Below please find all policies and related documentation for our network of schools. Some policies are listed directly below, and others are listed on each respective school's website. If you have any questions at all please contact us directly!
Policy 131: Board Meetings
All board meetings are posted on each individual school's website.
Policy 203: Parent Student and Foster Caregiver Involvement
The School recognizes that having Parents and foster caregivers of students actively involved in students’ education promotes Student success in educational efforts. This involvement of Parents and foster caregivers is likely to bring about overall improvements in academic achievement and encourage positive Student behavior.
In order for our faculty and staff to effectively educate our children, we welcome our Parents and foster caregivers as partners. Parents and foster caregivers are strongly encouraged to participate in a variety of activities and forums that will support our Students academically and add to the vitality of our school.
Parents and foster caregivers will be expected to participate in regularly scheduled student-led conferences and to sign an agreement with the School confirming their commitment to the educational success of their child. A student-led conference is a formally scheduled conversation between faculty and Parents/foster caregivers and students in order to discuss the Student’s development and progress. Parents and foster caregivers will be required to confer with faculty about their child’s social and academic achievement on a regular basis, as scheduled by the School on the School calendar. Parents should attend student-led conferences in order to receive written report cards. The School also encourages Parents to initiate conferences about their questions and concerns with the Principal and/or Dean of Students.
The School further encourages Parents and foster caregivers to do the following:
- Engage in consistent and meaningful communication with the School, including active participation in any student-led conferences;
- Prioritize Student learning in both the School setting as well as at home;
- Be aware of School policies, procedures and curriculum and contribute in order to promote the improvement of the School;
- Participate in School activities where appropriate, including through efforts as a volunteer; and
- Support and reinforce Student learning at home.
The School will make available information regarding the School’s policies, procedures, programs, and curriculum in both in a format and language that is understandable to Parents and foster caregivers.
Policy 241: Admission and Lottery Standards
The School is open to any individual entitled to attend school in Ohio pursuant to R.C. 3313.64 or 3313.65, except that admission may be limited to the geographic area and grade or age levels specified in the Community School Contract.
The School will not discriminate in the admission of students to the School on the basis of race, creed, color, disability, sex, intellectual ability, measures of achievement or aptitude, or athletic ability, provided, however, that the School may limit admission to students identified as “at risk” in the Community School Contract. Upon admission of a student with a disability, the School will comply with all federal and state laws regarding the education of students with disabilities.
If there are more applicants than there are spaces, a lottery will be conducted in the following manner:
- Each applicant will be assigned a number;
- The numbers will then be drawn at random by a disinterested third party;
- The first number drawn will be the first new applicant placed on a permanent waiting list and so on until all numbers are drawn;
- Applicants on a permanent waiting list prior to any lottery will retain their position on the waiting list;
- The school may separate the lottery and the waiting lists for each grade or age grouping;
- Students attending the previous year and students who reside in the district in which the school is located will have first preference for a position; Secondary preference may be given to siblings of existing students and students who are the children of full-time School Staff, provided the total number of students receiving this preference is less than five percent (5%) of the School’s total enrollment.
Policy 203.2 Title I Parents' Right to Know
All information is posted in school and/or on each school's website. See below for a full description of this policy.
The School shall make publicly available information about all State-required assessments and, if such information is available and feasible to report, any assessments required by the School, for each grade served. Such information shall be posted in a clear and easily accessible location on the School’s website or, if the School does not operate a website, the School shall post the information in a clear and easily accessible location in the building. Information about assessments shall include:
A. the subject matter assessed;
B. the purpose for which the assessment is designed and used;
C. the source of the requirement; and
D. if available, the amount of time students will spend taking the assessment, the schedule for the assessment, and the time and format for disseminating results.
The notices and information shall be provided in an understandable and uniform format, and to the extent practicable, in a language the parent(s) understand.
Policy 204.13 College Credit Plus Program
Students and families are informed about this program prior to any involvement. The details of the policy are as follows:
Advanced Standing Prior to participating in the Program, a Student shall be provided with specific information and counseling designed to make the Student aware of the possible risks and benefits of the Program. The School shall provide information on the program to Students in the grades prior to the years of eligibility on or before March 1, at minimum, through a notice provided to Students annually (see Appendix 204.13-B). Beginning with the 2016-2017 school year, such notice shall be given to Students in grades 6 through 11 on or before February 1. All communications sent to Students and Parent(s) related to academic planning shall include information on the Program. Information shall also be made available on the School’s website.
Policy 204.14 Career Advising & Student Success Plans
These plans are made available by each school and is updated at least every two years as per state requirements.
This policy governs the School’s plan for advising students on career readiness and shall be reviewed at least once every two years. This policy must be made available upon request and placed prominently on the School’s website.
-Academic Pathways: A designated and specific plan for secondary and post-secondary coursework, academic programs and/or learning experiences that a student will complete in order to earn a diploma or other related credentials.
-Career Advising: An integrated process that helps students understand how personal interests, values and strengths may predict educational and career satisfaction and success and may relate to academic and career goals.
-Career Connection Learning Strategies: Grade-level examples linking schoolwork to one or more career fields as defined by the Ohio Department of Education.
-Career Fields: Groups of occupations and broad industries based on common characteristics as defined by the Ohio Department of Education.
-Career Pathways: An overview of the various career options and the amount of education or training necessary for each option.
-Early Warning System: Data indictors that help identify students who are at risk of dropping out of school.
-Online Tools: OhioMeansJobs K-12, or another similar tool that provides resources, tools and information for students to determine individual career interests, explore career and education options and develop an individual plan for their future.
-Student Success Plan: A formalized process that helps students develop goals and plans for success in their futures. The process is based on strategic activities and reflections in which students discover their interests, explore and evaluate options and make informed decisions.
-Successful Transition and Postsecondary Destinations: Acceptance to and enrollment in a postsecondary education or training program at an institution of higher education, without remediation. This includes apprenticeship, cooperative education, certificate, associate, or bachelor’s degree; employment in a high-skill, high-wage career field; or, acceptance into the military.
II. Career Advising Plan
The School shall establish a school wide system of career advising. The School shall train staff to advise students on career pathways, including training and advising students to use online tools.
The School’s career advising program:
1. will provide career advising to students in grades 6-12 through a combination of formal scheduled meetings with each student, classroom instruction regarding possible career options and career advice provided by teachers;
2. shall provide grade-level examples linking a student’s schoolwork to one or more career fields by consulting the Career Connections Learning Strategies and/or any other career advising source the Principal of the School and/or the Board deems appropriate;
3. shall develop multiple academic pathways through high school that will allow a student to earn a high school diploma, including career technical programs and advanced standing programs;
4. will provide the supports necessary for students to transition successfully from high school to their post-secondary destination, including interventions and services necessary for students who need remediation in mathematics and English language arts; and
5. identify and publicize courses that can award students both traditional academic and career technical credit.
III. Documentation of the School’s Career Advising Program
The School shall document the career advising provided to each student for review by the student, the student’s parent, and future schools that the student may attend. The School shall not otherwise release any documentation of career advising provided to each student absent the written consent of the student’s parent or the written consent of the student if the student is at least eighteen years old.
IV. Students At Risk of Dropping Out of High School
The School shall identify students who are at risk of dropping out using one or more local, research-based methods, such as the Ohio Department of Education Early Warning System or any other method deemed appropriate by the School’s Principal or his/her designee or by the Board. The School shall consider the input of teachers and guidance counselors in identifying students at risk of dropping out of school.
Any student identified as at risk shall be provided a Student Success Plan. A Student Success Plan shall address the role of career-technical education, competency-based education, and/or experiential learning, and create a pathway to high school graduation. The School shall offer the student’s parent an opportunity to assist in developing the plan. If the student’s parent does not participate in the development of the plan, the School shall provide the parent (1) a copy of the Student’s Success Plan, (2) a statement of the importance of a high school diploma, and (3) a summary of the academic success pathways available to the student to succeed in graduation.
The School shall provide additional interventions and career advising for students who are identified as at risk of dropping out. Career advising shall be aligned with the student’s success plan.
Policy 205.2 Annual Report
All school annual reports are available via each individual school websites, and are also available here. The details of this policy are as follows:
The annual report shall be accessible to the public and posted on the School’s website, if any.
Policy 206 General Notice of Non-Discrimination
The School does not discriminate on the basis of race, color, national origin, gender, sex, disability, sexual orientation, or age in its programs and activities and provides equal access to the Boy Scouts and other designated youth groups. The following person has been designated to handle inquiries regarding non-discrimination policies:
Diana Harrison, Vice President of Human Capital
Breakthrough Charter Schools
10118 Hampden Ave.
Cleveland, OH 44108
Policy 264.1 Anti-Harrassment, Intimidation & Bullying
To the extent permitted by R.C. § 3319.321 and the Family Educational Rights and Privacy Act of 1974 (20 U.S.C. 1232g), Parents have access to any written reports pertaining to the prohibited incident, and, if the School has a website, the School shall post this summary of reported incidents on the School website. Semiannually, the Principal will provide the Board President with a written summary of all reported incidents
Policy 276 Positive Behavioral Interventions and Supports, Seclusion, and Restraint
Each of our school's adheres to this policy, the details of which are:
This policy governs the use of positive behavioral methods and emergency safety interventions including seclusion and restraint. Any use of emergency safety interventions that does not meet the requirements set forth below is prohibited.
Aversive behavioral interventions: an intervention that is intended to induce pain or discomfort to a student for the purpose of eliminating or reducing maladaptive behaviors, including interventions such as: application of noxious, painful and/or intrusive stimuli, including any form of noxious, painful or intrusive spray, inhalants or tastes.
Chemical Restraint: a drug or medication used to control a student’s behavior or restrict freedom of movement that is not (A) prescribed by a licensed physician, or other qualified health professional acting under the scope of the professional’s authority under State law, for the standard treatment of a student’s medical or psychiatric condition; and (B) administered as prescribed by the licensed physician or other qualified health professional acting under the scope of the professional’s authority under State law.
De-escalation techniques: are strategically employed verbal and non-verbal interventions used to reduce the intensity of threatening behavior before a crisis situation occurs.
Functional Behavior Assessment (FBA): is a collaborative problem-solving process that is used to describe the function or purpose that is served by a student’s behavior. Understanding the function that an impeding behavior serves for the student assists directly in designing educational programs and developing behavior plans with a high likelihood of success.
Mechanical Restraint: (A) any method of restricting a student’s freedom of movement, physical activity, or normal use of the student’s body, using an appliance or device manufactured for this purpose; and (B) does not mean devices used by trained school personnel, or used by a student, for the specific and approved therapeutic or safety purposes for which such devices were designed and, if applicable, prescribed, including: (1) restraints for medical immobilization; (2) adaptive devices or mechanical supports used to allow greater freedom of mobility than would be possible without the use of such devices or mechanical supports; or (3) vehicle safety restraints when used as intended during the transport of a student in a moving vehicle.
Parent: (A) a biological or adoptive parent; (B) a guardian generally authorized to act as the child’s parent, or authorized to make decisions for the child (but not the State if the child is a ward of the State); (C) an individual acting in the place of a biological or adoptive parent (including a grandparent, stepparent, or other relative) with whom the child lives, or an individual who is legally responsible for the child’s welfare; (D) a surrogate parent who has been appointed in accordance with O.A.C. 3301-51-05(E); and (E) any person identified in a judicial decree or order as the parent of the child or the person with authority to make educational decisions on behalf of the child.
Physical Escort: the temporary touching or holding of the hand, wrist, arm, shoulder, waist, hip, or back for the purpose of inducing a student to move to a safe location.
Physical Restraint: the use of physical contact that immobilizes or reduces the ability of a student to move his/her arms, legs, body, or head freely. This does not include a physical escort, mechanical restraint, or chemical restraint, or brief, but necessary physical contact for the following purposes: (A) to break up a fight; (B) to knock a weapon away from student’s possession; (C) to calm or comfort; (D) to assist a student in completing a task if the student does not resist the contact; or (E) to prevent an impulsive behavior that threatens the student’s immediate safety.
Positive Behavior Interventions and Supports: (A) a school-wide systematic approach to embed evidence-based practices and data driven decision making to improve school climate and culture in order to achieve improved academic and social outcomes and increase learning for all students, and (B) that encompasses a wide range of systemic and individualized positive strategies to reinforce desired behaviors, diminishes reoccurrences of challenging behaviors, and teaches appropriate behavior to students.
Positive Behavior Support Plan: design, implementation, and evaluation of individual or group instructional and environmental modifications, including programs of behavioral instruction, to produce significant improvements in behavior through skill acquisition and the reduction of problematic behavior.
Prone Restraint: physical or mechanical restraint while the student is in a face down position.
Seclusion: involuntary isolation of a student in a room, enclosure, or space from which the student is prevented from leaving by physical restraint or by a closed door or other physical barrier.
Student: a child or adult aged three to twenty-one enrolled in the school.
Student personnel: teachers, principals, counselors, social workers, school resource officers, teachers’ aides, psychologists, or other School staff who interact directly with students.
Timeout: a behavioral intervention in which a student, for a limited and specified time, is separated from the class within the classroom or in a non-locked setting for the purpose of self-regulating and controlling his or her behavior. In a timeout, the student is not physically restrained or prevented from leaving the area by physical barriers.
II. Creation of Positive Behavioral Intervention and Supports (PBIS)
The School shall establish an evidence-based school wide system of positive behavioral interventions and supports that will apply in all settings to all students and staff. The system shall include family involvement.
The School shall train staff to: (A) identify conditions such as where, under what conditions, with whom, and why specific inappropriate behavior may occur; and (B) conduct preventive assessments which include: (1) a review of existing data, (2) interviews with parents, family members, and students; and (3) examination of previous and existing behavioral intervention plans.
Based on the assessment data, the School shall develop and implement preventative behavioral interventions that (A) modify the environmental factors that escalate the inappropriate behavior; (B) support the attainment of appropriate behavior; and (C) use verbal de-escalation to defuse potentially violent dangerous behavior.
III. Prohibited Practices
The following are prohibited under all circumstances, including emergency safety situations:
(A) Prone restraint;
(B) Corporal punishment;
(C) Child endangerment as defined in R.C. 2919.22;
(D) Seclusion or restraint of preschool students (if any);
(E) Deprivation of basic needs;
(F) Restraint that unduly risks serious harm or needless pain to the student, including the intentional, knowing, or reckless use of any of the following:
(i) Any method that is capable of causing loss of consciousness or harm to the neck or restricting respiration in any way;
(ii) Pinning down with knees to torso, head and/or neck;
(iii) Using pressure points, pain compliance and join manipulation techniques;
(iv) Dragging or lifting of a student’s hair or ear or by any type of mechanical restraint;
(v) Using students or untrained staff to assist with the hold or restraint; or
(vi) Securing a student to another student or to a fixed object.
(vii) Using any other technique used to unnecessarily cause pain.
(G) Any physical restraint that impacts the student’s primary mode of communication;
(H) Mechanical or chemical restraints;
(I) Aversive behavioral interventions; or
(J) Seclusion of students in a locked room.
May be used only in a manner that is age and developmentally appropriate, when there is an immediate risk of physical harm to the student or to others and no other safe and effective intervention is possible, and, when performed by trained staff, except in the case of an unavoidable emergency situation. The physical restraint must not obstruct the student’s ability to breathe.
(A) Be appropriately trained to protect the care, welfare, dignity, and safety of the student;
(B) Continually observe the student in restraint for indications of physical or mental distress and seek immediate medical assistance if there is a concern;
(C) Use verbal strategies and research based de-escalation techniques in an effort to help the student regain control;
(D) The least amount of force necessary should be used;
(E) Remove the student from physical restraint immediately when the immediate risk of physical harm to self or others has dissipated;
(F) Conduct a de-briefing including all involved staff to evaluate the trigger for the incident, staff response, and methods to address the student’s behavioral needs; and
(G) Complete all required reports and document staff observations of the students.
Seclusion shall only be used if: it is a last resort for the student to regain control; it is age and developmentally appropriate; there is an immediate risk of physical harm to the student or others; and there is no other safe and effective intervention.
The room or area used for seclusion cannot be locked, and must provide for adequate space, lighting, ventilation, clear visibility, and the safety of students.
Seclusion shall not be used as: a substitute for an education program, less restrictive alternatives, inadequate staffing, staff training in positive behavior supports and crisis prevention and intervention; a form of discipline or punishment; a means to coerce, retaliate; or in a manner that endangers the students.
(A) Be appropriately trained to protect the care, welfare, dignity, and safety of the student;
(B) Continually observe the student in seclusion for indications of physical or mental distress and seek immediate medical assistance if there is a concern;
(C) Use verbal strategies and research based de-escalation techniques in an effort to help the student regain control as quickly as possible;
(D) Remove the student when the immediate risk of physical harm to self or others has dissipated;
(E) Conduct a de-briefing including involved staff to evaluate the trigger for the incident, staff response, and methods to address the student’s behavioral needs; and
(F) Complete all required reports and document the observation of the student.
VI. Functional Behavioral Assessment
If the student repeatedly engages in dangerous behavior that leads to instances of restraint and/or seclusion the School shall conduct a functional behavioral assessment (FBA) to identify the student’s needs and more effective ways of addressing those needs. If necessary, this FBA should be followed by a behavioral intervention plan (BIP) that incorporates appropriate positive behavioral interventions. The use of an FBA or a BIP does not necessarily mean the student is a special education student in itself, but may be used for non-disabled as well as differently-abled or special education students.
VII. Training and Professional Development
The School shall train all staff working with students annually on the requirements of this policy and shall keep written or electronic documentation of the type of training and the participants. The School shall have a plan on training staff working with students, as necessary, to implement PBIS on a system-wide basis. The School shall ensure that an adequate number of personnel in each building are trained in crisis management and de-escalation techniques and that their training is kept current.
VIII. Required Data and Reporting
Staff must document each use of seclusion or restraint and report it to the building administration and the parent immediately. A written report of the incident must be created, given to the parent within 24 hours of the incident, and placed in the student’s file. This report is subject to the Family Educational Rights and Privacy Act.
The School shall report information concerning its use of seclusion and restraint annually to, and as requested by, the Ohio Department of Education.
The School shall make this policy available to parents annually, and shall post this policy on its website.
IX. Monitoring and Complaint Procedures
The School shall establish a procedure for parents to submit written complaints regarding an incident of seclusion or restraint. The designated school employee or his/her designee must investigate every complaint and respond to the parent in writing within thirty (30) days of filing the complaint.
Parent(s) may choose to file a complaint with the Ohio Department of Education, Office of Exceptional Children, in accordance with the complaint procedures available concerning students with disabilities.
Policy 276: Positive Behavioral Interventions and Supports, Seclusion, and Restraint (Read & Download Policy 276)
Policy 453 Wellness Policy
Each of our schools adheres to the following wellness policy:
The School believes that healthy students are more likely to successfully complete their formal education. The School recognizes that it plays an important role in the development of students’ health and nutrition habits by providing nutritious meals and snacks, supporting the development of good eating habits, and promoting increased physical activity. The Board sets forth the following goals in an effort to enable students to establish good health and nutrition habits:
Nutrition Promotion and Education Goals
- The School shall provide for interdisciplinary, sequential skill-based health education that that supports hands-on classroom activities that promote health and reduce obesity.
• Nutrition and healthy living skills shall be integrated into classroom curriculum when appropriate.
• Students in grades pre-K – 12 shall receive nutrition education that is interactive and teaches the skills they need to adopt healthy eating behaviors.
• Nutrition education shall be offered and promoted in the School cafeteria as well as in the classroom with coordination between the foodservice staff and teachers.
• Nutrition education and promotion information will be shared with parents and the community.
Physical Education and Activity Goals
• Students shall be provided opportunities for physical activity during the school day through physical education classes, daily recess periods for elementary students, and the integration of physical activity in the classroom.
• Physical education classes shall stress physical fitness, encourage healthy, active lifestyles and consist of physical activities as part of the curriculum.
• Physical activity will not be used as a form of discipline or punishment.
• Physical activity and promotion information will be shared with parents and the community.
• The School shall encourage parents and the community to support physical activity, to be physically active role models, and to include physical activity at events.
Other School Based Activities
• School based activities shall promote student wellness and, if appropriate, shall encourage nutrition and physical education.
• Nutrition shall be considered when planning school-based activities such as classroom snacks, fundraisers, etc.
• The School will provide students with a clean and safe environment and adequate time for eating meals.
• In accordance with the School’s Food Standards Policy, the food service program shall comply with Federal and State regulations pertaining to the selection, preparation, consumption, and disposal of food and beverages sold in the School.
• Any food provided outside of the food service program, but not sold during the school day on the School premises, shall align with the goals and standards stated in this Wellness Policy.
• Marketing of foods and beverages at the School during the school day shall be limited to those foods and beverages that meet the standards set forth in the School’s Food Standard Policy. The Board reserves the right to further limit marketing of food and beverages.
• The food service program will provide all students affordable access to a variety of nutritious foods.
Implementation and Evaluation
• The Principal shall ensure that the School implements, complies with, and annually evaluates this Policy.
• The School will consult with administrators, board members, parents, students, community members, school health professionals physical education teachers (if applicable), or representatives of the school food authority. The committee will be provided the opportunity to participate in the development, implementation, periodic review, and update of the Policy. In developing or updating goals, the committee will review and consider evidence-based strategies and techniques.
• At least once every three years, the School will measure the implementation of this Policy, focusing specifically on the extent to which the School has complied with the Policy, the extent to which the Policy compares to model local wellness policies, and the extent to which the School has progressed toward achieving its stated goals in the Policy. The School will create a written assessment for each periodic measurement that it will disseminate to students, their families, and other members of the community or post on its website. The School will make appropriate modifications to this Policy, if necessary, based on this assessment.
• At the start of each school year, the School will disseminate this Policy and information about its implementation to families of school children and other members of the community or post it on its website and will notify such individuals of changes to the Policy in the same manner.
The School shall retain documentation demonstrating compliance with this Policy, including requirements related to community involvement, triennial assessments of this Policy, and public dissemination of this Policy and any updates thereto.
42 U.S.C. 1758b; 42 U.S.C. 1771; 7 CFR 210.30; R.C. 3313.814; R.C. 3313.816; R.C. 3313.817 See also Policy 455 Food Standards Policy; Appendix 455-A Nutritional Standards for Food and Beverages