulates three or more days of unexcused absences, a legal written notice will be

sent to the parent/guardian informing them that there has been a violation of the compulsory attendance

provisions of PA School Law. Further violations can result in a citation or truancy complaint being filed

against the parent or the student (15 years and older) w3ith the District Magistrate.

Scholars with 10 consecutive unexcused absences will be permanently dropped from the school’s rolls.

Scholars are limited to no more than 20 absences in a full school year and no more than 10 in a

semester. Both excused and unexcused absences are applicable to this total. Any absence beyond 10

days must be accompanied with a medical doctor’s excuse. A scholar with a chronic health condition

and/or other serious problem may petition for a waiver to the attendance policy.

Excused Absences

An excused absence can be defined as, but is not limited to:

1. Medical appointment verified by a medical note.

2. Illness confirmed by a medical note

3. Observance of a religious holiday.

4. Illness confirmed by a note from a parent/guardian

5. Court appearance demanded by official summons or subpoena verified by court.

6. Funeral (confirmed with a parent/guardian note).

7. Extenuating circumstances that have been approved by administration.

8. Approved Educational Trips/Tours

9. Out of School Suspensions

Preplanned Educational Tour or Trip

If parents or guardians plan to take a family vacation and have it classified as an

"educational trip," they must inform the principal at least one (1) week in advance

of the reason for the absence on the District’s "Request for Excused Absences from

School for a Preplanned Educational Tour or Trip” form. Total pre-approved

absences during the school year will not exceed five (5) school days unless

approved by the Superintendent. All pre-approved absences will be recorded as

excused absences. An application must be filled out for each child seeking excused

absence from school. Applications are also required for half-day trips. Vacations

will not be approved as educational trips if any of the following apply:

● If the trip is scheduled during the weeks of PSSA testing, Keystone testing,

or other standardized testing applicable to the child(ren)

● If a scholar is considered truant (3 unlawful absences), habitually truant (6

unlawful absences) or has exceeded ten (10) excused absences

● If a scholar's academic progress is in jeopardy

Scholars are required to complete all assignments and tests deemed necessary by

the teacher(s) within a time period that is equivalent to the number of days of

excused absence not to exceed five (5) days (e.g., if a scholar missed three (3)

days of school, he/she will be given three (3) days to make up all missed

assignments). The approval of any preplanned educational tour or trip is within the

discretion of the principal and is not guaranteed.

Unexcused Absences

An unexcused absence can be defined as, but is not limited to:

1. Any absence that is not confirmed with a parental/guardian note, medical staff note, or

within the three day grace period.

2. Truancy (absence from school without verification from the parent).

3. An illness which lasts for more than three consecutive days that is not verified by a

medical note.

4. Vacation days

5. Personal reasons or business.

6. Failure to attend because of transportation problems, unless transported by school bus.

7. Non-school sponsored sports activities or events.

As per state guidelines, scholars must be in attendance 50% of the day to be considered present

for the day.

Tardiness

Those scholars who are not in their seats and prepared to learn when the first class begins

at the following time are considered tardy to school:

Propel

Propel Braddock Hills High School - 7:45 AM

Propel Montour High School - 7:45



Scholars who are tardy to school must be presented at the Main Office by a parent or guardian. 

Tardiness for reasons of illness, funeral, medical and dental appointments, religious observance or court

appearances will be considered excused. All other tardies will be considered unexcused. Excessive

unexcused tardies may be converted into unexcused absences and may lead to possible prosecution

before the magistrate.

Early Dismissals

Early dismissals may be requested for funerals, doctor appointments, and court appearances. Such

requests must be made no later than 8:30AM the morning of the requested early dismissal. scholars are

to present an early dismissal form to the school office listing the date, time and reason for dismissal, and

including a parent/guardian signature. At the time of dismissal, the scholar must report to the front

office to sign out of the building. Scholars will not be permitted to leave for an early dismissal after 2:45

PM at Propel Andrew Street High School and 2:15PM at Braddock Hills High School and Montour High

School. scholars will only be allowed to leave the school after phone verification of the dismissal from a

parent/ guardian on the day of the dismissal. Excessive unexcused early dismissals may be converted

into unexcused absences and may lead to possible hearings before the magistrate.

Governor Wolf signed new truancy legislation into law on Thursday, November 3, 2016. The law clearly

states that the purpose of Pennsylvania’s truancy law is to improve school attendance and

deter truancy “through a comprehensive approach to consistently identify and address attendance issues as

early as possible with credible intervention techniques.”

The law explicitly defines “truant” as a scholar subject to compulsory school laws “having three (3) or

more school days of unexcused absence during the current school year. The law streamlines the definition

“habitual truancy.” Under the law, “habitual truancy” is defined as a scholar subject to compulsory school

laws “having six (6) or more school days of unexcused absences during the current school year.”

Therefore, a child is habitually truant once he or she accumulates six unexcused absences during the

course of the school year. These absences do not need to run consecutively. A child will be considered

chronically absent when enrolled for 90+ days and absent (excused or unexcused) 10% or more of the

Andrew Street High School - 8:25 AM

school days enrolled.

The law has “procedural” requirements that Propel Schools will abide by. The first pertains to procedures

schools must follow when a child is “truant”; the second pertains to the procedures a school must follow

when a child is “habitually truant.” Propel Schools will notify in writing the person in parental relation with

a child within ten (10) school days of the child’s third unexcused absence that the child has been “truant.”

This notice will include a description of the consequences that will follow if the child becomes habitually

truant in the future and may include the offer of an attendance improvement conference. If the child

continues to be truant and incurs additional absences after this notice has been issued, Propel Schools will

offer the scholar and parent/guardian a scholar attendance improvement conference.

Habitually truant children under fifteen years of age. If a habitually truant child is under fifteen (15), the

Propel Schools will refer the child to either: (1) a school-based or community-based attendance

improvement program or (2) the county children and youth agency (CYS) for services or possible

disposition as a dependent child under the Juvenile Act. Additionally, Propel Schools may file a citation

against the parent of a habitually truant child under fifteen (15) in a magisterial district court. If a habitually

truant child is fifteen (15) or older, Propel Schools will either: (1) refer the child to a school-based or

community-based attendance improvement program or (2) file a citation against the scholar or parent in a

magisterial district court. If a habitually truant child aged fifteen (15) or older incurs additional absences

after a school refers that child to an attendance improvement program or the child refuses to participate in

an attendance improvement program, the school may refer the child to the local CYS agency for possible

disposition as a dependent child. The new law defines “school attendance improvement conference” as a

“conference where the child’s absences and reasons for the absences are examined in an effort to improve

attendance, with or without additional services.” Propel Schools will invite the following individuals to the

conference: the scholar, the person in parental relation to the child, appropriate school personnel,

recommended service providers (e.g. case managers, behavioral health providers, probation officers,

children and youth practitioners, etc.). Propel Schools will hold the conference even if the parent/guardian

declines to participate or fails to attend after the school provides advance written notice and makes

attempts to communicate via telephone. There is no legal requirement for either the child or parent to

attend an attendance improvement conference. Propel Schools will document the outcome of any

attendance improvement conference in a written attendance improvement plan. Propel Schools may not

take further legal action to address unexcused absences until after the date of the scheduled attendance

improvement conference has passed. Attendance improvement conferences will not be perfunctory

warnings that further absences will result in legal action against the scholar or parent. Propel Schools will

create attendance improvement plans in conformity with the overriding purposes of the law.

Propel Schools will abide by the law for the procedure when referring cases of habitual truancy to the

magisterial district courts. The venue will be determined based on the location of the school in which the

child is enrolled. A magisterial district court will provide notice of the hearing to the following: the school,

the person in parental relation, the local CYS agency.

Burden of Proof:

At the trial with respect to the citation, the burden, at all times, is on the school to prove beyond a

reasonable doubt the following:

The child was habitually truant while subject to the compulsory attendance law without “justification” This

standard aligns with the definition of habitual truancy in the Juvenile Act. The Superior Court has held that

the Juvenile Act places the burden on the Government to prove each of these three elements. This means

that the school must prove each of these elements, including that the habitual truancy was not justified.

There is no burden on a scholar or parent to put forth evidence that the habitual truancy was justified. Of

course, a scholar or parent may still put forth evidence that the habitual truancy was justified. If the school

fails to prove that the habitual truancy was not justified, the school cannot carry its burden.

Affirmative Defenses:

Scholar and parent-respondents may put forth evidence of an “affirmative

defense” that justifies the habitual truancy. For example, at least one court has held that a scholar has a

right to present evidence of her disability to justify her habitual truancy.

Additionally, the law continues to permit parents to present an affirmative defense that he or she took

every reasonable step to ensure the child’s attendance at school. Affirmative defenses must be proven by

a preponderance of the evidence.

Relevant evidence: The law explicitly states that, at sentencing, the judge must permit the

school, parent, or scholar to present relevant information that will assist the judge in making an informed

decision regarding the appropriate sentence. This is important because the law affords considerable

discretion to local judges in determining the most appropriate penalty in conformity with the purposes of

the law.

Potential Penalties: The law states that a person convicted of habitual truancy may be fined: (1) up to $300

per offense, with court costs, for the first offense; (2) up to $500 per offense, with court costs, for the

second offense; and (3) up to $750 per offense, with court costs, for a third and any and all subsequent

offenses. The law defines “offense” as “each citation filed under Section 1333.1 for a violation of the

requirement for compulsory school attendance regardless of the number of unexcused absences averred in

the citation.” The law states that a court may jail a parent/guardian who fails to pay a fine or completed

court-ordered community service for a period not to exceed three days in any one case. The failure of a

scholar to comply with a fine or costs associated with court must not be considered a “delinquent act”

under the Juvenile Act. Under the law, if a parent or scholar is convicted a second time for habitual truancy

within three years, the court must refer the child to CYS for services or possible disposition as a dependent

child under the Juvenile Act. Judges have the discretion on whether to send the Department of

Transportation a certified record of a scholar’s conviction for license suspension. Where a scholar’s license

has been suspended, he or she may seek to have his or her eligibility restored by providing DOT with a

form that indicates that (1) the child has attended school for a period of at least two months after the first

conviction or four months after the second conviction without an unexcused absence or tardy; or (2) is

subject to exception to the compulsory school attendance law; or (3) has graduated from school. The law

provides that scholars who have been convicted of violating the compulsory school attendance laws and

had their licenses suspended may apply for an occupational limited license pursuant to 75 Pa.C.S. § 1553 in

order to get to and from work or school. Thus, even a scholar whose license has been suspended may

drive to school if he or she applies for and receives an occupational limited license. This removes a

potential barrier to school attendance. The law states that a child who has been convicted of habitual

truancy may apply for an expungement. The court must grant a child’s application if (1) the child has

earned a high school diploma, a Commonwealth secondary diploma, or another PDE-approved equivalent,

or is subject to an exception to compulsory school attendance and (2) the child has satisfied any sentence

imposed by the court with respect to the conviction, including payment of fines and costs. If a court grants

an expungement application, the court must also order DOT to expunge all administrative records related

to the convictions. Courts should make scholars aware of the opportunity to seek an expungement

throughout the dispositional process.

References:

Pennsylvania Department of Education

In re C.M.T., 861 A.2d348, 352-55 (pa. Super Ct. 2004)

XIX. Transportation

Propel Schools does not provide transportation to and from school. The school district of residence is

responsible for providing transportation. The law requires school districts to provide transportation to

resident scholars attending a Propel School "on such dates and periods that the charter school is in regular

session" if: The charter school is located within the school district or the charter school is located not more

than ten miles by the nearest public highway beyond the school district boundary. The law allows a school

district to ask a child, regardless of age, to walk up to a mile and a half to a bus stop or school. The mile

and a half is measured by public roads and does not include any private lane or walkway of the child's

residence. All questions and concerns about assigned routes, bus stops, and/or any bus grievance out of

the realm of Propel Schools control should be directed to the resident bus company.

Failure to update and maintain accurate residency information and home address may result

in loss of transportation until such matters are resolved and/or withdrawal.

Any change to daily transportation must be made no later than 8:30AM on the morning of

the request. 

The appropriate forms must be submitted to the main office. For example, if a scholar is

not taking the bus home and is getting picked up by an authorized friend/relative the office must be

notified that morning in writing.

Scholars who take a school bus are expected to act responsibly and respectfully at all times. Every

scholar is charged with the responsibility of proper school bus behavior and the knowledge that pupil

transportation is a privilege. scholars may be denied the privilege of being transported to and from

school or other school related activities. Parents/guardians are responsible for supervision until such

time as the child boards the bus in the morning and after the child leaves the bus at the end of the

school day. Once the child boards the bus, and only at that time, does he/she become the

responsibility of Propel Schools and the bus company. In cases that scholars do not conduct

themselves according to the bus expectations and expectations outlined in this handbook, instances

will be brought to the attention of the building principal. As Propel Schools knows the importance of

scholars being present in school and to prevent the loss of the bus privilege, the schools take a number

of measures to facilitate responsible and respectful behavior, including but limited to:

The procedures and policies in the scholar and Family Handbook apply whenever a

scholar is on a school bus.

● The Principal or his/her designee reviews expectations for appropriate bus

behavior at all Family Orientations.

● Classroom teachers review expectations for appropriate bus behavior.

● A staff member meets each bus every morning to ensure appropriate scholar

behaviors with the bus driver.

● A staff member contacts any parent or guardian whose child had failed to act

responsibly and respectfully on the bus and imposes the appropriate consequences for

the misbehavior.

Bus Regulations and Expectations:

❏ Be at the bus stop 5-10 minutes prior to the scheduled time.

❏ Parents/guardians are responsible for supervision of scholars before boarding and after

departing from the bus.

❏ Parents/guardians are NOT permitted to board a school bus. Only those

people who are authorized by the driver are permitted to be on the school

bus. Please reference Pennsylvania’s unauthorized bus entry statute

● Cross in front of the school bus when crossing a street.

● Keep buses clean, sanitary, and orderly.

● Obey bus drivers/monitors, as they are in full charge of buses and pupils while in transit.

● Always ride seated in an assigned seat facing the front of the bus.

● Never cause damage to the school bus, and report anything noticed to the driver. Any

scholar disfiguring or mutilating a bus will be required to pay for the damage, and

denied further use of buses.

● Never get off the bus at any stop other than your assigned bus stop, unless you have

written permission from your parents and the bus driver.

● Never fight, scuffle, or incite any disturbance creating a hazard to the safety of others on

the bus.

● Never use obscenities or profane language on the school bus.

● Do not extend arms or head out of the bus window at any time.

School officials will act upon referrals given by the school bus driver.

❏ First Referral – Bus Discipline Letter

❏ Second Referral – 1 day bus suspension

❏ Third Referral – 3 day bus suspension

❏ Fourth Referral – 5 day bus suspension (Family conference will be scheduled before the

scholar is permitted to ride the bus.)

❏ Fifth Referral – 10 day bus suspension (Family conference will be scheduled before the

scholar is permitted to ride the bus.)

❏ Sixth Referral – Loss of bus privileges for the remainder of the school year.

The above consequences are the bare minimum for each referral. School officials

reserve the right to impose greater consequences depending on the severity of the

situation. In addition, bus audio and video recordings are not always available as

evidence to confirm violations. Accounts given by the driver and/or additional

investigation may be used to substantiate referrals.

References:

School Code--24 P.S. Sec 510

18 Pa. C.S. § 5571

XX. Criminal Activity

Propel will report to the appropriate authorities any criminal act upon suspicion that such an act

has been committed. The school shall also cooperate with the authorities in the prosecution of

such offenses. This applies to all stakeholders including scholars and parents/guardians.

XXI.Weapons Policy

Any instance of possession or suspicion of possession of a weapon; including a toy, look-alike, and

imitation weapon; will be reported to the appropriate authorities. A weapon shall include, but not be limited

to, any knife, cutting instrument, cutting tool, nunchaku, firearm, shotgun, rifle and any other tool,

instrument, or implement capable of inflicting serious bodily injury. Propel will cooperate with the

authorities in the prosecution of such offenses. Possession of a weapon will be grounds for expulsion from

the school. Any object used in a threatening manner shall be considered a weapon even if its normal use is

not as a weapon. This applies to all stakeholders including scholars and parents/guardians.

XXII. Smoke Free/Tobacco Free Policy

Propel is committed to providing a healthy and productive environment for staff, scholars, scholar

families and community members. We believe that education has a central role to play in establishing

healthy habits for children; we also believe it is appropriate to take measures to help scholars resist the use

of tobacco.

Scholars are NOT permitted to use or possess tobacco products of any kind or any form including E

Cigarettes and Vape Pens while in a school building, on school property, in a school vehicle, in a

school bus, or while attending any school sponsored function at any time.

All stakeholders are NOT permitted to use tobacco products of any kind or any form including E

Cigarettes and Vape Pens while in a school building, on school property, in a school vehicle, in a

school bus, or while attending any school sponsored function at any time.

XXIII. Guidelines for Medication Administration

An increase in the number of medications being sent into the schools make it necessary to establish

guidelines for taking medications in the school, for the protection of both scholars and school personnel.

PARENTS/GUARDIANS SHOULD MAKE EVERY EFFORT TO GIVE MEDICATION AT HOME as only essential

prescribed medicines will be given at school. The parent or guardian will assume, in writing, full

responsibility for any medications sent into school. 

All medications MUST be brought to school and

picked up by an adult. 

If the School Nurse is not available, the building Principal may accept delivery of

the medication. In addition: the administration of over-the-counter medications is governed by state law,

which forbids a school nurse to administer any medication without a licensed medical practitioner’s or

dentist’s written order.

All Medications

❏ All medications, including over-the-counter medications, must be accompanied by written

instruction from a licensed medical practitioner or dentist.  NO EXPIRED MEDICATIONS

WILL BE ACCEPTED. NO EXCEPTIONS.

❏ All prescription medications must be in its original labeled pharmacy container and must be

accompanied by a health professional’s written request for administration which includes:

❏ Name of scholar

❏ Name of medication

❏ Name of qualified healthcare professional

❏ Dosage

❏ Date

❏ Time of administration

❏ Over-the-counter medications must be in the manufacturer’s original container and be labeled by

the parent/guardian with the scholar’s name and must be accompanied by a health professional’s

written request for administration which includes:

❏ Name of scholar

❏ Name of medication

❏ Name of qualified healthcare professional

❏ Dosage

❏ Date

❏ Time of administration

❏ In addition, a parent or guardian must complete a permission form issued by the school for ALL

medications given at school.

❏ All medications are to be kept in a locked cabinet in the school health office.

❏ Medications not in compliance with the above guidelines cannot be given and will be returned to

the parents/guardians.

❏ Self-administration of emergency asthma and anaphylaxis medications (Epipens) will be

permitted with a licensed medical practitioners order and parent permission, including a

statement that it is necessary for the scholar to carry the medication and that the scholar is

capable of self-administration.

Self-Administration

To self-administer medication, the scholar must be able to:

❏ Respond to and visually recognize his/her name

❏ Identify his/her medication

❏ Measure, pour and administer the prescribed dosage

❏ All medication orders and parent permission will be valid for the current school year only. ALL

MEDICATIONS must have a new doctor’s order and parent permission submitted at the

beginning of each school year.

❏ All medications will be sent home with a parent or guardian only at the conclusion of the school

year. Any medication not picked up at the conclusion of the school year will be discarded. No

medication can be kept at the school over the summer. Medication will be returned to the parent

or an adult designee only

Field Trip Medications

Due to current Pennsylvania State Mandates school medications 

MAY NOT BE SENT WITH THE

TEACHER 

if the school nurse is unable to attend the field trip. Families of children with life threatening

medical conditions and those taking daily medications will be dealt with on an individual basis. Familiess

of children who receive routine medication during school hours may choose to have their scholar not

receive his/ her medication on the day of the field trip if a nurse cannot attend. Any questions should be

directed to your scholar's school nurse.

When to Keep Your Scholar Home from School

Upon occasion it is necessary for your scholar to remain home due to an illness. The Allegheny County

Health Department and the Centers for Disease Control and Prevention have provided the following

guidelines:

❏ Your child should not be sent to school hoping that he or she will feel better after arriving.

❏ Your child should be kept home following a nighttime bout of nausea, vomiting, or diarrhea and

watched for further symptoms.

❏ Your child should remain home if he/she has had a temperature of 100 degrees or higher. A

child should have a normal temperature for 24 hours 

without fever reducing medicines

before returning to school.

❏ Whooping Cough: exclude from school until 5 days from start of appropriate antimicrobial

treatment.

❏ Pink Eye: 24 hours after initiation of treatment.

❏ Strep Throat: 24 hours after initiation of treatment.

❏ Lice: Until treated with a pediculicidal agent. Seven days after treatment a health care provider

or school nurse shall re-examine for infestation.

❏ Chicken Pox: Six days from the outbreak of the last crop of blisters with all pox marks dried.

❏ Impetigo, scabies or ringworm: Until judged non-infectious by the physician or 24 hours after

initiation of treatment.

XXIV. Miscellaneous

Telephone Use

Scholars are not permitted to use the school telephones to make phone calls during the school day

unless given permission and accompanied by school staff. If there is an emergency an adult will make a

phone call home.

Updating Pertinent Information

It is the responsibility of the parent/guardian to ensure all pertinent information including but not limited

to telephone numbers, address, medical information, and emergency contacts are up to date. If there is

a change in residency, a change of address form must be completed within 10 days. If this does not

occur, the scholar may be dropped from school enrollment.

Wellness Policy

Please reference the Wellness Policy on Propel Schools website for more information regarding wellness

and birthday celebrations and food treats.

Lost and Damaged School Property

Scholars are responsible for taking care of and returning school property provided for their use—including

but not limited to locks, lockers, lab equipment, books, technology. Families will be billed for lost or

damaged items. Scholars with outstanding balances may be excluded from school activities and reports

may be held.

Complaints

See Family Expectations for Resolving School Concerns

Accidents

If your scholar is injured at school, we will make him/her comfortable and begin appropriate first aid

procedures. If you cannot be reached, we will attempt to contact the emergency numbers you have

provided to us. If your scholar needs to be transported to a hospital, an ambulance will be called. A

school staff member will accompany your scholar to the hospital and stay with him/her until you arrive.

Volunteer Practices/Procedures

All volunteers (scholar family members, community members) must have the required clearances

including criminal, child abuse, FBI, PA Department of Education, and a TB test. Volunteers are assigned

duties by the building principal and will work directly with an administrator who will work with faculty or

staff for appropriate placement and direction of the volunteer work.

Any other arrangements must be cleared with the superintendent or his/her designee. Volunteers must

have proper clearances to assist with school events, performances, trips, attend conferences, etc.

Paperwork to obtain the proper clearances can be provided by the building administrative assistant. All

volunteers will be required to follow the Building Visitation Guidelines.

Building Visitation Guidelines

The safety of our staff and scholars is of the utmost importance to us. In order to enter a school

building, all visitors must have in their possession a photo ID that will be scanned as a security measure.

Upon entering the building, all visitors must go directly to the main office, check in with the

administrative assistant, provide photo ID, and secure a visitor’s pass, and wait for a staff member to

provide you with directions on how to proceed. Propel Schools has the right to deny visitors into the

building and/or have them exit school grounds at any time.

Parent Visitation

The administration and faculty of Propel Schools wish to support home/school cooperation. In order to

make your visit to school more profitable to you and to us, and safe for all scholars, the following must

occur:

1. Schedule your visit at least 24 hours in advance. A phone call to the principal office will

ensure all staff are prepared and aware of your presence.

2. If you desire a conference with a teacher, make an appointment through the office. Classes

will not be interrupted for this purpose.

3. All visitors must register in the office and obtain a visitor’s ID. See Building Visitation

Guidelines.

XXV. Title I, Part A: LEA Parent-Family Engagement Policy

PART I. GENERAL EXPECTATIONS

Propel Schools agrees to implement the following statutory requirements:

1. The school district will put into operation programs, activities and procedures for the involvement

of parents in all of its schools with Title I, Part A programs, consistent with section 1118 of the

Elementary and Secondary Education Act (ESEA). Those programs, activities and procedures will be

planned and operated with meaningful consultation with parents of participating children.

2. Consistent with section 1118, the school district will work with its schools to ensure that the

required school-level parent-family engagement policies meet the requirements of section 1118(b)

of the ESEA, and each include, as a component, a school-parent compact consistent with section

1118(d) of the ESEA.

3. The school district will incorporate this district wide parent-family engagement policy into its LEA

plan developed under section 1112 of the ESEA. In carrying out the Title I, Part A parent-family

engagement requirements, to the extent practicable, the school district and its schools will provide

full opportunities for the participation of parents with limited English proficiency, parents with

disabilities, and parents of migratory children, including providing information and school reports

required under section 1111 of the ESEA in an understandable and uniform format and, including

alternative formats upon request, and, to the extent practicable, in a language parents understand.

4. If the LEA plan for Title I, Part A, developed under section 1112 of the ESEA, is not satisfactory to

the parents of participating children, the school district will submit any parent comments with the

plan when the school district submits the plan to the State Department of Education.

5. The school district will be governed by the following statutory definition of parent-family

engagement , and expects that its Title I schools will carry out programs, activities and procedures

in accordance with this definition: Parent-family engagement means the participation of parents in

regular, two-way, and meaningful communication involving scholar academic learning and other

school activities, including ensuring— (A) that parents play an integral role in assisting their child’s

learning; (B) that parents are encouraged to be actively involved in their child’s education at

school; (C) that parents are full partners in their child’s education and are included, as appropriate,

in decision-making and on advisory committees to assist in the education of their child; (D) the

carrying out of other activities, such as those described in section 1118 of the ESEA.

PART II. DESCRIPTION OF HOW DISTRICT WILL IMPLEMENT REQUIRED DISTRICT WIDE

PARENT-FAMILY ENGAGEMENT COMPONENTS

1. Propel Schools will take the following actions to involve parents in the joint development of its

district wide parent-family engagement policy under section 1112 of the ESEA:

a. Propel will meet with parents, families, members of the community, and school staff to

discuss the design and implementation of the parent-family engagement policy. Propel will

recruit participants through various avenues of publicity. Meetings will be planned and held

at convenient times and locations.

2. Propel Schools will take the following actions to involve parents in the process of school review

and improvement under section 1116 of the ESEA:

a. Propel will meet with parents, families, members of the community, and school staff to

discuss the design and implementation of the parent-family engagement policy. Propel will

recruit participants through various avenues of publicity. Meetings will be planned and held

at convenient times and locations.

3. Propel will provide the following necessary coordination, technical assistance, and other support to

assist Title I, Part A schools in planning and implementing effective parent-family engagement

activities to improve scholar academic achievement and school performance:

a. Monthly meetings with school leadership will be held to provide professional development

and support. Monthly checklists will be sent to school leadership.

4. Propel Schools will coordinate and integrate parent-family engagement strategies in Title I, Part A

with parental involvement strategies under the following other programs:

a. Local Head Start Programs and partnerships with establishments in the local communities.

5. Propel Schools will take the following actions to conduct, with the involvement of parents, an

annual evaluation of the content and effectiveness of this parent-family engagement policy in

improving the quality of its Title I, Part A schools. The evaluation will include identifying barriers to

greater participation by parents in parental involvement activities (with particular attention to

parents who are economically disadvantaged, are disabled, have limited English proficiency, have

limited literacy, or are of any racial or ethnic minority background). The school district will use the

findings of the evaluation about its parent-family engagement policy and activities to design

strategies for more effective parental involvement, and to revise, if necessary (and with the

involvement of parents) its parent-family engagement policies.

a. Multiple modes of communication will be used to notify all parents and families of the

annual review meeting. Parents and families will have the opportunity to work

collaboratively with the principal and instructional coaches to provide feedback and

suggestions for evaluating the parent-family engagement policy.

b. 6. Propel Schools will build the schools’ and parent’s capacity for strong parent-family

engagement, in order to ensure effective involvement of parents and to support a

partnership among the school involved, parents, and the community to improve scholar

academic achievement, through the following activities specifically described below:

c. The school district will, with the assistance of its Title I, Part A schools, provide assistance

to parents of children served by the school district or school, as appropriate, in

understanding topics such as the following, by undertaking the actions described in this

paragraph by conducting parent-family workshops:

i. the State’s academic content standards, the State’s scholar academic achievement

standards, the State and local academic assessments including alternate

assessments, the requirements of Title I Part A, how to monitor their child’s

progress, and how to work with educators

d. The school district will, with the assistance of its schools, provide materials and training to

help parents work with their children to improve their children’s academic achievement,

such as literacy training, and using technology, as appropriate, to foster parental

involvement, by conducting parent-family workshops.

e. The school district will, with the assistance of its schools and parents, educate its teachers,

pupil services personnel, principals and other staff, in how to reach out to, communicate

with, and work with parents as equal partners, in the value and utility of contributions of

parents, and in how to implement and coordinate parent programs and build ties between

parents and schools, by holding professional development sessions.

f. The school district will, to the extent feasible and appropriate, coordinate and integrate

parent-family engagement programs and activities with Head Start and public preschool

and other programs, and conduct other activities, such as parent resource centers, that

encourage and support parents and families in more fully participating in the education of

their children, by visiting local pre-schools and conducting parent-family workshops.

g. The school district will take the following actions to ensure that information related to the

school and parent- programs, meetings, and other activities, is sent to the parents of

participating children in an understandable and uniform format, including alternative

formats upon request, and, to the extent practicable, in a language the parents can

understand, by using multiple exposures and modes of communication.

PART III. DISCRETIONARY DISTRICT WIDE PARENT-FAMILY ENGAGEMENT POLICY

COMPONENTS

1. Involving parents in the development of training for teachers, principals, and other educators to

improve the effectiveness of that training;

2. Providing necessary literacy training for parents from Title I, Part A funds, if the school district has

exhausted all other reasonably available sources of funding for that training;

3. Paying reasonable and necessary expenses associated with parental involvement activities

4. In order to maximize parent-family involvement and participation in their children’s education,

arranging school meetings at a variety of times, or conducting in-home conferences between

teachers or other educators, who work directly with participating children, with parents who are

unable to attend those conferences at school

5. Adopting and implementing model approaches to improving parental involvement

6. Developing appropriate roles for community-based organizations and businesses in parental

involvement activities

7. Providing other reasonable support for parental involvement activities under section 1118 as

parents may request

PART IV. ADOPTION

This District wide Parent-Family Engagement Policy has been developed jointly with, and agreed on with,

parents of children participating in Title I, Part A programs. It will be reviewed annually with all

stakeholders. The school district will distribute this policy to all parents of participating Title I, Part A

children annually.

Title I, Part A: School Level Parent-Family Engagement Policy

Propel Schools is dedicated to providing a high-quality education for every scholar To accomplish this

objective, there needs to be a strong partnership between the school and the family. Parents and families

work as partners to increase scholar achievement and develop positive attitudes about self and school.

Teachers will keep parents and families informed of grade level learning objectives and expectations. All

scholars will be expected to work toward mastering these objectives before moving onto the next grade

level. In order for this to occur, the expectation is that parents and families attend at least two face-to-face

conferences at the school where the academic, social, and emotional progress of the child is discussed.

Propel Schools has developed a written Title I Schoolwide Parent-Family Engagement Policy and

School/Parent/School Compact with input from parents and families. Propel believes that the parents and

families are the child’s first teacher and even after entering school, the continued involvement of the

parents and families is critical to the success of the child while in school. In order to accomplish this goal,

all parents and families will receive a copy of the Parent-Family Engagement Policy and

School/Parent/scholar Compact at the beginning of the school year, and it will be posted on the school’s

web-site. The policy describes the means for carrying out the following Title I parent and family

engagement requirements [

20 USC 

6318 Section 1118(a)-(f) inclusive.

Parent-Family Engagement in the I Schoolwide Program

To involve parent and families in the Title I Schoolwide Program at Propel Schools, the following practices

have been established:

■ The school convenes two annual meetings each fall and spring to inform all parents and families

about the Title I Schoolwide Programs, Title I requirements ,and about the right of parents to be

involved in the Title I Schoolwide Program.

■ The school offers a flexible number of meeting times and dates for all parents and families, such

as meetings in the morning or evening.

■ The school involves parents and families in an organized, ongoing, and timely way, in the planning,

review, and improvement of the school’s Title I Schoolwide program and the Title I Parent-Family

Engagement Policy and School Compact. Parents, families, and school staff meet to discuss the

design, implementation, and provide feedback.

■ The school provides parents and families with timely information through various modes of

communication including phone calls, newsletters, emails, social media postings, and website

postings.

■ The school provides parents and families with an explanation of the curriculum used at the school,

the assessments used to measure scholar progress, and the proficiency levels scholars are

expected to meet. Parents and families are required to attend two parent-teacher conferences

each year where the above information will be discussed. The information will also be discussed at

the annual Title I meetings.

■ If requested by parents and families, the school provides opportunities for regular meetings that

allow the parents to participate in decisions relating to the education of their children.

School/Parent/Scholar Compact

Propel Schools distributes to parents and families a School/Parent/scholar Compact. The compact, which

has been jointly developed with parents, outlines how parents, the entire school staff, and scholars will

share the responsibility for improved scholar academic achievement. It describes specific ways the school

and families will partner to help children achieve the State’s high academic standards. It addresses the

following legally required items, as well as other items suggested by parents and families.

■ The school’s responsibility to provide high-quality curriculum and instruction.

■ The ways parents will be responsible for supporting their children’s learning.

■ The importance of ongoing communication between parents and teachers through, at a minimum,

semi-annual parent-teacher conferences; frequent reports on scholar progress; access to staff;

opportunities for parents to volunteer and participate in their child’s class; and opportunities to

observe classroom activities when requested and scheduled.

Parents and families along with school staff met to discuss the design implementation of the compact.

Propel uses various modes of communication and holds meetings at different times to accommodate

parents and families.

Propel Schools engages parents and families in meaningful interactions with the school. It supports a

partnership among staff, parents, and the community to improve scholar academic achievement. To help

reach these goals, the school has established the following practices which require the home and school to

recognize and agree upon the responsibilities of each party in the learning process.

Scholar Responsibilities:

■ Take ownership for my education without making excuses

■ Read and follow the scholar and Family Handbook

■ Attend at least 4 school events per year to support my education/my school.

■ Attend school regularly and on time

■ Complete and return homework assignments

■ Read every day at home

■ Respect myself, my peers, and school personnel

■ Respect the rights of others to learn without distraction and disruption

■ Accept responsibility for my own actions

■ Make an effort to do my best work

■ Respect the cultural differences of other scholars, their families, and staff

■ Work to resolve conflicts in positive nonviolent ways

■ Comply with school rules at all times and during off campus school functions

■ Deliver all reports and notices sent by the school to my parent/guardian

Family Responsibilities:

■ Read and follow the scholar and Family Handbook and all Procedures and Policies

■ Assume good intentions

■ Conduct self in a professional manner at all times

■ Follow all LEA and school procedures and policies

■ Assure my child gets to school on time and attends regularly

■ Provide adequate rest, food, and medical attention for my child

■ Monitor the completion of homework by establishing a time for homework, reviewing it regularly,

providing a well-lighted and quiet place for study, encouraging my child’s efforts and being

available for questions

■ Monitor television watching and media exposure

■ Encourage positive use of extracurricular time

■ Encourage my child to read for about 30 minutes each day at home and engage with literacy

■ Participate in school activities on a regular basis

■ Attend fall and spring educator-family conferences

■ Communicate with school staff regarding my child’s needs and circumstances

■ Stay aware of what my child is learning and his/her progress in school

■ Be aware of and follow rules and regulations of the school. Encourage and support my child in

following the rules and regulations of the school

■ Support the school in its efforts to maintain proper discipline according to the Scholar and Family

Handbook

■ Update contact information regularly to maintain communication with the school

Teacher Responsibilities

■ Maintain and foster high standards of academic achievement and positive behavior

■ Serve as a positive role model

■ Conduct self in a professional manner at all times

■ Follow all LEA and school procedures and policies

■ Respect the cultural differences of scholars, their families, and other staff

■ Assist the administration in facilitating and implementing the Title I Parent Involvement policy and

parent involvement activities

■ Provide a safe, caring and pleasant environment that promotes active learning

■ Explain assignments clearly and provide homework that supports the curriculum

■ Help scholars learn how to resolve conflicts in an appropriate and positive manner

■ Advise families of their scholar’s progress on a regular basis

■ Be readily accessible to parents and provide opportunities for parents to meet on a regular basis to

discuss their scholar’s progress and to participate as appropriate in the decisions relating to their

scholar’s education

■ Provide opportunities for parents to volunteer and participate in their scholar’s class and observe

classroom activities when appropriately scheduled

■ Demonstrate exemplary attendance as a model for the scholars

■ Provide necessary assistance to parents so that they can help with the assignments

■ Continue efforts to develop professionally

School Responsibilities

■ The school provides families with assistance in understanding the State’s academic content

standards, assessments, and how to monitor and improve the achievement of their children.

■ The school provides parents and families with materials and training to help them work with their

children to improve their children's achievement.

■ With the assistance of families, the school educates staff members about the value of family

contributions, and in how to work with families as equal partners.

■ The school coordinates and integrates the Title I Parent-Family involvement program with other

programs, and conducts other activities, such as parent resource centers, to encourage and

support parents in more fully participating in the education of their children.

■ The school distributes information related to school and parent programs, meetings, and other

activities to parents and families in a format and language that the parents understand.

■ The school provides support for parent and family involvement activities requested by parents,

when reasonable.

Accessibility

Propel Schools provides opportunities for the participation of all parents and families, including parents with

limited English proficiency, parents with disabilities, and parents of migratory scholars. Information and

school reports are provided in a format and language that parents can understand.

XXVI. Annual Child Find Notice and scholar Records Notice

The Family Educational Rights and Privacy Act of 1974 (FERPA - C.F.R. Part 99), was most recently

amended January 8, 2008, state regulations (Chapter 711-Special Education Services and Programs,

Chapter 12-scholar Rights and Responsibilities) and district policy.

It is the intent of this Annual Notice and policy to inform parent/guardian(s) and eligible children (i.e.

scholars 18 and older) of their rights relevant to their privacy rights in the collection, maintenance, release

and destruction of these records as required by the Family Educational Rights and Privacy Act

(FERPA), 20 U.S.C. ‘1232g. 34 C.F.R. part 99 and the No Child Left Behind Act of 2001.

Annual notice of this policy is given on the District’s website, in scholar agendas, in building handbooks

and hard copies are available in the main lobby of the administration building.

The different categories of information maintained by the school district are as follows; educational and

health records, personally identifiable information and directory information. Information known as

directory information can be released without consent. Parents may opt out of this by requesting in

writing to the school principal that some or all directory information not be released. In addition,

photographs and/or videos may be used in newspaper articles highlighting various school activities or

television coverage of school events. If you do not wish your child to be photographed or videotaped for

these purposes, you must inform the district in writing.

Education Records include records directly related to a scholar that are maintained by Propel Schools.

The Educational Records of the District may include all of the following (this list is not intended to be

exhaustive): grades, standardized test results, scholar evaluation reports, samples of scholar work,

records transferred from sending schools, discipline records, medical records and any other records

created and maintained by the school district directly related to the scholar. Educational records do not

include communications with legal counsel that are attorney client privileged. Educational Records do not

include records maintained solely by the creator for their personal use, not shared with others. The

contents of a scholar’s educational file shall be determined by the District unless a specific parental

request is made or a complaint is made, consistent with this Notice.

The District shall permit the parent/guardian(s) of a scholar or an eligible special education scholar, who

is or has been in attendance in the District, to inspect and review the education records of the scholar

upon written request. The District will comply with a written request to review records within a reasonable

period of time (never to exceed 45 calendar days from the date of written request; 30 days if the scholar

receives special education services) after the request has been made. When there are special cases and

where necessary, a parental request to review records will be granted and arranged as soon as possible.

Visits to review a scholar’s records shall be arranged and facilitated by the building principal or designee,

or any party selected by the District, for the purposes of security and assistance in explaining or

interpreting the data. The right to inspect and review education records includes:

1. The right to a response from the District to reasonable requests, made in writing, for

explanation and interpretations of the record; and

2. The right to obtain copies of records from the District where failure of the District to

provide the copies would effectively prevent a parent or eligible scholar from exercising the

right to inspect and review the educational records (e.g. where the parent lives too far to

come review the records personally). 

A reasonable fee of .25 will be charged per

page for duplicate copies of documents already provided to

parents/guardians

In accordance with FERPA, the District will not produce or compile documentation that does not already

exist.

It is presumed by the District that both natural parent/guardian(s) of a scholar has authority to inspect

and review the education records of the scholar at the school in the child’s attendance area (main office)

by appointment unless there is evidence that there is a legally binding instrument, or a State law or

court order governing such matters as divorce, separation or custody, which provides to the contrary. A

District designee will sit with the parent when the parent reviews the records in a private conference

area. As part of the notice of a parent’s right to access, Propel Schools has the responsibility to inform

all parents of provisions affecting parental access, and request verification of any court order denying

either parent access to records. It is the responsibility of the parent seeking to deny access to the

records to provide Propel Schools with a copy of the court order or other document that limits or

controls access to scholar records. In cases where the request for access to records is made by a

non-custodial parent, Propel Schools has the responsibility to verify the person’s identity and notify the

custodial parent of the request. If a parent seeking to deny access does not respond to the school’s

request within the 45 or 30 day time frame, the school must grant the request.

Legal Custody and Court Orders

Propel Schools will do everything possible to ensure that the safety and rights of all family members are

protected. Parents/guardians who have custody situations involving their scholars must submit a copy

of the standing and current court order to the school office immediately. Court order statements will be

fully honored by Propel Schools. Please inform the school and provide updated documentation when

necessary. Documentation must be submitted each school year.

Under federal law, family consent is not required for the release of Directory information,

which is information contained in an education record of a scholar that would not generally

be considered harmful or an invasion of privacy if disclosed.

The District designates the following as Directory Information means: information contained in an

education record of a scholar that would not generally be considered harmful or an invasion of privacy if

disclosed.

(a) Directory information includes, but is not limited to, the scholar’s name; address;

telephone listing; electronic mail address; photograph; date and place of birth; major field of

study; grade level; enrollment status (e.g., undergraduate or graduate, full-time or part-time);

dates of attendance; participation in officially recognized activities and sports; weight and height

of members of athletic teams; degrees, honors and awards received; and the most recent

educational agency or institution attended.

(b) Directory information does not include a scholar’s ---

1. Social security number; or

2. scholar identification (ID) number, except as provided in paragraph (c) of this section.

identifier used by the scholar for purposes of accessing or communicating in electronic systems,

but only if the identifier cannot be used to gain access to education records except when used

in conjunction with one or more factors that authenticate the user’s identity, such as a personal

identification number (PIN), password, or other factor known or possessed only by the

authorized user.

A written record of this information, or electronic copy of the same, including grade level

completed and year completed, may be maintained at least 100 years after a scholar attains

age 21. A parent/guardian or eligible scholar may notify the District in writing of their refusal to allow

the District to release directory information without prior consent. Such a written refusal for consent

must be sent to the Director of Pupil Services, Propel Schools, 3447 East Carson Street, Suite 200,

Pittsburgh, PA 15203.

Pursuant to Section 9528 of the 

No Child Left Behind Act

, the District is required to release scholar

directory information (access to names, addresses, and phone numbers of high school juniors and

seniors) to military recruiters and college admissions officers. The 

No Child Left Behind 

law

requires high schools to release information to colleges or other higher learning institutions upon request.

Any parent/guardian or scholar who has reached age eighteen may notify the District in writing of

their refusal for this information to be released. Letters seeking the withholding of information to

military recruiters should be sent to: Director of Pupil Services, Propel Schools, 3447 East Carson Street,

Suite 200, Pittsburgh, PA 15203.

Per federal guidance, scholar medical records, maintained by the nurses’ office, are considered

educational records and will be shared with staff who the district determines have a legitimate

educational interest in the information and a need to know medical information to protect the safety

and health of the scholar. Once provided to the District, specific parental consent will not be

sought to share information on a need to know basis. Parental requests to maintain the

confidentiality of specific medical information must be made in writing to the nurse’s

office. Requests for complete confidentiality of medical information will be granted at the discretion

of the nurse. These requests will be granted unless dangerous to the scholar.

If the district reported a crime committed by a scholar with a disability the district will ensure that

copies of the special education records and disciplinary records of the scholar will be transmitted

properly and only to the extent possible that the transmission is permitted by the Family Educational

Rights and Privacy Act.

The District can communicate about sex offenders from agency to agency.

The District shall obtain the written consent of the parent(s)/guardian(s) of a scholar age eighteen before

disclosing personally identifiable information, other than directory information, from the education

records of a scholar to a third party. Consent is not required where the disclosure is to the

parent/guardian(s) of a scholar who is not an eligible scholar or the scholar himself or herself.

Personally Identifiable Information

The term includes, but is not limited to ---

A. The scholar’s name;

B. The name of the scholar’s parent or other family members;

C. The address of the scholar or scholar’s family;

D. A personal identifier, such as the scholar’s social security number, scholar number, or

biometric record;

E. Other indirect identifier,; such as the scholar’s date of birth, place of birth, and mother’s

maiden name; that other information, alone or in combination, is linked or linkable to a

specific scholar that any reasonable person in the school community, who does not have

personal knowledge of the scholar be able to identify the scholar to whom the education

record relates.

Uses of Personally Identifiable Information:

The district may disclose personally identifiable information from the education records of a scholar

without written consent of the parent/guardian(s) or the scholar or the eligible scholar in several

situations. See 34

C.F.R. Part 99. Some important examples of when no consent to release information is needed include

(list is not exhaustive):

1. To other school officials, including teachers, guidance counselors, nurses, and I.U. personnel

within the District who have been determined by the District to have legitimate educational

interests or are providing instruction or services to scholars. The District has determined that all

school employees involved in the direct supervision of a scholar (academic or non-academic)

(including support staff) have a legitimate educational interest in academic and health related

scholar information if the information is necessary to ensure appropriate fulfillment of their

professional duties and to ensure the health and safety of the scholar.

2. To officials of another school or school system or post-secondary schools in which the scholar

seeks or intends to enroll, subject to the requirements set forth in 99.34. Parents may request a

copy of the record sent.

3. To appropriate parties in a health or safety emergency, subject to the conditions set in 99.36, if

knowledge of the information is necessary to protect the health or safety of the scholar or other

individuals.

4. Information designated by the District as Directory Information.

5. Generally, schools must have written permission from the parent/guardian or eligible scholar in

order to release any information from a scholar's education record. However, FERPA allows

schools to disclose those records, without consent, to the following parties or under the

following conditions (34 CFR § 99.31):

● Specified officials for audit and evaluation purposes

● Appropriate parties in connection with financial aid to a scholar

● Organizations conducting studies for or on behalf of the school

● Accrediting organizations

● To comply with a judicial order or lawfully issued subpoena

● State and local authorities, within the juvenile justice system, pursuant to specific

state law

● Contracted, consultant, volunteer, or other party to whom an agency or institution

has outsourced institutional services or functions may be considered a school

official under this paragraph---

1. Performs an institutional service or function for which the agency or

institution would otherwise use employees;

2. Is under the direct control of the agency or institution with respect to

the use and maintenance of education records; and

3. Is subject to the requirements of §99.33 (a) governing the use and

disclosure of personally identifiable information from education

records.

Propel Schools will use reasonable methods to ensure that school officials obtain access to only those

education records in which they have legitimate educational interests. When providing records to

authorized third parties, the District will make a reasonable attempt to notify the parent/guardian(s) of

the scholar or the eligible scholar of the transfer of the records at the last known address of the

parent(s)/guardian(s) or eligible scholar. Per state law, the District will not provide any notice of

transfer of records of a scholar to a school in which a scholar seeks or intends to enroll.

Under federal and state law, Propel Schools will maintain a list of all persons who have requested or

obtained access to personally identifiable information contained in the scholar’s educational record.

The list will include the name of the party making the request, the basis upon which the party claims

the right to access the information, and the date the request was made. The list will be available to

the scholar’s parent/guardian upon request.

The District maintains scholar records in the individual Propel buildings. Special education scholar

records, scholar health records, and 504 scholar service plans are kept in separate locked files in the

individual schools until the time when the scholar is no longer active. Once a scholar becomes inactive in

Propel their records are transferred to a locked storage space.

PLEASE NOTE: PROPEL SCHOOLS MAY DESTROY RECORDS UNDER THE FOLLOWING CIRCUMSTANCES

AND TIMELINES

A. Records that include a scholar’s name, address, grades, attendance records, classes

attended, grade level completed and year completed may be destroyed once 100 years

have passed since the scholar’s 24

th 

birthday.

B. Special Education records, Section 504 records, Response to Intervention (RTI)

records, and health records may be destroyed once 10 years have passed from

the date a scholar has graduated or reached graduation age (if exiting the

district before graduation) as long as there is no outstanding request to inspect and

review the records and the records are no longer deemed useful to the school district.

C. Notice of destruction of these records is provided annually via this

publication. Educational records of a scholar are longer needed by the District to

provide educational services at the end of one year following a scholar’s graduation

from the District. A parent/guardian may submit a written request for the destruction of

all education records at that time.

D. Destruction will proceed where parents or eligible scholars have not requested copies

by November 1

st 

of the year the records may be destroyed as per paragraphs A&B

above. Parents or scholars over eighteen have the right to request a copy of their

record before destruction.

Parents are reminded that copies of the records might be needed for the acquisition of Social Security

benefits or for other purposes.

Amendment of Education Records

A Parent/guardian or eligible scholar has the right to request amendment of a scholar’s educational file if

it is believed that any information is inaccurate, or in violation of a scholar’s rights. The educational

agency shall decide within a reasonable time whether to amend the record. If the school district decides

not to amend the educational record it shall notify the parent/scholar of the right to and arrange an

informal hearing. The hearing will be conducted by an official of the District without an interest in the

outcome, who will be either the Director of Pupil Services or their designee. The parent may present

relevant evidence. The District will issue a written decision based on the hearing. Informal inquiries may

be sent to: [email protected] or [email protected]. The website address is:

www.ed.gov/policy/gen/guide/fpcd

Complaints regarding violation of rights accorded parent(s)/guardian(s) and eligible scholars with

respect to scholar records are to be submitted to the Director of Pupil Services, Propel Schools, 3447

East Carson Street, Suite 200, Pittsburgh, PA 15203, in writing. All Complaints will be investigated and

responded to in writing within a reasonable period of time. If complaints cannot be satisfactorily

resolved by the District, complaints can be filed with the following:

Family Policy Compliance Office

U.S. Department of Education 400 Maryland Avenue, SW

Washington, D.C. 20202-4605

Questions regarding the above information or requests for a copy of the records policy may be

referred to: Director of Pupil Services, Propel Schools, 3447 East Carson Street, Suite 200,

Pittsburgh, PA 15203.

SCREENING AND EVALUATION

Propel Schools has a three-part screening process in place that identifies any scholar who may

need special education.

LEVEL 1: Review of Group-Based Data

The building principals, general education teachers, and resource teachers review enrollment

information, academic and health records, and results from group-based tests such as Dynamic

Indicators of Basic Early Literacy Skills (DIBELS), Measure of Academic Performance Assessment

(MAP), Developmental Reading Assessment (DRA), 4- Sight Assessments, and the Pennsylvania

System of School Assessment (PSSA). For incoming kindergarten scholars, results from a kindergarten

readiness screening are examined. Data gathered through a thorough review of records may prompt

a referral for screening of a child for special education.

LEVEL 2: Review of Hearing, Vision, Motor, Speech and Language

As prescribed by Section 1402 of the Pennsylvania school code, Propel Schools routinely conducts health

screenings for kindergarten (K) through 12

th 

grade scholars and new scholars without history of recent

exams: Vision (Gr. K-12); Hearing (Gr. K-3, 7, & 11 and any scholar with a known history of hearing loss

and ungraded scholars); Mandated Physical Exams (Gr. K or 1, 6, and 11); Dental Screenings (Gr. K or 1,

3 and 7); Scoliosis Screening (Gr. 6 & 7); and Body Mass Index (BMI) Screening (Gr. K-12). Speech and

language skills are screened in kindergarten and upon referral to the speech pathologist. Gross motor

and fine motor skills, academic and social-emotional skills are assessed by the general education

teachers, special education teachers, and support staff on an ongoing basis. Specified needs from all of

these screening sources are noted within the child’s official file, discussed with parents and, and when

appropriate, referred to the Response to Intervention and Instruction Team (RTII) which meets monthly

to conduct various ongoing screening and to develop interventions

LEVEL 3: Response to Intervention and Instruction Team (RTII Team)

RTII is a group process aimed to maximize individual scholar success in the regular classroom, consider

barriers to learning, and to serve as a screening process for scholars who may be in need of special

education services. RTII is a positive, team based process which uses intervention techniques to help

remove educational, behavioral or affective stumbling blocks for all scholars in the regular classroom.

RTII program runs from kindergarten through grade 12. Referrals for RTII may be initiated by the

parent, classroom teacher or any staff member. RTII includes general education teachers, special

education teachers, math coach, literacy coach, guidance counselors, behavior coaches, and

administrators.

RTII Process:

1. Identify the scholar’s needs for academic and behavioral support and identify the

strategies that have been tried within the classroom.

2. Determine more specific interventions to be implemented

3. Implement the interventions

4. Determine if the interventions are addressing the scholar’s needs

5. If the interventions work, continue the interventions

6. If the interventions do not work, determine if the interventions need more time to be

implemented or refer the scholar for a multidisciplinary evaluation (MDE)

Parents or guardians may request that their child be screened or evaluated for special education services.

Requests for screening or evaluation should be made in writing and directed to the attention of the

Director of Pupil Services, Propel Schools, 3447 East Carson Street, Suite 200, Pittsburgh, PA, 15203.

Parents or guardians should request an evaluation for special education services if

their child demonstrates warning signs of a developmental delay.

What are the warning signs of a developmental delay? There are several general “warning signs” of

possible delay. These include:

Behavioral Warning Signs

■ Does not pay attention or stay focused on an activity for as long a time as other

children of the same age

■ Displays violent behaviors on a daily basis

■ Stares into space, rocks body, or talks to self more often than other children

of the same age

■ Gets unusually frustrated when trying to do simple tasks that most children of the

same age can do

■ Shows aggressive behaviors and acting out and appears to be very stubborn

compared with other

■ Avoids or rarely makes eye contact with others

■ Does not seek love and approval from a caregiver or parent

■ Focuses on unusual objects for long periods of time; enjoys this more than

interacting with others children

Gross Motor Warning Signs

■ Has stiff arms and/or legs

■ Has a floppy or limp body posture compared to other children of the same age

■ Uses one side of body more than the other

■ Has a very clumsy manner compared with other children of the same age

Vision Warning Signs

o Rubs eyes frequently

■ Seems to have difficulty following objects or people with his/her eyes

■ Turns, tilts or holds head in a strained or unusual position when trying to look at an

object

■ Seems to have difficulty finding or picking up small objects dropped on the floor

(after the age of 12 months)

■ Has difficulty focusing or making eye contact

■ Closes one eye when trying to look at distant objects

■ Eyes appear to be crossed or turned

■ Brings objects too close to eyes to see

■ One or both eyes appear abnormal in size or coloring

Hearing Warning Signs

■ Talks in a very loud or very soft voice

■ Seems to have difficulty responding when called from across the room, even when it

is for something interesting

■ Turns body so that the same ear is always turned toward sound

■ Has difficulty understanding what has been said or following directions after once

he/she has turned 3 years of age

■ Doesn’t startle to loud noises

■ Ears appear small or deformed

■ Fails to develop sounds or words that would be appropriate at his/her age

XXVII. Services for School Age Scholars with Disabilities

Propel Schools provides a free, appropriate public education to scholars with disabilities according to

state and federal rules. To be eligible, the child must:

● Be of school age.

● Have a disability and be in need of specially designed instruction.

● Meet eligibility criteria for one or more of the following physical or mental disabilities as set forth

in the Pennsylvania State Standards: autism, deaf-blindness, blindness, visual impairment,

emotional disturbance, specific learning disability, other health impairment, traumatic brain

injury, and speech/language impairment, orthopedic impairment, hearing impairment, deafness,

multiple disabilities or mental retardation.

If a scholar is found eligible for an Individual Education Plan (IEP) according to state and federal

law, the following services are designed to meet the needs of eligible scholars with disabilities:

❏ The annual development of an individualized education program (IEP).

❏ A triennial multidisciplinary re-evaluation for scholars with disabilities (except for those scholars

with Intellectual Disabilities where evaluation remains biennial).

❏ A range of supports for scholars from itinerant level to supplemental level to full time level

special education support within the district or placement in a full-time special education

disabilities class outside of the regular school.

The extent of special education services for scholars with disabilities and the location for the delivery of

such services are determined by the parents and the district staff at the IEP team meeting and are based

on the scholar’s identified needs and abilities, chronological age and the level of intensity of the specified

intervention. The district also provides related services, such as physical therapy, occupational therapy

and assistive technology (not an exhaustive list) if they are required to enable the scholar with

disabilities to derive educational outcomes.

Prior to initiation of services, parents of a scholar with disabilities are presented a “Notice of

Recommended Educational Placement/Prior Written Notice” (NOREP) with which they agree or disagree. If

parents agree to the program outlined by the multidisciplinary team and the parent signs the NOREP, then

the program is implemented for their child. If parents disagree with the program being recommended,

they have the right to request IEP facilitation, mediation and/or a due process hearing. Parents are issued

their “Procedural Safeguards” which outlines in detail their legal rights as a parent of a child identified as

having a disability.

Services for Protected Handicapped Scholars

Propel Schools will provide to each protected handicapped scholar without discrimination or cost to the

scholar or family those related aids, services or accommodations which are needed to provide equal

opportunity to participate in and obtain the benefits of school programs and extracurricular activities to

the extent appropriate to the scholar’s abilities. To qualify as a protected handicapped scholar, the child

must be of school age with a physical or mental handicap which substantially limits or prohibits

participation in or access to an aspect of the school program.

Services for protected handicapped scholars are distinct from those applicable to disabled scholars

enrolled in special education programs. Protected handicapped scholars fall under Pennsylvania’s

Chapter 15, sometimes known by its federal name, Section 504 (of the 1973 Rehabilitation Act). In

contrast, scholars with disabilities who qualify for special education services are covered by regulations

contained in Pennsylvania’s Chapter 711. While both Chapter 711 and 15 provide services to scholars,

there are technical differences between the two. Additional information about evaluation procedures

and provision of services to protected handicapped scholars is available by contacting, Director of Pupil

Services, Propel Schools, 3447 East Carson Street, Suite 200, Pittsburgh, PA, 15203.

XXVIII. Propel Nondiscrimination Policy

Propel Charter Schools (“Propel”) provides equal opportunities for all scholars regardless of

race, color, age, creed, religion, gender, sexual orientation, ancestry, national origin, marital

status, pregnancy, genetic history, or disability to achieve their maximum potential through

the programs offered in the schools. Propel shall provide to all scholars, without discrimination, course

offerings, counseling,assistance, athletics and extracurricular activities. Propel shall make reasonable

accommodations for identified physical and mental impairments that constitute disabilities,

consistent with the requirements of federal and state laws and regulations.

Propel encourages scholars and others (who are not scholars or Propel employees) who have been

subject to discrimination to promptly report such incidents to designated employees as listed in this policy.

Employee complaints of discrimination are covered in the employee handbook.

All complaints of discrimination shall be investigated promptly, and corrective action shall be taken

when allegations are substantiated. Confidentiality of all parties shall be maintained to the extent possible,

consistent with Propel’s legal and investigative obligations. No reprisals or retaliations shall occur as a

result of good faith charges of discrimination. Propel’s Superintendent or his/her designee is Propel’s

Compliance Officer for purposes of this nondiscrimination policy

The Compliance Officer shall publish and disseminate this policy and complaint procedure at least annually

to scholars, parents/guardians, employees and the public. Such communications to

scholars, parents/guardians and the public shall include the position, office address and telephone number

of the Compliance Officer. This policy, its complaint procedures and the Compliance Officer’s

contact information shall be available on the Propel Schools website.

Contact information for the Compliance Officer and for the building principals appears in

Attachment A of this policy.

PROCEDURES

Examples of discrimination, harassment and retaliation when such actions (or any other actions)

are based on the target’s race, color, age, creed, religion, gender, sexual orientation, ancestry,

national origin, marital status, pregnancy, genetic history, or disability prohibited by this policy

include but are not limited to...

1. Name calling or insults

2. Inappropriate jokes

3. Inappropriate pictures, cartoons, drawings or other depictions

4. Isolation or exclusion

5. Bullying

6. Intimidation

The list above is not all inclusive. Any behavior that marginalizes, isolates or harasses a scholar

due to his/her race, color, age, creed, religion, gender, sexual orientation, ancestry, national

origin, marital status, pregnancy, genetic history, or disability is prohibited by this policy.

This policy also prohibits (a) retaliation against anyone who in good faith reports behavior

prohibited by this policy; and (b) intimidation of any witness or party who participates in an investigation.

This policy applies to scholars, employees and third-parties (such as vendors, independent

contractors and members of the general public) and covers incidents that cause a hostile

environment for Propel scholars in the school regardless of whether the incidents themselves

occur on school property.

The Compliance Officer is responsible for monitoring nondiscrimination procedures in the following areas:

1. Curriculum and Materials - Review of curriculum guides, textbooks and

supplemental materials for discriminatory bias.

2. Training - Provision of training for scholars and staff to identify and alleviate

problems of discrimination.

3. scholar Access - Review of programs, activities and practices to ensure that

all scholars have equal access and are not segregated except when

permissible by law or regulation.

4. Support - Assurance that like aspects of the school program receive like

support as to staffing and compensation, facilities, equipment and related

matters.

5. scholar Evaluation - Review of tests, procedures, and guidance and

counseling materials for stereotyping and discrimination.

The building principal or his/her designee shall be responsible to complete the following duties when

receiving a complaint of discrimination:

1. Inform the complaining party of the right to file a complaint and the complaint

procedure.

2. Inform the complaining party if s/he is a scholar that s/he may be accompanied by

a parent/guardian during all steps of the complaint procedure.

3. Notify the complaining party and the accused of the progress at appropriate stages

of the procedure.

4. Refer the complaining party to the Compliance Officer if the building principal is the

subject of the complaint.

A list of school contact information is available in Attachment A of this policy and on the Propel Schools

website. scholars and parents will be provided with the names of their building principals before or at

the beginning of the school year.

Complaint Procedure Step 1 - Reporting

Anyone who believes s/he has been subject to conduct that constitutes a violation of this policy is

encouraged to immediately report the incident to the building principal. A school employee who suspects

or is notified that a scholar has been subject to conduct that constitutes a violation of this policy shall

immediately report the incident to the building principal. Within two (2) school days, the building principal

(or Compliance Officer, as the case may be) will follow up with the scholar reported to be the subject of

such conduct. If the building principal is the subject of a complaint, the complaining party or the

reporting employee shall report the incident directly to the Compliance Officer.

The complaining party or reporting employee is encouraged to use the report form available from the

building principal, but oral complaints shall be acceptable. In cases in which the alleged victim may be in

danger or his/her ability to participate fully in the educational process may be seriously impaired, the

Compliance Officer or his/her designee may take interim action (consistent with state and federal law)

to keep the alleged victim from his/her alleged harasser. Such action may include parent contact,

removal from class, loss of privileges, detention, or suspension of the alleged harasser. REPORTS OF

ALLEGED INCIDENTS MUST BE MADE NO LATER THAN SIXTY (60) DAYS AFTER THE ALLEGED

INCIDENT OCCURRED.

Step 2 - Investigation

Incidents of discrimination, intimidation and retaliation prohibited by this policy will be promptly and

equitably investigated. Upon receiving a complaint of discrimination, the building principal shall

immediately notify the Compliance Officer. The Compliance Officer shall authorize the building principal to

investigate the complaint, unless the building principal is the subject of the complaint or is unable to

complete the investigation. If the building principal is unable to conduct the investigation, the Compliance

Officer shall authorize another appropriate person.

The investigation may consist of individual interviews with the complaining party, the accused, and others

with knowledge relative to the incident. The investigator may also evaluate any other information and

materials relevant to the investigation. Both the alleged victim and the alleged harasser will be given the

opportunity to present witnesses and other evidence. The investigator will use the preponderance of

evidence standard to determine whether this policy has been violated. That is, a violation will be found if

the complainant or victim presents evidence establishing it is more likely than not that the prohibited

conduct occurred.The obligation to conduct this investigation shall not be negated by the fact that a

criminal investigation of the incident is pending or has been concluded.

All complaints will be investigated within three (3) school days of a complaint being filed. Any reasonable

delays (e.g., the unavailability of witnesses or parties due to illness) will be noted in the investigative

file, and the investigation will be completed as soon as possible following the delay.

Step 3 - Investigative Report

The building principal (or other person conducting the investigation) shall prepare a written report within

fifteen (15) days, unless additional time to complete the investigation is required. Any reason for

additional time in which to complete the report will be noted in the investigative file. The report shall

include a summary of the investigation, a determination of whether the complaint has been substantiated

as factual, whether it is a violation of this policy, and a recommended disposition of the complaint.

Findings of the investigation shall be provided in writing within five (5) school days to the complaining

party, the accused and the Compliance Officer.

Step 4 - Action

If the investigation results in a finding that the complaint is factual and constitutes a violation of this

policy, Propel shall take prompt, corrective action to ensure that such conduct ceases and will not recur.

Victims of substantiated harassment or discrimination claims will be offered counseling and other

resources consistent with the circumstances of their charges.

Disciplinary action shall be consistent with the employee handbook, scholar Code of Conduct,

Board policies, Propel procedures, applicable employment agreements, and applicable law.

Employees will be disciplined consistent with the findings and such discipline may include

termination. Independent contractors found to be in violation of this policy may have their

agreements terminated or may be debarred from transacting business with Propel. Other

third-party actors may be prohibited from participating in Propel activities.

Examples of scholar discipline are as follows:

❏ Oral or Written Reprimand

❏ Parent Contact

❏ Removal from class

❏ Special Assignment

❏ Written Agreement/Contract

❏ Loss of Recess

❏ Loss of Privileges

❏ After School Detention

❏ Before School Detention

❏ Saturday Detention

A. scholars who continue to harass after being disciplined or scholars who use abusive, obscene,

or disrespectful oral or written language or gestures, swearing or Harass/Bully/Threaten may

receive

❏ Oral or Written Reprimand

❏ Parent Contact

❏ Removal from class

❏ Special Assignment

❏ Written Agreement/Contract

❏ Loss of Recess

❏ Loss of Privileges

❏ After School Detention

❏ Before School Detention

❏ Saturday Detention

❏ Bus Suspension

❏ Out of school suspension

❏ Referral to police or District Magistrate

❏ Expulsion

B. scholars whose discriminating or harassing behavior is so serious or frequent that it tends to

disrupt the learning climate of the school such as continuation of behaviors listed in A and B

above

❏ Assault

❏ Vandalism

❏ Physical Aggression

❏ Fighting

❏ Oral or physical threats

❏ Continuation of or extreme harassment/bullying/threats

❏ Discriminatory slurs or intimidation may receive

❏ Loss of Privileges

❏ Out of school suspension

❏ Loss of transportation privileges

❏ Restitution of property or payment of damage

❏ Referral to police or District Magistrate

❏ Expulsion

The above lists of prohibited behavior and possible discipline are illustrative only. Consistent with state

and federal law, Propel will take appropriate action to provide equal opportunities for all scholars

regardless of race, color, age, creed, religion, gender, sexual orientation, ancestry, national origin,

marital status, pregnancy, genetic history, or disability to achieve their maximum potential through the

programs offered in the schools.

Appeal Procedure:

1. If the complainant is not satisfied with a finding of no violation of the policy or with the

corrective action recommended in the investigative report, s/he may submit a written appeal

to the Compliance Officer within fifteen (15) days.

2. The Compliance Officer shall review the investigation and the investigative report and may

also conduct an additional reasonable investigation.

3. The Compliance Officer shall prepare a written response to the appeal within fifteen (15)

days of receipt. Copies of the response shall be provided to the complainant, the accused and

the building principal (or other person) who conducted the initial investigation.

References:

PA Human Relations Act--43 P.S. Sec.951 et seq.

Federal Anti-Discrimination Law--20 U.S.C Sec. 1681 et seq. (Title IX)

Harassment Regulations and Guidelines

Code of Federal Regulation--29 CFR Sec. 1604.11(a). 1606.8(a)

XXIX. Propel Schools Anti-Bullying Policy

Introduction

Propel prohibits acts of harassment or bullying (including cyberbullying. (See full anti-cyberbully policy

on Propel’s website). In order for the scholars of Propel to achieve high academic standards, it is

necessary that the buildings be a safe and civil environment. Harassment or bullying, like any other

disruptive or violent behavior, is conduct that disrupts a scholar’s ability to learn as well as the learning

of others. Demonstration of appropriate behavior, treating others with civility and respect, and refusing

to tolerate harassment or bullying of any kind is expected of administrators, faculty, and staff as they

provide positive examples for scholar behavior.

Harassment or bullying 

is any gesture or written, oral, graphic, or physical act (including electronically

transmitted act) that takes place on school property, at any school sponsored activity, or in a school

vehicle and is reasonably perceived as being motivated either by any actual or perceived characteristic,

such as race, color, religion, ancestry, national origin, gender, sexual orientation, gender identity and

expression; a mental, physical, or sensory disability or impairment; or by any other distinguishing

characteristic. 

Harassment or bullying 

includes any gesture or written, oral, graphic, or physical act

(including electronically transmitted act) that takes place off school property if such act causes a hostile

environment on school grounds.

Propel encourages scholars who have been subject to bullying or harassment to promptly report such

incidents to designated employees in writing and as listed in this policy. All complaints of harassment or

bullying shall be investigated promptly, and corrective action shall be taken when allegations are

substantiated. Confidentiality of all parties shall be maintained to the extent possible, consistent with

Propel’s legal and investigative obligations. This policy also prohibits (a) retaliation against anyone who

in good faith reports behavior prohibited by this policy; and (b) intimidation of any witness or party who

participates in an investigation.

This policy applies to scholars, employees and third-parties (such as vendors, independent contractors

and members of the general public) and covers incidents that result in the bullying or harassment of

Propel scholars regardless of whether the incidents themselves occur on school property.

Propel’s Superintendent or his/her designee is Propel’s Compliance Officer for purposes of this

anti-bullying policy. The Compliance Officer shall publish and disseminate this policy and complaint

procedure at least annually to scholars, parents/guardians, employees and the public. Such

communications to scholars, parents/guardians and the public shall include the position, office address

and telephone number of the Compliance Officer. This policy, its complaint procedures and the

Compliance Officer’s contact information shall be available on the Propel Schools website.

Propel officials must explain that this policy applies to all applicable acts of harassment and bullying that

occur on school property, at school sponsored events, on a school bus or as a result of a scholar’s

association with the school. The Superintendent shall develop an annual process for discussing the policy

on harassment and bullying with scholars and staff.

Contact information for the Compliance Officer and for the building principals appears in

Attachment A of this policy.

DEFINITIONS

Harassment 

is conduct that meets all of the following criteria:

❏ Is directed at one or more scholars;

❏ Substantially interferes with educational opportunities, benefits, or programs of one or more

scholars;

❏ Adversely affects the ability of a pupil to participate in or benefit from Propel’s educational

programs or activities because the conduct, as reasonably perceived by the scholar, is so severe,

pervasive, and objectively offensive as to have this effect; and,

❏ Is based on a scholar’s actual or perceived distinguishing characteristic, or is based on an

association with another person who has or is perceived to have a distinguishing characteristic,

such as race, color, age, creed, religion, gender, sexual orientation, ancestry, national origin,

marital status, pregnancy, genetic history, or disability.

Bullying 

is conduct that meets the following criteria:

❏ Is directed at one or more scholars;

❏ Is severe, persistent or pervasive; and

❏ Has the effect of doing any of the following:

❏ Creating a threatening environment;

❏ Substantially interfering with educational opportunities, benefits, or programs of one or

more scholars;

❏ Substantially interfering with the orderly operation of the school.

PROCEDURE

Examples of bullying, intimidation and retaliation when such actions (or any other actions) are

based on the target’s race, color, age, creed, religion, gender, sexual orientation, ancestry,

national origin, marital status, pregnancy, genetic history, or disability prohibited by this policy

include but are not limited to

1. Name calling or insults

2. Inappropriate jokes

3. Inappropriate pictures, cartoons, drawings or other depictions

4. Isolation or exclusion

The list above is not all inclusive. Any action that marginalizes, isolates or harasses a scholar due to

his/her race, color, age, creed, religion, gender, sexual orientation, ancestry, national origin, marital

status, pregnancy, genetic history, or disability to the extent that such action creates a hostile

environment is prohibited by this policy.

Propel expects scholars to conduct themselves in a manner keeping with their levels of development,

maturity, and demonstrated capabilities with a proper regard for the rights and welfare of other scholars

and school personnel. To prevent harassment and bullying, Propel staff shall use disciplinary situations

as opportunities for helping scholars to learn to assume responsibility and consequences for their

behavior. Staff members who interact with scholars shall apply best practices designed to prevent

discipline problems and encourage scholars’ abilities to develop self-discipline.

Propel prohibits both active and passive support for acts of harassment or bullying. The staff should

encourage scholars to support scholars who walk away from these acts.Propel staff shall attempt to stop

bystander support or encouragement of harassment or bullying. In serious cases of bystander support

or encouragement of harassment or bullying staff shall report such actions to the building principal.

Bystander support or encouragement of harassment or bullying shall be punishable as harassment or

bullying. Administrators shall develop and implement procedures that ensure both the appropriate

consequences and remedial responses to scholar harassment or bullying. The following factors, at a

minimum, shall be given full consideration by school administrators in the development of the

procedures for determining appropriate consequences and remedial measures harassment or bullying.

❏ Parties’ ages, development, and maturity

❏ Harm, if any

❏ Surrounding circumstances

❏ Severity

❏ Prior incidents

❏ Parties’ relationship

❏ Context

❏ Life skill competencies

❏ Experiential deficiencies

❏ Social relationships

❏ School culture

❏ School climate

❏ Social-emotional and behavioral supports

❏ Neighborhood culture

❏ Family situation

Consequences and appropriate remedial actions may range from positive behavioral interventions up to

and including suspension or expulsion. Consequences shall be unique to the individual incident and will

vary in method and severity according to the nature of the behavior, the developmental age of the

scholar, and the scholar’s history of problem behaviors and performance, but consequences must be

consistent with Propel’s Code of scholar Conduct. Remedial measures shall be designed to correct the

problem behavior; prevent another occurrence of the behavior; and protect the victim of the act. The

consequences may include, but are not limited to, the examples listed below…

❏ Admonishment

❏ Temporary removal from the classroom

❏ Loss of privileges

❏ Classroom or administrative detention

❏ Referral to disciplinarian

❏ In-school suspension

❏ Out of school suspension

❏ Legal action

❏ Expulsion

Remedial measures may include:

Personal

❏ Problem solving advice

❏ Restitution and restoration

❏ Peer support group

❏ Corrective instruction or other relevant learning or service experience

❏ Supportive discipline to increase accountability for the bullying offense

❏ Supportive interventions, including participation in peer mediation, or

similar services

❏ Behavioral assessment or evaluation

❏ Positive Behavioral Support Management Plan

❏ Involvement of school disciplinarian

❏ scholar counseling

❏ Parent conferences

❏ scholar treatment

❏ scholar therapy

Environmental (Classroom, School building)

❏ Modifications of schedule

❏ Adjustment in hallway traffic

❏ Modifications scholar routes or patterns traveling to and from school

❏ Targeted use of monitors

❏ Parent conferences

❏ Law enforcement involvement

❏ Peer support groups

❏ School and community surveys or other strategies for determining the conditions contributing to

harassment, intimidation, or bullying

❏ School culture change

❏ School climate improvement

❏ Adoption of research-based, systemic bullying prevention programs

❏ General professional development programs for all staff

The principal and/or assistant principal at each school are/is responsible for receiving complaints alleging

violations to this policy. All school employees are required to report alleged violations of this policy to the

building principal or principal’s designee. The complaining party or reporting employee is encouraged to

use the report form available from the building principal, but oral complaints shall be acceptable. A

school employee who suspects or is notified that a scholar has been subject to conduct that constitutes a

violation of this policy shall immediately report the incident to the building principal. Within two (2)

school days, the building principal (or Compliance Officer, as the case may be) will follow up with the

scholar reported to be the subject of such conduct. All other members of the school community,

including scholars, parents, volunteers, and visitors are encouraged to report any act that may be a

violation of this policy. Reports may be made anonymously, but formal disciplinary action may not be

based solely on the basis of an anonymous report.

COMPLAINT PROCEDURE

Step 1 – Reporting

The principal and/or the principal’s designee also are/is responsible for conducting a prompt,

thorough, and complete investigation of each alleged incident. The building principal or his/her

designee shall…

1. Inform the complaining party of the right to file a complaint and the complaint procedure.

2. Inform the complaining party if s/he is a scholar that s/he may be accompanied by a

parent/guardian during all steps of the complaint procedure.

3. Notify the complaining party and the accused of the progress at appropriate stages of the

procedure.

4. Refer the complaining party to the Compliance Officer if the building principal is the subject of the

complaint.

A list of building contact information is available in Attachment A of this policy and on the Propel Schools

website. scholars and parents will be provided with the names of their building principals before or at

the beginning of the school year. If the building principal is the subject of a complaint, the complaining

party or the reporting employee shall report the incident directly to the Compliance Officer. In cases in

which the alleged victim may be in danger or his/her ability to participate fully in the educational

process may be seriously impaired, the Compliance Officer or his/her designee may take interim action

(consistent with state and federal law) to keep the alleged victim from his/her alleged cyber-bully. Such

action may include parent contact, removal from class, loss of privileges, detention, or suspension of the

alleged cyber-bully. REPORTS OF ALLEGED INCIDENTS MUST BE MADE NO LATER THAN SIXTY (60)

DAYS AFTER THE ALLEGED INCIDENT OCCURRED.

Step 2 – Investigation

The investigation may consist of individual interviews with the complaining party, the accused, and

others with knowledge relative to the incident. The investigator may also evaluate any other

information and materials relevant to the investigation. Both the alleged victim and the alleged

cyber-bully will be given the opportunity to present witnesses and other evidence. The investigator will

use the preponderance of evidence standard to determine whether this policy has been violated. That

is, a violation will be found if the complainant or victim presents evidence establishing it is more likely

than not that the prohibited conduct occurred. The obligation to conduct this investigation shall not be

negated by the fact that a criminal investigation of the incident is pending or has been concluded. The

investigation is to be completed within three (3) school days after a report or complaint is made. Any

reasonable delays (e.g., the unavailability of witnesses or parties due to illness) will be noted in the

investigative file, and the investigation will be completed as soon as possible following the delay.

Step 3 - Investigative Report

The building principal (or other person conducting the investigation) shall prepare a written report

within fifteen(15) days, unless additional time to complete the investigation is required. Any reason for

additional time in which to complete the report will be noted in the investigative file. The report shall

include a summary of the investigation, a determination of whether the complaint has been

substantiated as factual, whether it is a violation of this policy, and a recommended disposition of the

complaint. Findings of the investigation shall be provided in writing within five (5) school days to the

complaining party, the accused and the Compliance Officer.

Step 4 – Action

If the investigation results in a finding that the complaint is factual and constitutes a violation of this

policy, Propel shall take prompt, corrective action to ensure that such conduct ceases and will not recur.

Victims of substantiated bullying claims will be offered counseling and other resources consistent with

the circumstances of their charges. Some acts of bullying may be isolated incidents requiring Propel to

respond appropriately to the individual committing the acts. Other acts may be so serious or part of a

larger pattern of bullying that require a response either at the classroom, school building, or school

district level or by law enforcement officials. Disciplinary action shall be consistent with the employee

handbook, scholar and Family Handbook, Board policies, Propel procedures, applicable employment

agreements, and applicable law.

Consequences and appropriate remedial actions for scholars who commit acts of bullying range from

positive behavioral interventions up to and including suspension or expulsion. In addition, bullying

using Propel technology violates the Internet Policy and subjects the scholar to discipline as set forth

in the policy. Employees will be disciplined consistent with the findings and the employee handbook.

Independent contractors found to be in violation of this policy may have their agreements terminated or

may be debarred from transacting business with Propel. Other third party actors may be prohibited from

participating in Propel activities. Reprisal or retaliation against any person who reports an act of

cyber-bullying is prohibited. The consequences and appropriate remedial action for a person who

engages in reprisal or retaliation shall be determined by the administrator after consideration of the

nature, severity, and circumstances of the reprisal or retaliation. False accusations of cyber-bullying are

prohibited. The consequences and appropriate remedial action for a person found to have falsely

accused another of cyberbullying may range from positive behavioral interventions up to and including

suspension or expulsion. Consequences and appropriate remedial action for a Propel employee found to

have falsely accused another of an act of cyber-bullying shall be disciplined in accordance with Propel

policies and procedures. Prevention and intervention techniques to prevent cyber-bullying and to

support and protect victims shall include appropriate strategies and activities as determined by the

building principal or his/her designee.

Appeal Procedure

1. If the complainant is not satisfied with a finding of no violation of the policy or

with the corrective action recommended in the investigative report, s/he may

submit a written appeal to the Compliance Officer within fifteen (15) days.

2. The Compliance Officer shall review the investigation and the investigative

report and may also conduct an additional reasonable investigation.

3. The Compliance Officer shall prepare a written response to the appeal within

fifteen (15) days of receipt. Copies of the response shall be provided to the

complainant, the accused and the building principal (or other person) who

conducted the initial investigation.

This Policy will be distributed by the Compliance Officer or his/her designees at the beginning of every

school year to all Propel staff, scholars, and parent(s) or legal guardian(s). The policy will also be

published on Propel’s website.

References:

PA Human Relations Act--43 P.S. Sec.951 et seq.

Federal Anti-Discrimination Law--20 U.S.C Sec. 1681 et seq. (Title IX)

Harassment Regulations and Guidelines

Code of Federal Regulation--29 CFR Sec. 1604.11(a). 1606.8(a)

CONTACT INFORMATION

Attachment A

Compliance Officer

Dr. Tina Chekan,

Superintendent/CEO

3447 East Carson

Street

Suite 200

Pittsburgh, PA 15203

412-325-7305

412-325-7309 (fax)

Building Contact Information

Andrew Street High

School

605 East Tenth Ave

Munhall, PA 15120

412-462-4625

412-462-6980 (fax)

Braddock Hills Elementary

1500 Yost Blvd

Braddock Hills, PA 15221

412-271-3061 x1436

412-271-0865 (fax)

Braddock Hills Middle School

1500 Yost Blvd

Braddock Hills, PA 15221

412-376-5590 x 2100

412-271-1630 (fax)

Braddock Hills High School

1500 Yost Blvd, Suite 2

Braddock Hills, PA 15221

412-271-4929 x 1007

412-271-4905 (fax)

East

1611 Monroeville Ave

Turtle Creek, PA 15145

412-823-0347

Hazelwood

5401 Glenwood Avenue

Pittsburgh, PA 15207

412-325-0492

412-325-0494 (fax)

Homestead

129 East Tenth Ave

Homestead, PA 15120

412-464-2604

(412) 464-2605 (fax)

McKeesport

2412 Versailles Ave

McKeesport, PA 15132

412-678-7215 x1012

Montour K-5

340 Bilmar Drive

Pittsburgh, PA 15205

Montour Middle School

5501 Steubenville Pike,

McKees Rocks, PA 15136

Montour High School

5501 Steubenville Pike,

McKees Rocks, PA 15136

Northside

1805 Buena Vista St

Pittsburgh, PA 15212

412-325-1412

412-325-1428 (fax)

Pitcairn

435 Agatha Street

Pitcairn, PA 15140

412-457-0020

Confidentiality of Scholar Records

The privacy rights of parents and scholars are mandated by federal legislation known as the Family

Educational Rights and Privacy Act of 1974 (FERPA - C.F.R. Part 99), most recently amended in

November 1996, state regulations (Chapter 711-Special Education Services and Programs, Chapter

12-scholar Rights and Responsibilities) and district policy.

Scholar’s First Name:

Scholar's Last Name

Propel School Attending:

Scholar’s Grade in 2021-2022

Parent /Guardian Signature

Parent/ Guardian Name

Date

***All parents/guardians are required to review this handbook with their children

and complete this page. Failure or refusal to sign this page will have no effect on the

parents/guardians and scholars expectations to abide by the procedures and policies

or Propel’s right to uphold the procedures and policies.