Central Falls High School Mission Statement
"The mission of the Central Falls School is to cultivate academic, social and civic responsibility
within the school community, as we prepare students for participation in a global society."
Core Values: As a community we value:
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Academic Growth
Responsibility
Collaboration
Equity
Life – Long Learning
We Believe:
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Academic growth is a priority
Growth requires risk
All students learn best when they are actively engaged in learning
Students, staff, parents and community members are partners and all have a personal
responsibility in the educational process
A learning environment where everyone experiences safety, care, dignity and respect is
essential
All community members should have equal access and opportunity to school resources
Learning Expectations
Central Falls High School Students are Expected to:
Academic
 Manage and direct their own learning
 Communicate clearly and effectively
 Research, analyze, evaluate and synthesize to solve problems
 Apply skills to create a product with integrity and originality
 Use technology to access, manage, integrate, evaluate and create information
Social
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Utilize time and manage work efficiently
Work both independently and collaboratively
Act responsibly with the interests of the larger community in mind
Demonstrate understanding and respect for the diversity of ideas, cultures, and
lifestyles
Demonstrate leadership in the school and community
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Civic
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Participate in civic life through staying informed and understanding governmental
processes
Respect people, ideas and property
Participate in school and community activities
Perform community service
School Start & End Times
School and the day’s first class begin promptly at 8:00a.m. There is no homeroom period at the
school. Because classes start immediately at 8:00 a.m., students should plan to be in school by
7:30 a.m. for breakfast or by 7:50 a.m. at the latest in order to have enough time to go to their
lockers and organize themselves for the day. All students arriving before 8:00 a.m. will enter
the building through the main entrance (Door 1/Summer St.).
Students arriving after 8:00 a.m. will enter through the front of the building, main entrance
Door #1 on Summer Street and must receive a late slip from the attendance clerk. Students
with late slips are to report directly to class. Students not getting a late slip, as required, are
marked absent for the school day and their homes will be called to indicate an absence. The
school day ends at 2:30 p.m. and students are dismissed.
Attendance & Punctuality to School and Class
Students are expected to attend school daily and on time. Class attendance and punctuality are
also expected. Unexcused class absences (cutting) and lateness to class are not permitted.
Students are to be in all their classes on a daily basis and at their seats ready for learning before
the bell sounds.
Family vacation absences are not excused under the Central Falls High School (CFHS)
attendance policy. This loss of school time is likely to impact the student’s academic
performance. All student absences will be considered unexcused until proper authorization is
received.
Regular attendance is important. If your son/daughter is sick, we expect them to stay home and
recover. He/she must attend school if not sick. Anytime a student is out, you MUST CALL the
school that day and inform the office in the morning that your son/daughter will not attend.
This helps the school keep track of all students.
Parents play a critical role in the education of their children. Parental involvement in its various
forms positively impacts student achievement; therefore, we are committed to continuing
strong partnerships with parents in the education of their children. Given the key role of
parents in promoting effective schooling, we will provide welcoming opportunities for parent
participation. The major goal is to promote greater student success in all curricular areas. We
know, in order to achieve this, school and parents must work as knowledgeable, respectful
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partners. Absences are excused with required notes from parents/responsible adults for the
following reasons:
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Illness
Religious holidays
Serious family matters
Medical appointments (note required within two days)
Medical dismissal by school nurse during the school day
Required court appearances (note required upon return)
School approved field trip and/or school activities
Student college visits (high school students)
Any circumstances deemed extenuating by administration.
Behavior Management System Overview
A Comprehensive Behavior Management Program has been developed for all students, staff,
and families of CFHS. This program will be outlined, detailed, and presented to all students,
staff, and families through meetings, school-based assemblies, and community forums.
It is our belief that all students can and will learn at CFHS. A comprehensive approach to
addressing matters of behavior will allow students to learn and to grow. It is our responsibility
as adults to provide students with the supports they need to be successful. Addressing
misbehavior is the responsibility of all adults in the building. Implementing effective restorative
interventions for inappropriate behavior both in classrooms and common spaces will create an
environment that makes all adults and students feel supported.
Restorative Practices
Restorative Practices is the main philosophy used to work with students to help promote
positive behavior throughout the school community. Individual interventions, school-time
circles, after-school circles, and individual plans will be developed so that students are held
accountable for their behavior, while also being supported in the learning environment.
Consequences will relate to the misbehavior and parental support will be critical in developing
these plans.
Tier 1 Infractions
These infractions should be addressed in the classroom. Tier 1 behaviors are considered to be
habitual after a teacher has demonstrated the appropriate documentation. A habitual Tier 1
infraction automatically becomes a Tier 2 infraction once a teacher has documented the same
student behavior through the high school intervention phases.
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PHASE stands for Promoting a Healthy Academically Successful Environment. The PHASE
system is a sequential Tier 1 behavior strategy and/or intervention system that all teachers will
utilize in order to classify a Tier 1 behavior as habitual. Documentation of student behavior is
important because the data is used, on a case-by-case basis, to develop and implement
strategies, restitution plans, behavioral contracts, consequences, and supports.
List of Tier 1 Infractions:
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Tardiness, failure to report to class, skipping, leaving class without permission
Being in an unassigned area without a pass
Refusing to complete tasks as assigned
Unauthorized use of school property
Stealing (minor offense)
Failure to serve a teacher assigned detention/work detail
Classroom disruptions
Improper dress
Obscene or profane language
Verbal harassment
Cheating or plagiarism
Use of a wireless communication or electronic device during class time
Tier 2 Infractions
These infractions are formal infractions that require an immediate behavior referral form.
List of Tier 2 Infractions:
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Habitual class-cutting (habitual upon completion of PHASE) or AWOL
Classroom disruptions (habitual upon completion of PHASE)
Defacement or destruction of school/school property
Stealing (offense that requires a Stolen Property Report)
Dress Code Violations/Indecent exposure
Threatening/intimidating staff or another student (includes cyber bullying)
Obscene language/profanity (directed towards staff or habitual upon completion of
PHASE)
Harassment (sexual, racial, and physical)
Assault, fighting, bullying
Cheating or plagiarism (school-wide, district-wide, or state-wide assessment/task)
Illegal organizations – participating in gangs/secret meetings
Burglary, extortion, theft, or possession of stolen property
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Tier 3 Infractions
These infractions are formal infractions that require a behavior referral form. These infractions
are considered serious infractions which may require the notification of the police and/or may
result in an out of school suspension/expulsion.
List of Tier 3 Infractions:
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Possession, sale, or use of illegal drugs/alcohol
Possession of firearm, weapon, knife, any form of explosive
Malicious or criminal mischief/vandalism
Leading or participating in a riot on school grounds
Bomb threats
Unlawful activation of fire alarm system
Intervention Steps
1) A student who demonstrates habitual Tier 1 or any Tier 2 behavior will attend an in-school
circle. Once a student has attended three separate in-school circles for the same or similar
behavior, the student will be referred to the After School Restoration Center (ASCR). Parents
and teachers will be invited and are encouraged to attend the ASRC with their student.
2) The After School Restoration Center is located in the cafeteria and is a place where students
will reflect on their behavior(s) and attempt to generate a plan to restore any damage that their
behavior(s) may have caused (personal, other, or property).
3) Once a student has attended three ASRC sessions for the same or similar behavior, and
continues to demonstrate such behavior, the student will be assigned a time during the school
day where he/she will meet with a school social worker, school psychologist, assistant principal,
or other staff member. To accommodate for such time, students may be removed from
physical education class, extended elective periods, lunch period (working lunch), or other
administrative approved time period.
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Tier 1 Behavior
1. For each Tier 1 behavior, teachers must complete the
PHASE process as the initial step to referring a student
for a habitual Tier 1 behavior.
2. Upon completion of the PHASE process, with no
improvement in the student's behavior, the behavior
will be viewed as habitual.
Habitual Tier 1 Behavior
3. Upon demonstrating a determined habitual Tier 1
behavior, the student may be removed from the
classroom where he/she will participate in a school-day
restorative circle, walk and talk, reflection activity,
and/or complete provided work. At this stage, the
student will be referred to the behavioral data team.
4. After a student has participated in three separate
school-day circles for the same behavior, the student
will be referred to the After School Restoration Center
(ASRC) .
Habitual Tier 1 Behavior
5. Once a student has participated in three ASRC circles,
the student will receive school day intervention
meetings. These interventions may take place during
PE, lunch, or extended elective periods.
6. Even though a student may be attending school day
intervention circles/meetings, he/she will still be
referred to the ASRC when the undesired behavior is
displayed.
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Tier 2 Behaviors:
A completed referral form is
required.
The first 3 incidents of the
same behavior will be
addressed during school time.
The fourth incident will
require the student to attend
the ASRC.
After the student has
attended three ASRC sessions
and continues to display the
same behavior, the student
will attend additional
circles/intervention meetings
during the school day.
Non-Compliance with School Protocols
A student who is assigned to the After School Restoration Center (ASRC) and who does not
attend will be given the opportunity to attend on the following school day. If the student does
not attend the ASRC on the following school day, he or she will be referred to the Alternative
Suspension Center and a mandatory parent meeting is required prior to the student returning
to school.
Alternative Suspension Center (ASC)
The Alternative Suspension Center (ASC) serves students who have been suspended and
operates at the high school daily from 2:30p.m. – 6:00p.m. Students are referred to the ASC as
an alternative to being suspended “Out-of-School". Students referred to ASC are expected to
remain engaged on assignments that have been provided by their day school teachers. On
occasion, students may also be required to complete coursework through On Line Virtual
Academy (OLA) at the discretion of the ASC staff.
Parents will be immediately notified of an ASC referral and a meeting will be scheduled to
discuss a re-entry plan. After fulfilling the ASC requirements, a student will be assigned to meet
with his/her guidance counselor for a set period of time. The number and length of guidance
visits will be determined during the parent meeting.
Students assigned to the ASC will be counted as being present in school for the days that they
attend. These days will also count as days served in fulfillment of days that would otherwise be
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designated as days of suspension. Students who are assigned, but fail to report and/or
complete their days as assigned to the ASC will be referred to the assistant principal or other
administrator.
Electronics Protocol
Students are allowed to use electronics in specific areas of the school building. The following is
a list of the electronic expectations by area:
1) Cafeteria: students may use electronic devices in the cafeteria, including headphones. No
music is to be played without headphones. Pictures, videos, and phone calls are prohibited
anywhere in the school building.
2) Hallways: students are allowed to do a phone check during passing time. For safety reasons,
headphones and music are not allowed during passing time. Pictures, videos, and phone calls
are prohibited anywhere in the school building.
3) Classroom: no electronics are to be seen or used in the classroom. At times, a teacher lesson
or activity may warrant the use of such devices, but it will be communicated and approved by
the classroom teacher. NO electronic devices are to be used anywhere in the school during a
student's scheduled class time, including the hallways.
Dress Code
It is strongly recommended that students follow the school uniform policy. Wearing the school
uniform helps promote school pride and spirit. The school uniform consists of a red, white or
navy blue polo shirt and khaki pants/shorts/skirt.
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Students must be covered from shoulder to shoulder and from shoulders to above the
knee; undergarments should never be exposed.
No hats or headgear are allowed to be worn in the building. Upon entering the building,
students will be given one verbal reminder to remove their hat or headgear. If the hat or
headgear is not removed, the student will be required to give their hat or headgear to a
restorative team member. At the end of the school day, students who turned in their hat
or headgear may collect their belongings.
If a student is in the building wearing a hat, or any form of head gear, the item will be
confiscated by an adult and returned to the student at the end of the day.
Flip flops, slides, strapless, and open back shoes are prohibited.
Camera System
The school has a camera system so school activities can be monitored from the main office. The
cameras are placed in key areas in the building.
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Anti-Bullying
Bullying by any school community member, including students, staff, and collaborators is
prohibited in the public schools of Central Falls, Rhode Island [R.I.G.L. 16-21-26]. The prevention
of bullying is part of the Central Falls School District's strategic plan [RI.G.L. 16-7.1-2(e)] and
school safety plan [RI.G.L. 16-21-24].
Process for Parent Concerns
When you have questions or would like to discuss matters related to your son’s/daughter’s
education, the most appropriate person to contact is likely to be the teacher. If you need
additional supports, you may seek resolution by following the steps below.
1. Teacher
The first person to resolve any concerns you might have is the teacher. Parents can request a
parent-teacher meeting whenever issues have been identified.
2. Guidance
The guidance department plays a key role in the success of every student at the high school. If
the teacher does not satisfy your concerns, please contact your student’s guidance counselor.
2. School Administrator/Principal
As the instructional leader, the principal is responsible for setting the tone of the discipline and
instruction. If the teacher or the guidance department doesn’t address your concerns to your
satisfaction, please request a meeting with the principal.
3. Superintendent
When a concern cannot be resolved at the school level, you may direct your concerns to the
superintendent.
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