Tampa Preparatory School
727 West Cass Street
Tampa, Florida 33606
Tampa Preparatory School
Change address requested
guide for academics and student life
2012-2013
Student artwork from the 2011-2012 Digital Photography class
Photo by Nicole Ross
Photo by Kat Lewis
Photo by Anna Parry
Photo by Caroline Alexander
Photo by Abby Bravo
Tampa Preparatory School
for students in grades 6 – 12
a place to...
think
Where a rigorous grounding in skills and knowledge is just the beginning –
where teachers and students share inquiry, reflection and analysis on the
path to personal understanding.
create
Where people celebrate the imagination in geometric proofs and formal
essays, on canvas, computer and stage, in poetry readings and morning
assemblies.
be yourself
Where people respect differences and can find their place in a diverse
community.
aspire to excellence
Where students develop winning attitudes in academics, athletics and arts.
go beyond
Where Florida Keys, North Carolina mountains, museums, concert halls and
community service become classrooms that foster deeper understandings
of one’s self, others and the world.
MORE THAN JUST A COLLEGE PREPARATORY SCHOOL…
A PREPARATION FOR LIFE WITH A HIGHER PURPOSE THAN SELF
www.tampaprep.org
2012-2013
guide for academics and student life
Tampa Preparatory School
727 West Cass Street
Tampa, Florida 33606
www.tampaprep.org
tel 813.251.8481 • fax 813.254.2106
ceeb school code 101729
the school’s philosophy
Founded in 1974, Tampa Preparatory School is a coeducational college preparatory institution
enrolling 580 students. It exists to provide young men and women in grades six through twelve
with rigorous intellectual training, and to instill values of fairness, decency, honor, diligence, and
academic curiosity within an orderly and humane environment.
The School is first of all a diverse community of people. It possesses a special quality arising from its
relative smallness, with all that this implies in developing close personal relationships. The faculty
is composed of high caliber teachers who assist the students in achieving the greatest personal
growth. In addition to fine scholarship and enthusiasm for their fields, they have an abiding interest
in young people and their influence extends far beyond the classroom. The opportunity for students
and teachers to know and to respect one another as individuals is one of the greatest strengths of
independent education in general, and of Tampa Preparatory School in particular.
Classes are taught as seminars, labs, and lectures in which students form and express ideas rather
than merely receive and dispense information. Classes frequently are taught in the Socratic
manner so that maximum participation is encouraged. The School stresses the development of
self-confidence, a sense of worth, and the importance of a sense of humor—of having fun in the
pursuit of one’s goals. This approach provides a fertile environment for the growth of academic
excellence, and encourages students to develop life-long habits of industry and intellectual curiosity
through the discovery of new interests.
In an age that demands instant answers, liberal education cannot demonstrate immediate results,
but can stress the values and standards that provide structure for living. The School’s goal is to
develop the academic, intellectual, moral, emotional, and physical potential of each student, and
to prepare each student as an individual to live a creative, productive, humane, and compassionate
life.
Tampa Preparatory School is accredited by the Southern Association of Colleges and Schools and
the Florida Council of Independent Schools. Additionally, the School is a member of the National
Association of Independent Schools, the National Association of Principals of Schools for Girls, the
College Board, the Secondary School Admissions Test Board, the National Association of College
Admissions Counseling, the Southern Association of College Admissions Counseling, and the
Educational Records Bureau.
honor code:
a commitment to honor
As a member of the Tampa Prep Community, I am
responsible for upholding and promoting honesty,
trust, respect and fairness in all venues of school life.
I pledge to maintain personal and academic integrity
and support it in others.
I solemnly promise to uphold my commitment to
honor this code.
2
Guide for Academics and Student Life
table of contents
About our School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Honor Code . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Purpose of This Guide. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Non-Discrimination Policy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Where To Go For Help. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Faculty and Staff. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Disabilities Policy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Services for Students with Disabilities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Academic Information and Policies. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
General. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Honors Attitude. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Academic Integrity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Tampa Prep Grading Overview. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Upper School Drop/Add Policy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Other Academic Policies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
Policy for English as a Second Language (ESL) Students. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Academic Probation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Academic Policy for Suspended Students. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Academic Levels of Courses. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
AP Student Qualifications. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
AP Exam Policy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Opportunities for Accelerated Study. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Honor Societies. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23
Registration for Classes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
Tampa Prep Graduation Requirements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
Experiential Learning and Extended Trips . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
General Information. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
Field Trip Standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
Middle School. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
Upper School. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
Senior Internship and Service Program. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25
Semester Programs and School Year Abroad. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
Year-Long Program for Juniors and Seniors. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
International Students. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25
Semester Program for Sophomores. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
Semester Program for Juniors and Seniors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
Commonly Asked Questions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
Guide for Academics and Student Life 3
table of contents
Attendance Policies. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
Attendance Guidelines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
Tardiness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
Leaving the School Campus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
College Counseling. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
College Admission . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
College Visits. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
Policy for Reporting Information to Colleges. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
GPA’s Test Scores and Course Minimums for Florida’s Schools. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
Student Records and Transcripts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
Florida’s Bright Futures Scholarship Program. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29 College Guidelines. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
Athletics and Activities. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
Athletic and Activity Eligibility . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
Participation in Non-Academic Events. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
Student Organizations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
Fundraising. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
Character Expectations and Development. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
The Peer Counseling and Mentoring Program. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
Four Pillars of Tampa Prep Character Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
Tampa Prep Norms. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
Community Service. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
Student Government. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
Guiding Students. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
Advising. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
Weekly Meetings. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
My BackPack. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
Limits of Advising and the Role of the School Counselor. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
Counseling. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
Course Selection Assistance. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
Student Conduct and Discipline. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
General Disciplinary Guidelines. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
Types of Infractions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
Disciplinary Consequences. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
Concern for Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
Conduct Review Board. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
Conduct Policies. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
Animal Policy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
4
Guide for Academics and Student Life
table of contents
Book Bags. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
Cleanliness and Litter. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
Criminal Activity. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
Dress Code. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
Drugs, Alcohol, and Tobacco Policy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
Eating in the Buildings. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
Elevator Use. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
Fights or Horseplay. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
General Conduct . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
Harassment/Bullying. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
Hazing. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
Identification Cards. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
Illness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
Laptop and Mobile Device Security . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
Laser Pointers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
Lockers. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
Off Campus Behaviors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
Posting Signs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
Public Displays of Affection. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
Student-Adult Interactions and Communications . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
Study Halls. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
Technology Policies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
Technology Mission Statement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
Technology Acceptable Use Policy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
Technology, Electronic Devices, and Computer Systems Usage Policy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
Personal Electronic Devices. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41
Vending Machines. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41
Weapons and Threats. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41
Parking and Transportation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41
Automobiles and Parking. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41
Transportation To and From School-Sponsored Events . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42
Other Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42
Child Abuse Reporting. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42
Child Safety from Sexual Offenders and Predators. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42
Faxing and E-Mail. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42
Inspection Policy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42
Interpretation, Modification, Amendment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
Parent/Family Cooperation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
Guide for Academics and Student Life 5
table of contents
Payment of Tuition and Fees . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
Re-Enrollment Considerations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
Student Records and Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
Library Policies. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
Peifer Library. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
Challenged Book and Other Library Materials Policy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
Course Descriptions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
Appendix . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66
Middle School Three-Year Planning Sheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66
Upper School Four-Year Planning Sheet. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67
Absentee Permission Form. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68
Service Report Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69
Add/Drop Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70
Registration for Non-Traditional Courses. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71
Fundraising Event/Project Request Form. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72
6
Guide for Academics and Student Life
Purpose of this guide
The purpose of this Guide is two-fold. The first and most important is to provide guidelines for
acceptable student conduct in a variety of specific situations in which students need to know
what is expected of them. The second is to inform students of what very likely will happen if they
violate rules or the concepts established under the School’s Honor Code. Some of the expectations
in this Guide also govern expectations of parents and guardians within our community. Because
it is impossible to consider every possible situation, especially in an ever-changing environment,
we want to stress that none of the stated rules or procedures precludes the School from taking
disciplinary action if students are involved in activities, on or off campus, that the School considers
detrimental to other students or contrary to the general expectations of the School community.
The Administration, in consultation with the Head of School, has the right to make final decisions
in all matters involving student and parent rules.
The School reserves the right to interpret the content of this Guide, including the rules and
regulations governing the academic and non-academic conduct of students. This Guide is not
a contract, nor is it intended to be so construed. Our School reserves the right to modify and/or
amend the content of this Guide at any time during the year. Please consult the most updated
version of the Guide on the School website at www.tampaprep.org/guide. If you have any questions
about the Guide or any of its policies please contact School officials.
non-discrimination policy
Admission and participation in our educational programs is open to all eligible students who meet
our qualification requirements regardless of race, color, religion, ethnicity, national origin, gender,
sexual orientation or disability.
Guide for Academics and Student Life 7
where to go for help
description
upper school
ext.#
middle school
ext.#
absences & tardiness
Mrs. M. Rodriguez
4031
Mrs. Souza
4049
academic probation
Mr. Shepley
4043
academic programs & curriculum
Mr. Shepley
4043
***************
Mr. Fenlon
4047
admissions
Mr. Facciolo
4011
Mrs. Honegger
4009
athletics
Mr. Flynn
4075
Mr. DeTringo
4247
college placement
Mrs. Wall
4039
disciplinary actions
Mrs. Jisha
4051
***************
Mr. Fenlon
4047
faculty questions
Mr. Morrison
4045
Mr. Morrison
4045
financial aid
Mrs. Honegger
4009
Mrs. Honegger
4009
illness and First aid
Mrs. M. Rodriguez
4031
Mrs. M. Rodriguez
4031
locker assignments
Mrs. Steel
4053
Mrs. Souza
4049
middle school questions
Mr. Fenlon
4047
my backpack questions
***************
Mr. Couchman
4055
Mr. Couchman
4055
parking decals
Mrs. M. Rodriguez
4031
personal concerns
Mrs. Cole
4035
social, educational concerns
Advisors
schedule adjustments
Mrs. Jisha
4051
Mr. Fenlon
senior internships
Mrs. Steel
4053
student records/transcripts
Mrs. J. Rodriguez
4037
***************
Mrs. J. Rodriguez
4037
standardized testing
Mrs. Wall
4039
Mr. Fenlon
4047
summer programs
Mrs. Honegger
4009
Mrs. Honegger
4009
technology
Mr. Lewis
4061
Mr. Lewis
4061
textbooks
Mrs. Horbert
4093
Mrs. Horbert
4093
upper school questions
Mr. Shepley
4043
visitors to the school
Mr. Facciolo
4011
****************
Mr. Facciolo
4011
***************
Mrs. Cole
4035
Advisors
4047
The Tampa Prep campus is defined as west of the Hillsborough River, east of North Boulevard, north of Cass Street and south of Cypress
Street extension. The gates to the campus open at 6:30 a.m.. The school buildings open at 7:45 a.m. (8:35 a.m. on Fridays) and all students
are expected to be at the School by 7:55 a.m. (8:45 a.m. on Fridays) to allow time to put away books and other personal belongings before
class. Students must remain on campus from the time they are dropped off in the morning until they depart campus for the final time
that day (exception: seniors may leave campus during the designated lunch period). Students should be picked up from school no later
than 4:30 p.m. unless they are engaged in a school related function.
8
Guide for Academics and Student Life
faculty and staff
2012-2013 faculty and staff
michelle t. bahtic
English
University of South Florida, B.A, M.A.
kimberly b. cates
Marketing and Publications Manager
Emporia State University, B.A.
m. john bamford
English
Harvard University, B.A.
New School for Social Research, M.A.
virginia r. chapman
Science
Gettysburg College, B.A.
University of Tampa, M.Ed.
harold bono
Custodian
michael p. circle
Facilities Manager
lindsay l. bowman
Assistant Director of Development
Dickinson College, B.A.
d. michele cole
School Counselor
Cornerstone University, B.A.
Liberty University, M.A.
robert w. bradshaw
History and the Social Sciences
Yale University, B.A.
Temple University, J.D.
andy v. bricker
Physical Education
Campbell University, B.S.
ryan w. buchanan, ‘00
Arts
Full Sail University, B.S.
kerry a. bunting
Mathematics
Florida State University, B.S.
New York University, M.A.
Teachers College, Columbia University, Ed.M.
University of Pennsylvania, M.S.Ed.
Villanova University School of Law, J.D.
jessica l. calandra
Arts
University of South Tampa, B.M.
stephanie a. cardillo
English
English Department Chair
Florida State University, B.S.
richard carlo
Head Custodian
santiago l. carreño
Foreign and Classical Languages
University of Morelos (Mexico), B.A.
david j. couchman
Director of Instructional Technology
University of Florida, B.F.A.
Tulane University, M.F.A.
stacey l. cummins
Mathematics, Yearbook, Arts
University of Tampa, B.S.
University of South Florida, M.A.
martha m. deambrose
Arts
Arts Department Chair
Sigety Family Academic Chair
University of Tampa, B.A.
thomas j. dean
Network Administrator
susan g. depatie
Director of Development
Albright College, B.A.
john n. detringo, iii
Mathematics, Middle School Athletic Director
SUNY at Potsdam, B.S., B.A.
richard diaz
Security
patricia g. embry
Associate Director of the Middle School,
Mathematics
Mathematics Department Chair
University of South Florida, B.A., M.A.
Guide for Academics and Student Life 9
faculty and staff
i. enaye englenton
History and the Social Sciences
History and the Social Sciences Department Chair
Golden Gate University, B.A.
University of San Francisco, M.A.
w. dennis facciolo
Director of Admissions
University of Delaware, B.A.
Johns Hopkins University, M.L.A.
joseph r. fenlon
Director of the Middle School
University of Wisconsin at LaCrosse, B.S.
University of Tampa, M.Ed.
adrian j. hendrix
Mathematics
Indiana University, B.S.
andrew c. hill
History and the Social Sciences, Journalism
University of Montana, B.A.
mary beth hill
Foreign and Classical Languages
University of Richmond, B.A.
kimberly j. hitzel
History and the Social Sciences
University of South Florida, B.S.
michael r. flynn
Athletic Director
Athletic and Physical Education Department Chair
Florida Southern College, B.S., M.Ed.
carole s. holway
Media Specialist
University of Tampa, B.A.
University of South Florida, M.A.
donna h. fowler
Mathematics
Colby College, B.A.
tamra d. honegger
Associate Director of Admissions, Director of Financial Aid,
Director of Summer Programs
Eastern Illinois University, B.S.
mike l. fowler
History and the Social Sciences
University of Arkansas, B.A.
frank j. fren
Facilities
mery garcia
Custodian
manuela garcía luque
Foreign and Classical Languages
Rollins College, B.S.
Universtiy of South Florida, M.A.
stephen f. garrett
Business Manager
University of Massachusetts, B.S., C.P.A.
dominick j. giombetti
English
University of Miami, B.S.
kerri-ann grosso
Science
The College of William and Mary, B.S.
Texas A&M University, M.S.
lisa m. harman
History and the Social Sciences
Dickinson College, B.A.
10
Guide for Academics and Student Life
nancy m. horbert
Assistant Business Manager
University of South Carolina, A.A.
andrew d. hoy
Arts
University of South Florida, B.M., M.A.
shaun t. hurley
Science
State University of New York, College at Oneonta, B.S.
Florida Atlantic University, M.S.
chris s. hughes
Facilities
kim m. jago, ‘81
History and the Social Sciences
University of the South, B.A.
University of South Florida, M.A.
eugene r. jalbert
Mathematics
Boston College, B.A., M.A.
christine d. jisha
Dean of Students
Skidmore College, B.A.
University of Virginia, M.Ed.
faculty and staff
bradley p. kaczmarski
Physical Education, Weight Room Supervisor
Southern Illinois University, B.S.
marjorie s. mcduffie
English
University of South Florida, B.A.
jennifer l. keller
Mathematics
University of South Florida, B.A.
ann r. mcnichol
Science
University of South Florida, B.A.
University of Queensland, M.Sc.
University of Florida, Ed.S.
Montana State University, Ed.D.
john e. kelly, iv
Pool Technician
Indiana University of Pennsylvania, B.S.
robin p. kennedy
Director of Communication and Alumni Relations
University of Tampa, B.A.
kathleen w. king
Arts
Purdue University, B.A.
Washington State University, M.F.A.
linda h. kranc
Science
Kalamazoo College, B.A.
Florida State University, Ph.D.
susie f. ladd
Receptionist
University of South Florida, B.A.
sean e. lake
Foreign and Classical Languages
Boston University, B.A.
david lemuel
Custodian
chad m. lewis
Director of Technology
Ohio State University, B.A.
sarah r. lonetto
English
Florida State University, B.A, M.S.
carmen lorente
Custodian
christopher a. maraghy
Science
Eckerd College, B.S.
david e. marcus
Technology Support
nöel h. monea
English
Calvin College, B.A.
donald d. morrison, ‘86
Dean of Faculty, History and the Social Sciences
Haverford College, B.A.
University of Victoria (Canada), M.A.
Columbia University, Teachers College, M.Ed.
tara b. nelan
Assistant Director of College Counseling
University of South Florida, B.A.
Florida Atlantic University, M.Ed.
latonigi c. nembhard
Security
celia nuFLO
Custodian
kristopher e. olsen
Foreign and Classical Languages
University of Washington, B.A.
Eastern Washington University , M.A.
barry r. parks
History and the Social Sciences, Mathematics
University of South Florida, B.A., B.S., M.A
felix perez
Custodian
stacia a. perry-eaton
Science
Science Department Chair
University of Miami, B.S.
john h. phelps, jr.
Director of Security
Leary Institute, A.A.
kevin m. plummer
Head of School
Colby College, B.A.
Columbia University, Teachers College, M.A.
Guide for Academics and Student Life 11
faculty and staff
k. k. quah
Science
University of Wisconsin, B.S.
American Graduate School of International Management,
M.B.A.
bruno a. quattrone
Physical Education
Ithaca College, B.S.
sherri l. queen
Foreign and Classical Languages,
History and the Social Sciences
University of Nebraska-Omaha, B.A.
Florida State University, M.A.
linda y. quinn
Assistant to the Director of Admissions
University of South Florida, B.S.
james d. riley
Mathematics
The Richard Stockton College of New Jersey, B.A.
University of Tampa, M.S.
meredith t. roberts
English
University of Tampa, B.A.
University of South Florida, M.A.T.
jody b. rodriguez
Registrar, Assistant to the Director of College Counseling
Emory University, B.A.
University of Tennessee, M.A.
melanie l. rodriguez
Health Coordinator, Assistant to the Dean of Students
University of South Florida, B.A.
julia l. roper
Foreign and Classical Languages,
History and the Social Sciences
Wellesley College, B.A.
adelaide h. sayers
English
Sigety Family Academic Chair
College of William & Mary, B.A.
andrea r. seymore
Assistant to the Business Office & Facilities
University of Tampa, B.A.
12
Guide for Academics and Student Life
peter n. shepley
Associate Head of School,
Director of the Upper School
University of Maine, B.S., M.B.A.
holly a. smiekel ‘93
Foreign and Classical Languages
Foreign and Classical Languages Department Chair
University of Georgia, B.S.
douglas a. smith
History and the Social Sciences
University of Maryland, B.A.
Cleveland-Marshall College of Law, J.D.
eric d. snow
Assistant Athletic Director
University of Tampa, B.S.
ivan sosa
Custodian
kimberly a. souza
Assistant to the Director of the Middle School
University of Florida, B.S.
jillian m. stanton
Assistant to the Head of School,
Global Studies Coordinator, International Student Support
College of New Jersey, B.A., B.S.
kristy j. steel
Assistant to the Director of the Upper School
University of Florida, B.S.
andrew r. sufficool
Physical Education, Science, Athletic Trainer
Catawba College, B.S.
University of South Florida, M.A.
jean r. wall
Director of College Counseling
California State Polytechnic University, B.A.
California State University, M.S.
bonnie s. warfel
Assistant to the Director of Development
w. scott warfel
Arts
Eckerd College, B.A.
c. brian williams
Mathematics, Science
University of Southampton (England), B.S., Ph.D.
disabilities policy
disabilities policy
philosophy
Tampa Prep recognizes that students learn in different
ways and that sound teaching includes awareness of those
differences when designing lessons and assessments. Tampa
Prep also recognizes that students with mildly disabling
learning conditions may do well academically at our school.
When deemed appropriate, the School will offer such
students certain accommodations. Our goal is to help these
students to adjust to and to thrive in our demanding college
preparatory environment and, ideally, to overcome the need
for any accommodation. Tampa Prep may be unable to offer
accommodations in some circumstances.
Counselor or the consulting psychologist and should be
presented to the Division Directors.
Teachers who suspect that a student has an undiagnosed
learning disability may ask the Division Directors to grant
temporary accommodations in order to gain additional
information about how that student learns or performs on
assessments.
release for communications with physician
Sometimes, the documentation received from the physician
may raise questions or be unclear as to the recommendations.
For that reason, the parent(s) must sign a Release of
Information form, permitting the School to contact the
medical professional, when necessary. In addition, if there is
any cost associated with the physician’s cooperation (i.e., to
services for students with disabilities
answer a set of questions submitted, etc.), the parent must
We understand that there may be circumstances when a
agree to bear the cost of such process.
parent may request that the School provide an adjustment
or accommodation for a student’s medical needs or physical,
assessment of request
mental, or learning differences. As the range of requests
Once the parent’s request and medical documentation has
have grown over the years, the School believes that it is
been received by the School, appropriate persons within
appropriate at this time to outline the School’s policy and
the administration will meet with the parents to clarify
general guidelines for addressing such requests.
information and to discuss whether the School will be able
to implement the accommodation requested.
In some
general policy
cases, the parent may be asked to provide (at the parent’s
In general, it is our School’s policy to provide accommodations
cost) any special equipment needed, training for the school’s
or adjustments for a student’s minor needs in circumstances
staff, or other associated matters. In addition, the School
in which the administration determines, in its sole discretion,
may advise the parent that the School will allow a particular
that doing so is within the reasonable ability of the School
accommodation, but the full responsibility for doing so will
and/or its staff and will not result in an unacceptable
rest with the parent. For example, if the student needs to
impairment to the rights of other students (or employees)
be tested or have certain types of medicines administered
or a fundamental change to our educational environment or
during the day that the School, Division Director, or Health
mission. We also ask parents to realize that, given the size of
Coordinator believe are beyond the scope of the School’s
our school and our available resources, we may not be able
responsibility, the School may allow the parent to make
to provide all requested accommodations. To the extent we
arrangements to visit the campus for the purpose of testing
agree to provide accommodations, we may require a sharing
and administering.
of responsibility for the accommodation.
process for request and documentation
For any type of accommodation (including administration
of medication at school), the parent must alert the School’s
Division Directors of the need. Tampa Prep reviews each
request for accommodation individually and follows an
established process to ensure consistent and fair treatment
of each student. The Division Directors will then advise the
parent of the type of medical documentation needed, which
generally will state the student’s diagnosis, how the condition
limits the student, the recommended accommodations,
and the length of time that the accommodation(s) will be
needed. In some situations, the documentation may include
a psycho-educational evaluation. The Division Directors
will communicate any appropriate accommodations to the
teachers and parents, and the list of accommodations will
be filed in the student’s permanent Tampa Prep record.
Requests for changes in the accommodations may come
from the student’s teachers or parents or from the School’s
limitations on requests
Please understand that the School is not a medical facility
and does not have the personnel, training, or equipment to
handle certain types of medical procedures best left to the
student, parent, or physician. Examples of accommodations
made for students include appropriate classroom locations,
extended time on tests, use of computers, and/or dispensing
with medication through the Health Coordinator.
commonly asked questions
•
How does my child apply for accommodations at Tampa
Prep?
Any student with mildly disabling learning conditions
at Tampa Prep is eligible to receive certain academic
accommodations, provided the School has a current,
complete psychological evaluation of the student on file that
indicates a need for the accommodations or has received
approval for disabilities accommodations from The College
Board Services for Student Disabilities (SSD). Approval for
Guide for Academics and Student Life 13
disabilities policy
disabilities accommodations from The College Board also
permits disabilities accommodations on the PSAT/NMSQT,
the SAT, and the AP exams.
•
If my child has accommodations at Tampa Prep, does that
mean they automatically have accommodations for the
PSAT, SAT, and AP Tests?
No. The College Board recommends that SSD Student Eligibility
Forms be submitted at the conclusion of the students’ first
year in high school. An information and application packet
with an SSD Student Eligibility Form is available from the
College Counseling Office, the School’s counselor or the Upper
School Directors. Tampa Prep expects students who request
academic accommodations to apply for accommodations
with The College Board for PSAT, SAT, and AP testing.
•
Does Tampa Prep accept a student’s IEP or 504 Plan for
receiving accommodations?
School plans such as Individualized Education Program (IEP)
and 504 Plans are by themselves insufficient documents for
accommodation at Tampa Prep. The student’s documentation
for learning disability accommodation must:
1. State the specific disability as diagnosed.
2. Be no more than three years old for initial
qualification. Thereafter, a new or updated
assessment may be necessary to determine the
current need for accommodation if the existing
documentation is deemed outdated or if the student’s
observed performance indicates that significant
changes may have occurred since the last assessment
was conducted.
3. Describe the presenting problem(s), a diagnostic interview, and relevant educational, developmental,
and medical history.
4. Include comprehensive testing, the tests’ date(s),
and the actual test results with subtest scores from
measures of intelligence, cognitive ability, current
academic achievement, and information processing.
5. Include an interpretive summary which integrates
assessment data, background information,
observations of the student during the testing
situation, teacher observations and ratings,
evidence that the evaluator has ruled out alternative
explanations for academic problems, and the
current context. The summary also should indicate
how patterns in the student’s cognitive ability,
achievement, and information processing reflect the presence of a learning disability and
describe the student’s functional limitations resulting
from the disability, as supported by the test results.
6. Describe the specific recommended accommodations
and provide a rationale explaining how the
accommodations address the student’s functional
learning limitations.
7. Be conducted by a qualified professional and include
14
Guide for Academics and Student Life
information about this person’s license or certification
and area of specialization.
•
Who is responsible for helping teachers implement
student accommodations?
The general responsibility for helping teachers implement
the accommodations resides with the Division Directors and
the School Counselor. Teachers of students with learning
accommodations are informed about those students by the
Division Directors.
•
What are the responsibilities of students with
accommodations?
Learning accommodations often require the student to
assume extra responsibilities, such as:
1. Personally arranging in advance with the teacher for test or quiz accommodations. When tardiness or absence from another academic or extra-curricular commitment is possible due to an accommodation, the student must discuss this possibility in advance with the faculty who may be affected.
2. Dependable fulfillment of all arrangements for accommodation, including punctuality to specially arranged accommodations and to any school commitments which may follow these
accommodations.
3. Impeccable integrity when taking a quiz or test before or after other students have done so, or when an accommodation otherwise makes unsanctioned assistance possible.
4. Complete adherence to school policies before, during, and after the accommodation.
What are some of the standard accommodations granted
at Tampa Prep?
The following accommodations are ones Tampa Prep regards
as reasonable given its academic mission and may be granted
to students who have satisfied the School’s established
approval process.
• Extended time on specified subjects’ quizzes, tests,
and exams
• Word-processing on computer because of dysgraphia
• Photocopying another student’s notes
• Recording class lectures and discussions
• Supervised study after school
• Opportunity to clarify information and instructions
with teacher
• Preferential seating
• Preferential scheduling
• Laptop computer in class
• Low-stimulus test environment
• Alternative to scan-type answer sheets
•
Academic information and policies
Tampa Prep has always offered a demanding college preparatory curriculum that has encouraged its students to perform
well in the most competitive of college environments. The School realizes, however, that education goes well beyond a simple
preparation for college and incorporates the education of the whole child—encouraging each to discover, develop and
maximize his or her inner strengths and capacities.
Tampa Prep’s curriculum allows opportunity for individual growth, independent research and some subject specialization.
To ensure that it does this most effectively, the School’s curriculum, using as its minimum standards the guidelines published
by the Florida Council of Independent Schools, is reviewed annually by the Curriculum Committee and Head of School and
is updated according to current needs. Changes in the curriculum will be reflected in the Course Description section of this
handbook.
Tampa Prep strongly believes in the sanctity and standards of its most important community values and norms. Among
these values and norms are: Academic Honesty and Integrity, Artistic Integrity, Athletic Integrity, an appreciation for diversity
and acceptance, a community free from harassment, a drug and alcohol-free campus and adherence to the policies and
procedures of Tampa Preparatory School.
In 2009, the following Honor Code was developed and adopted:
the honor code: a commitment to honor
As a member of the Tampa Prep Community, I am responsible for upholding and promoting honesty, trust,
respect and fairness in all venues of school life. I pledge to maintain personal and academic integrity and
support it in others. I solemnly promise to uphold my commitment to honor this code.
honors attitude
Tampa Prep encourages each student to develop an “honors
attitude,” which is reflected in all areas—academic, social,
physical, and moral. The School strongly believes that an
honors attitude is important for all students, regardless of
their level of aptitude. Students who aspire to an “honors
attitude” may look to the following as a model:
Seriousness of purpose. A student with an honors
attitude tries to produce the best work that he or she
can. When confused about an academic matter, or when
missing a class, a student with an honors attitude takes
responsibility for successfully learning or producing the
required material.
Class contributions. A student with an honors attitude
contributes to a positive learning environment through
class discussion, attentive listening, well-planned oral
reports, cooperative group work, and thorough preparation
for class.
Effective management of course requirements. A student
with an honors attitude manages time wisely to keep
track of and meet deadlines and produces his or her best
work by devoting sufficient time to homework and study.
Emotional maturity. As appropriate to the grade level, a
student with an honors attitude discusses controversial
or challenging ideas with emotional maturity. Such a
student also strives for excellence in all assignments, even
those which may be of less personal interest.
Academic integrity. A student with an honors attitude
takes responsibility for his or her learning, completes
in-class and out-of-class assignments according to the
Honor Code, and works cooperatively and respectfully
with teachers and other students.
academic integrity
Education presupposes a context in which honesty is a
cardinal virtue. Truthfulness, respect of work and integrity
are fundamental expectations for academic integrity and to
the Honor Code. Departure from this standard constitutes a
violation of the School Honor Code and causes the student to
be liable for major disciplinary action.
All homework, tests, quizzes, examinations and papers are
written under the Honor Code.
examples of academic dishonesty
Actions that fall below the expectations of trust, honesty,
respect and fairness, as established by the Honor Code, will
also constitute a violation of the Honor Code and result in
disciplinary action. Examples include, but are not limited to:
• Lying.
• Using notes, calculator memory, or other unauthorized
aids in a quiz, test, examination or paper, or copying from
or being influenced by another student’s work.
• Giving unauthorized aid to another student: allowing
another student to copy or use one’s test paper, homework,
or notebook, or giving answers to tests or quizzes.
• Using a cell phone or any unauthorized electronic device
during a quiz or examination.
• Obtaining help on homework or on take-home tests that
is beyond the limit specified by the teacher.
• Plagiarizing: presenting work as one’s own, in part or full
from some other source (be it published work, a parent,
another student’s work, an Internet site, Spark Notes, or
any similar aid). (Revised 7-12)
Guide for Academics and Student Life 15
Academic information and policies
avoiding plagiarism
In most written work, one can avoid the charge of plagiarism
or unauthorized aid by acknowledging sources in the
following ways:
• Formal footnoting – many guides are available; consult
your M.L.A. handbook section 1.6;
• Formal or informal bibliography – listing at the end of the
paper any sources you have consulted while writing;
• Internal citation – giving credit in your text to the original
source for a direct quotation or paraphrase (restating the
text in another form or in other words);
• Checking with your class teacher when in doubt.
disciplinary action for academic dishonesty
Academic honesty violations will be addressed by the Dean
of Students and/or administration directly. Major violations,
as determined by the administration, will be referred to the
Conduct Review Board for assessment and recommendation.
In all cases (minor and major violations), disciplinary action
will be determined by the severity of the infraction, the
student’s prior record of similar violations, and the student’s
cooperation and honesty in the investigatory process.
Penalties for Honor Code violations may include one or more
of the following:
• An “F” on the test, quiz, examination or paper in which
the violation occurred.
• Lowering of the student’s final grade.
• Failure in the course involved.
• Suspension from School.
• Expulsion from School.
Students who are suspended for Honor Code violations will
be required to make up all academic work missed while on
suspension. The student will have a one letter level reduction
(i.e., B to B-) of the their semester pre-exam average in all
classes.
tampa prep grading overview
Grades and comments will be issued to parents four times
a year, at the middle and end of each semester. Parents are
encouraged to discuss their student’s progress with the
student’s advisor. Should further concern arise, appointments
should be made with Mr. Fenlon (for Grades 6, 7, 8) or Mrs.
Jisha (Grade 9), Ms. Nelan (Grade 10), Mr. Morrison (Grade 11),
or Mrs. Wall (Grade 12). In addition, teachers and advisors are
encouraged to communicate with parents regarding overall
school performance.
tampa prep Unweighted grade scale
LETTERPOINTS GPA
A+
97-100 4.33
A
93-96 4.00
A-
90-92 3.67
B+
87-89 3.33
B
83-86 3.00
B-
80-82 2.67
(Revised 7-12)
16
LETTERPOINTS GPA
C+
77-79 2.33
C
73-76 2.00
C-
70-72 1.67
D+
67-69 1.33
D
63-66 1.00
D-
60-62 0.67
F
<60
0.00
Guide for Academics and Student Life
class rank
Because of the highly academic nature of the School, Tampa
Prep does not rank students numerically. Instead, the School
reports individual grade point averages to colleges.
head’s list
Those students who have an unweighted average of A- (3.67)
or higher (no rounding) each semester attain the Head’s List.
In the Middle School, PE class are not included in calculations
for Head’s List candidacy. (Revised 7-12)
honors list
Those students who have an unweighted average of B (3.0) or
higher (no rounding) each semester attain the Honors List. In
the Middle School, PE class are not included in calculations for
Honors List candidacy. (Revised 7-12)
credits
A passing average at the end of each semester earns a student
one-half credit for each semester of a year-long course and
one-half credit for a one semester course. No fractional
credit is awarded for partial completion of courses.
grade point average (gpa)
The unweighted and weighted cumulative Grade Point
Average (GPA) is calculated using semester grades beginning
with the freshman year and includes only courses taken in
grades 9 through 12. In order to determine a weighted GPA,
the following points are added to the unweighted GPA of
these classes:
• Honors (H) courses: 0.5 points
• Advanced Honors (ADV) courses: 0.75 points
• Advanced Placement (AP) courses: 1.0 points
• College Placement (CP) courses are not weighted
upper school add/drop policy
first five days of course work
During the first five days of a new course’s work, changing
sections requires the student’s and relevant teachers’
signatures. All other changes require these signatures plus
the advisor’s signature. Seniors are the exception: they must
always also obtain the signatures of the Director of the Upper
School and the Director of College Counseling.
after the first five school days
After the first five days of a new course’s work:
a. The student’s, teacher’s, advisor’s, and parent’s/
legal guardian’s signatures are always required. Seniors
must also obtain the Upper School Director’s and the
College Counselor’s signature.
b. Changing teachers of the same course also requires the Dean of Faculty’s signature.
c. Switching from one level of a discipline to another level of the same discipline (for example, Spanish 2 to
Spanish 1) also requires the signatures of the Division
Director.
Academic information and policies
deadlines for dropping classes
Classes may be dropped without penalty within five school
days after the School mails mid-semester grade updates.
Transcripts of classes dropped after these dates and through
either November 15 or April 15 will indicate that the student
has “withdrawn passing” or “withdrawn failing.” Classes may
not be dropped after either November 15 in the first semester
or April 15th in the second semester.
Seniors who drop classes are responsible for notifying the
colleges to which they have applied if those colleges already
possess the seniors’ transcripts.
deadline for adding classes
No class, other than a class comparable to one in a student’s
current schedule, may be added after its 12th meeting.
transfer deadlines and grade transfer policies
between comparable classes
If students transfer from one level of a comparable course to
another (i.e. classes with decidedly similar content but taught
at different academic levels, such as AP US History and US
History Honors, or Algebra 2 Honors and Algebra 2 College
Prep) as late as two weeks after mid-semester reports are
sent home, then the only grades transferred from one class
to another are those assessments for material shared in
common by the two courses. These grades are agreed upon
through conversations with the two corresponding teachers.
After two weeks beyond the date when mid-semester reports
are mailed, all grades are transferred from one comparable
course to another. Students may not transfer from one
comparable class to another after November 15 or April 15 of
each semester. Should questions arise, the corresponding
Division Director will determine whether one course is
comparable to another.
make-up work
Any student switching into a class already in progress may be
asked to make up all significant work (i.e., required reading,
tests, papers, projects, labs, reports, etc.) assigned before his
or her transfer. This work should be completed according to a
calendar agreed upon by the student and teacher. In certain
situations, the Division Director may mitigate the amount of
work to be made up.
other academic policies
policy for major assignments
1. Schedule with Division Directors. To distribute student
work loads and school resources as effectively as
possible, Joe Fenlon coordinates and approves all
Middle School major assignment due dates and Peter
Shepley coordinates and approves all Upper School
major assignment due dates.
2. Identify as “major.” “Major assignments” are those
that require substantial extra and extended time
and independent work. Examples: Grade 11 Synthesis
Project, Middle School Portfolio Presentation,
research papers, etc. Teachers designate relevant
assignments as “major” and make certain that all
students understand their designation at the time the
assignments are made.
3. Collect at 8:00 a.m. To discourage students from
missing school to complete homework, all major
assignments are due at 8:00 a.m. Teachers make their
major assignments due on Mondays.
4. Grade Reduction if late. If a student is absent on the
due date of a major paper, project, or report, he or she
must send the assignment to school with someone
else. Major assignments not received by 8:00 a.m.
on the due date are automatically turned in to the
Division Director who will determine a grade penalty.
number and variety of tests
To help students perform well academically, teachers should
do their best to schedule tests so that students have no
more than two tests in one day. Students who are unable to
rearrange to no more than two tests should see the Director
of the Middle School (MS) or the Director of the Upper School
(US). To help students maintain academic integrity, teachers
of multiple sections of the same course are encouraged to
vary their tests and quizzes when all sections do not take the
test on the same day.
tests and major assignments before exams
To ensure quality evaluation and optimum benefit for exam
preparation, all major assignments must be due no later than
two weeks before the start of exams. Unless pre-approved
by the Division Directors, feedback and grades for all but
the smallest quizzes and homework assignments must be
collected from and returned to students at least five school
days before exams begin.
exams
With rare exceptions, Tampa Prep classes include exams.
These are weighted 25% of the semester’s total grade. Two
hour exams are administered at the end of each semester.
Arts performances are considered exams.
Seniors who have more than eight unexcused absences from
any class during the second semester will be required to take
the second semester final examination and be required to
attend all meetings for that class prior to the final exam.
exemption from exams
With few exceptions, courses must conclude with a two-hour
final examination during finals week. In the following
situations, however, students may be excused from taking
certain exams:
1. Second semester juniors and first semester seniors
may exempt their semester final exams if their
pre-exam average is an A+. This policy does not apply
Guide for Academics and Student Life 17
Academic information and policies
to Arts courses.
2. AP students who maintain at least a B- average in
the AP course, who miss no more than eight of the AP
course’s second-semester classes, and who take the
course’s AP exam.
3. Seniors who participate in the Internship Program are
exempt from all second semester final exams. They must, however, take an exam in any semester
class they are failing.
arts exams
Arts major performances are considered exams. All Arts
faculty will notify their students of these dates during the
first week of classes.
including other assessments as part of an exam
Other culminating requirements such as class presentations,
term papers, oral examinations and projects may be
considered a portion of a course’s examination grade. Whether
simply a two-hour final or a multi-faceted assessment which
incorporates a final with other culminating assignments,
the total exam grade equals one-quarter of the student’s
semester grade.
open book exams
Open book exams may be given if 1) logistically their
administration site can be isolated from other exam sites
and 2) the Division Director approves the teacher’s request to
give such an exam.
repeated courses
Students may repeat a class in Tampa Prep’s Summer School
or during the next school year. Upon completion of the
repeated course, the grade of the first class is deleted from
the student’s official school transcript and replaced with the
new grade if higher. If not higher, then the original grade will
remain. Please note: Tampa Prep grades will not be replaced
with grades earned at any other academic institution.
The following Repeated Courses policy will apply during and
after the 2012 - 2013 academic year.
Students may only repeat a class at Tampa Prep during the
following periods: 1) During the summer after the class
was first completed; 2) During the subsequent school year;
3) During the second summer after the course was first
completed. Upon completion of the repeated course, the
grade of the first class is deleted from the student’s official
school transcript and replaced with the new grade if higher.
If not higher, then the original grade will remain. Courses
with grades of B- or higher may not be replaced. Please note:
Tampa Prep grades will not be replaced with grades earned
at any other academic institution. (Revised 7-12)
extra help
With minor exceptions, faculty members are available in their
classroom for extra help from 3:15-4:00 p.m. each day and
at other times during the day as designated by the teacher.
18
Guide for Academics and Student Life
Students may be required by faculty to attend these sessions.
In addition, faculty may make some time available each week
in the classroom for review and for working individually with
students. Middle School students may not be assigned to
study halls but will have an extra help session available from
3:30-4:00 p.m. on a daily basis. Students who have teachers
who coach need to make special arrangements for extra help
sessions. Coaches will ensure that they are available at least
one afternoon per week and other mutually agreed upon
times.
National Honor Society members volunteer as tutors for
other students during the school day. Appointments with
these students should be made through the National Honor
Society Advisor. Students should seek help from their teachers
before seeking student tutors.
The Writing Center, staffed by selected juniors and seniors, is
located in room 3004 and is staffed daily from 3:15-4:00 p.m.
Students may sign up for appointments on the third floor
bulletin board.
tests and work missed due to absence
All missed or due quizzes, tests, labs, and assignments must
be completed and turned in on the day the student returns
to school, even if that student’s class does not meet that day
or if that student arrives at school after that class has met.
Teachers may penalize assignments received beyond their
due dates according to individual teachers’ policies. Under
extenuating circumstances such as prolonged absences or
religious holidays (see below), students must complete and
turn in assignments within five school days of returning to
school. No work should be accepted for credit beyond that
time unless approved by the appropriate Division Director.
Refer to “Policy for Major Assignments” as well.
tutoring
Tutoring may be appropriate when students need special,
continuing individualized assistance, but it should be
considered only after the teacher has provided extensive
extra help. Teachers should consult with the Division Director
before pursuing tutoring options or recommendations.
Tampa Prep faculty may not tutor or give private athletic
coaching to Tampa Prep students for pay.
incomplete grades
If a student has not completed all work for a grading period,
his or her comment form may include an expected date of
completion. If more make-up time is needed, the teacher
should arrange a make-up schedule with the advisor and
Division Director.
religious holidays
Religious holidays are not formally recognized on the Tampa
Prep calendar. In setting the academic calendar for each
year, conflicts with holidays that involve many Tampa Prep
Academic information and policies
students, faculty, and staff are avoided. In consideration of
their significance for many students, no examinations may
be given either on the day of or the calendar day after the
religious holidays listed below.
The following are dates of religious holidays for the 2012-13
school year:
Eid-al-Fitr – August 19, 2012
Rosh Hashanah – September 17, 18, 2012
Yom Kippur – September 26, 2012
Eid-al-Adha – November 26, 2012
First Day of Passover – March 26, 2013
Good Friday – March 29, 2013
Easter – March 31, 2013
Tampa Prep recognizes that there are other religious holidays
that are of importance to the school community. These include
but are not limited to Hannukah, Sukkot, Ash Wednesday,
Passover, Shavout, Simchat Torah, Shemini-Atzerat and Ra’s
al-sana. Students who miss these days will be allowed to
make up all work and examinations in a timely fashion as
agreed to by teacher and student.
homework over thanksgiving/spring break
No homework is to be assigned over Spring Break. No
assignments can be due on the day of return from Spring Break.
No major projects can be due during the first week back from
Spring Break. The above policy is also strongly recommended
for the Thanksgiving Break, but is left to the discretion of the
teacher.
upper school field trips after spring break
With the exception of set days on the School Calendar, there
will be no Upper School field trips after Spring Break save
for “unique opportunities” that must be approved by the
Curriculum Committee. This policy only applies to those field
trips that require students to miss a class other than the one
involving the field trip.
calculator policy
The Mathematics Department’s calculator policy is based
upon the premise that students through Calculus should be
calculator literate, not calculator dependent.
Due to the increased sophistication of calculators, students
in recent years have been moving away from learning basic
skills and, as a result, are losing some of their ability to
analyze mathematical concepts. Therefore, in order to test
fundamental mathematical concepts, the use of calculators
is not permitted on certain tests because students inevitably
derive answers from the calculator without learning the
underlying concepts. The more students adopt a “memorize
and push the buttons” approach, the further they are from
being able to study mathematics both during and after high
school.
Certain calculators are permitted at various levels of the
curriculum. In the Sixth and Seventh grades the use of a
calculator is not permitted until the second semester, at
which time students may use the TI-30x2 calculator. From
Eighth grade through Calculus, the Department permits the
use of both the TI-83 and TI-84 - the use of the more advanced
calculators such as the TI-89 and TI-92 is prohibited in these
classes.
The Mathematics Department does not dictate when and
where calculators are used in a particular course, although
teachers are asked to vary their use throughout the
curriculum. The Department relies on the professional
judgement of individual faculty to determine when
calculator usage is most appropriate. As a result, students’
use of calculators differs from chapter to chapter. Many
teachers give tests on which calculators are not allowed,
some give tests on which calculators are allowed and others
give two-part tests on which calculators are permitted on
only one portion of the assessment. Regarding final exams,
calculators may be used on the first and second semester
exams, except in the sixth and seventh grades where
calculators are not permitted on first semester exams.
policy for english as a second language (esl) students
1. 2. 3. As individual teachers deem appropriate, they may be flexible with the assessment of assignments for ESL students as a way to facilitate these students’ efforts to master material.
Ultimately, however, Tampa Prep’s ESL students are to be held to the same academic standard on their transcripts as all other Tampa Prep students. For instance, on the transcript a teacher’s “B” should represent the same level of academic accomplishment for ESL and native-English speaking students alike.
Tampa Prep’s teachers are not required to provide any more out-of-class help to ESL students than they would to native-English speaking students.
academic probation
Any student who earns two D’s or one F, or worse, in any
semester will be placed on Academic Probation for the next
semester. Each student on Academic Probation may meet
within two weeks of the release of grades with his or her
Academic Probation Advisory Committee (APAC) to discuss
definite actions to help the student improve his or her
academic performance (unless a parent/teacher conference
was previously held). These actions may include, but are
not restricted to, extra help, tutoring, diagnostic testing,
counseling, removing school privileges, and suspending
school activities (clubs, arts, sports). A letter will be sent
home informing each student and parent(s) of the student’s
probationary status.
Guide for Academics and Student Life 19
Academic information and policies
Each student’s progress will be monitored closely by the
Division Director and the Advisor. At other intervals during
the semester, the student will meet with the Division Director,
Dean of Faculty, Dean of Students, or the Advisor, and as
needed, specific teachers. The results of these meetings
will be communicated to parents. The number of follow-up
meetings will be determined by the Division Director and
Advisor.
advanced placement courses
Students on Academic Probation who earn improved grades
(no more than one D) for the next semester will be removed
from Academic Probation. Any student remaining on
probation for the next semester may be subject to separation
from the school. The Head of School or Division Director will
inform the parent(s) and the student of the School’s final
decision.
Admission to AP classes requires the permission of the
courses’ instructors, who base their decisions on teacher
recommendations and past academic performances in the
relevant discipline. The Upper School Director has the final
say in all AP placements.
NOTE:
1. 2. The determination of Academic Probation status relies only on semester grades, not cumulative grades.
Tampa Prep Summer School grades may be used to replace grades. The new grade (following Summer School) may remove the student from Academic Probation.
apac composition
The Academic Probation Advisory Committee is comprised of
the student’s:
1. Grade level administrator
2. Advisor
3. School Counselor (as needed)
and
4. Teachers
academic policy for suspended students
1.
Suspended students must make up all academic work
missed while serving the suspension;
2. Teachers must give that work full academic credit;
3. Students suspended for academic honor violations
will receive a one grade level drop in all classes for their
pre-exam average (i.e B to B-).
Tampa Prep offers a wide selection of Advanced Placement
courses for students who wish to engage in college-level
study while still in high school. These courses demand time,
study, and specialized abilities above the normal rigors of the
School’s other classes. Therefore, students wishing to enroll
in more than three AP courses for any one year must obtain
permission from the Upper School Director.
college prep courses
Selected courses at Tampa Prep are taught at the College Prep
level. These classes prepare students for college coursework
while reducing the pace and rigor of the topics covered.
ap student qualifications
Strong candidates for AP courses typically possess the
following qualities:
Intellectual interest. Strong AP candidates display an
intellectual curiosity and motivation for the subject
matter of the course beyond merely meeting grade
requirements.
Strong skills. Strong AP candidates should not require basic
level work in reading, writing, vocabulary, or computation.
AP courses focus on subject matter and higher level skills.
Developed capacity for abstract thinking. Strong AP
candidates should be able to move beyond the literal
or concrete level of thinking and reading to cope with
abstraction, implication, discovery, metaphor, irony,
and similar secondary levels of meaning. Strong AP
candidates should be able to analyze coherently and to
draw supportable conclusions from facts and data.
Most classes at Tampa Prep are taught at an honors level
appropriate to the grade or level of the course.
AP teachers require prospective students to indicate written
interest in taking future AP courses. While teachers may use
slightly different methods for determining an AP class roster,
using the parameters listed above, these teachers generally
consult with colleagues, refer to student transcripts and may
even speak with students before making decisions on course
suitability.
advanced honors courses
ap exam policy
academic levels of courses
honors courses
Calculus, Chemistry 2, Physics 2, Advanced Spanish 3, Spanish
4 and French 4 are designated as “Advanced Honors” classes
and require academic dedication beyond those necessary for
success at the Honors level.
20
Guide for Academics and Student Life
Faculty have the prerogative to admit students selectively
into AP classes based on prior academic performance and
“honors attitude.” Therefore, each teacher establishes his/
her own policy as to whether students must take the College
Board’s Advanced Placement exam. All AP students who
maintain at least a B- average in the AP course, who miss no
Academic information and policies
more than eight of the AP course’s second semester classes,
and who take the College Board AP exam, are exempt from
the course’s final exam.
If a student does not take an AP exam for a course that
mandates the taking of the exam, then the student will be
required to take an alternative assessment as deemed by
the instructor. While it is suggested that the alternative
assessment be a final exam, if it is not, then the assessment
must be comparable in nature to a final exam.
If a student is taking an AP exam, he/she may be excused
from classes (or internship) on the half-day prior to the
exam. Arrangements to make up missed work must be
made in advance with the teachers whose classes are missed.
Students who take an exam in the morning are expected to
attend afternoon classes (or internship).
Students who are taking an AP exam but are not enrolled in
that exam’s AP class must take the final exam for their non-AP
course, unless they are second semester juniors with a grade
of A+. (see Exemption from Exams Policy)
opportunities for accelerated study
criteria to advance to pre-algebra i in the
6th grade
A student who would like to be considered for advancement
must: achieve an ERB Percentile of 90% in Quantitative
Reasoning and Mathematics 1 & 2 using the Independent
Norms; maintain a mathematics average of A+ during the
current year; receive the recommendation of all current
teachers; maintain exemplary grades in all classes; complete
the Pre-Algebra Placement Test with a score no lower than a
B+; meet with a Middle School member of the Mathematics
Department to discuss long range goals in mathematics; and
gain approval of Middle School Director and Mathematics
Department Chair.
7 th grade
A student who would like to be considered for advancement
must: achieve an ERB Percentile of 90% in Quantitative
Reasoning and Mathematics 1 & 2 using the Independent
Norms; maintain a mathematics average of A+ during the
current year; receive the recommendation of all current
teachers; maintain exemplary grades in all classes; complete
the Algebra Placement Test with a score no lower than a B+;
meet with a Middle School member of the Mathematics
Department to discuss long range goals in mathematics; and
gain approval of Middle School Director and Mathematics
Department Chair.
criteria to advance to algebra i in the
doubled mathematics courses
Students with an A- average in Algebra 1 may enroll in
Geometry and Algebra 2 concurrently if they receive the
approval of the Algebra 1 instructor and the Mathematics
Department Chair. If either course’s average drops below a B
by the end of the semester, the student must withdraw from
the class with the lower grade.
Upon completion of Geometry, other mathematics courses may
be taken concurrently (for instance, Calculus and AP Statistics).
Approval by the instructor and Mathematics Department Chair
is required.
additional mathematics requirements
All Middle School students should have a B average for the
second semester in Algebra 1 in order to advance to Geometry.
In addition, any Algebra 1 student who intends to accelerate
his/her math during the summer must have a B average for
the second semester.
additional foreign language requirements
All Middle School students must have a B- average or higher
for the second semester of their level 1B language course in
order to advance to level 2. In addition, a level 1B student
who wishes to accelerate over the summer by taking a level
2 course for the first time must have an A- or higher in their
level 1B course for the second semester.
tampa prep summer school
Upper School students wishing to accelerate their studies
may choose from an assortment of academic courses in
Tampa Prep’s credit-granting Summer School. (Consult the
Summer Programs brochure or the Director of Summer
Programs for more details.) Such courses appear on the
Tampa Prep transcript and count toward the student’s GPA
and graduation requirements.
independent study
On a limited basis, students may design an independent
study program with a faculty sponsor. All requests for
independent study must be approved by the Curriculum
Committee in a timely manner.
Petitions should be given to the Dean of Faculty and should
include 1) specific objectives; 2) methods and criteria for
assessment of learning; 3) meeting times; 4) a week-by-week
syllabus; and 5) as appropriate, a reading list.
classes taken elsewhere
With prior permission, students who take classes outside
Tampa Prep may count these classes towards Tampa Prep
graduation requirements. Such courses’ grades will appear
on the students’ Tampa Prep transcripts and will be included
in GPA calculations. These grades, however, will not replace
Tampa Prep grades for the same course.
For a non-Tampa Prep course to be counted towards a
graduation requirement, students must meet all three of the
following criteria:
1.
The Upper School Director must be petitioned by
submitting a “Registration For Non-Traditional
Classes” form (see Appendix) and his permission
received before the proposed study commences.
Guide for Academics and Student Life 21
Academic information and policies
2. The course’s credit must be granted by the institution
at which the student received the academic
instruction.
3. The course must be taken at, and the credit granted
by, either a fully accredited four-year college or
university or an independent school approved by the
Upper School Director.
global studies concentration and stem concentration
Tampa Prep offers two interdisciplinary programs for rising
10th grade students: a Global Studies Concentration for
those who are passionate about international issues and
a STEM Concentration for those who relish the study of
science, technology, engineering and mathematics. Each
of these programs requires students to select classes from
a body of relevant coursework that lie at the heart of each
interdisciplinary focus. In addition, students must participate
in one of several extracurricular activities that complement
each program. Participants must also attend a manageable
selection of related events. The underlying goal of each
Concentration is to equip graduating students with a range
of experiences that prepare them for further opportunities
in these interdisciplinary fields, while also completing Tampa
Prep’s graduation requirements. Students who successfully
complete all requirements for a Concentration will be
recognized at graduation. Below, please find the details of
each Concentration:
3.
4.
global studies concentration
Summary of requirements
1. Application and acceptance into the Concentration
2. Completion of the core curriculum
3. Completion of two additional Global Studies credits
4. Regular participation in an approved activity
5. Attendance of at least one Model United Nations
conference yearly
6. Attendance of at least two Global Studies events per
semester
7. Hosting of an international student
8. Participation in at least one approved study/travel
abroad program
9. Completion of an approved culminating research project
10. 10. All exceptions to these requirements must be
approved by the Global Studies Committee
Application
•• Rising 10th grade students must submit an application
by a pre-determined deadline to the Global Studies
Committee, stating their desire to participate in
the Concentration and agreeing to the terms of the
program
2. Participating students must complete the following core
curriculum by graduation
•• History
▫▫ World History 1
5.
6.
7.
1.
22
Guide for Academics and Student Life
8.
▫▫ World History 2 or AP World History
▫▫ US History or AP US
•• English
▫▫ English 9
▫▫ English 10
▫▫ English 11
▫▫ English 12
•• Languages
▫▫ Four-year minimum
▫▫ Can be three years in one language and one in a
second language, or four in the same language
Participating students must complete at least two
credits of these courses by the end of 12th grade:
•• AP Art History (1.0)
•• Economics (1.0)
•• AP Economics (1.0)
•• AP European History (1.0)
•• Estudios Latinoamericanos (0.5)
•• Latin American Studies (0.5)
•• Francophone Studies (0.5)
•• Advanced French Conversation Through Film (0.5)
•• World Religions (0.5)
•• Contemporary Issues (0.5)
•• Cultural Anthropology (0.5)
•• Other courses approved by the Global Studies
Committee
Students must be a regular, yearly participant in one of
the following activities:
•• International Club
•• Environmental Club
•• STAND
•• Model United Nations (M.U.N.)
•• A Tampa Prep foreign language club
•• Any additional club approved by the Global Studies
Committee
Students must attend at least one Model United Nations
conference per year
Students must attend at least two Global Studies events
each semester
•• There will be a variety of offerings each semester
•• At least one of these two must be an on-campus event
•• After each event students must submit an artifact
from the event (if off-campus) and a written reflection
of the event to the Global Studies Committee within
five days of attending the event
Students must host an international student at least
once during their Global Studies Concentration (by the
end of 12th grade)
•• May be a shorter-term hosting arrangement of a
Tampa Prep program
•• May be housing a Tampa Prep international student
for a semester or a year
Students must participate in at least one approved
study/travel abroad program during their Global Studies
Concentration (by the end of 12th grade)
•• Program must be a minimum ten days in length
Academic information and policies
▫▫ Any exceptions must be approved by the Global
Studies Committee
9. Students must complete a culminating Global Research
Project that is approved by the Global Studies Committee
•• Students must present their research in a public forum
10. Students are encouraged to pursue a global studies
oriented Senior Internship
stem concentration
Summary of requirements
1. Application and acceptance into the STEM Concentration
2. Completion of the core curriculum
3. Regular participation in an approved activity
4. Attendance of at least two STEM events per semester
5. Completion and presentation of an approved culminating
research project
6. Undertake a STEM-oriented Senior Internship
7. Maintain a minimum overall unweighted 3.0 GPA in
STEM courses
8. All exceptions to these requirements must be approved
by the STEM Committee
1.
Application
•• Rising 10th grade students must submit an application
to the STEM Committee, stating their desire to
participate in the Concentration and agreeing to the
terms of the program
•• Applicants must at least be entering into Algebra 2 in
10th grade
•• Applicants must have demonstrated a high level of
success and responsibility in prior math and science
classes
2. Participating students must complete the following core
curriculum by graduation
•• Math
▫▫ Algebra I
▫▫ Geometry
▫▫ Algebra 2
▫▫ Precalculus
▫▫ Calculus or AP Calculus AB
•• Science
▫▫ Biology
▫▫ Chemistry or Chemistry 2
▫▫ Physics or Physics 2
▫▫ At least one AP science course
•• Engineering and Technology
▫▫ Introduction to Engineering Design
▫▫ Principles of Engineering
▫▫ Engineering Design and Development
•• Art
▫▫ At least one half-credit Visual Arts course
3. Students must be a regular, yearly participant in one of
the following activities
•• Robotics Club
•• Science Fair
•• Math League
•• Terrapin Programmers
•• Any additional activity approved by the STEM
Committee
4. Students must attend at least two STEM events each
semester
•• There will be a variety of offerings each semester
•• At least one of these two must be an on-campus event
•• After each event students must submit an artifact
from the event (if off-campus) and a written reflection
of the event to the STEM Committee
5. Students must complete a culminating STEM
Research Project as part of the Engineering Design and
Development course
•• Students must present their research in a public forum
6. Students must pursue a STEM-oriented Senior Internship
Applications and deadlines for both of these programs are
available on Tampa Prep’s website. Any questions about these
Concentrations should be directed to Mr. Morrison or Ms.
Stanton. (Revised 7-12)
honor societies
cum laude
The Cum Laude Society was founded in 1906. Its purpose is
to promote learning and scholarship in secondary schools.
The presence of a Cum Laude chapter at Tampa Prep is an
indication that superior scholastic achievement is valued by
the School.
Students are inducted to the Society through the following
parameters. According to the Society’s guidelines, Junior
membership cannot constitute more than 10% of the 11th
grade class. Inductees are chosen based on a student’s
cumulative weighted GPA. If several students with identical
cumulative weighted GPA’s drive this group to exceed 10%
of the Junior class, then the final selections from the
identical cumulative weighted GPA group are determined
by a student’s Junior year weighted GPA. Juniors must have
attended Tampa Prep for at least the entire 11th and 12th
grade. According to the Society’s guidelines, senior induction
may not constitute more than 20% of the 12th grade class,
including those students inducted as juniors. Qualified
seniors are awarded membership upon consideration of
a student’s cumulative weighted GPA. If several students
with identical cumulative weighted GPA’s drive this group
to exceed 20% of the Senior class, then the final selections
from the identical cumulative weighted GPA group are
determined by a student’s Senior year weighted GPA. Seniors
must have attended Tampa Prep for at least the entire 11th
and 12th grade. (Revised 7-12)
national honor society
The National Honor Society was founded in 1921 as an
organization for secondary schools, which recognizes and
encourages academic achievement, and develops other
characteristics essential to citizens in a democracy. These
ideals are scholarship, character, service, and leadership.
Students are inducted to the Society through the following
parameters. Sophomores, juniors and seniors with a
cumulative unweighted GPA of 3.0 are invited to submit an
activities sheet to the Faculty Council. The student lists those
things which he/she has done while in high school that show
Guide for Academics and Student Life 23
experiential learning and extended trips
department English
specific course requirements
English 9, English 10, English 11
and English 12 or AP English
Mathematics
Algebra 1, Geometry, and
Algebra 2
4
Science
Biology, year-long Chemistry or Physics, one other
science credit other than an
Engineering-sequence course
3
History
World History 1, WH 2 or AP WH,
and U.S. or AP U.S. History
3
Foreign Lang.
Through the 3rd level of French, Spanish, or Latin
3
Arts
Choose from Dance, Digital Arts,
2
Music, Studio Arts and Theatre Arts
registration for classes
Physical Ed.
Physical Education, Health, one other semester course
middle school
Other
Student’s Choice
TOTAL (Revised 7-12)
leadership and service and that contribute to school and
community life. There is an induction ceremony in April for
successful candidates from all three classes, and for seniors
in December.
national junior honor society
The National Junior Honor Society recognizes students who
reflect outstanding accomplishments in the areas of scholarship, character, leadership, citizenship, and service. Eligible
candidates are seventh or eighth grade students, who
have attended Tampa Prep for at least two semesters and
attained a cumulative grade point average of 3.0. Interested
candidates may submit an activities form to the Faculty
Council. The form lists their activities and accomplishments
during middle school. The Faculty Council reviews the forms
along with teacher recommendations and invites qualifying
students to join the National Junior Honor Society. The
Induction Ceremony takes place in May.
1.
Review Middle School course requirements and
options.
2. Complete your course registration form and return it
to the Middle School Director.
upper school
1.
2.
3.
4.
Review graduation requirements for Tampa Prep.
Review Florida Scholars Program requirements.
Review Florida state college admissions requirements.
With your Faculty Advisor, complete and/or revise your
Four-Year Plan. Include courses you have completed,
refresh your memory regarding courses you intend to
take, and monitor your progress toward graduation
and scholar requirements. Important advice for ALL
grades: Keep in mind that selective colleges and
universities expect you to challenge yourself with a
demanding academic schedule in secondary school.
Tampa Prep advises you to plan a high school career
which challenges you according to your own abilities.
5. Select your courses according to your Four-Year
Plan. The School reserves the right to add or delete
courses without notice due to such matters as class
enrollments.
6. Ask your parents to review your choices and to sign
your registration form. Then, return your registration
form to the designated administrator.
7. The Upper School Director and the Dean of Students
register all students new to the Upper School.
tampa prep graduation requirements
Entering freshmen must satisfactorily complete 22.5 credits to
graduate. Entering sophomores must earn a minimum of 15 credits
to graduate, entering juniors 10 credits, and entering seniors 5 credits.
24
Guide for Academics and Student Life
credits
4
1.5
2
22.5
experiential learning and extended trips
All grades at Tampa Prep extend education beyond the
traditional classroom. The goal is to deepen the student’s
appreciation for, and understanding of, academic studies
and to foster a deeper understanding of the self, the world,
and other people. Individual classes may use guest speakers,
take local field trips, role-play mock trials, or otherwise
incorporate non-traditional ways of learning. The following
programs, regardless of the student’s particular classes,
occur school-wide each year.
field trip standards Day and overnight field trips are part of the educational
process. It must be stressed, however, that only those
students who, in the administration’s sole discretion, have
demonstrated good conduct at school and school-sponsored
events will be permitted to attend. Proper behavior during
the trip continues to be of utmost importance. Parents of
any student who fail to follow the given guidelines will be
notified. In severe cases, the parent will be requested to
come and/or provide transportation home for the student. A
condition of a student’s or parent’s participation in any field
trip is the execution of the School’s standard Participation
Release. For any students whose parents have not executed
the release, the student will not be allowed to participate in
the field trip. Other arrangements will be made. Parents who
are interested in volunteering to assist on field trips must
have been cleared through the School’s criminal background
process. This process is for the protection of all students and
is not intended to hinder volunteerism or embarrass any
family. We sincerely hope that you understand our concern
for student safety and will willingly cooperate in this process.
experiential learning and extended trips
middle school
Sixth graders spend five days at Camp High Rocks in the
North Carolina mountains. Seventh graders culminate their
study of marine science in the Florida Keys. Eighth graders
visit Boston, Massachusetts to further enhance their study of
American History and American Literature.
upper school
The “First Days” of the Upper School are spent re-engaging
students and experiential learning. Freshmen, sophomore,
and senior classes engage in a variety of school-related
activities both on and off campus.
Prior to the beginning of Upper School classes, juniors spend
four days and three nights camping and hiking in Pisgah
National Forest in western North Carolina. The Junior Pisgah
Trip is a Tampa Prep graduation requirement.
“First Days” and the Junior Pisgah trip are required of all
students as part of the school year. Please note the Junior
Pisgah trip to Pisgah National Forest is required of all Juniors.
Juniors choosing not to attend must write a research paper
(details upon request) to be submitted before students will
be allowed to begin classes for their senior year. (Revised 7-12)
senior internship and service program
Most students spend the last three weeks of their senior
year participating in this Program. Seniors who do not elect
to participate in the Program remain in their classes and
take their courses’ exams with the rest of the School during
exam week. All seniors receive a comprehensive packet of
information, which includes the following rules:
•
Full Program participation is a minimum of seventy
(70) hours, Monday, May 6 to Thursday, May 23. Partial
participation, to be approved on a case by-case basis,
includes time spent in class.
•
Participants may conclude the following classes prior
to beginning their internship: 1) non-AP courses and
2) AP courses for which an AP exam is not required. All
coursework for these classes must be completed before
the internship begins. Participants can expect these
courses to conclude with some kind of final assessment
to be decided by the course’s teacher. Possible examples
include: a unit test, a small project or report, a short
paper, a lesson taught to a class, etc.
•
Participants must continue to fulfill any remaining
school obligations and to schedule their internships
around these obligations, which include the following:
1) AP classes with AP exams. Participants must attend
such classes until they take these AP exams. 2) Any class
in the second semester that a participant is failing or
has missed eight or more times due to illness or any
other reason unrelated to a school-sponsored event.
Participants must attend such classes for the remainder
of the course and take their exams with the rest of the
Upper School students.
semester programs and school year abroad
Many high schools around the country, both independent
and public, enthusiastically cooperate with the following
programs. Upper School students are able to participate in
year-long and semester-long programs such as:
year-long program for juniors and seniors
• School Year Abroad. First organized through Phillips
Academy (Andover) and in existence since 1965. Choose
between year-long study in France, Spain, Italy, or China,
with some courses taught in the native language and some
in English (in Italy, all courses are taught in English but Latin
language and culture is the emphasis; in China, all but the
Chinese course are taught in English). Ph: 978/725-6828
E-mail: mail@sya.org Web: www.sya.org.
INTERNATIONAL STUDENTS
With its rich mosaic of students, Tampa Preparatory School
celebrates diversity of all forms and strives to be a place
of compassion, understanding, empathy and learning.
We celebrate the individual differences of our students,
faculty and staff and honor the human dignity and worth
of each member of our community. Like many of our peer
Independent Schools of NAIS, Tampa Preparatory School
provides international students and families with a
number of unique opportunities: attendance at a first-rate
college preparatory school; participation in championship
interscholastic athletics, exploring a stellar fine arts program
and an array of social events; education in self-discipline,
personal organization and self-reliance; and lastly, the
opportunity to build enduring friendships with American
students and teachers, as well as with students from around
the world.
A unique emphasis is put on providing a supportive
atmosphere that allows international students to confidently
gain the necessary skills, abilities and habits necessary to be
successful in an American college preparatory school.
A tailored academic schedule, weekly advisor meetings, and
academic counseling help prepare these young men and
women to better benefit from, as well as contribute to, the
total life of the school community program. Specific staff
members are assigned to the supervision of these students.
Tampa Preparatory school is proud that so many international
families and exchange students are attracted to our fine
educational institution. Our student body includes students
from around the globe. We feel that one of the greatest
benefits for all students attending Tampa Preparatory is the
opportunity to experience the rich culture of students from
other countries. As educators, it has become apparent that
learning to adapt to and work with people from other parts
Guide for Academics and Student Life 25
attendance policies
of the world is essential in the workplace. Because of the
international experience, we feel that Tampa Prep students
have a distinct advantage over other children without this
opportunity.
In order to assist in the special needs of the international
students, each student will be assigned a special advisor
who will assist the international student in course selection,
scheduling, and other academic concerns. A tailored academic
schedule, weekly advisor meetings, and academic counseling
help prepare these young men and women to better benefit
from, as well as contribute to, the total life of the school
community program.
(Revised 7-12)
semester program for sophomores
•
The Outdoor Academy of the Southern Appalachians
Near Brevard, N.C. in Pisgah Forest. Ph: 828/877-4349
Web: www.enf.org (Eagle’s Nest Foundation)
semester programs for juniors and seniors
•
Maine Coast Semester. Near Wiscasset on the coast of
Maine. Exclusively for juniors. Ph: 207/882-7323 Web:
www.chewonki.org
•
The Mountain School. In the Vermont mountains
southeast of Montpelier; initiated and still sponsored by
Milton Academy. Mainly for juniors, but some seniors
admitted for the fall semester. Ph: 802/685-4520 Web:
www.mountainschool.org
•
City Term. Located just outside New York City and
associated with The Masters School. For juniors and
seniors. Ph: 914/693-1400 Web: www.cityterm.org
•
Rocky Mountain Semester. Outside of Leadville, Colorado.
Designed for juniors but can accept a few seniors. Ph:
719/486-8200 x104 E-mail: rms@hminet.org Web: www.
hminet.org
commonly asked questions:
What about academics? All of the programs feature
innovative, highly experiential curricula that usually enable
students to return to their “home” schools on pace with, and
sometimes even ahead of, their peers. All of the programs
are for students of proven academic ability and personal
maturity; they are not for “problem” students.
The student who truly wants four uninterrupted years
of traditional lab science should probably not enroll in a
semester program, although studying abroad through School
Year Abroad might suffice. The student who desires a heavy
load of AP courses might decide, depending on the specific
courses and the program, not to participate in a semester
program as a junior or senior.
Do their courses match Tampa Prep’s? The semester
programs typically tailor their science, history, English, art,
26
Guide for Academics and Student Life
and PE curricula to fit with their particular environments.
Participants might return to Prep having studied different
novels or aspects of history than the classmates they left
behind, but the School recognizes that their scholarship,
skills, and minds will be well prepared to continue their more
traditional studies once they return to Tampa. The semester
programs tend to teach mathematics and foreign language
in a less integrated, more traditional manner.
In all cases, Tampa Prep will count the grades earned during
the time away from school towards Tampa Prep’s graduation
requirements and they will be included in the student’s GPA.
What about college? Colleges like to see applicants who
have taken risks, done something different, or somehow
distinguished themselves from other applicants with the
same SAT scores and GPA. These programs can bolster a
college application. This should not be the reason to opt for
off-campus study; however, choosing not to participate in
these programs will not keep high-achieving students from
getting into a good college or university.
What about money? Students do not pay tuition to Tampa
Prep for the time they are enrolled in one of these off-campus
programs. Some financial aid is available through the
individual programs. If a student wishes to enroll in an
off-campus program for his/her senior year and still receive
a diploma for graduating from Tampa Prep, then a small fee
will be applied by the Head of School.
How do I apply? Admission to these programs is competitive,
and the application deadlines range from mid-February to
mid-March. All applications must be mailed through the
Upper School Director’s office.
attendance policies
On the day a student is absent, parents are asked to notify
the School before 8:15 a.m. An Absentee Permission Form is
required for planned absences.
Students are required to make up all work they miss during
an absence. The amount of time allowed for make-up work
will be decided by each instructor, but may not exceed 5 days.
Work not made up within the time specified will receive a
zero. It is the student’s responsibility to see each teacher
following an absence. For pre-arranged absences, i.e. athletic
events, it is the responsibility of the student to see each
teacher for information on assignments prior to the day of
the absence.
NOTE: If a student is absent for a portion of the school day, he/she
may be required to make up any tests missed and turn in any work
that is due by 4:00 p.m. that same day. Any major research project
must be given to the assigning teacher by 8:00 a.m. on the day it is
due, whether or not the student is present or the class is held.
If a student is absent during the academic day, they may not
participate in any after school activities, including athletic
and social activities.
college guidelines
The family of any student who accumulates four (4) first
period absences or four (4) seventh period absences for
non-School-related reasons may be contacted by the Dean
of Students, and possible disciplinary sanctions may be
imposed.
All students who arrive late to school must check with the
teachers of the classes that they missed that day in order to
make arrangements for any missed work. (See “Tests and
Work Missed Due to Absence” in Academic Information and
Policies section.)
The following are examples of acceptable reasons for a
student’s absence from school: illness of the student; major
illness in the immediate family; death in the immediate
family; and any absence determined by the Associate Head
of School or the Director of Middle School to be in the interest
of the student.
Chronic absences and tardiness will result in parent
conferences and may ultimately result in suspension or
dismissal from the School.
Because of the importance of consistent class attendance, the
School does not endorse absences requested for the purpose
of family convenience, outside social activities or extended
vacation time. If unavoidable circumstances necessitate such
an absence, parents must submit a written request to the
Associate Head of School or the Director of Middle School two
weeks prior to the date in question. An Absentee Permission
Form must be picked up from Mrs. M. Rodriguez before the
day the student is to be excused. This form must be signed
by each instructor whose class will be missed and returned
to the Associate Head of School (Upper School) or the Director
of Middle School (Middle School) for his signature. The
administration reviews planned absence requests on an
individual basis. If the request is not approved, the School
considers the absence unexcused.
All unexcused absences will result in a zero for the day’s work.
After eight absences, a concerned teacher may approach a
Division Director to request a meeting with the student and
his/her parents. If a meeting is held, it may include any of
the following: teacher, Department Chair, advisor, Division
Director, Dean of Students and Head of School.
For purpose of attendance students are required to sit with
advisors during assembly.
tardiness
Students are expected to be on time to their classes and to all
their appointments. Only four tardies to class per semester
will be allowed. After the fourth tardy, 1/4 of a point will
be deducted for each additional tardy from the student’s
semester grade. Students who are late to school must check
in with Mrs. M. Rodriguez or Mrs. Souza.
Parents must notify the school of a student’s expected
late arrival by 8:15 a.m. If a student is detained by a faculty
member, he or she must secure a note from that faculty
member, or from the Dean of Students or the Associate Head
of School stating that “(student) was detained.” Mrs. M.
Rodriguez and Mrs. Souza will keep a record of all tardies and
the Dean of Students or the Director of Middle School will
determine the appropriate discipline.
leaving the school campus
All Middle School students leaving early must use the
sign-out sheet located at Mrs. Souza’s desk. Students are
only permitted to sign out with parental permission in the
form of a note, email or phone call. If prior notification has
not been made a parent must sign out the student in Mrs.
Souza’s office. Students must be met at the front circle by the
parent for pick-up. (Revised 7-12)
All Upper School students leaving early must use the sign-out
sheet located at Mrs. M. Rodriguez’s desk. Upon signing out
students will be given a pass to submit to security allowing
them to leave campus. Students are only permitted to sign
out with parental permission in the form of a note, email
or phone call. Ongoing absences must be approved by the
Division Director. (Revised 7-12)
Students are expected to try to make medical appointments
that do not interfere with school activities or classes. Due
to the limited time for lunch and the traffic congestion at
that time of day, freshmen, sophomores and juniors may not
leave campus unless given permission by the Associate Head
of School or the Dean of Students. Seniors are discouraged
from leaving the campus at lunch and disciplinary action may
result from any misconduct during this period. If a student
has engaged in misconduct off campus, engages in behavior
that raises a concern of drug or alcohol use, or leaves campus
without permission, he/she is subject to being sent for testing
under the School’s Drug and Alcohol Policy. During the senior
internship period (last three weeks of the second semester)
juniors may, with written parent permission) be permitted to
leave campus during the lunch period.
college guidelines
college counseling
The initial college counseling activities begin as early as
grade 9, becoming more directed as students progress
through their senior year. All advisors encourage their
advisees to strive for good academic, extra-curricular,
and community service credentials. Students are also
encouraged to pursue leadership opportunities and quality
involvement in a manageable number of extra-curricular
activities while maintaining a strong academic record.
college admission Guide for Academics and Student Life 27
college guidelines
College Counseling at Tampa Prep is an individualized and
student-centered program. Our students have been admitted
to many different types of colleges and universities from all
parts of the country as well as internationally. For a list of
colleges where students have been admitted, please refer
to the College Counseling homepage where the list may be
found as a pdf: http://www.tampaprep.org/page.cfm?p=51.
or is requested concerning the student. This also applies to
any change in status between the time of application and
graduation. It includes, but is not restricted to, a major drop
in grades, honor violations, hurting themselves or others, and
alcohol and/or drug use all of which may result in probation,
suspension and dismissal.
The School believes the college process should be a positive
experience where students are encouraged to be independent
and self-reliant in their college search. The college counselors
work one-on-one with students during their junior year to
select colleges and/or universities that are best suited for
their individual needs and desires.
Several selective colleges require applicants to take two (a
few require three) SAT II subject tests (mathematics, and one
other). Each year Prep advises its juniors and some science
and foreign language students (see below) to take spring SAT
II’s.
Students are mentored throughout their four years at Tampa
Prep by faculty, their advisors, coaches and grade advisors.
Each student is advised throughout the Upper School to
pursue a course of study that emphasizes his/her particular
talents and strengths. Furthermore, they are encouraged to
become involved in the life of our community in areas that
reflect their unique set of skills and talents.
For more information about the college counseling process,
please refer to the College Counseling Guide on the Tampa
Preparatory School website: http://www.tampaprep.org/
page.cfm?p=110.
college visits
College visits are considered to be an important part of the
college admissions process and are given high priority. It
is necessary, however, to balance these visits against the
academic responsibilities of each senior. Therefore, our policy
is:
1. Seniors should keep their college visit time to a
minimum. Whenever possible, travel should be done
on weekends, in conjuction with school holidays and
during the summer.
2. A maximum absence of three (3) school days without
special permission will be allowed.
3. In extenuating circumstances and with clearance
from the Associate Head of School, extensions beyond
the three (3) days may be granted.
4. All class assignments should be picked up by the
student prior to leaving. The instructor will give the
student instructions as to when these assignments
are due.
policy for reporting information to colleges
Tampa Preparatory School is a member of the National
Association of College Admission Counseling (NACAC) and
as such supports NACAC’s “Statement of Principles of Good
Practice.” Accordingly, the School will provide colleges to
which a student has applied with whatever information
the College Counseling Office believes is appropriate and/
28
Guide for Academics and Student Life
sat ii subject tests
Science. Accomplished AP students in Biology, Chemistry,
and Physics should consider taking the relevant SAT II
subject tests.
Foreign Language. Accomplished level 4 or higher students
should consider taking the SAT II foreign language subject
test.
gpa’s, test scores, and course minimums for florida’s state schools
Meeting the following guidelines does not guarantee
admission to Florida’s public universities. However, applicants
must meet these minimum requirements to apply. All Florida
public universities add GPA points for Honors and AP courses.
Please contact the individual universities for their policies.
To be considered for admission to a state university, you
must earn 18 credits in the subject areas shown below and
graduate from high school. Admission offices also consider:
• GPA earned in the “college prep” courses,
• Difficulty of the “college prep” courses (they like to see high-level courses such as AP), and
• College entrance exam scores (SAT or ACT).
subject
English
Mathematics
Science
Social Studies
Foreign Language
Electives
total
credits
4
4
3
3
2
2
18
The chart below shows the admission profiles for recent
admits (all students who were accepted to state schools in
Fall 2010).
admission profile of students accepted in fall 2010
weighted
college
sat score
act score
prep gpa
range
range
famu
3.01-3.49
1200-1500
17-20
fau
3.2-3.8
1530-1730
22-26
fgcu
3.06-3.75
1460-1670
20-24
fiu
3.4-4.1
1100-1230
23-27
college guidelines
fsu
ncf
ucf
uf
unf
usf
uwf
3.7-4.2
3.76-4.29
3.5-4.2
4.1-4.4
3.4-4.1
3.6-4.2
3.0-3.8
1730-1960
1250-1410
1150-1290
1970-2090
1140-1260
1120-1280
1010-1140
26-30
27-31
25-29
28-32
23-27
25-29
20-25
(Revised 7-12)
NOTE: Other minimum standards are required. Please see
information from individual Florida public universities.
student records and transcripts
Requests for student records and transcripts should be made
through the College Counseling Office.
FLorida’s bright futures scholarship program
florida academic scholars award (fas)
Award Level
Public and Private Institutions: Fixed cost per semester hour.
Grade Point Average
3.5 weighted GPA (based on the Statewide Scholarship
Weighting System) using the 15 credits and community
service hours listed below
Required Credits
4 English (3 with substantial writing)
4 Mathematics (Algebra 1 and above)
3 Natural Science (2 with substantial lab)
3 Social Science (any)
2 Foreign Language (in the same language)
16 Credits Total
Community Service
100 Hours
Test Scores for the Class of 2013
1280 SAT (based on combined critical reading and math sections only)
28 ACT (excluding the writing section)
(Revised 7-12)
Other Ways to Qualify
National Merit, Achievement Scholars and Finalists and National Hispanic Scholars
Your Responsibilities
• Stay informed.
• Fill out an online application at FloridaStudentFinancialAid.org available online December 1 for all seniors
applying for the Florida Bright Scholarships.
• Earn the necessary GPA in the required classes (not all
classes qualify). If unsure, ask the College Counselor or
consult the Bright Futures web site at www.firn.edu/
doe/brfuture or call 1-888-827-2004.
• Earn the required test score on the SAT or ACT and
graduate from high school.
To receive scholarship funds, you must:
a. Be a Florida resident as determined by your college
b. Attend an eligible Florida college and pursue an
undergraduate degree
c. Begin using the award within three years of your high school graduation
d. Earn at least 24 semester hours per year.
e. Complete the FAFSA (Free Application for Federal
Student Aid) during the spring of senior year
(Revised 7-12)
•
Notification Of Eligibility
The Department of Education (DOE) will evaluate your
eligibility during your last term in high school and officially
notify you of your award status prior to graduation.
florida medallion scholars award (fms)
Award Level
Public and Private Institutions: Fixed cost per semester hour.
Grade Point Average
3.0 weighted GPA (based on the Statewide Scholarship
Weighting System) using the 15 credits listed below
Required Credits
Same required credits as Florida Academic
Scholars Award
Community Service
75 Hours
Test Scores for the Class of 2013
1020 SAT (based on combined critical reading and math sections only)
22 ACT (excluding the writing section)
(Revised 7-12)
Other Ways to Qualify
National Merit, or Achievement Scholars and Finalists National Hispanic Scholars, who have not completed 75 community service hours.
Your Responsibilities
• Stay informed.
• Fill out an online application at FloridaStudentFinancialAid.org available online December 1 for all seniors
applying for the Florida Bright Scholarships.
• Earn the necessary GPA in the required classes (not all
classes qualify). If unsure, ask the College Counselor or
consult the Bright Futures web site at www.firn.edu/
doe/brfuture or call 1-888-827-2004.
• Earn the required test score on the SAT or ACT and
graduate from high school.
• To receive scholarship funds, you must:
Guide for Academics and Student Life 29
ATH L E TIC S AN D ACTI V ITI E S
a. Be a Florida resident as determined by your college
b. Attend an eligible Florida college and pursue an
undergraduate degree
c. Begin using the award within three years of your high school graduation
d. Earn at least 24 semester hours per year.
e. Complete the FAFSA (Free Application for Federal
Student Aid)
(Revised 7-12)
Notification Of Eligibility
The Department of Education (DOE) will evaluate your
eligibility during your last term in high school and officially
notify you of your award status prior to graduation.
If your award status can be improved by including additional
information from the final term, DOE will review your
eligibility and notify you after graduation.
athletics and activities
athletic and activity eligibility
Students are expected to meet all athletic and activity
responsibilities unless excused by a doctor. Tardiness or
absence from an athletic or activity responsibility will be
treated in the same manner as that for classes.
In order to be eligible for athletics, students must maintain a
2.00 cumulative unweighted GPA on a 4.00 scale. Freshman
and sophomore students may be eligible on a semester basis
without a 2.00 cumulative unweighted GPA. Additionally,
students have to arrive at school by 8:00 a.m. Monday through
Thursday and by 8:50 a.m. Friday in order to participate in
any school activities. See the Associate Head of School or the
Athletic Director for details.
athletics
Fall
Bowling (B,G) V, MS
Cross-Country (B,G) V, MS
Diving (B,G) V, MS Golf (B,G) V
Rowing (Club)
Soccer (B) MS
Swimming (B,G) V, MS Volleyball (G) V, JV, MS
Winter
Basketball (B,G) V, JV, MS Soccer (B,G) V, JV (G) MS
Wrestling (B) V, MS
Spring
Baseball (B) V, JV, MS
Rowing (B,G) V, JV, Novice
Tennis (B,G) V, MS Lacrosse (B) V, MS
Sof tball (G) V, MS Track & Field (B,G) V, MS
participation in non-academic events
Students must meet all academic and school requirements on
the day of an athletic event or activity in order to participate
30
Guide for Academics and Student Life
in that event or activity.
In order to participate in a game or activity on a given day,
a participant must arrive at school by 8:00 a.m. Monday
through Thursday and by 8:50 a.m. Friday and meet all
appointments on the day of the game, unless specifically
excused in advance or excused by a non-parent doctor’s
note. The same policy will apply to any person participating
or performing in any special events, such as a play or concert.
Any special circumstances will be handled by the Dean of
Students in advance of the absence. Students participating
in athletics or non-academic events are expected to turn in
all assignments on time.
student organizations
A number of student organizations are active at Tampa Prep.
These activities open new areas of interest, permit a different
kind of valuable association with classmates and faculty,
provide opportunities for students to develop leadership and
help give a total sense of school community.
These activities include: Student Council, National Honor
Society, Mu Alpha Theta, Cum Laude, Tri-M Music Society,
Quill & Scroll, Ambassadors of Goodwill, Common Ground,
Teen Court, Peer Counseling, Art Club, Debate, Prom
Committee, Key Club, various language clubs, newspaper
and yearbook, in addition to other athletic, art, music and
speech groups. Several groups perform community service
and all students are encouraged to volunteer both at school
and in the community. Within the Middle School, students’
activities revolve around student government and Junior
Classical League, as well as the many athletic, artistic and
musical offerings.
Students are prohibited from holding any two or more of
the following positions simultaneously: Student Council
President, Editor of the Yearbook, Editor of the Newspaper,
Key Club President, or any other leadership combinations
that might represent a conflict of interest or overburden a
student as determined by the Head of School.
All clubs must be sanctioned by the Associate Head of School
(or designee) and/or the Director of Middle School who will
help select appropriate faculty advisors. Any special activity
or program which will use school facilities must also be
scheduled with Mrs. M. Rodriguez.
fundraising
From time to time, students may wish to engage in
fundraising activities, either to benefit Tampa Prep and its
students or for the benefit of a cause outside the School
community. Proposed student projects will be evaluated for
learning potential and projects that encourage students to
take responsibility, work with a group, promote school spirit,
learn valuable business lessons and further the School’s
mission are preferred. Students are encouraged to seek
character expectations and development
out opportunities for service, using their time and energy,
rather than raising money or conducting drives to bring in
items that cost money. Fundraising projects should be a level
appropriate for students and their limited financial resources.
Prior to initiating any fundraising activity, the guidelines
below are to be followed.
1. All projects must follow the Fundraising Policy as
approved by the Board of Trustees.
2. In order to provide appropriate guidance, each
student project must be adopted by a recognized
entity within the School and must have a faculty
sponsor.
3. All proposed fundraising projects (with the exception
of bake sales) must be submitted to the Development
Office on the Fundraising Request Form for approval
before initiating the project (see appendix for form).
This applies to projects that aim to raise money as well
as drives to collect in-kind items.
4. All projects, including bake sales, must be posted on
the School’s internal student activities calendar in
order to avoid potential conflicts or an overload of
projects during the same time period. The School
encourages all parties considering an activity to
consult this calendar in order to determine the best
time for their activity and to minimize overlap with
other events. Too many concurrent projects may lead
to a less successful outcome for each one.
5. All printed materials, including merchandise designs,
must be approved by the appropriate Division
Head before being submitted for approval to the
Development Office.
6. Proposals for fundraisers involving privileges not
customarily granted, such as T-shirt days, must be
approved by the appropriate Division Head before
being submitted for approval to the Development
Office.
character expectations and development
the peer counseling and mentoring program
A select group of juniors and seniors are chosen to serve
as role models and peer counselors for the middle school.
In addition, a select group of seniors are chosen as senior
mentors to serve as role models and peer leaders for
ninth grade students. These peer counselors meet with a
group of younger students on a monthly basis during the
advising period. This provides a unique opportunity for
our older students to practice leadership and experience
the role of mentoring. Our younger students benefit from
a non-threatening forum to discuss social issues, academic
concerns, and peer relations with a responsible and respected
older student. This program promotes a sense of community
between the Upper School and Middle School, as well as
a sense of accountability and responsibility toward one
another. (Revised 7-12)
four pillars of tampa prep character education
In support of the Tampa Prep norms, our character education
program has elected to highlight the following character
attributes.
Honesty. Members of the Tampa Prep community tell
the truth and act with integrity and honor. We do not
mislead, cheat or steal.
Responsibility. Members of the Tampa Prep community
are reliable and hold themselves and others accountable
for their actions. We do not make excuses, blame others,
or take unwarranted credit.
Respect. Members of the Tampa Prep community affirm
the intrinsic dignity of all people. We act with tolerance,
courtesy, and thoughtful regard for all persons, for
property, for the environment, and for ourselves.
Kindness. Members of the Tampa Prep community exhibit
caring and compassionate behavior in all aspects of daily
life. We are not mean; we do not harass, nor act in a cruel
manner. By our positive example, we discourage unkind
behavior in others.
tampa prep school norms
At Tampa Preparatory School, we believe in a preparation
for life with a higher purpose than self. We encourage the
following values to be manifested in our attitudes and
behavior towards ourselves, others and the community in
which we live.
Respect. Respecting ourselves, we will be able to respect
others.
• Set moral and ethical standards to be discussed regularly.
• Encourage parents, teachers and students to verbalize
when they feel put down by teasing or sarcasm and
expect the offender to stop.
• Recognize that spreading rumors, gossiping and telling
secrets to others are unkind acts. Do not allow “alliance
building” to get other students to side with one person,
at the expense of another person’s feelings.
Empathy. Showing support and understanding of another’s
situation can be expressed by verbal acknowledgement of
the other’s feelings.
Accountability. Being held responsible for one’s own actions
and comments.
• Encourage parents, teachers and students
to
communicate and try to work through conflict situations
before taking an issue to the school administration.
• Educate children in effective ways to intervene, and
encourage children to intervene to help the victim of
aggression.
• Encourage students to work out conflicts in a
non-aggressive manner, with students, mentors and
friends acting as mediators.
Guide for Academics and Student Life 31
GU I D I N G STU D E NTS
Kindness. Treating others as one wishes to be treated,
regardless of the situation.
• Encourage praise and compliments rather than
putdowns, sarcasm or making fun of others in academic
and social contexts.
Integrity. Being honest and adhering to a code of values in
every aspect of one’s life
• Teach and encourage good sportsmanship; respectful
treatment of both teammates and opponents.
• Have parents, teachers and mentors provide meaningful
leadership opportunities for each student.
Acceptance. Respecting differences and allowing everyone to
find his or her own place within the community.
• Appreciate and utilize every child’s unique gifts and skills
without comparing.
• Promote friendship groups, which are inclusive, rather
than cliques, which are exclusive: at the lunch table,
library table, or work area.
• Teach children to be inclusive whenever possible with
regard to outside activities, events and parties. If all
students are not included, then students are taught not
to discuss the event at school.
community service
While Tampa Prep does not maintain a community service
requirement, the School deeply values the genuine and
continual practice of “A Higher Purpose Than Self.” Several
organizations within the School perform community service.
Through either these or other groups, students are encouraged
to volunteer both on campus and in the community. In order
to help you keep track of community service hours, you may
complete and file a Service Report Form.
student government
In the spring, elections are held for class representatives to
the Student Council. The President of the Student Council is
a senior elected by the student body at large. The 9th grade
class will elect its four representatives in the fall. In order to
be eligible to run for or hold office, a student must have a
cumulative grade point average of C- or better and must have
never been subject to major school discipline.
The Student Council organizes student events, works with
the Tampa Prep Parents Alliance, and acts as student advisors
to the administration.
guiding students
advising
One of the most important facets of Tampa Prep is its intensive
advising program. Many parents cite it as influential in their
enrollment decisions and come to depend on it to keep
them informed of both existing and possible or anticipated
problems.
32
Guide for Academics and Student Life
The goal of advising is to create a safe space for community.
The advisor’s job is a complex one which requires considerable
commitment and conscientiousness. He or she provides
a reliable, communicative link between the advisee and
his or her parents/guardians and teachers, particularly for
students with a grade of C or below in a course. In addition,
the advisor functions as the advisee’s advocate, and monitors
and promotes the advisee’s academic and personal growth.
Ninth grade teachers and advisors are particularly sensitive
to the academic and social adjustments involved in being an
Upper School student and communicate early and frequently
when concerns arise about these matters.
An open, communicative relationship between parents/
guardians and advisors is important.
weekly meetings
Once each week, advisors meet with their advisees in assigned
locations to address a wide variety of student-related
concerns or issues. While the tenor of these gatherings
may vary according to grade level, advisors use this time for
positive interactions with their students. These meetings
are viewed as opportunities for interactions outside the
traditional classroom where advisors help students uncover
solutions to their concerns, or discuss matters of importance
to the community.
my backpack
My BackPack is a secure online web portal through which
families and advisors can view student grade reports,
attendance, class schedules, homework assignments, as
well as access an online parent directory. One of the great
benefits of My BackPack is the communication it fosters
between parents and children. Parents who have questions
about particular assignments or grades are encouraged to
speak with their child before contacting the School. If a grade
appears on a My BackPack report, chances are the student
already has the graded quiz, test, essay, project, etc. in his/her
possession. Conversing with the student should encourage
him/her to strategize and to move forward. If further
information is still desired, parents should communicate
with either the advisor or the teacher.
Please note that the final grade calculation on the My
BackPack report may not seem logical for some classes. In all
likelihood this is because grades are being weighted in a class.
Weighting occurs when teachers allot a certain percentage of
the overall grade to specific facets of the class such as quizzes,
tests, homework, projects, etc. One should refer to the course
syllabus for more information on weighting percentages for
a particular class.
limits of advising and the role of the school counselor
Advisors are aware of their limits and recognize when an
student conduct and discipline
advisee’s issues require additional professional assistance.
Teachers and advisors are not trained psychologists and
are not expected to offer counsel or advice on family or
other personal matters. Some “light” advising in this area
is appropriate to the degree to which the advisor feels
comfortable. However, more in-depth matters are referred
either to the Division Director or the School’s Counselor.
•
counseling
Minor Infractions. Eating/drinking in the building, littering,
minor profanity, general incivility, missed commitments, and
other similar behaviors will result in the imposition of one or
more Disciplinary Holdovers, as determined in the discretion
of the administration.
The School Counselor is on campus full time. In addition to
meeting with individual students about specific problems,
she also is considered a resource for the School community
and creates special programs for students, teachers, and
parents.
course selection assistance
Grade level administrators help students select their classes
for the following year. In doing this, they ensure that course
selections 1) are appropriate to the advisee’s abilities and
2) will continue the advisee’s smooth progress toward
fulfillment of Tampa Prep’s graduation requirements.
Students, parents, and grade level administrators must sign
students’ registration forms before these are submitted to
the Dean of Students. Students or parents may not request
specific teachers. The following individuals are responsible
for course selection in each grade: Mr. Fenlon (6, 7, 8), Mrs.
Jisha and Mr. Shepley (9), Mrs. Jisha (10), Mr. Morrison (11) and
Mrs. Wall (12).
student conduct and discipline
general disciplinary guidelines
When a student deviates from the norms of acceptable
behaviors, as outlined in the Four Pillars of Character Education
and in our conduct policies and guidelines, the student
should expect some type of disciplinary consequence. The
administration will determine the appropriate disciplinary
consequences for each particular situation. For many
types of major disciplinary matters in the Upper School, the
Conduct Review Board provides advice to the Administration.
The level of disciplinary response for any violation of School
rules will depend on a variety of circumstances, including
but not limited to:
• Whether any person was harmed;
• Whether there was property damage or other loss of
property;
• The level of any class or School disruption caused by the
student’s behavior;
• The number, if any, of prior infractions of School rules
and regulations;
• Whether the student has been previously disciplined;
• Whether there were illegal substances (for example,
drugs, alcohol, cigarettes, etc.);
• Whether the student had been earlier warned about the
same or similar conduct;
•
•
Whether there was a weapon or other dangerous item
involved;
Whether the conduct is of the kind also prohibited by
criminal law; and/or
Whether the student was honest and cooperative in
connection with the investigation of the behavior.
types of infractions
Major Infractions. Tampa Prep has several major school
rules that are essential to maintaining a healthy academic
and social environment. The following are examples of
behaviors that are forbidden at school, at any schoolsponsored event, or on the Tampa Prep campus, and
are grounds for disciplinary action, which may include
expulsion. In addition, some behaviors may have occurred
away from school but may impact the individual’s ability
to continue at school or may impact other students’ or
employees’ ability to be comfortable at school. This list does
not include a listing of all actions that may result in serious
disciplinary action and/or expulsion. The administration
always retains the right to assess any individual circumstance and determine the appropriate disciplinary action.
The following are always prohibited:
• Smoking or possession of any tobacco product;
• Infliction of bodily harm
• Consensual or non-consensual sexual activity
• Harassment, bullying, hazing, threats, intimidation,
disrespect, defiance, incivility
• Possession of any type of weapon or fireworks
• Damaging the school property or property of others
• Irresponsible use of an automobile or riding on/in a
vehicle in an unsafe way
• Theft
• Violation of the School’s Drug and Alcohol policy
• Violation of the School’s Technology and Computer policy
• Unexcused absences from school or leaving school
property/event without permission
• Repeated minor infractions
disciplinary consequences
The range of possible disciplinary consequences include one
or more of the following:
• Disciplinary Holdover (DH)
Disciplinary Holdover is for students who have violated the
School’s rules. DH is a required detention period during which
students will remain quietly seated. This time is intended to
afford the student a chance to reflect upon the consequences
of his or her action and serve as full punishment for minor
infractions. Conversation, homework, games and sleep will
not be permitted.
Guide for Academics and Student Life 33
student conduct and discipline
A list of students who have been assigned a DH will be
available each day. While it is the responsibility of the student
to check the list, the Dean’s office will make every effort to
contact the assigned students.
found guilty of a major offense. Students on probation may
lose privileges (such as participating in extracurricular
activities, holding office, participating in student council,
off-campus lunch, etc.).
In addition, the Dean of Students holds a Friday afternoon
Dean’s DH each week from 3:15-4:45 p.m. Students are
assigned to this DH by the Dean when deemed an appropriate
consequence to a rule infraction. Also, students who fail to
serve a DH in a week will be assigned a Friday afternoon
Dean’s DH the following Friday. This DH must be served on
the date assigned and takes precedence over all other school
commitments.
• In School Suspension
Students on In School Suspension are required to be on
campus at a designated area but are not allowed to attend
class or events. Students still have the responsibility to
complete and timely submit all class work and to arrange to
make up examinations. Suspension becomes a permanent
part of a student’s record.
• In the Middle School, DH is held every day during lunch
and from 3:15 to 3:45 p.m.
• In the Upper School, DH is held during lunch Monday
through Friday and after school from 3:15-3:45 p.m.
Monday through Thursday. If a Friday afternoon Dean’s
DH is assigned, it is held from 3:15-4:45 p.m. on Fridays.
• Lunchtime DH is held in the library. After school DH is
held in Room 3015.
• A student must complete the DH within one week of its
assignment.
Failure to complete the DH in the required time will result
in a Friday afternoon Dean’s DH from 3:15-4:45 p.m. A
Friday afternoon Dean’s DH takes precedence over all other
commitments (sports, rehearsals, club meetings, etc.) and
a student will not be allowed to participate in after school
activities during that time.
Accumulated DHs will be treated according to the following
schedule (per semester):
#dhs
consequence
2
Communication home via student’s advisor
4
Letter to parents with DH policy
6
Letter to parents, assignment of a Saturday morning or DH, and a phone call home to parents from the Dean of Students
8
Letter to parents and a parent/student conference with the Dean of Students
10
Letter to parents and a student will appear in front of the Conduct Review Board and will be issued additional sanctions.
• Disciplinary Warning Status
Students who have serious or repeat infractions will be
placed on disciplinary warning status, which means that
further infractions may result in probation, suspension, or
expulsion. The administration will determine the term of
the Disciplinary Warning Status. A student on Disciplinary
Warning Status may not be eligible to participate in
School-sponsored activities.
• Probation
A student on probation is in jeopardy of being expelled if
34
Guide for Academics and Student Life
• Out of School Suspension
Students are banned from all School activities, including
classes, and are to remain at home. Students still have the
responsibility to complete and timely submit all class work
and to arrange to make up examinations. Suspension
becomes a permanent part of a student’s record.
• Reverse Suspension
Students on reverse suspension are required to be on campus
on a day or at a time when classes are not on campus.
They will be assigned work assignments during this time.
Suspension becomes a permanent part of a student’s record.
• Expulsion
Students may be expelled for serious first offenses; repeat
infractions (even if not related); conduct resulting in harm,
damage, or disruption to self, others, or the educational
environment; parent or family member causing disruption to
the School or the School’s educational mission; non-payment
of tuition or fees; not meeting academic requirements; or not
meeting attendance requirements. If a student is expelled,
he/she will have the option to petition the Head of School
and the Board of Trustees for re-entry the next school year.
The student must remain out of school for one year. Students
are prohibited from campus until the end of the year or for
six months, whichever is longer. Students returning from
expulsion will remain on probation for the duration of their
enrollment at Tampa Prep.
In order to maintain common trust and to provide an
environment of mutual respect, tolerance, and sensitivity, it
is important that every member of the community recognizes
guidelines for appropriate behavior. Honest communication,
courteous and respectful interactions with all members of
the community, and responsible actions are behaviors valued
at Tampa Preparatory School. Inappropriate behavior, either
verbal or physical, that disregards the self-esteem of others
is unacceptable, including unwelcome physical advances,
unwarranted verbal remarks, profanity, and derogatory or
discriminatory comments.
Providing a safe and secure environment for all our students
and our staff is a primary goal of the School. No set of
policies and procedures, however, can or should replace
conduct policies
trust, goodwill, and the judgments of reasonable people. It
is expected that parents will notify the School if they have
reasonable cause to believe that a student has been the
victim of discrimination or sexual harassment.
Upper School students who are suspected of breaking a major
school rule will be called before the Dean of Students who will
gather all relevant information, including a statement from
the student, if he/she so desires. If it is determined that there
has been a violation, the student will usually appear before
the Conduct Review Board; however, the school reserves the
right to resolve disciplinary matters in whatever manner it
deems appropriate. The Conduct Review Board may then
recommend to the Head of School and to the Associate Head
of School (Upper School) and to the Director of Middle School
(Middle School) the appropriate disciplinary action to be
taken. The parents of the student will be notified.
Since violation of the Honor Code or the breaking of a major
school rule is a very serious offense, there is no warning for
the first offense. Each case is treated individually and the
penalty is assessed according to the circumstances of the
individual case.
reasonably concludes that the actions of a student or a
parent or guardian make such a positive and constructive
relationship impossible, or otherwise seriously interfere with
the School’s accomplishment of its purposes. There will be no
response from Tampa Preparatory School to unsigned letters
or anonymous phone calls.
conduct review board
The Conduct Review Board, comprised of students, faculty,
and administrators, advises the administration regarding
Upper School disciplinary matters. The Board meets as
necessary to respond to student infractions of major
disciplinary violations. In the administration’s discretion,
certain matters may not be referred to the Conduct Review
Board. Family members or other outside parties are not
permitted to attend meetings of the CRB.
conduct policies
animal policy
Out of respect for the privacy and the sensitivity of some of
the issues that accompany student conduct and discipline,
the school may not publicly discuss or share the discipline
decisions of the school. There may be times when a matter
needs to be discussed. At those times, the information may
be presented in conceptual terms to preserve the privacy of
the student(s) involved.
Due to concerns about the health, safety, and welfare of
people in the School community, no animals are allowed
on School property or at School-related events without the
express, written permission of the Head of School. This
means that animals may not be brought onto School property
for any reason (even if the animal remains in a vehicle or
on a leash), including drop off, pick up, parties, games, and
activities, and may not be brought to School-related events
on or off campus.
concern for students book bags
The School continues to be concerned about the development
of the whole child, and offers educational programs,
discussion opportunities, and access to counseling in
order to encourage wise behavior choices, provide a basis
for decision-making and serve as a forum for the possible
consequences of irresponsible behavior. In cooperation with
the Parents Alliance, the School annually mails a packet of
information to parents concerning the legal consequences of
underage drinking and parents’ liability and responsibilities.
While the School holds all students accountable for any
and all actions that occur during the school day or during
a school-sponsored activity or event, the School cannot be
responsible for students 24 hours a day and relies on parents
to set appropriate guidelines and codes of behavior for their
children. The School does reserve the right to discipline the
students for off campus activities. Parents are expected to
monitor parties and the other activities in which they allow
their children to participate.
A positive and constructive working relationship between the
School, the student and/or the student’s parents/guardian
is essential to the accomplishment of the School’s mission.
The School accordingly reserves the right to terminate or
not renew a student’s enrollment contract if the School
Fire Department regulations require that book bags may not
be left in the hallways, but must be carried to class or placed
in lockers or book cubbies. Book bags left in the hall may be
picked up. To prevent theft we strongly advise all students
to either place their valuables in their locked locker or simply
leave them at home.
cleanliness and litter
All students are expected to eat in the Student Commons
or in the courtyard. Receptacles are provided in hallways,
classrooms and the patio areas for disposal of litter and
trash. Please help keep your campus clean by using the
marked receptacles and cleaning your place at the lunch
tables. Students may not eat inside any buildings unless
accompanied by a faculty or staff member.
criminal activity A student engaging in conduct that is defined under law as
a serious misdemeanor or felony (whether charged by law
enforcement or not) is grounds for expulsion. Violations
of law that occur off-campus during the school day will be
subject to review under school rules. Violations of law that
occur after the school day may also be subject to review
under school rules. In the case of offenses that occur at the
Guide for Academics and Student Life 35
conduct policies
end of the school year, the school may require punishments to
be served during the summer. Transcripts and other reports
pertaining to the student’s academic standing will be
withheld until the completion of the assigned punishment.
All decisions involving suspension or expulsion are subject
to the final approval of the Head of School and the Division
Director.
dress code
The dress code exists to encourage students to dress
simply and attractively. Tampa Prep’s dress requirements
stress modesty, decency, common sense, neatness and
good taste. Not all of society’s fashions are appropriate
for school. All clothing should be clean, in good repair (no
holes, tears, patches, frays or cutoffs), and sensible for the
season. All students are expected to arrive at school dressed
appropriately and to remain so throughout the day. Parents
are expected to make sure that their students are properly
dressed for school.
Students not adhering to dress code will be asked to see the
Dean of Students and asked to change into proper attire.
The Dean has clothing available for students to change into.
Repeated offenses will result in communication with the
parent and the chance of further consequences in the form
of a DH issued by the Dean.
boys dress code
Dress code-appropriate tops for boys include a collared
shirt, mock turtleneck, and a Henley shirt. Shirts with
buttons must be buttoned within the first 2 buttons. No
other shirts are acceptable unless there is a designated
t-shirt day at school. Dress code appropriate bottoms for
boys include Bermuda-length shorts, jeans, khakis and dress
pants. All clothes must be neat and in good repair (no
rips or frays). Sweatpants, warm-up suits, swimwear and
athletic shorts are not permitted. Undergarments should
not be visible. Appropriate shoes for school include loafers,
deck shoes, athletic shoes, sandals, or dress shoes. Shoes
must be worn at all times. For safety purposes, feet must
be completely covered in the science labs. Hair must be
clean and neat. Boys with hair longer than their shoulders
must wear it pulled back. No extreme hair styles and colors
are allowed. Facial hair (beards, mustaches and goatees)
and unusually long sideburns are not permitted. Boys
may wear earrings or a small stud in the nose. No other
piercings are permitted. Boys are not allowed to have a
visible tattoo. No hats are allowed during the School day.
NOTE: All Middle School students must wear shirts with collars.
girls dress code
Dress code-appropriate tops for girls include a blouse, collared
shirt and an appropriate tailored shirt with sleeves. Shirts
with buttons must be buttoned within the first 2 buttons.
No other shirts are acceptable unless there is a designated
36
Guide for Academics and Student Life
t-shirt day at school. All shirts and blouses must have sleeves.
Shirts must be long enough to cover the midriff area at
all times and offer appropriate coverage in the mid-chest
area. Undergarments must not be visible, and see-through
or mesh fabrics may not be worn unless a student has an
appropriate shirt or slip underneath. Dress code appropriate
bottoms for girls include skirts, Bermuda-length shorts,
jeans, khakis and dress pants. Dresses may be worn as well,
as long as they have sleeves and if a shirt is worn under a
sundress. Skirts, dresses, and shorts must come within 5” of
the top of the knee. Leggings may not be worn unless they
are underneath an appropriate length skirt, dress, or pair of
shorts. All clothes must be neat and in good repair (no rips
or frays). Sweatpants, warm-up suits, swimwear and athletic
shorts are not permitted. Appropriate shoes for school include
loafers, deck shoes, athletic shoes, sandals, and dress shoes.
Shoes must be worn at all times. For safety purposes, feet
must be completely covered in the science labs. Hair must be
clean and neat. No extreme hair styles and colors are allowed.
Girls may wear earrings and a small stud in the nose. No
other piercings are permitted. Girls are not allowed to have
a visible tattoo. No hats are allowed during the School day.
NOTE: All Middle School students must wear shirts with collars.
drugs, alcohol and tobacco policy • General
Our students are prohibited from possessing, using, selling
or purchasing any alcoholic beverages or other mind-altering
substances on or near School property or at School-related
activities. Off-premises possession, use, sale or purchase
of mind-altering substances and off-premise alcohol
abuse is also prohibited. Possession and or use of tobacco
products is also expressly prohibited on campus or at any
School-sponsored event. Possession of drug paraphenelia is
also prohibited.
• Testing
Students may be required to submit to urinalysis drug
screens, blood alcohol tests, breathalyzer tests and medical
examinations under the following circumstances: (a) when
a student is suspected of attending School or School-related
activities with intoxicants or mind-altering substances in
his or her system; (b) when a student suffers an injury or is
involved in an accident while at School; (c) on a periodic or
random basis, including but not limited to, in connection with
the student’s participation in extracurricular activities; or
(d) when a student is placed under disciplinary contract and
such screenings or examinations are terms of the contract.
The presence of 0.02% alcohol or the presence of any other
intoxicants or mind-altering substances in the body is a
violation of this policy. Refusal of a student (by the student
or the student’s parent) to undergo testing or to cooperate
fully with any of these tests (including signing consent forms
or providing testing results promptly to the school) is also a
violation of our policy and will result in expulsion.
conduct policies
This policy does not prohibit the proper use of medication
under the direction of a physician. However, the misuse or
abuse of such drugs is prohibited. Students who are taking
prescription or nonprescription drugs, which could affect
their ability to function in a safe and efficient manner must
notify an administrator in the School Office of this fact when
they report to School.
• Consequences
In addition to determining the appropriate disciplinary
action pursuant to the School’s Disciplinary Rules, the School
reserves the right to impose the following additional or
different requirements as appropriate for the circumstances:
determination of possible legal action; required professional
counseling approved by the administration; removal from all
elected or appointed positions of leadership in the School;
required random and/or regularly scheduled drug and/or
alcohol testing at a School-approved local clinic or doctor’s
office for a time period and at intervals to be determined by
the School’s administration. Refusal of a student (directly
or through a parent/guardian) to undergo testing or to
cooperate fully with any of these tests will be considered a
positive result and will result in automatic expulsion (and
will not be referred to the Conduct Review Board).
• Self-Reporting and Seeking Assistance
If a student and/or the student’s family recognizes an
ongoing problem with alcohol, tobacco, or drugs and (1)
initiates a meeting with a school counselor prior to an
observable infraction, (2) volunteers to undergo professional
evaluation chosen by an agency approved by the School, and
(3) agrees to undergo treatment, if recommended, the School
will do all that is reasonable and appropriate to help such a
student and his/her family.
general conduct
Students and parents should be considerate and show
respect toward other students, faculty, all guests and visitors.
Students should respect School property and the personal
property of other people. Students and parents, whether
as participants or spectators, are required to show good
sportsmanship and courtesy at all School-sponsored events
(on and off campus). Any person showing unsportsmanlike
conduct may be asked to leave the event and may not be
allowed to attend future events.
harassment/bullying
The School is dedicated to fostering an environment that
promotes kindness, acceptance, and embraces differences
among individuals. Therefore, the School will not tolerate
any type of harassment or bullying. Harassment includes,
but is not limited to, slurs, jokes, and other verbal, graphic,
or offensive conduct relating to race, religion, color, sex,
sexual orientation, national origin, citizenship, or disability.
Harassment also includes unwanted, offensive sexual
conduct. Bullying includes, but is not limited to, physical
or verbal aggression (hitting, kicking, taunting, teasing,
threatening, ridiculing, etc.), relational aggression (harming
or threatening to harm relationships or acceptance,
friendship, or group inclusion), emotional aggression (teasing,
threatening, intimidating others). The School also prohibits
cyber-bullying (creating websites, instant messaging, e-mails,
using camera phones, or other forms of technology to engage
in harassment or bullying). Any of these types of offensive
conduct, whether on or off campus, on a school bus, or at
a School-related event, can create an uncomfortable School
environment.
Students are prohibited from using the school elevators at all
times. Ill or injured students may receive special permission
to use the elevators for a designated period of time.
All concerns relating to harassment or bullying should be
reported immediately to School officials. We also expect that
anyone, whether student, faculty, staff or family member
who witness, or has knowledge of an incident of bullying
or harassment, will report the incident to administration
immediately. When the School administration becomes
aware of harassment or bullying, the situation will be
promptly investigated. Any student found to have violated
this policy will be subject to disciplinary action, including
dismissal from school for serious violations. No adverse
action will be taken against any person who makes a good
faith report of harassment or bullying. Retaliation in any
form against anyone for making a good faith complaint
under this policy or for participating in an investigation is
strictly prohibited. Any retaliation should also be reported
pursuant to this policy and is itself a cause for disciplinary
action.
fights or horseplay
hazing
eating in the buildings
With few exceptions, the Student Commons is the only place
inside the school buildings where students are allowed
to eat food or drink beverages. Occasionally, for instance,
for student meetings over a lunch hour, faculty may allow
students to eat elsewhere in the buildings if they supervise
the students’ eating, drinking, and cleanup. On all other
occasions, faculty should not permit students to eat or drink
in the buildings. Students are permitted to drink water at all
times in the buildings, however.
elevator use
Fights and physical horseplay of any kind are prohibited
and may lead to disciplinary consequences for all of the
individuals.
Although we encourage students to participate in
School-related athletics, clubs, associations, organizations
and other groups, the School prohibits all forms of hazing.
Hazing refers to any activity expected of a student to
Guide for Academics and Student Life 37
conduct policies
join or to continue membership or participation in any
group where the activity produces or could be expected
to produce mental, emotional or physical discomfort,
humiliation, embarrassment, harassment, or ridicule to
the student, regardless of the student’s willingness to
participate. Hazing activities include, but are not limited
to, acts of personal servitude (i.e., forced labor or service),
sleep deprivation, restrictions on personal hygiene, yelling,
swearing, insulting or demeaning verbal abuse, being forced
to wear embarrassing or humiliating attire, consumption of
vile or other non-food substances, consumption of alcohol,
smearing of skin with vile substances, brandings, writing or
marking on one’s skin or clothes, physical beatings, paddling
or other physical abuse, performing sexual simulation or
sexual acts, stunts or dares that could result in physical injury
or harm to a person’s mental, emotional or social well-being,
any act in violation of the law or School policy, and any other
activity that could fall within the definition of hazing. If you
are not sure if an activity is hazing, then you need to contact
School officials and ask.
A student violates this policy whenever he or she engages,
assists, or attempts to engage or assist in the planning or
committing of any hazing activity, whether on or off School
property. Each student is also responsible for immediately
reporting any hazing activity or plans for any hazing activity
to School officials. The failure to make such a report is also a
violation of this policy.
When the School administration becomes aware of any
actual or planned hazing activity, the situation will be
promptly investigated. Any student found to have violated
this policy will be subject to disciplinary action, including
dismissal from the School for serious violations. No adverse
action will be taken against any person who makes a good
faith report of hazing activity.
identif ication cards
In order to protect the safety of all who attend the School,
identification cards have become a fact of life. It is expected
that all students will carry their Tampa Prep ID card whenever
they are on campus. Students may be asked to produce their
card by School personnel for a variety of reasons, such as but
not limited to: campus security checks, athletic and other
school sponsored events, and book checkout. (Revised 7-12)
illness
If a student becomes ill, he or she will be seen by Mrs. M.
Rodriguez and the parents will be called, if necessary. Please
do not send a sick child to school. Any medication is to be
given and dispensed by Mrs. M. Rodriguez. If a parent cannot
pick up a sick child, the child will be sent home by taxi at
the parent’s expense. Parents are not to give medication to
students to administer to themselves.
38
Guide for Academics and Student Life
laptop and mobile device security Students have been assigned lockers capable of holding
their computers as well as books. Computers should not be
left anywhere on campus unattended; the provided lockers
should be used. The School does not assume or accept any
responsibility for loss or damage to laptops not properly
secured in the provided lockers.
laser pointers
Laser pointers are prohibited on School grounds at all times.
lockers
Students will be assigned lockers and are expected to use
either a lock provided by the School or to provide their own
lock to secure their possessions. When not in use, lockers
should be kept locked. Students may not move to any other
lockers other than the ones that have been assigned to
them. Students may not write on lockers or affix any stickers
to lockers. Lockers are School property and are loaned to
students. The School reserves the right to enter and search
lockers.
off campus behaviors
As stated elsewhere in this Guide, the School does not wish
to unnecessarily involve itself in a student’s off campus
behaviors. However, the School reserves the right to take
action to the extent that off campus behaviors impact the
individual’s ability to continue at school or impact other
students’ or employees’ ability to be comfortable at school.
We expect students to avoid all types of behaviors, including
behaviors, that may be harmful to one’s body, self-esteem, or
health. As examples, off campus Internet activity, criminal
activity, sexual activity, use of drugs, alcohol, or tobacco, may
result in a student receiving disciplinary action, up to and
including dismissal from school.
posting signs
Signs posted by students around campus may be attached
only using blue masking tape (available at the reception
desk). Students must remove all signs immediately after
the announced event is completed. Any damage to School
property will be repaired and billed to a student’s account.
All postings should maintain decency, common sense, and
good taste or they will be removed.
public displays of affection
In keeping with the School’s emphasis on modesty and
decency, public displays of affection (i.e. kissing, extended
embraces, etc.) between students are not permitted on
campus. In addition, any type of sexual conduct anywhere
on campus, on School buses, or at a School-sponsored event
is prohibited. Any unwanted or offensive sexual conduct
occurring on School property or at a School event must be
immediately reported in accordance with the Harassment
and Bullying Policy.
conduct policies
student/adult interaction and communication
Our students and adults (teachers, administrators, staff
members, parents, and visitors) are expected to interact
with each other in a professional and respectful manner.
Although our adults can and should be friendly with the
students, becoming too friendly with each other sometimes
results in confusion and anxiety. If a student or the student’s
parents become aware of any adult’s communications or
actions toward one or more students that seems unusual,
overly friendly, or otherwise inappropriate, such information
should immediately be reported to the School counselor or
administrator of the division.
Some examples of behaviors that should not occur and which
should be reported include school employees:
• Calling students at home for a non-school matter;
• Touching students or their clothing in non-professional
ways or inappropriate places, or touching a student with
aggression or in frustration;
• Making comments that are too personal (about a
student’s clothing, hair, personal habits, etc.)
• Sending e-mails, texts, or writing notes to students of a
personal nature;
• Flirting or asking a student on a date;
• Visiting students to “hang out” in their hotel rooms when
on field trips or sporting events or when the student’s
parents are not at home;
• Asking or permitting students to sit on a teacher’s lap;
• Telling secrets or telling the student not to tell something
that’s a secret;
• Swearing, making inappropriate sexual, racial/or ethnic
comments;
• Inviting students to visit the adult’s social networking
profile or become a “friend” on a social network;
• Telling off-color jokes; and
• Dating or engaging in consensual relationships with
students.
Similarly, we expect that our parents will not take it upon
themselves to address a situation with a student relating to
a disagreement with the student or the student’s parents.
Loud, angry, or aggressive language or actions will not be
tolerated. Any such interaction should be reported under
this policy.
study halls
Unless otherwise designated, all study halls meet in the Peifer
Library. Study halls should start on time and should remain
quiet for the entire period. The Study Hall monitor will take
attendance, maintain a productive study environment, and
never leave the study hall unattended.
In addition, Study Hall monitors will enforce the following
rules:
1. Students should come to the study hall prepared with
sufficient work to occupy them for the entire period
and should not be excused from the room to retrieve
additional materials.
2. Students are allowed to use personal listening devices
as long as other students are not distracted.
Seniors who did not receive either a D or F in their prior
quarterly grades and who have been responsible Tampa Prep
citizens may be excused from study hall, but must remain
on campus in designated locations. Juniors who are on the
Head’s List during the first semester are exempt from study
hall the second semester. Seniors who have been suspended
may not be excused from study hall.
technology policies
technology mission statement
Tampa Preparatory School provides access to technology and
training for students and faculty alike in order to provide
the most appropriate tools available to support higher
level learning and instruction. Technology is viewed as
an important enhancement to the rigorous academic
curriculum taught at the school. We believe that
technological skills are valuable as they pertain to sound
pedagogy, not as an end in themselves. To this end, the school
is committed to making available proven technologies and
training to the students, faculty, staff and administration
and to provide opportunities for growth on a continuing
basis.
technology acceptable use policy
Tampa Preparatory School has ample technological resources
including computer labs, desktop computers, laptops,
SmartBoard and digital research tools. It is assumed that
everyone at Tampa Preparatory School (that is students,
faculty, staff, administrators and parents) will use computers
in an ethical, responsible manner. All computers are to be
used for academic purposes first and foremost. There may
be times when students are allowed to use technology
for recreational use, but students should not visit sites
that have objectionable content or use technology to view
objectionable material. Students should not attempt to
bypass the technological blocks that have been placed on
computers to filter content that the school has classified as
objectionable. All computers and technological resources
are to be handled with care and consideration and be used
for academic purposes.
A word needs to be said about social networking and its
impact on the school and student life at the school. The
school highly discourages the creation and maintenance of
social networking sites and in fact there are age minimums
to have a social networking site. While the School does not
actively pursue or routinely view personal social networking
sites, when objectionable or disrespectful material is
brought to the attention of the School or School personnel or
experiences are placed on a site, the school reserves the right
to examine the content and address the conduct if it creates a
Guide for Academics and Student Life 39
conduct policies
hostile or disrespectful environment and the right to address
the student who placed the content on the site.
The School does encourage parents to routinely view their
child’s site to ensure that information and content shared
does not place a student at risk.
technology, electronic devices, and
computer systems usage policy
All persons using the School’s computers, the School’s
computer systems, or personal computers on School
property or over the School’s systems are required to abide by
the following rules. This policy also applies to the use of any
personal electronic devices (computers, laptops, cameras,
video cameras, phones, iPhones, iPods, Blackberries, PDAs,
etc.) on school property or at a school related event. Failure
to abide by these rules will result in appropriate disciplinary
action determined by the School administration. All
computers should be used in a responsible, ethical and legal
manner and in compliance with the Honor Code. Violations
of the following guidelines may result in the revocation
of access privileges and possible disciplinary responses,
including expulsion for serious offenses.
Purpose: The purpose of providing access to the Internet and
the School’s computer systems is to support research and
provide unique educational opportunities. The use of such
resources should be limited to those activities that support
the School’s educational objectives.
Privilege: The use of the School’s systems is a privilege
and not a right. Inappropriate or illegal use of the School’s
systems or of the Internet will result in loss of the privilege
and disciplinary action.
Internet Access: Tampa Preparatory School provides both
wired and wireless connectivity for both faculty and
students. Students are allowed to use personal digital
communication devices between classes and in the classroom
at the classroom instructor’s discretion. The School provides
an internet content filtering system on both the wired and
wireless connection. Users of the network are expected to act
responsibly and conduct themselves in compliance with the
School Honor Code. Furthermore, making public or passing
on any material that is pornographic, violent in nature, or
otherwise harassing is totally unacceptable and will be dealt
with immediately by the appropriate administrator. Students
are expected to abide by the same policy whether personal
or school provided devices, whether on a cellular or school
provided network. In addition, the creation or utilization of
personal WiFi Hotspots while on campus is strictly forbidden.
Internet Safety: Students should never give out personal
information (address, telephone number, name of School,
address of School, date of birth, Social Security Number, credit
card number, etc.) over the Internet. Students also should
40
Guide for Academics and Student Life
not meet with someone that they have contacted on-line
without prior parental approval. Safety is the responsibility
of the parent and student. The School is not liable in any way
for irresponsible acts on the part of the student.
Pirated Software: The term “pirated software” refers to the
use and transfer of stolen software. Commercial software
is copyrighted, and each purchaser must abide by the
licensing agreement published with the software. There is
no justification for the use of illegally obtained software.
The School will not, in any way, be held responsible for a
student’s own software brought to School for personal use.
In addition, usage of peer-to-peer file sharing software or bit
torrent trackers while on campus is prohibited.
Network Access/Passwords: Accessing the accounts and files
of others is prohibited. Attempting to impair the network,
to bypass restrictions set by the network administrator, or to
create links to the School’s web page is prohibited. Obtaining
another’s password or rights to another’s directory or e-mail
on the network is a violation of School rules as well as a form
of theft. Taking advantage of a student who inadvertently
leaves a computer without logging out is not appropriate.
Using someone else’s password or posting a message using
another’s log-in name is a form of dishonesty, just as is
plagiarism or lying, and will be treated as an Honor Code
violation. Guard your password, you will be responsible for
any activity done on the school’s system under your password.
School’s Right To Inspect: The School reserves the right to
inspect user directories for inappropriate files and to remove
them if found and to take other appropriate action if deemed
necessary, including notification of parents. The School also
reserves the right to inspect any personal electronic devices
brought onto campus. Do not assume that any messages
or materials on your computer or the School’s systems are
private.
E-mail, Chat Rooms, Instant Messaging, and Social Networking
Sites: E-mail cannot be used to harass or threaten others.
The School reserves the right to randomly check e-mail or
text messages. E-mail messages must not include personal
attacks and should follow the normal rules of appropriate
public language. They should not contain any language or
content, which the author would not be willing to share from
the podium at a School meeting.
While the School does not actively pursue or routinely view
personal social networking sites, when objectionable or
disrespectful material is brought to the attention of the
school or school personnel or experiences are placed on a
site, the School reserves the right to examine the content and
address the conduct if it creates a hostile or disrespectful
environment.
Any person who believes that they have
been harassed or threatened by any of these methods of
communications should immediately report the concern in
par k ing and transportation
accordance with the School’s No Harassment/No Bullying
policy.
Students should not be “friends” with any faculty member
on any of these social networking sites. Any violation of
this prohibition must be reported to the Administration
immediately. Postings on social networking or other Internet
sites of students engaging in inappropriate behavior (such
as drinking, smoking, sexual actions, etc.) is prohibited.
Students are expected to cooperate in investigations by
providing access to such sites.
Viruses: Every effort is made by the School to keep our system
virus-free. Even with the best techniques, however, computer
viruses can be transmitted to and from any computer,
including those in the computer center. The School is not
responsible for the transmission of any virus or for damage
suffered from a virus.
Computer Care: Members of the School community will
not abuse, tamper with, or willfully damage any computer
equipment, use the computer for other than appropriate
work, or bring food or drink into any computer area. Any
intentional acts of vandalism will result in discipline and
students will be held responsible for replacement or repairs.
Reporting Requirements/Discipline: Any student who
accesses inappropriate material on the Internet, receives
harassing, threatening, or inappropriate materials via e-mail
or on the Internet, must immediately report the concern
to the teacher who is supervising the activity or to School
officials so that the situation can be investigated and
addressed appropriately. Students who violate any aspect
of this Computer and Systems Usage Policy will be subject
to appropriate discipline and loss of computer or Internet
privileges.
personal electronic devices
The use of any and all electronic devices while on school
grounds or in attendance at school-sponsored events is bound
by the school’s rules for Honor Code and Student Conduct
and Discipline, including The Technology, Electronic Devices,
and Computer Systems Usage Policy. Accessing inappropriate
content on the Internet or on any device is strictly prohibited.
The use of personal or school provided electronic
communication devices, including cellular phones is
permitted before and after school, during lunch and between
classes. The use of any electronic device within the classroom
is permitted at the discretion of the classroom teacher, study
hall proctor, or Dean of Students. Any usage of electronic
devices that causes a disturbance to the educational process
is forbidden and may cause the device to be confiscated and
kept by the Dean of Students until the end of the academic
day.
As stated in our Inspection Policy, the School reserves the
right to inspect any item or place on School campus or
School-sponsored events, which includes the right to inspect
a student’s electronic device and to take disciplinary action
for any information or materials found on such devices.
Parents who need to contact a child in an emergency should
call the school, not the student. Urgent messages will be
relayed appropriately, while normal telephone messages for
students will be announced via the intercom at lunch and
after school.
A student phone is available at Mrs. M. Rodriguez’s desk. It is
available for use during breaks and lunch, as well as before
and after school hours. This telephone is to be used for school
business only and is limited to placing calls within the Tampa
Bay calling area.
Use of imaging devices, such as camera phones, video
camera’s, etc, is prohibited in gym locker rooms and School
restrooms. In addition, students may not use such devices
in classes without the express permission of the teacher. Any
videotapes or photos permitted to be taken during class may
not be placed on the Internet.
vending machines
Students may use the Smith Black Box Theater vending
machines only during the following times: before school,
at lunch, and after school. Students may use the Student
Commons vending machines during lunch only.
weapons and threats The School takes a zero tolerance position on threats and
weapons, even when students make comments in jest, on
email, or away from School toward or about another student,
employee, or the School. Students are prohibited from
bringing any type of weapon to School or School-sponsored
events, including knives, guns, fireworks, etc. Any such item
may be confiscated and, if appropriate, turned over to law
enforcement. Any pictorial depictions of weapons or verbal
or written comments that the administration determines in
its discretion appear to be threatening in nature will result in
disciplinary consequences.
parking and transportation
automobiles and parking
The School does not encourage the use of automobiles.
Students are reminded that driving to and parking at school
is a privilege. Students who do drive to school must obtain
parking permits and park in the Cass Street and Cypress Street
parking lots. All non-seniors will park on Cypress Street. The
School will not be responsible for parking tickets, towing fees,
or damage to vehicles.
Guide for Academics and Student Life 41
other information
The student parking spaces closest to the school are
designated for senior parking on a first-come, first-served
basis. Visitors’ parking is available by the Baseball field.
Numbered parking decals for 2012-13 will be available at a cost
of $25.00. All students driving vehicles to school must display
a current parking decal in the lower left corner (driver’s side)
of the rear window. If an occasion should arise where a
student is using a vehicle other than the one normally driven
to school that displays the student’s decal, a temporary
parking permit may be issued for the day only.
Students will not be permitted to leave the school campus
before they leave for the final time that day unless the student
properly signs out and obtains a note from Mrs. M. Rodriguez
The only exception to this policy is seniors leaving for lunch.
Parking violations are given to students for the following
reasons:
1. Non-seniors parking in a senior space
2. Parking in spaces marked “Handicapped”, “Visitor,”
“Faculty,” or “Buses”
3. Parking in Fire Lanes
4. Parking on the grass or sprinkler system
5. Failure to obtain a parking permit for the current
school year
6. Any observance of reckless or discourteous driving
(this may also result in the suspension of parking
privileges)
The parking areas are patrolled by Tampa Prep Security who
will issue parking citations ($25 fine for each violation).
transportation to and from school-sponsored events
The School will provide transportation for all students
participating in normally scheduled extracurricular events,
such as athletic contests and drama and music competitions.
This transportation will originate and terminate at the
School. Students are strongly encouraged to use school
transportation for school-sponsored events. Exceptions to
this will be discussed with program directors.
other information
child abuse reporting School teachers and other personnel are mandatory
reporters under the Florida child abuse reporting laws.
Please understand that we must take our obligations
seriously and if we assess that a situation requires it, we
will make a report to child abuse authorities of situations
that we reasonably suspect constitute abuse, neglect, or
abandonment. Depending on the circumstances, we may not
be able to communicate with parents about the report until
authorized by child abuse authorities to do so. We ask for
your understanding and do our best to protect the children
under our care.
42
Guide for Academics and Student Life
child safety from sexual offenders and predators According to the National Center for Missing and Exploited
Children (NCMEC), sexual perpetrators are commonly people
the parents/guardians or children know, and these people
may be in a position of trust or responsibility to a child and
family.
Because of our concern for student safety, all employees,
and those parents who volunteer for overnight field trips, are
screened through the School’s criminal background process.
To keep their children safe, parents should talk openly to
their children about safety issues. Parents should know their
children’s friends and be clear with their children about the
places and homes that their children visit. Children should be
taught that they have the right to say no to any unwelcome,
uncomfortable, or confusing touching or actions by others
and to get out of those situations as quickly as possible.
Parents should regularly visit the public registry to check
out individuals for prior criminal records and sex offenses.
Information concerning registered sex offenders and
predators in Florida may be obtained by visiting http://
www.fdle.state.fl.us, the Florida Department of Law
Enforcement Sexual Offenders database. Information may
also be obtained by contacting the FDLE’s toll-free telephone
number: 1-888-FL-PREDATOR (1-888-357-7332). To view a map
of registered sex offenders living within a five-mile radius
of any given address, parents should visit http://www.
familywatchdog.us. To learn about additional child safety
tips and links to child and internet safety sites and searches,
parents should visit the Florida Attorney General website at
http://myfloridalegal.com.
faxing and e-mail
Parents and students are discouraged from faxing or emailing
schoolwork to Tampa Prep unless specifically instructed by a
teacher. We are unable to guarantee the timeliness of receipt
of such faxes by the teachers. Any assignments that are faxed
or emailed are considered submitted when they are received
by the teacher making the assignment.
Student use of School email is tied to the Honor Code and all
students are expected to conduct themselves in compliance
with the Honor Code guidelines. Students in grades 6-8 are
restricted from sending or receiving emails from outside
of the School community, while students in grades 9-12
have full email functionality. If a student’s instructor gives
permission, the student may choose to submit assignments
digitally via Google Docs or Gmail.
inspection policy
The School reserves the right to inspect and conduct a search
of any place or item on School campus or at a School-related
event including, but not limited to, a student’s locker, book
bag, backpack, vehicle, computer, or personal electronic
devices. Inspections and searches may be conducted on a
library policies
routine or random basis or as deemed necessary. Further, the
School has the right to seize and permanently retain property
disclosed by an inspection or search which is considered
potentially harmful, dangerous, illegal, or inappropriate,
the possession of which is a violation of the School’s rules,
community standards, and/or local and state law.
interpretation, modification, amendment
The School reserves the right to interpret the contents of
this Guide, including the rules and regulations governing
academic and non-academic conduct of students. The School
reserves the right to modify and/or amend the contents of
this Guide at any time during the year. Parents and Students
should check the School’s intranet periodically to ensure
that they are aware of the most recent version of the Guide
policies.
parent/family cooperation
The School believes that a positive and constructive working
relationship between the School and parent is essential
to the fulfillment of the School’s educational purpose and
responsibilities to its students. If the parent’s or other family
member’s behavior, communications, or interactions on or
off campus (including during school-sponsored events) is
disruptive, intimidating, or overly aggressive, or reflects a
loss of confidence or serious disagreement with the School’s
policies, methods of instruction, or discipline, or otherwise
seriously interferes with the School’s safety procedures,
responsibilities, or accomplishment of its educational
purpose or program, the School reserves the right to dismiss
the family from the community. In addition, the School
reserves the right to place restrictions on parents’ or other
family members’ involvement or activity at school, on school
property, or at school-related events if the parent or other
family member engages in behavior or has a status (such as a
criminal conviction) that would reasonably suggest that such
restrictions may be appropriate for the community.
payment of tuition and fees The School strives to provide the highest quality education
while maintaining affordable fees. We depend on the
timely payment of tuition and registration fees to cover
our obligations. Enrolling your child requires a financial
commitment much like any other major purchase. Please
make School tuition a budget priority. Failure to make
tuition/fee payments by the contractual dates may result in
a child being removed from School or not being allowed to
take examinations. Transcripts and student records cannot
be forwarded to another School if there is an outstanding
balance in his/her account, or if there are other outstanding
debts.
re-enrollment considerations
Students are expected to maintain satisfactory academic and
conduct grades on semester report cards. Students with less
than satisfactory grades, a pattern of behavioral difficulties,
excessive absenteeism or tardiness, delinquent accounts, or
whose family members have been uncooperative may not be
invited back for another academic year.
student records and information
Requests for student records and transcripts must be directed to
the Registrar’s Office. The School reserves the right to withhold
student transcripts and records for non-payment of tuition or
fees.
The School makes reasonable efforts to ensure that both natural
parents (or legal guardians) receive substantially the same
information (transcripts, records, appointments, etc.).
The
School must rely upon the correctness and completeness of
parental information when the student is enrolled. In situations
of divorced or separated parents, if one parent believes that the
other parent is not entitled to receive certain information, the
parent wishing to restrict information provided by the School
must provide the School with a court order that is still in effect
that specifically restricts the other parent from receiving such
information.
library policies
peifer library
The Peifer Library, located on the third floor, under the dome,
contains books, videos and student-accessible computers
equipped with various software applications, CD-ROMs, and
access to the Internet. Students wishing to use the facility must
obtain written permission from their classroom or study hall
teacher, and the faculty-signed note must include the length
of time the teacher is allowing them to remain. Tampa Prep
students will receive orientation to the Library from the Media
Specialist. The Library is open from 7:45 a.m. to 4:30 p.m. on most
school days. Faculty and staff, as well as students with proper
I.D., may check out books from the Library.
Students may use the library for reading, research, and may check
out two volumes at a time for a period of two weeks. Abuse of
library books or other misconduct will result in the loss of library
privileges. All overdue or lost book charges must be paid to the
library by the end of each semester. Each student will receive a
picture I.D. issued by Tampa Prep at the beginning of the school
year. In order to check out a library book or use the athletic
facilities, a student must present his or her I.D. card.
Students are responsible for good behavior on School computer
networks just as they are in a classroom or School hallway.
Communications on the network are often public in nature.
General school rules for behavior and communications apply.
Students are responsible for knowing school computer use
guidelines.
challenged book and other library material policy
Any library book or other library material that is challenged as
to its appropriateness for Tampa Prep will be handled in the
Guide for Academics and Student Life 43
library policies
following manner:
1. A written statement from the challenger must be
submitted to the Head of School as to why the book
or library material is being challenged with specific
information as to why the challenger feels the book or
other library material is inappropriate for Tampa Prep
students.
2. This statement will be sent to the Challenged
Book and Other Library Material Committee. This
Committee is composed of the Head of School, the
Library Media Specialist, the English Department
Chair, selected Middle School and Upper School
English and History Department faculty members,
another Senior Administrator, and the Student Council
President.
3. Each Committee member will receive a copy of the
written statement about the challenged book or other
library material. The Committee will meet and make
its decision on the appropriateness of the book or
other library material for Tampa Prep.
4. A letter will be sent to the challenger informing him/
her of the decision made by the Challenged Book and
Other Library Material Committee.
44
Guide for Academics and Student Life
Course Descriptions - arts
While the School will attempt to provide students every year
with a wide variety of course selections, we prioritize the
offering of graduation-required courses. Therefore, please note
that not all of the semester electives listed in the Guide are
available for students on a yearly basis.
arts
Unless otherwise indicated, all courses listed below are one
semester in length. Students enrolled in performance courses
are expected to participate in all class events. Performances
are considered final exams.
Dance
Dance Style 1 (6-8)
A full year elective dance course in which students learn the
fundamentals of ballet, jazz and modern dance. Students
take ballet two days per week and take jazz and modern dance
on the alternate days. They learn terminology, an overview
of dance history and stretch/conditioning in addition to
working on dance steps in the studio. Emphasis is placed on
technique, correct body placement, coordination, flexibility
and endurance. The course culminates in a showcase at the
end of the school year.
Dance (7,8)
A one semester elective dance course in which students
learn the fundamentals of ballet, jazz, tap and modern
dance. Students will get equal exposure to each dance form,
generally taking one class in each form per week. They learn
terminology, basic dance history and characteristics of the
different dance forms and styles. Emphasis is placed on
technique, correct body placement, coordination, flexibility
and endurance. The course culminates in a performance
during the Grandparents Day celebration and the end-of-year
Chorus/Band concert.
Students are physically active
throughout the class and should plan to wear athletic attire
that allows them to move freely, and to pull their hair out of
their faces.
digital arts
Digital Photography (9-12)
Digital Photography is a year-long, one credit art course in
which students will explore not only how to take a good
photo, but what the digital SLR camera can do. Students
will “process” photos using Adobe Lightroom 3 as well as
Adobe Photoshop. Once the concepts of shutter speed, ASA,
aperture, multiple exposures, and the difference between
shooting in jpeg vs RAW have been mastered, students will
integrate these photos into podcasts using flip cameras.
Requirements: a digital SLR camera. Tripods will be provided.
Journalism (9-12)
Students in this year-long course produce the School’s
student newspaper, the Terrapin Times. The course focuses
on journalistic writing styles, interview techniques, layout
and design and production mechanics using a Macintosh
computer and desktop publishing software. Students must
apply to enter the course, meet certain criteria, and complete
an interview. The course requires additional extracurricular
time. Prerequisite: Instructor’s approval
TPTV (9-12)
Students in this yearlong course produce the school’s
television program, TPTV. In learning how to create a video
project from concept to completion, students are responsible
for writing, shooting, and editing news segments for the
TPTV show. Participants work with professional cameras
and audio equipment, and they edit their projects on Apple
computers with Final Cut Pro. Students must apply to the
course, meet certain criteria, and complete an interview
process. The course requires additional extracurricular time.
Prerequisite: Instructor’s approval.
Video Production (8)
This course gives students a beginners’ look at the video
production process. During the semester students learn
the basics of video production, to include script writing,
pre-production, proper shooting and lighting techniques,
and post-production. The students have hands-on learning
with the equipment in labs, help with projects to support the
School, and have the chance to produce their own projects.
Yearbook (9-12)
Students in this year-long course produce the School’s
yearbook. The course teaches the latest trends in journalism,
design, and graphics. To enter the course, students must
complete an application, meet certain criteria, and receive
the instructor’s permission. The course requires additional
extracurricular time. Prerequisite: Instructor’s approval
music
Beginning Chorus (6)
This course is designed for 6th grade students who have
had little to no background with singing in a choral setting.
During the semester students will sing a variety of repertoire.
The students will learn basic musical skills in theory, history,
and reading notation. Students will also participate in a
group project making their own music video. The grading
is as follows: 75% participation, 15% quizzes, 10% music video
project.
Chorus (7,8)
This performing vocal ensemble meets four hours each week
and is offered as an Arts semester elective in the seventh
and eighth grades. Students are not auditioned; the course
Guide for Academics and Student Life 45
Course Descriptions - arts
is open to all interested students. Students learn standard
sacred and secular choral literature with a multicultural
emphasis as recommended by the American Choral Directors’
Association, the Music Educators’ National Conference and
the Florida Vocal Association. Emphasis is placed on ear
training, proper breathing, diction, tone color, developing a
sense of ensemble and blend, musicality, dynamics, line, et al.
Attention is paid to the historical context in which the music
was composed and students become familiar with choral
composers. The class musicians will perform in Arts concerts,
various school functions and in the larger community, at the
discretion of the instructor. Participation in all ensemble
rehearsals and performances is an expectation of the course
and is required.
Beginning Band (6)
This is a semester course designed for the 6th grade student
with no previous experience playing a wind instrument. The
student will play one of the following instruments: flute,
clarinet, alto saxophone, trumpet, or trombone. During
the semester the student will develop the fundamentals of
music; music theory, history of their instrument and learn
how to read musical notation according to their instrument.
Grading is entirely based upon participation.
Middle School Instrumental Ensemble (7,8)
This performing wind, string, and percussion ensemble
meets four hours each week during a regularly scheduled
period and is offered as a one-semester Arts elective in the
seventh and eighth grades. Students are not auditioned;
the course is open to all interested students. Students learn
basic instrumental training on a wind, string, or percussion
instrument of their choosing. Emphasis is placed on music
reading, proper breathing, intonation, tone, developing a sense
of ensemble and blend, musicality, dynamics, line, et al. The
class’ musicians will perform in Arts concerts, various school
functions, and in the larger community, at the discretion
of the instructor. Special Note: Participation in weekly
Sectional Rehearsals (see below) and Ensemble performances
are expectations of the course and are required.
Symphonic Winds (9-12)
This performing wind, string, and percussion ensemble
meets four times each week for one hour during a regularly
scheduled period. Students in this year-long class concentrate
on various works ranging from collective orchestral, band,
and jazz (including improvisation) pieces to individual solos,
duos, and chamber music ensembles. The class’ musicians
will perform in Arts concerts, various school functions, and in
the larger community. Special Note: Participation in weekly
Sectional Rehearsals (see below) and Ensemble performances
are expectations of the course and are required. Prerequisites:
Audition and some background/expertise in instrumental
performance
46
Guide for Academics and Student Life
Sectional Rehearsals for
Instrumental Ensemble (7-12)
In addition to their regularly scheduled Middle or Upper
School Instrumental Ensemble classes, students in these
classes also meet weekly for one hour to rehearse Ensemble
music in small groups of common instruments (for instance,
all saxophonists or all percussionists). To participate in these
weekly Sectional Rehearsals, students miss one meeting of
each of their other courses for seven weeks. In the eighth week,
the Sectional Rehearsal rotation begins all over again. Thus,
participants only miss each of their other classes for Sectional
Rehearsals every two months. Students are responsible for
all material covered in classes they miss. Occasionally, a
teacher may require a student to remain in his or her class for
reasons such as hearing an especially important lecture or
participating in a group presentation. Credit: Upper School
students receive a one-quarter credit towards Tampa Prep’s
Arts graduation requirement for each year of participation in
Sectional Rehearsals.
Concert Chorus (9-12)
The Concert Chorus is open to all students without audition.
Students learn standard sacred and secular choral literature
with a multicultural emphasis as recommended by the
American Choral Directors’ Association, the Music Educators’
National Conference and the Florida Vocal Association.
Emphasis is placed on ear training, proper breathing, diction,
tone color, developing a sense of ensemble and blend,
musicality, dynamics, line, et al. Attention is paid to the
historical context in which the music was composed and
students become familiar with choral composers. Several
concerts are presented and there is a performing tour outside
of Florida each year. Participation in all ensemble rehearsals
and performances is an expectation of the course and is
required. Students may elect to participate in this ensemble
as an independent study and permission of the instructor is
required.
Chamber Chorus (9-12)
The Chamber Chorus is open to all interested students by
audition. Students learn standard sacred and secular choral
literature with a multicultural emphasis as recommended
by the American Choral Directors’ Association, the Music
Educators’ National Conference, and the Florida Vocal
Association. Emphasis is placed on ear training, sight
singing, proper breathing, diction, tone color, developing a
sense of ensemble and blend, musicality, dynamics, line, et
al. Attention is paid to the historical context in which the
music was composed, and students become familiar with
choral composers. Members of this chorus will learn the
same literature as the Concert Chorus, and will perform with
them; in addition they will learn more difficult works which
they will perform as a group - a fair number of these will be
unaccompanied, and sung from memory. Several concerts
are presented, the Chorus may enter the District and State
All-State Choral festivals, and there is a performing tour
outside of Florida each year. Participation in all ensemble
Course Descriptions - arts
rehearsals and performances is an expectation of the course
and is required.
broad understanding of the many styles and improvisational
techniques used in the performance of jazz. The styles include:
swing, blues, bossa-nova, ballad, hip-hop, and all of the Latin
jazz influences (salsa, songo, afro-cuban, and samba). The
Survey of American Music 1 (9-12)
This semester course examines jazz and blues from their only instruments this class is offered to are drums, acoustic
origins in West Africa until the beginning of World War II.  guitar, piano/keyboard, and electric bass players. This is not
Specific styles include Spirituals, Gospel Music, Rural/Country a class offered to the beginning musician. The student must
Blues, Classic/City Blues, Ragtime, New Orleans Jazz, and Big audition to portray his/her technical abilities and must have
Band. This course makes extensive use of film and audio a good understanding of music theory in order to join the
examples of the artists and their music. Personalities will class.
include Scott Joplin, Lightnin’ Hopkins, Robert Johnson, Bessie
Smith, Jimmy Rushing, Billie Holiday, Original Dixieland Jazz Drumline (9-12)
Band, Jellyroll Morton, King Oliver, Louis Armstrong, Fatha This is a performing arts ensemble made up of percussion
Hines, Benny Goodman, Coleman Hawkins, Ella Fitzgerald, instruments only. This year-long course concentrates on
various percussive works ranging from collective marching
Count Basie, and Duke Ellington.
percussion pieces to full percussion orchestrations. The
student will have the opportunity to perform in Arts concerts
Survey of American Music 2 (9-12)
in addition to various school and community functions.
This semester course examines jazz and blues from World War
Participation in rehearsals and ensemble performances is
II to the present day. This course makes extensive use of film
required. Past musical experience is beneficial.
and audio examples of the artists and their music. Specific
styles include Urban Blues, Bop, Cool Jazz, Jazz Funk, Third
studio arts
Stream, Avant-Garde, Free Jazz, and Jazz-Fusion. Personalities
will include Muddy Waters, Koko Taylor, B. B. King, Dizzy
Gillespie, Thelonius Monk, Miles Davis, Charles Mingus, the Middle School Art (6-8)
Modern Jazz Quartet, John Coltrane, Stan Kenton, Ornette The Middle School visual art program teaches art techniques
of drawing, painting, sculpture, and printmaking through
Coleman, and John McLaughlin.
a variety of media that are appropriate for each level as a
AP Music Theory (10-12)
semester course. 6th grade art focuses on the developmental
In this year-long course, students focus on the basics of music skills of the grade level. Art 1 and Art 2 are sequential courses;
notation and learning to read and write music. Concepts Art 1 is prerequisite to enrollment in Art 2.
studied include note values, steps of the scale, key signatures,
melodic dictation and four-part harmony.  Students become 6th Grade Art
familiar with the piano keyboard and learn to sight-sing. This
Ceramics
Relief and pinch technique, glazing
course prepares students for the Advanced Placement Music
and firing
Theory examination. Recommended Prerequisite: One year of
Drawing
Gesture, contour line, perspective,
a music history or performance course.
and texture, portraits
Painting
Tempera
Music History 1 (10-12)
Printmaking Relief prints of styrofoam and collé
This semester course examines music from the Medieval
Sculpture
Papier maché
Era to the beginning of the 19th century. It examines
representative musical forms and composers from the
Middle School Art 1 (7,8)
Medieval, Renaissance, Baroque and Classical eras, including
Ceramics
Pinch and coil techniques, surface design Machaut, Dufay, Palestrina, Monteverdi, Purcell, Handel,
and decoration, glazing and firing
Bach, Haydn, Mozart, et al. Students will study many recorded
Drawing
Contour line, color, value studies, one-point examples, attend live performances and make frequent
perspective, portraits
comparisons between art, literature and world history.
Painting
Watercolor and tempera
Printmaking
Relief prints, styrofoam
Music History 2 (10-12)
and glue
This semester course examines representative musical forms
Sculpture
Assemblage
and composers from the Romantic (c.1800) and Modern
eras, including Beethoven, Berlioz, Debussy, Tchaikovsky,
Stravinsky, Copland, Cage, Ellington, Tippett, Britten, Varese,
et al.  Students will study many recorded examples, attend
live performances and make frequent comparisons between
art, literature and world history.
Jazz Combo (9-12)
This is a semester class designed for the musician to get a
Middle School Art 2 (7,8)
Drawing
Advanced media which utilizes contour line, gesture and sustained value study, and two-point linear perspective, beginning figure study, landscape
Painting
Watercolor, tempera or acrylic
Printmaking Relief prints in linoleum
Guide for Academics and Student Life 47
Course Descriptions - Arts
Sculpture
Additive in clay; subtractive in plaster/
vermiculite
Studio Art 1 (9-12)
This entry-level semester course is designed for students who
wish to study and produce visual art. The major portion of
the course is experiential and will include involvement in
two- and three-dimensional design. Utilizing the language
of art, students will study the various media of drawing,
ceramics, and painting as a means of visual communication.
Techniques and skills of each medium will be taught through
demonstrations, slide lectures, and museum visits. Each
student will maintain a sketchbook in which all class notes,
sketches, and occasional homework assignments will be kept.
Artwork will be evaluated through group discussion and
individual critiques.
Studio Art 2 (9-12)
This semester course provides further study in drawing and
sculpture and an introduction to printmaking. Drawing
will include gesture and figure studies, portraiture, and
landscapes through the use of advanced media such as
pen and ink, pastels, colored pencil, and oil pastel. Carving
techniques will involve the students in the processes related
to subtractive sculpture. Printmaking will include the relief
process and collé, which will include the production of an
edition of an original print. Each student will maintain a
sketchbook in which all class notes, sketches, and occasional
homework assignments will be kept. Artwork will be
evaluated through group discussion and individual critiques.
A continuing emphasis will be placed upon the formal aspects
of design and the production of unique artworks which are
developed through direct observation. Prerequisite: Art
Appreciation, Studio Art 1, or instructor’s approval
Ceramics 1 (10-12)
This semester course introduces students to the aesthetic
possibilities that ceramic materials offer as a means of
self-expression. By designing and producing unique works
of art in clay, students will learn the primary handbuilding
techniques (pinch, coil, slab, and drape), surface design,
glazing, and firing. Through slide lectures, discussions, and
museum visits, students also will learn about the geology of
clay and the ceramics produced by cultures considered the
most significant in ceramic developments. Prerequisite: Art
Appreciation or Studio Art 1
Ceramics 2 (10-12)
Ceramics 2 is a semester course designed to teach forming
techniques unique to the potter’s wheel. Students will
explore forms (sculptural and/or functional) developed on
the wheel and forms that combine hand building techniques
with wheel-thrown forms. The course also includes surface
design, glazing and firing the ceramic forms. Prerequisite:
Ceramics 1
48
Guide for Academics and Student Life
Printmaking 1 (10-12)
This advanced semester class introduces students to
various drawing techniques and to the study of the formal
considerations of two-dimensional design that are relevant
to the involvement and success of printmaking processes.
Relief printing (linoleum, woodcut, wood engraving, and
collograph) as well as intaglio (engraving, monotypes, and
collé) will be explored. Students will produce several small
editions and will complete a major edition in the technique of
their choice. Prerequisite: Art Appreciation or Studio Art 1
Printmaking 2 (10-12)
This
semester
course builds upon Printmaking 1
fundamentals. Printmaking 2 introduces higher level print
processes and techniques while encouraging individual
expression and creativity. At this stage students are expected
to research and practice printmaking techniques within the
scope of their own creative interest while developing more
mature designs. Prerequisite: Printmaking 1
Drawing and Painting 1 (9-12)
This advanced semester class examines the depiction of
the three-dimensional world on a two-dimensional surface.
Subject matter includes still life and nature, figures, portraits
and objects in linear perspective. Drawing techniques of
contour, gesture, modeling in value and painting is taught
with watercolor and acrylic paint. A strong emphasis is
placed upon the design of the two-dimensional surface and
the production of unique art works which are developed
through direct observation. Students create a final exam
project and write a final exam. Prerequisite: One full year of
Visual Art or portfolio review
Drawing and Painting 2 (9-12)
Students will work for a semester with advanced techniques
of drawing and painting that are currently not taught in the
first semester including landscapes, advanced figure study
and enlargements, and they will have an opportunity to
become proficient with Watercolor and Acrylic or Oil paint.
A strong emphasis will be placed upon the design of the
two-dimensional surface and upon the student’s unique
aesthetic growth. Development of work for the AP Art
portfolio will be encouraged; therefore presentation (matting
or framing for exhibit) of the students’ work is a requirement
of the class. Prerequisite: Drawing and Painting 1
Sculpture (11,12)
This advanced level semester class offers in-depth study
of the skills, processes, and concepts of three-dimensional
form. Assignments will be completed in drawing and in
three-dimensional media. Students will develop a greater
appreciation for sculptural forms and art in general through
museum visits, lectures, discussions, and demonstrations.
The major portion of the class is dedicated to the production of
three-dimensional art utilizing both additive and subtractive
sculptural media and processes. Prerequisite: One full year
of Visual Art
Course Descriptions - arts
Advanced Art Studies (11,12)
This advanced semester course is designed for the student
who wishes to continue with problems in visual art in which
there is no existing advanced class. A student may enroll in
Advanced Art Studies following a successfully completed
semester of the beginning class in that particular area of art,
such as Painting, Printmaking or Sculpture, or art medium,
such as Ceramics. The student will attend class with the
beginning class. Prerequisite: One semester of the beginning
level course in which the student will work
The Chemistry of Art (11,12)
In this one-semester course, students experience the
interaction between science, technology and art as they
investigate chemical interactions involved in the creation,
authentication, restoration, and conservation of works of art.
By creating works of art, students practice techniques such
as fresco, Egyptian paste, and metal etching. By conducting
chemical experiments, students explore fireworks, paints
and alloys. Class discussions and lectures connect chemical
concepts with the students’ experiences in the lab and art
room. After studying about forgery detection techniques
and art restoration, students write a research paper to
analyze the authenticity of an infamously debated work of
art. Prerequisite: Any year-long Chemistry or Physics course
AP Art Portfolio (11,12)
Advanced Placement Art is a year-long course designed for
the student willing to make a strong commitment to Visual
Art. A rigorous curriculum of Design, Drawing, Painting and
Sculpture and an individual concentration will culminate
in the development of a portfolio. Students who meet the
requirements and prepare work for an exit exhibit will receive
the AP designation on their transcripts. Prerequisites: One
full year of Visual Art; instructor’s approval is required
AP Art History (11,12)
Through slide lectures, discussion groups, and library
resources, this year-long course focuses on major
developments in visual thought and expression. The course
strives to develop an understanding of history through art
and art through history and to analyze the form and nature
of art works. Students write numerous short essays in this
class. Prerequisite: World History 2
theatre arts
Middle School Theatre Arts (6)
This semester course focuses on the fundamentals of acting
and the theatrical process. Students explore creativity
through scene development, script writing, character building,
monologue work, ensemble acting, and improvisational
exercises. The course concludes with a performance at the
end of the semester.
Middle School Theatre Arts (7,8)
This semester course focuses on the fundamentals of acting
and the theatrical process. Students explore creativity
through scene development, script writing, character building,
monologue work, ensemble acting, and improvisational
exercises. The course concludes with a performance at the
end of the semester.
Middle School Communication and Debate (8)
This one-semester fall course offers instruction in public
speaking, cross-examination, research and argumentation.
Instruction is designed to prepare students for competition,
but also to provide them with academic skills that will serve
them well in high school and college. We combine proven
teaching methods with progressive activities designed
to make the most of the student’s ability. Lecture topics
familiarize students with the issues and background of the
current national policy and public forum debate resolutions.
The course concludes with a four-round practice tournament.
Students are required to participate in non-competitive
debate rounds and to attend at least one (1) local competitive
debate tournament as an observer.
Introduction to Theatre Arts (9-12)
This introductory level semester course explores all facets
of theatre arts, culminating in the creation of a production
booklet for a one-act play. The student is introduced to
the process of theatre through on-stage and backstage
components. Areas covered include theatre terminology,
organizational structure of professional theatres, and the
production process. Artistic components include directing,
acting, and stage management, with an emphasis on
development through composition, blocking, and actor
placement. Technical aspects are included as conceptual
visions and their impact on the production, and include
scenic, lighting, and costume design. Theatre history is also
covered through the use of period scripts and adaptation of
styles to class projects.
Acting Studio 1 (9-12)
The process of acting is the emphasis of this semester-long
course. Student actors are introduced to a wide array of acting
schools and approaches to a role. The history and development
of the acting craft are also included. Exercises are based
on the following techniques: Stanislavsky, Strasberg, Adler,
Meisner, and the New School. Improvisational exercises and
character analysis round out the work. The course concludes
with a presentation of monologues from different historical
periods. Prerequisite: Introduction to Theatre Arts
Acting Studio 2 (9 - 12)
This course shifts the focus from the actor as an individual
performer to that of the ensemble member in this
semester-long course. More techniques are covered in greater
depth, including the approach of Uta Hagen and Circle
Rep. Exercises include small group projects with a focus on
Guide for Academics and Student Life 49
Course Descriptions - english
connections with fellow actors, script analysis, performance
analysis, and the rehearsal process. The final project is a
presentation of a one-act play. Prerequisite: Acting Studio 1
Musical Theatre (9-12)
This semester course combines an historical study with
practical application of the skills required for this unique
genre. Areas of study include composers, early development
of the art form, the business of musical theatre, lyricists,
playwrights, and influence of musical styles and tastes. The
development of a musical theatre piece will also be analyzed,
from concept to final staging. During the study of the artistic
process students will create their own lyrics, work on vocal
technique, interpretation of text, and acting within a song.
The final presentation will include solo and ensemble work
to be performed at the end of the semester. Permission of
instructor required.
Theatre Workshop (10-12)
This advanced theatre arts semester-long course builds on
work completed in Acting Studio 1 and 2. Theatre Workshop
utilizes skills and knowledge in the areas of directing and
acting, with a focus on the rehearsal process and performance.
Works are selected from various historical periods. There are
small group projects along with a class-wide assignment. All
students keep a journal detailing their approach to the work
as well as an analysis of the script. The course concludes with
a performance at the end of the semester.
Technical Theatre (9-12)
Technical Theater students learn all aspects of stagecraft in
this year-long course. Topics may include set construction,
painting, properties, costuming, stage lighting, sound
design, and stage management. Students are required to
participate as tech crew for all Tampa Prep Arts Productions
and are assessed on daily effort, attention top detail, project
completion and production participation. May be repeated.
english
English 6
Sixth grade English lays the foundations for language arts skills
that build as students progress in the English program. The
course strives to develop an appreciation of reading, skills in
writing for a variety of purposes, and an understanding of the
structure, vocabulary, and grammar of the English language.
Students read adolescent literature appropriate in content
and level of difficulty for their age. The course literature gives
students a wider understanding of the world around them,
as well as a way to reflect on their own personal experiences
as adolescents. They begin the first level in a sequence of
vocabulary books that continues through eleventh grade.
50
Guide for Academics and Student Life
English 7
This course is guided by the following principles: writing is
a means of discovering and examining thoughts, feelings,
experiences, and ideas; reading allows us to explore our own
humanity and the depth and breadth of the human heart,
mind, and spirit; and the study of grammar, vocabulary
and style provides insight into the art and craft of written
expression. The course literature includes novels, plays, and a
variety of poems from the classic to the contemporary. Writing
instruction emphasizes writing as a process beginning with
self-expression and ending in communication with others.
English 8
Building on the foundation from the sixth and seventh grade
English courses, the eighth grade English course reinforces
and further develops students’ skills of comprehending
and interpreting literature, as well as writing to explore
their own and others’ ideas, feelings, and experiences. The
course literature ranges from Shakespeare to contemporary
works, and includes poetry, plays, and fiction. The study of
grammar, vocabulary, and style enhances students’ growing
awareness of the English language and the art and craft of
written expression.
English 9: World Literature and Composition I
Through the study of world literature, this course focuses
on the skills of literary interpretation, analytical and
creative thinking, and clear and well-organized oral and
written expression. English 9 students also study grammar,
vocabulary, and the effective use of language. Students work
through a range of written assignments, including analytical
essays and creative writing. In conjunction with their World
History 1 course, students learn the research process and
submit a culminating paper. Various genres are covered in
this course, including short stories, novels and poetry.
English 10: World Literature and Composition II
This course provides students with a broad, historical survey
of world literature ranging from authors such as Sophocles
and Cervantes to Shakespeare, Shelley and Donoghue. The
study of these authors, ancient and contemporary - and
of other thinkers and artists - serves as a springboard for
seminar-style discussions, for extensive reflective and
expository writing, and for further development of critical
and creative thinking skills. Ongoing study of vocabulary and
grammar is also emphasized.
English 11: American Literature and Composition
This course provides students with a general survey of
American literature, including works from both the classic
canon and contemporary selections. The course focuses on
students’ active reading skills by requiring seminar-style
discussions, and develops their critical and analytical writing
and thinking skills with a series of essay assignments. The
American Dream Project requires students to research a
decade in American life and write a major paper that focuses
on a specific feature within that period. Ongoing study of
vocabulary and grammar is also emphasized.
Course Descriptions - english
English 11: AP Language and Composition
This college-level course surveys American literature from
the Colonial period to the present and emphasizes the skills of
analytical reading, critical thinking, and persuasive writing.
Students’ daily responsibilities include text annotation, the
preparation of reading response journals, and participation
in seminar-style discussions of literature. Writing instruction
focuses on the process of composition and revision as a
means of thinking critically and communicating effectively.
Research skills are honed with the Synthesis Project, for
which students research a decade in American life and write
a major paper that includes their independent analysis of a
novel. Weekly vocabulary quizzes reinforce SAT preparation.
In the second semester, students’ study of rhetoric and their
practice with timed writing and multiple-choice exercises
supplement their preparation for the optional AP Language
and Composition exam. Prerequisites: English 10 and
instructor’s approval
English 12: English Literature and Composition
Literature study in this course emphasizes critical reading
to analyze, interpret and evaluate major works of British
literature from the Arthurian legend of the Medieval Period
to Shakespeare’s Renaissance. Writing assignments include
the college application essay, essays of literary analysis, and
reflective responses to literature. Students also participate
in the Three Pound Project, which allows them to choose a
topic of study and work towards mastery of their subject.
Numerous written and oral reports on the 3#P process
provide interim checks on students’ progress and culminate
in an evening exhibition of the projects.
English 12: AP English Literature and Composition
Designed to coordinate with AP Modern European History,
this college-level course emphasizes the critical reading
and analysis of some of the great works of European and
British writers. The course also emphasizes appreciating
and understanding literature as well as honing writing
skills. In addition, students complete a major writing project
each semester. During the first semester they write an
original biography, a research project that develops skills
of interviewing, organizing, synthesizing, and editing. In
the second semester, each student writes a culminating
paper, which requires analysis, in light of a unifying major
idea, of four works studied in grades 9-12. Timed writings
and multiple-choice exercises during the second semester
aid students in preparing for the required AP Literature
and Composition Examination. Prerequisite: English 11 and
instructor approval
semester english electives
The following one-semester courses are offered to students
in grades 11 and 12. Priority for all of these electives is given
to seniors - juniors may only enroll in a course if a space is
available after senior schedules have been assigned. Seniors
may elect one of these courses for their second semester, if it
is offered in their English or study hall period, to fulfill their
English 12 requirement.
African American Arts and Letters:
A Study of the Harlem Renaissance (11,12)
This one-semester course features a three-pronged approach
to the creative and cultural forces that shaped the historical
period. Much attention in the course focuses on literature
through the study of novels, short stories and poetry by
Hurston, Larsen, Hughes, Cullen, Bontemps, Wright, McKay,
and Himes. Another area of focus is art, with an exploration
of themes in the paintings of Douglas, Jones, Hayden and
Lawrence. Music rounds out the trio with a soulful focus on
some of the pioneers of the Jazz Age, such as Waller, Basie,
Ellington, and Armstrong. Students write responses to
readings, conduct art house discussions and listening parties,
and produce two major projects.
Creative Writing (11,12)
Students in this one-semester course write imaginative and
expressive pieces, including poetry, short fiction, and drama.
Students analyze models by both professional and student
writers to determine the elements of effective writing.
Frequent and varied exercises develop students’ facility
with conflict, plot, characterization, point of view, dialogue,
theme, tone, imagery, figurative language, and sound devices.
Extensive revising and guided editing of classmates’ work help
students work toward effective self-editing. Prerequisite:
English 10
English Literature:
Renaissance to Twentieth Century (11, 12)
This semester course continues the study of English
literature from the first semester of English 12 Honors, along
with the emphasis on critical reading to analyze, interpret,
and evaluate major works of English literature. The course
literature includes poetry, drama, fiction, and non-fiction by
a variety of authors - from Dickens to contemporary authors.
Writing includes essays of literary analysis and reflections on
literature, as well as creative pieces. Prerequisite: English 10
Film Writing (11,12)
This one-semester course introduces students to the art of
film writing and teaches the format, techniques and concepts
associated with it. Students will read scripts and watch
sections of films to analyze the use of dialogue, transitions
and character development. After reaching an understanding
of the basics, students will embark on writing a full-length
script, complete with treatment, proposals, character logs
and storyboards. Students will analyze and evaluate peer
scripts in association with completing their own full-length
work.
Guide for Academics and Student Life 51
Course Descriptions - foreign and classical languages
foreign and
classical languages
Students who earn lower than a B in the first semester of
language study and lower than a C in the second semester are
at risk of decreasing success if they move on to the next level.
As such, all at-risk students, but most especially those in level 1,
are strongly encouraged to follow teacher recommendations
regarding retaking the course prior to moving ahead.
Prima Lingua (6)
Prima Lingua is a course designed for students who are about
to begin their first year of foreign language study. Prima
Lingua familiarizes students with key grammatical concepts
that English shares with other languages, and introduces
grammatical elements that are not present in English but that
students will encounter when they begin foreign language
study. Prima Lingua also gives students an understanding
of linguistic terms, a strong foundation in derivatives across
many languages, an appreciation of the cultural aspect of
language, and knowledge of the historical development of
language groups, particularly French, Spanish, Latin, and
English.
French 1A (7)
This course is designed to introduce students to the
Francophone world. Students will study basic French
structures and explore cultural themes. A major emphasis
is placed on developing listening, reading, writing and
speaking skills. Students will take Le Grand Concours level 1
examination in the spring. This is not an exploratory course
but the first half of level one French. It is intended to prepare
the students for continuing on to French 1B in the eighth
grade. Students who take French 1A in the seventh grade are
expected to take French 1B in the eighth grade.
French 1B (8)
This course is a continuation of French 1A. This is not an
exploratory course but the second half of level one French.
Students will review content learned in French 1A. Advanced
grammar concepts will be presented and cultural themes
relating to the Francophone world will be explored. There
will be a continued emphasis on listening, reading, writing
and speaking skills. Students will take Le Grand Concours
level 1 examination in the spring.
French 1 (9)
An introduction to the basic skills in speaking, reading,
writing, and understanding spoken French, this course
supplements its textbook with audio and videotapes, cultural
studies, and elementary French conversations. Students
learn the present and passé composé tenses while developing
a strong vocabulary. Students take Le Grand Concours level 1
examination in the spring.
52
Guide for Academics and Student Life
French 2 (9,10)
This course continues the use of audio and videotape
supplements and cultural studies, continues to build a
strong vocabulary, and increases its emphasis on oral,
listening, reading, and written proficiency. Students learn
the imperfect and future tenses as well as the subjunctive
mood. Students take Le Grand Concours level 2 examination
in the spring.
French 3 (10,11)
This course continues the use of coordinated textbook,
workbook and audio activities that build vocabulary, culture
and grammatical knowledge of French. There is increased
emphasis on spoken French and aural French. Students view
French films and answer questions based on what they have
seen and understood. The remainder of conversational French
grammar is covered, as well as a literary tense. Students
increasingly write and speak in French and take the level 3 Le
Grand Concours examination in the spring.
French 4 (11,12)
The focus of the course will be on developing students’
capacities to use the French language in both oral and
written expression, and to appreciate Francophone culture,
its history and its influence in the world. This course is
designed to build the proficiency of intermediate to advanced
learners of French. It is a good resource for students who
have taken French for three years and would like to continue
learning the language. However, this is a course that would
also be suitable for students who have already taken the AP
French-Language course. Students will take the level 4 Grand
Concours examination in the spring. Prerequisite: French 3
AP French-Language (11,12)
A total immersion course, AP French draws on French film,
literature, newspapers and magazines to refine students’
skills in speaking, listening, reading, and writing in French.
This course prepares students to take the AP French exam.
Students take the level 4 Grand Concours examination in the
spring. Prerequisite: Instructor’s permission
Les Études Francophones (10-12)
This semester, French immersion course will provide students
the opportunity to explore and research French-speaking
countries. Students will study the history of Francophone
countries in order to understand current event topics that
relate to these countries. Students will participate in and
lead group discussions, present research topics that apply to
current trends and issues in the French-speaking world, and
explore the cultural importance of French in a global society.
Prerequisite: AP French Language and Culture
Advanced French Conversation Through Film (10-12)
This French language immersion semester course will be
organized around common themes of interest to adolescents
Course Descriptions - foreign and classical languages
and focuses on developing listening and speaking skills in
French. Well-known Francophone films are presented for
vocabulary development, conversational activities, and class
discussions. Students will also develop critical viewing skills
in order to appreciate the Francophone culture and customs.
Assessment will focus on students’ listening and speaking
skills in French. Students will continue to review the main
structures of French through writing and reading activities.
Prerequisite: AP French Language and Culture
Latin 1A (7)
This course introduces the student to Latin and to Roman
culture and customs, providing some of the fundamentals
of grammar and forms while enabling the student to read
simple stories based on the life of the Roman poet, Horace.
The approach is inductive, plunging the student immediately
into the reading of Latin paragraphs and then gradually
explaining the grammar and syntax. Creative projects
help students immerse themselves in Roman culture, and
students participate in the regional Latin Forum, which
consists of written, oral, artistic, and athletic contests.
Latin 1B (8)
This course completes the foundation in Latin. Students
read increasingly longer and more difficult passages that
introduce new grammar and syntax. The study of Roman
culture, history, customs, mythology and literature is
expanded through the stories that are centered on the life of
the Roman poet Horace and the times in which he lived and
wrote. Creative projects help students immerse themselves
in Roman culture. Students also participate in the regional
Latin Forum, which consists of written, oral, artistic and
athletic contests.
Latin 1 (9)
This course focuses on the elements of Latin language:
vocabulary, forms, and syntax. Through a variety of student
activities and frequent quizzes, the course places particular
emphasis on sentence structure and the relationship
between English and Latin, both in syntax and vocabulary.
Latin 2 (9,10)
After intensive review, Latin 2 builds on Latin 1’s fundamentals
by adding more advanced grammar and composition. The
goals of the course are to master the essential components
of the literary language, to expand the understanding of
English, and to advance the student’s ability to translate. By
the end of the course, students read extended passages in
Latin, especially from Caesar’s Gallic War.
Latin 3 (10,11)
Latin 3 focuses on extensive translation and comprehension
using a variety of techniques. Grammar is reviewed both
through formal exercises and in context. By concentrating
on Pliny’s Letters, students begin to consider the society of
the Romans and many surprisingly modern concerns. When
study of Ovid’s Metamorphoses begins in the last quarter,
the techniques of Roman poetry are introduced, preparing
students for the Advanced Placement level.
AP Latin-Vergil (11,12)
This reading course in Vergil’s Aeneid prepares students
for the Advanced Placement Exam on Vergil. This is a very
rigorous curriculum and demands considerable effort from
the student. The literature studied, however, is one of the
masterpieces of Western Civilization.
Spanish 1A (7)
This course is designed to introduce students to the Hispanic
world. Students will study basic Spanish structures and
explore cultural themes. A major emphasis is placed on
developing listening, reading, writing and speaking skills.
This is not an exploratory course but the first half of level one
Spanish. It is intended to prepare the students for continuing
on to Spanish 1B in the eighth grade. Students who take
Spanish 1A in the seventh grade are expected to take Spanish
1B in the eighth grade.
Spanish 1B (8)
This course is a continuation of Spanish 1A. This is not an
exploratory course but the second half of level one Spanish.
Students will review content learned in Spanish 1A. Advanced
grammar concepts will be presented and cultural themes
relating to the Hispanic world will be explored. There will
be a continued emphasis on listening, reading, writing and
speaking skills.
Spanish 1 (9)
This course, focusing on developing the basic skills of
listening, reading, speaking, and writing, integrates study
of grammar and vocabulary with aspects of the Hispanic
culture. Students write compositions and present dialogues
that apply the grammar and vocabulary studied in each
lesson.
Spanish 2 (9,10)
In Spanish 2 there is daily integration of the four linguistic
skills of reading, writing, speaking, and listening, with an
increased focus on grammar and practical, high frequency
vocabulary. There is also integration of the culture of the
daily lives of Spanish speakers and coverage of the entire
Spanish-speaking world. Students are presented with ample
guided, focused opportunities to interact in Spanish with
classmates and the instructor, with the goal of establishing a
solid base for clear self-expression.
Spanish 3 (10,11)
Conducted almost entirely in Spanish, Spanish 3 offers
continued opportunities to increase proficiency in speaking,
listening, reading, and writing. Grammar and vocabulary are
Guide for Academics and Student Life 53
Course Descriptions - foreign and classical languages
advanced and reinforced through in-class discussions about
topics such as health and fitness, ecology, the economy,
technology, religion, politics, and art. Cultural competence
is achieved through cultural and literary readings, audio and
video recordings and guest speakers.
Advanced Spanish 3 (10,11)
Advanced Spanish 3 is designed for students who have a
strong desire to continue their Spanish studies beyond level
3. This course will focus on the integration of more advanced
features of grammar and vocabulary use. It will also afford
students the opportunity to reach high proficiency levels in
all four skills of the language: speaking, reading, writing, and
listening. Students will be exposed to authentic language
media and will practice activities that will prepare them
for advanced studies in Spanish. By the end of the year,
students will feel comfortable analyzing authentic sources
and expressing opinions about current events. They will feel
confident manipulating the preterit and imperfect tenses as
well as the subjunctive mood. The course will be conducted
entirely in Spanish; students will be expected to use only
Spanish in class. Prerequisites: B+ or higher in Spanish 2 and
a recommendation from a current Spanish 2 teacher
Spanish 4 (11,12)
This course is designed to provide students with the
opportunity to become proficient in Spanish. The course is
conducted entirely in Spanish and students are expected
to only use Spanish in class. Daily participation is a major
component of the class. Students will enhance reading,
writing, listening, and speaking skills in order to prepare
them to move on to AP Spanish Language if they wish or to
study Spanish at the college level. Prerequisite: B+ or higher
in Spanish 3, B or higher in Adv. Spanish 3 & instructor’s
permission
Spanish 4 Pre-AP (10-12)
Spanish 4 Pre-AP is a course for students who are planning on
taking AP Spanish but want or need another year to hone their
speaking, listening, reading and writing skills. The course
will be conducted entirely in Spanish with an introduction
to the types of skills required to be successful in AP Spanish.
Prerequisite: Spanish 3 or Adv. Spanish 3
AP Spanish Language (10-12)
Conducted entirely in Spanish, this course offers students
the opportunity to hone their Spanish language skills at a
sophisticated level and to prepare for the Spanish Language
Advanced Placement Examination. Emphasizing excellence
in listening, speaking, writing, and reading comprehension,
the course begins with a review of grammar, especially that
not addressed in detail at lower levels, and integrates all four
skills on a weekly basis. Prerequisite: B+ or higher in Spanish
4 (A in Spanish 3 if taken as a junior); instructor’s permission
54
Guide for Academics and Student Life
AP Spanish Literature (10-12)
In the AP Spanish Literature classroom, students will read
from a broad spectrum of works written in various times
and places and representing different literary genres. By the
time that students are ready to take the AP Exam, they will
have acquired an in-depth familiarity with all of the works
on the list, and they will also have command of a variety of
skills. Students will be expected to write analytical essays
which may involve analyzing how a given theme or topic is
treated in one work, or comparing such a treatment in two
works from the list. Other sections of the exam will require
students to be able to identify literary techniques and to make
inferences about different passages presented. Because the
study of literature at the college level implies going beyond
the literal meaning of literary works, they will learn to make
appropriate inferences while analyzing the works. Although
being able to discuss the works on the list is one of the course
objectives, another goal of the AP Spanish Literature course,
as with introductory-level literature classes in colleges and
universities, is to prepare students to approach works of
literature in the future, in subsequent courses and on their
own. Prerequisites: B+ or higher in AP Spanish Language or
teacher’s approval
Spanish 5 (11,12)
Conducted completely in Spanish, the goal of this course
is to synthesize and apply in speaking and writing the
elements of the Spanish language studied and learned in
Spanish 4 or AP Spanish. Students will continue developing
vocabulary and conversational skills using current events,
watching video segments, and cultural issues as the basis for
discussions. Moreover, students will increase their cultural
understanding of Spanish-speaking people by using practical
communication with native speakers using tape recorders
to document interactions and interviews with Spanish
speaking people in the community. Students will also be
exposed to Latin American literature and will develop formal
and analytical writing skills. Prerequisite: Spanish 4
Estudios Latinoamericanos (11,12)
This one-semester Spanish immersion course will provide
an overview of Latin America, including its history from
the pre-Colombian era to the present. Latin America’s past
and present can be understood as a series of struggles or
“culture wars” along a set of fault lines that center around
the concepts of race, class, culture, development, and social
justice. Course objectives include an understanding of the
causes behind these struggles and how they have shaped
modern Latin America. By studying Latin America’s history,
students will frequently draw parallels to the present in
order to understand how a particular issue continues to find
relevance in contemporary times. This course will be taught
in English for one semester, and in Spanish (as Estudios
Latinoamericanos) for one semester.
Prerequisite for Estudios Latinoamericanos: Advanced
Spanish 3, Spanish 4 or AP Spanish and instructor’s approval
Course Descriptions - history and the social sciences
history and the social sciences
Geography and Civilization (6)
The course strives to integrate the study of geography with
the study of history. Students begin to develop a global
perspective and an understanding of the fundamental
themes and skills important to the study of North and South
American geography. Students ask questions, research,
analyze, test hypotheses, and present information, all the while
organizing their knowledge of the land and its inhabitants,
the seas, and the skies. The geographic component of the
course focuses on the following question: How does the work
of a geographer and the development of a global perspective
relate to an understanding of the world and the important
issues that will confront the student throughout his or her life?
While studying the geography of North and South America,
students focus on four Native American peoples whose
indigenous cultures have made outstanding contributions in
the field of architecture, art, literature, and history. Through
study of the Classic Maya, Aztec, and Inca civilizations and
the modern-day Inuit culture, students will encounter rich,
wide-ranging ideas about the human condition before the
arrival of Columbus and will be challenged to think about
their own beliefs in relationship to Native American peoples.
World Geography (7)
This one-semester course strives to develop a global
perspective and an understanding of the fundamental
themes and skills important to the study of European, Asian,
and African Geography. The course focuses on the following
questions: Where is it? What is it like? What is the relationship
between people and their environment? How and why do
people, ideas and goods move from place to place? In what
ways do areas of the world share similar characteristics?
World History 1 (9)
World History 1 explores the origins of our world’s humans
and traces the development of societies to 1800 C.E. Through
reading, research, discussion, thesis-driven persuasive prose,
and projects, students discern the unique and common
aspects of a variety of societies by scrutinizing their history,
geography, religions, economy, government, social structure
and arts. An examination of these “ancient” cultures serves as
a foundation for both World History 2 and an understanding
of contemporary issues. Ninth grade English and History
integrate topics and skills in a number of ways designed to
enrich the freshman learning experience.
World History 2 (10)
This course explores the great ideas, events, art, and
movements of the world from 1500 to modern times.
Through this study, students have the opportunity to think
deeply about such ideas as identity, government, religion, art,
culture, and ethics. This course emphasizes the historian’s
most important tools: inquiry, research, analysis, synthesis,
and persuasive prose. Other skills fostered within the course
include reflective writing, constructive critiquing, effective
dialogue, map skills, and oral communication. This course is
partly designed as a complement to the sophomore English
course.
Civics (7)
7th grade Civics is a one semester course taught during the
spring semester. Students study and analyze the structure
and workings of the local, state, and national government.
Additionally, students comprehend what it means to be an
active citizen in the United States through individual and
group projects, class assignments, experiential education
opportunities, and group discussion.
AP World History (10)
This year-long course will examine major transitions over
time and their impact on a variety of regions throughout the
world. The course is shaped by the six themes of world history
and the ‘habits of mind’ as outlined by the College Board.
Using a periodization approach to analyzing events and
interactions from the foundations of history to the present,
the course is designed to challenge students to develop
independent ideas using Harkness methodology. A strong
emphasis is placed on the improvement of analytical abilities
and critical thinking skills in order to understand historical
and geographical context, make comparisons across cultures,
use documents and other primary sources, and recognize and
discuss different interpretations and historical frameworks.
The course necessitates a significant reading and writing
load equivalent to a full-year introductory college course.
Prerequisites: World History I and instructor’s approval.
American History Survey (8)
This course explores several periods of the American
experience from historical and cultural perspectives. These
periods include Colonial America, the Revolution, the growth
of Nationalism, the Civil War/Reconstruction, and selected
events of the twentieth century. Basic note taking and writing
techniques, class discussion, and map skills form a regular part
of the course throughout the year. Students become familiar
with the states and their capitals, major cities and waterways,
and other geographical features of the United States. Group
projects assist in developing an appreciation of American
culture, government, and the free-enterprise system.
United States History (11)
11th Grade United States History examines the main currents
of American political, social, cultural, and economic life in
the context of the country’s historical evolution, starting
with the first colonies to its Progressive era, emergence as a
world power, and recent role in the Middle East. The course,
while allowing the students to concentrate on United States
History in the twentieth and early twenty-first centuries, also
complements the students’ study in American Literature.
United States History focuses not only on the historical
events of the text, but also on their relevance to current
issues. Students must fulfill several requirements, including
Guide for Academics and Student Life 55
Course Descriptions - history and the social sciences
daily reading assignments, frequent essays, and occasional
projects.
AP United States History (11)
This college-level course is designed to prepare students
both for the Advanced Placement United States History
examination and for some of the skills and knowledge they
will need in other academic classes and life experiences. The
intensive curriculum surveys the history of the United States
from before the arrival of Europeans to the early twenty-first
century. A discussion format used in class is fueled by
students’ responses to assigned readings and daily primary
sources. A strong emphasis is placed on the instruction,
training, and practice in the composition of college-level
essays. Writing objectives include the formulation and
development of thesis statements in response to questions
based upon the analysis, understanding, interpretation,
and reconciliation of historical documents. Political, social,
economic, literary, and artistic aspects of American history
are integrated to the greatest extent possible throughout the
course. Prerequisites: World History 2 or AP World History,
and instructor’s approval
AP American Government (11,12)
This course will give students, in line with the AP specifications,
an “analytical perspective on government and politics in the
United States. It includes both the studies of general concepts
used to interpret United States politics and the analysis of
specific examples. The course requires familiarity with the
various institutions, groups, beliefs and ideas that constitute
United States politics. The following themes are examined:
Constitutional Underpinnings of United States Government;
Political Beliefs and Behaviors; Political Parties, Interest Groups
and Mass Media; Institutions of National Government; Public
Policy; Civil Rights and Civil Liberties. Skills expected of the
students are: knowledge of facts, concepts, and theories;
understanding of typical patterns of political processes and
behavior and their consequences; analysis and interpretation
of data and relationships in government and politics; written
analysis and interpretation of the subject matter; careful
attention to the specific free-response question posed; and
ability to stay on task.” Prerequisite: Instructor’s approval
AP Art History (11,12)
Through slide lectures, class discussions, and library resources,
this year-long course focuses on major developments in visual
thought and expression. The course strives to develop an
understanding of history through art and art through history
and to analyze the form and nature of art works. Students
write numerous short essays in this class. Prerequisite: World
History 2 or AP World History, and instructor’s approval
AP European History (12)
This intensive, college-level course is intended to provide
preparation for the AP European History exam. Students read
and write extensively and are responsible for comprehending,
56
Guide for Academics and Student Life
analyzing, and discussing the major political, economic,
social, and religious events of the entire European continent
from the formative era of the Renaissance to contemporary
Europe. Excerpt reviews and Document Based Questions
provide additional writing practice. Prerequisite: World
History 2 or AP World History, United States History and
instructor’s approval
AP Economics (12)
This course focuses on the factors at work in the marketplace,
affecting both consumer and producer behavior.
Microeconomics will emphasize the concepts of demand
and supply, elasticity, production theory, cost theory, market
structures, market failure, factor markets and the application
of theory to contemporary issues. Additionally, the student
is introduced to the workings of the aggregate economy. In
analyzing the “health” of the economy, students will explore
the importance of certain measures including inflation,
unemployment, Gross Domestic Product, and economic growth.
This course will also examine the impact of international trade
given the current global market. It is an upper level course and
recommended for seniors only.
history electives
African American Arts and Letters:
A Study of the Harlem Renaissance (10-12)
This one-semester course features a three-pronged approach
to the creative and cultural forces that shaped the historical
period. Much attention in the course focuses on literature
through study of novels, short stories and poetry by Hurston,
Larsen, Hughes, Cullen, Bontemps, Wright, McKay, and Himes.
Another area of focus is art, with an exploration of themes in
the paintings of Douglas, Jones, and Johnson. Music rounds
out the trio with a soulful focus on some of the pioneers of
the Jazz Age, such as Waller, Basie, and Ellington. Students
write responses to readings, conduct art house discussions
and listening parties, and produce two major projects.
African American History (11,12)
This semester course is a study of the origins of African
Americans. This culturally profound journey begins with a
focus on the African continent. Students will learn about
West Africa, the slave trade, and the explorers of the Atlantic.
Students will study the Middle Passage and the effect of the
West Indes on the development of American slavery. On the
North American continent, the course focuses on the early
inconsistencies of slavery and freedom, tracing the evolution
and emergence of the unique, enigmatic culture of African
Americans from Jamestown to the Civil War. Students will
write, examine current events, and create a final technology
project as a culminating assessment.
Beginning Debate (9-11)
This one-semester course is designed to introduce students
to competitive speaking, analytic thinking, basics of
Course Descriptions - history and the social sciences
argumentation, and research. Instruction is designed to
prepare students for competition, but also to provide them
with academic skills that will serve them well in high school
and college. We combine proven teaching methods with
progressive activities designed to make the most of the
student’s ability. Lecture topics familiarize students with
the issues and background of the current national policy and
public forum debate resolutions. The course concludes with
a four-round practice tournament. Students are required to
participate in non-competitive debate rounds and to attend
at least one (1) local competitive debate tournament as an
observer.
groups to address those problems. Issues include population
and demographics, natural resources and the environment,
the globalization of the economy, terrorism and threats to
security, development and technology, global security, ethics,
human rights, and the role of the United States and other
regional powers in world affairs. Students will research topics
in current periodicals and other source materials, deliver oral
reports on assigned topics, and write comprehensive reports
that examine the roots and ramifications of these issues.
The course will be conducted as a Harkness Seminar. It is an
upper level course and recommended for juniors and seniors
only.
Research and Rhetoric (9-12)
This one-semester course is designed to assist students in
the further development of competitive speech, research
and argumentation skills. The course requires students to
apply progressively more powerful reasoning and research
techniques while further developing a variety of speech
styles. Lecture and research topics focus on the issues and
background of the current national high school policy and
public forum debate resolutions. Students will use these
issues to learn about philosophy, the workings of public
policy making, and to develop a sense of advocacy. This
course requires additional extracurricular time, including
attendance at regularly scheduled after school or lunch
meetings, participation in practice rounds, and participation
in at least two (2) competitive debate tournaments.
Prerequisite: Satisfactory completion of Middle School
Communication and Debate and/or Beginning Debate.
Cultural Anthropology (11,12)
This semester course introduces students to a selection
of world cultures and examines some of the various
and integrated ways in which humans respond to their
environment. Through essays, reflective writing, tests,
projects, field trips, and guest lecturers, students are
encouraged to seek a deeper awareness of others in order to
better understand themselves and the cultures in which they
reside. Cultural Anthropology is recommended for juniors
and seniors only.
Advanced Research and Rhetoric (10-12)
This one-semester course is designed to assist students in
the further development of competitive speech, advanced
research and argumentation skills. The course requires
students to apply progressively more powerful reasoning
and research techniques while perfecting a variety of speech
styles. Lecture and research topics focus on the issues and
background of the current national high school policy and
public forum debate resolutions. Students will use these
issues to learn about philosophy, the workings of public
policy making, and to develop a sense of advocacy. This
course requires additional extracurricular time, including
attendance at regularly scheduled after school or lunch
meetings, participation in practice rounds, and participation
in at least four (4) competitive debate tournaments. They
must also complete team research assignments, adequately
prepare for their events, and critique other speakers.
Prerequisite: Accumulation of a minimum of 100 National
Forensic League points and instructor’s approval.
Contemporary World Affairs (11,12)
This one-semester course introduces students to
contemporary issues in global affairs. The course examines
problems facing the global community, as well as the
prospects for governments, individuals, and international
Economics (12)
This year-long course explores a wide range of general topics
including the stock market, supply and demand, fiscal policy
and inflation. Microeconomic concepts are studied during the
second semester, when students create and run competing
cookie companies. To understand the financial aspects of a
company, students explore the computer simulation game,
CapSim, used in many colleges. This involves understanding
how marketing, production, research and development, and
finance all integrate to form a business. Using this knowledge,
students work on business plans and present their findings
to a panel of professionals. This is an upper level course for
seniors only.
Ethics and Leadership (10-12)
This one-semester course is designed to give students
a language for talking about ethics and an opportunity
to discuss ethical issues. Students will be given practical
experience in negotiating a set of values and will acquire
practical tools to use in decision-making and dealing with
difficult dilemmas. Students will analyze and discuss the
changing role of ethics in a technologically driven world,
the concept of right-versus-right ethical dilemmas, as
well as the impact of moral courage on decision making.
Assessments will include readings, quizzes, class discussion
and participation.
Latin American Studies/Estudios Latinoamericanos (11,12)
This one-semester course will provide an overview of Latin
America, including its history from the pre-Colombian era
to the present. Latin America’s past and present can be
understood as a series of struggles or “culture wars” along a
set of fault lines that center around the concepts of race, class,
Guide for Academics and Student Life 57
Course Descriptions - mathematics
culture, development, and social justice. Course objectives
include an understanding of the causes behind these
struggles and how they have shaped modern Latin America.
By studying Latin America’s history, students will frequently
draw parallels to the present in order to understand how a
particular issue continues to find relevance in contemporary
times. This course will be taught in English for one semester,
and in Spanish (as Estudios Latinoamericanos) for one
semester.
Prerequisite for Estudios Latinoamericanos: Advanced
Spanish 3, Spanish 4 or AP Spanish and instructor’s approval
Francophone Studies (10-12)
This semester course will provide students the opportunity
to explore and research French-speaking countries. Students
will study the history of Francophone countries in order
to understand current event topics that relate to these
countries. Students will participate in and lead group
discussions, present research topics that apply to current
trends and issues in the French-speaking world, and explore
the cultural importance of French in a global society.
This course affords students a half-credit in history.
Psychology (11,12)
Students in this semester course will be presented with
an introduction to psychology. The course is designed to
explore the systematic and scientific study of the behavior
and mental processes of human beings and other animals.
Students are exposed to the psychological facts, principles,
and phenomena associated with each of the major sub fields
within psychology. The course will also address the ethics
and methods psychologists use in their science and practice.
Class will consist of lectures, discussion, readings, videos,
guest speakers, writing, and research and group projects.
Critical thinking skills are enhanced as students analyze
personal and social implications of psychological findings.
United States Politics: Presidential Elections (11,12)
Offered every four years
This one-semester course will consider various aspects of the
American electoral system with emphasis on the candidates
and issues of the United States presidential elections. In
addition, students will learn about American government
and political culture more broadly. Political institutions and
the election process will be studied from a political science
perspective. This course will be conducted as a Harkness
Seminar and students will be expected to produce several
short position papers on the dominant issues as well as one
final research paper (in lieu of an exam) that analyzes the
outcomes of the election. It is an upper level course and
recommended for juniors and seniors only. Prerequisite:
World History 2 or AP World History
World Religions (11,12)
This semester course is designed to give students an
understanding of the history, doctrines, meanings, rituals
and possible future developments of the world’s major
58
Guide for Academics and Student Life
religions. Daily discussions and reflective writings are
supplemented with guest lecturers, oral presentations, and
field trips to local religious centers. It is an upper level course
and recommended for juniors and seniors only.
World War II (11,12)
World War II is a semester elective course designed for juniors
and seniors. The class begins with a brief overview of World
War II. For the remainder of the semester, the course will
explore the military campaigns, the Home Front, the costs psychologically, socially, and economically - of World War II,
and the ultimate significance of World War II. The course
will be conducted as a Harkness Seminar and will focus on
student interests in the war. Assessments will be based upon
informed class discussion, a daily journal, and both individual
and group projects.
mathematics
Criteria to Advance to Pre-Algebra 1 in the 6th Grade
A student who would like to be considered for advancement
must: achieve an ERB Percentile of 90% in Quantitative
Reasoning and Mathematics 1 & 2 using the Independent
Norms; maintain a mathematics average of A+ during the
current year; receive the recommendation of all current
teachers; maintain exemplary grades in all classes; complete
the Pre-Algebra Placement Test with a score no lower than a
B+; meet with a Middle School member of the Mathematics
Department to discuss long range goals in mathematics; and
gain approval of Middle School Director and Mathematics
Department Chair.
Criteria to Advance to Algebra 1 in the 7th Grade
A student who would like to be considered for advancement must:
achieve an ERB Percentile of 90% in Quantitative Reasoning and
Mathematics 1 & 2 using the Independent Norms; maintain a
mathematics average of A+ during the current year; receive the
recommendation of all current teachers; maintain exemplary
grades in all classes; complete the Algebra Placement Test with
a score no lower than a B+; meet with a Middle School member
of the Mathematics Department to discuss long range goals in
mathematics; and gain approval of Middle School Director and
Mathematics Department Chair.
Doubled Mathematics Courses
Students with an A- average in Algebra 1 may enroll in Geometry
and Algebra 2 concurrently if they receive the approval of the
Algebra 1 instructor and the Mathematics Department Chair.
If either course’s average drops below a B by the end if the
semester, the student must withdraw from Algebra 2.
Upon completion of Geometry, other mathematics courses may
be taken concurrently (for instance, Algebra 2 and Probability;
PreCalculus and Probability; Calculus and AP Statistics).
Approval of the instructor and Mathematics Department
Course Descriptions - mathematics
Chair are required.
Additional Mathematics Requirements
All Middle School students must have a B average for the
second semester in Algebra 1 in order to advance to Geometry.
In addition, any Algebra 1 student who intends to accelerate his/
her mathematics during the summer must have a B average
for the second semester.
Mathematics (6)
Designed as a preparation for a transitional Pre-Algebra
course, 6th grade mathematics focuses on mastery of
computation skills and the four basic operations. This course
of continuous review includes fractions, decimals, integers,
percents, and ratios. Concepts, procedures, and vocabulary
that students will need in order to succeed in Upper
School mathematics courses are introduced and developed
incrementally. Additionally, fundamental geometry, data
analysis, and probability are included in this course.
Pre-Algebra (7)
This course lays the foundation for the studies of algebra,
geometry, and statistics. Students are provided continual
opportunities to review operations with Rational Numbers.
Using these skills, students then learn to solve and graph linear
equations and inequalities, write and solve word problems,
and calculate slope. Additional topics include number
theory, probability, geometry concepts and calculations, and
statistics.
Algebra Concepts (Introduction to Algebra) (8)
This course is designed for students who have experienced
some difficulty in Pre-Algebra, yet still introduces most
concepts taught in the Algebra 1 course. This course allows for
more flexible pacing and individualized instruction. Topics
to be covered include: integer operations, solving of linear
equations, proportions, graphing linear equations, slope of a
line, powers and exponents, polynomials, exponents, systems
of equations, some factoring, and some quadratic equations.
Students who successfully complete this class will not receive
high school credit for Algebra 1, however they will have all of
the tools necessary to excel in Algebra 1 as a freshman.
Algebra 1 (8,9)
Algebra 1 provides the foundation for more advanced
mathematics courses and this course will feature
integrating the use of the graphing calculator to develop
an understanding of the concepts behind mathematics
and to prepare students for the highly graphical nature of
higher-level mathematical analyses. Topics studied include
exponents, order of operations, data analysis (including
linear regression), solving linear equations, graphing with
two variables, graphing inequalities, exponential growth,
quadratic equations, factoring polynomials, and operations
with radicals. Prerequisite: Pre-Algebra
Geometry (9,10)
This course, focused on the study of visual patterns, is
designed to enable students to apply those patterns to
real world situations. The approach to this class uses both
exploratory and cooperative learning techniques. Activities
and projects in each of the textbook’s chapters provide
engaging ways for the students to work individually or in
groups to explore and extend their knowledge. Students
learn to read and understand mathematics on their own
and to express this understanding both orally and in writing.
Topics studied include point, line and plane; angles and lines;
reflections; polygons; transformations and congruence;
triangle congruence; measurements; three-dimensional
figures; surface area and volume; similarity; and circles. This
course has a lab fee. Prerequisite: Algebra 1. With permission,
may be taken concurrently with Algebra 2 (see Opportunities
for Accelerated Study, Doubled Mathematics Courses in the
Academic Information and Policies section).
Algebra 2 CP (11,12)
This is an Algebra 2 course designed for the junior or senior
student with a history of mathematical struggles. During the
year we will cover most of the traditional topics in Algebra 2 in
such a way as to enable these students to fulfill their Algebra
2 graduation requirement and send them to college with
a solid background. A student must be recommended for
this course, gain approval of the instructor, and have passed
Algebra 1 and Geometry. Successful completion of this course
does not fulfill the Algebra 2 requirement for Precalculus.
Prerequisites: Algebra 1, Geometry and instructor’s approval
Algebra 2
This course continues to develop the student’s understanding
of Algebra. Through integral use of the graphing calculator,
students study functions and graphs in depth while still
focusing on the traditional study of number systems,
including complex numbers, inequalities and equations
of the first and second degree, exponents, polynomial
and rational expressions, radicals, logarithms, and conic
sections. Throughout their study, the students focus on
understanding through application. Prerequisites: Algebra 1
and Geometry. With permission, may be taken concurrently
with Geometry (see Opportunities for Accelerated Study,
Doubled Mathematics Courses in the Academic Information
and Policies section).
Analysis of Functions
This course explores both advanced algebra topics and
trigonometry. Students study advanced algebra concepts
such as sequences and series; introductory probability
and statistics; linear, non-linear, polynomial, and rational
functions. Trigonometric topics include: functions, graphs,
identities, and equations. Pre-Requisite: Algebra 2 or Algebra
2 CP.
Guide for Academics and Student Life 59
Course Descriptions - physical education
Statistics and Probability
This year-long course focuses on the underlying concepts of
statistics and statistical analysis. Students take an in-depth
look at issues involved in gathering data from surveys to
experiments, including data ethics. Other topics include
exploring gathered data, and an introduction to statistical
inference. The probability portion of the course is centered
on understanding the theory that connects data-gathering
and statistical inference. Course concepts will be applied in a
culminating project. Pre-Requisite: Algebra 2 or Algebra 2 CP.
Precalculus
First semester is devoted to the study of trigonometry. During
the second semester, topics include polar coordinates, linear
relations and functions; graphing polynomials; exponential
and logarithmic functions; and rational functions. The
graphing calculator is used as a teaching tool to enhance
the student’s understanding of mathematical concepts.
Prerequisites: Algebra 2 and Geometry
Calculus
In this introductory course, differential and integral calculus
are explored through the interpretation of graphs as well as
analytic methods. By integrating technology, students are
expected to investigate and solve problems using algebraic,
numerical, graphical, verbal and written methods. The
course is rich not only in theoretical problems, but also in
life applications including physics, economics, engineering,
finance, and the social sciences. This course covers the
traditional curriculum of college level Calculus 1. Prerequisite:
Precalculus
Prerequisites: Precalculus or Statistics and the instructor’s
approval
AP Calculus-BC
Designed to follow AP Calculus-AB, the course includes the
study of vector and polar topics, more advanced techniques
of integration, arc length, surfaces of revolution, work,
improper integrals, and sequences and series. This course
prepares students for the BC level of the Advanced Placement
Examination. Prerequisites: Satisfactory completion of the AP
Calculus-AB course and instructor’s approval
Advanced Calculus and Linear Algebra
This course is for outstanding mathematics students. The
content varies slightly from year to year, depending on the
interests of the students, but always includes work on ordinary
differential equations, multivariable calculus, vector calculus,
vector spaces, linear transformations, matrices, eigenvalues,
and eigenvectors. Prerequisites: Satisfactory completion of
the AP Calculus BC course and instructor’s approval
Advanced Physics with Calculus
This is a college-level course in the application of Calculus
to Physics. Topics from the mechanics portion of the course
include: Newtonian mechanics, energy and power, systems of
particles, rotational dynamics, gravitation and waves. Topics
from the electricity and magnetism portion of the course
include: electrostatics, electric circuits, magnetic fields and
electromagnetics. This course prepares students for both
portions of the AP Physics C exam. Prerequisites: Physics and
Calculus courses meeting the instructor’s approval
AP Calculus-AB
Approaching calculus from a theoretical and a graphical
perspective, this college-level course utilizes the graphing
calculator to solve problems, and to analyze real-life data.
Topics studied include finding regression curves, properties
of functions and graphs, limits (from an intuitive approach)
and continuity, the derivative and its applications, and the
integral and its applications. This course prepares students
for the AB level of the Advanced Placement Examination.
Prerequisites: B or better in Precalculus, consideration of
PSAT scores, and instructor’s approval
AP Computer Science A (10-12)
This course teaches students the fundamentals of
object-oriented programming. Work includes programming
in the Java language. Students will learn to extend and
develop Java classes and data structures. Students will also
learn the basic flow control structures common to imperative
languages. No prior programming experience is required.
Students take the AP Computer Science A exam in the spring.
Prerequisite: Algebra 2
AP Statistics
The AP Statistics course is a secondary school equivalent to
a one-semester, introductory, non-calculus based, college
course in statistics. This year-long course introduces students
to the major concepts and tools for collecting, analyzing and
drawing conclusions from data. Exploring data, planning
a study, anticipating patterns and statistical inference are
the four major topics that are studied. Emphasis is placed
on the communication of ideas based on statistical analysis.
physical education
60
Guide for Academics and Student Life
Physical Education (6)
Required of all 6th graders, this year-long class strives to
expose the student to a wide variety of team sports and
games while emphasizing the development of basic motor
skills, sportsmanship, and self esteem. Sports taught include
volleyball, touch football, basketball, soccer, speedball, tennis,
badminton, softball, floor hockey, swimming, lacrosse, and
general conditioning.
Course Descriptions - science
Physical Education (7,8)
Required of all 7th and 8th graders, this year-long class offers
a menu of seasonal sports to choose from. 7th and 8th grade
students are required to play at least one sport per year.
Regular PE class or alternative is taken during any of the three
seasons they do not play a sport. Each season is graded Pass/
Fail.
The following sports are offered in Middle School League
competition:
FALL
boys
Bowling
Cross Country
Soccer
Swim/Diving
girls
Bowling
Cross Country
Swim/Diving
Volleyball
WINTER
Basketball
Basketball
Cross Country Cross Country
Wrestling
Soccer
SPRING
Baseball
Softball
Tennis
Tennis
Middle School students may try out for these Varsity sports
not offered in their Middle School program:
FALL
boys
Cross Country
Golf
Swim/Diving
girls
Cross Country
Golf
Swim/Diving
SPRING
Track & Field
Track & Field
Physical Education/Personal Fitness & Health (9)
This required course aims to encourage our students to pursue
a healthy, physically active lifestyle. Traditional team sports
and lifetime sports including badminton, team handball, floor
hockey, indoor soccer and water polo make up the physical
education component. The personal fitness/health semester
will include reading assignments and quizzes, cardiovascular,
strength and flexibility training as well as studies in all
areas of health and nutrition. Guest speakers from Tampa
General-More Health will cover topics in HIV/Aids, hepatitis,
eating disorders, trauma and decision-making skills.
Athletic Conditioning (10-12)
This course offers students a guided weight training program
for the casual to the serious. Participants learn a wide variety
of appropriate weight training techniques and study basic
nutrition, anatomy, and exercise physiology. Participating in
a regular program of health enhancing exercise, the students
learn the benefits of exercise first hand. Students are assessed
through quizzes, participation and improvement. Athletic
Conditioning is taught as a semester course but is open to
students as a full-year course.
Introduction to Sports Medicine
and Athletic Training (10-12)
This one-semester course will provide students with an
introduction to the care and prevention of athletic injuries
and to the duties of an athletic trainer. The course will
emphasize anatomy as it relates to physical activity and
sports, and will require some out-of-class assistance to the
athletic trainer at home sports events. Students will be able
to demonstrate knowledge of injury prevention, assessment
and rehabilitation techniques. Some knowledge of anatomy is
preferred but is not required. This course will earn students a
1/2 credit applicable toward satisfying the Physical Education
graduation requirement.
Fitness for Life (10-12)
Fitness for Life is a semester-long course that teaches students
how to maximize their health through fitness games and
healthy life strategies. Half of each week will be dedicated
to learning how to design workout programs, arrange weekly
workouts, and improve a student’s fitness for the rest of
his/her life. The other half of each week will concentrate on
basic and advanced life strategies to avoid common pitfalls
and to work toward the student’s own personal goals. The
overall goal of this class is to promote lifestyle education
while having fun with a variety of aerobic and non-aerobic
activities. We will use many resources, including those of
Tampa Preparatory School, Bayshore Boulevard, and health
food stores.
science
Middle School Overview
The science curriculum in the sixth, seventh, and eighth grades
is a three-year, integrated, activity-oriented approach to the
world of science. The integration of literature, geography, and
history provide a deeper understanding of science’s relationship
to other disciplines. Field trips to such places as Cape Canaveral,
the Florida Keys, and the Museum of Science and Industry
broaden and enhance the learning of the student.
Science (6)
This sixth grade science curriculum is a unique program in
which students learn about the disciplines of Life, Physical,
and Earth Science. In order to accomplish this task, students
are motivated to appreciate science through cooperative
learning, hands-on activities, lecture information, field trips,
real-life studies, and problem solving activities.
Life Science (7)
The integrated science curriculum in the seventh grade builds
upon the themes introduced in the sixth grade but within the
context of the Life Sciences (Cells, Bacteria/Viruses, Protists,
Fungi, Plants, Animals, and Human Biology). The students
Guide for Academics and Student Life 61
Course Descriptions - science
are involved in many laboratory activities including animal
dissections. Students also maintain marine aquariums
within the classroom and then apply that learning in the
Florida Keys while snorkeling and scuba diving.
Physical Science (8)
Eighth grade Science completes the three-year, integrated,
activity-orientated approach to the world of science with an
emphasis on the Physical Sciences (Chemistry and Physics).
The students are involved in numerous lab experiences and
applications coinciding with the study of the physical science
concepts.
Biology (9)
This survey course investigates life on the cellular, organismic,
and community levels. Major topics include cell structure
and function, genetics, natural selection and evolution,
classification, and plant and animal morphology/physiology.
Students utilize problem solving skills, research skills, technical
and creative writing, and conventional laboratory techniques
as they apply learned principles to everyday experience.
AP Biology (11,12)
This college-level course encompasses the entire range of
the discipline, from molecular biology through population
dynamics, and requires the assimilation of a large amount
of factual material at a rapid pace. Laboratory experience
focuses on the topics designated by the College Board in
order to prepare the students for the mandatory national
examination in May. Successful completion of the course
provides a thorough preparation for college biology courses.
Prerequisites: Biology, year-long Chemistry course (preferably
Chemistry 2) and instructor’s approval
Chemistry (10-12)
Focusing on environmental issues, this curriculum developed
by the American Chemical Society emphasizes how chemistry
is related to every-day life. Students develop a chemical
vocabulary and an understanding of chemical concepts
while participating in laboratory exercises, individual and
group projects, and decision-making activities. Topics
studied include water, chemical resources, petroleum, food,
nuclear energy, the atmosphere, and the chemical industry.
Prerequisite: Algebra 1
Chemistry 2 (10-12)
This course develops a student’s critical and analytical
thinking by stressing the concepts that explain atomic and
molecular interactions. The course emphasizes understanding
chemistry both mathematically and conceptually and features
extensive qualitative laboratory experiments. Topics studied
include elements, compounds, the physical phases, solutions,
bonding, thermodynamics, reaction rates and equilibrium,
electrochemistry, acids and bases, and organic chemistry.
Because of the course’s mathematical component, all students
are required to use a TI-83 calculator (or its equivalent) in class,
62
Guide for Academics and Student Life
on tests and on homework.
AP Chemistry (11,12)
This college-level course emphasizes an extensive
mathematical appreciation of chemical phenomena and a
quantitative laboratory experience. Following the demands
of the AP curriculum, the course includes rigorous study of
atomic theory, chemical bonding, gases, liquids and solids,
thermodynamics, kinetics and equilibrium, electrochemistry,
and descriptive chemistry. Each student is expected to take
the AP Chemistry exam in May. Prerequisites: Chemistry 2;
Precalculus; instructor’s approval
Physics (10-12)
This course strikes a balance between emphasizing the
principles and concepts of physics and the solutions of
problems. The course topics include: mechanics, the study
of motion and the forces that cause it; vectors; Universal
Gravitation; energy and work; thermal energy; waves and
energy transfer; sound; light; electricity; and magnetism.
The lectures are supplemented with laboratory experiments,
demonstrations, “real world” examples, a project completed
at Busch Gardens, various presentations, and a rocket lab.
Prerequisite: Algebra 1
Physics 2 (10-12)
This course attempts to make mathematical sense of the
universe and to pique the student’s curiosity about our
surroundings. The class combines lectures, problem solving,
laboratory work, computer simulations, and various projects.
One major project is completed at Busch Gardens. Students
explore topics of classical mechanics, including vector math,
kinematics, Newton’s Laws, momentum, conservation of
energy, projectile motion, and rotational inertia. Additional
topics include wave phenomena, oscillatory motion,
electricity, light, and magnetism. Prerequisites: Precalculus
(concurrently)
AP Physics B (11,12)
This college-level course is designed for students intending
to pursue a major in the life sciences, premedicine, and
some applied sciences. This course also provides an excellent
foundation for calculus-based college physics courses to
build on. An understanding of the basic principles of physics
and the ability to apply these principles in mathematical
problems are the major goals of this course. The course topics
include: linear motion, vectors, forces, energy and work,
collisions, rotational motion, oscillations, gravitation, sound,
heat, thermodynamics, electric charge and electric fields,
electric circuits, magnetism, light, geometric optics, nuclear
physics and radioactivity. The lectures are supplemented
with laboratory experiments, demonstrations, computer
simulations, and a visit to the University of Florida nuclear
reactor. Prerequisites: Calculus (concurrently); Physics 2 or
instructor’s approval; instructor’s approval
Course Descriptions - science
Introduction to Engineering Design (10)
This yearlong elective course focuses on the design process
and its application. Students will learn AutoDesk Inventor and
use it to design solutions to proposed problems, document
their work using an engineer’s notebook, and communicate
solutions to peers and members of the professional
community. Please note: This course is the first of a three-year
engineering sequence. Subsequent classes will be offered in
2013-2014 and 2014-2015. In order to enroll in these successive
classes, students must first complete Introduction to
Engineering Design. While this course provides students with
a full-credit in science, this course does not count towards
Tampa Prep’s three-year science graduation requirement;
therefore, students should also enroll concurrently in another
full-year science class. Prerequisites: Algebra 2 (concurrently)
and instructor’s approval.
AP Environmental Science (11,12) to be offered in 2013-2014
This college-level course provides an interdisciplinary look
at the complex factors that interact in the environment.
Concepts from Biology, Chemistry, Geology, Engineering
and the Social Sciences will be used to identify and evaluate
both natural and human-made environmental concerns.
Additionally, students will create solutions to resolve or
prevent these problems and use technology to communicate
their ideas. Current events and literature reviews will
supplement the course material. Laboratory experiences,
fieldwork, and field trips will also comprise a significant
component of the course. Topics will include Earth systems
and resources, the living world, population, land and water
use, energy resources and consumption, global change and
pollution. Each student is expected to take the AP exam
in May. Prerequisites: Successful completion of Biology,
Chemistry and Algebra 1; instructor’s approval.
science electives
Animal Behavior (11,12)
This advanced biology semester course surveys the behavior
patterns of a wide variety of animal species. Areas of study
include senses, learning, migration, feeding, communication,
reproduction, and social interaction. Video footage and
magazine reprints augment the textbook by highlighting
unique and unusual animal adaptations. A multi-week field
study of one animal species at the Lowry Park Zoological
Gardens culminates in a written project. An additional fee
for site visits to Lowry Park Zoo will be charged to students
enrolled in the class. Please consult with the instructor
for further information. Prerequisites: Biology; and any
year-long Chemistry or Physics course
Bioethics (11,12)
The objective of this semester course is to encourage
the students to make critical assessment and logical
self-evaluation of their stance on a wide variety of bioethical
issues. The two main foci are issues of animal ethics and
human biomedical ethics. Prior to the in-class discussion
of each topic, students will research vocabulary and factual
background germane to the issue. Assessment will take the
forms of journal-writing, essay-writing (position papers),
background research, class participation, and quizzes/tests.
Any student interested in the course must be prepared to
make frequent, thoughtful contributions to discussion.
Prerequisites: Biology; and any year-long Chemistry or Physics
course
The Chemistry of Art (11,12)
In this one-semester course, students experience the
interaction between science, technology and art as they
investigate chemical interactions involved in the creation,
authentication, restoration, and conservation of works of art.
By creating works of art, students practice techniques such
as fresco, Egyptian paste, and metal etching. By conducting
chemical experiments, students explore fireworks, paints
and alloys. Class discussions and lectures connect chemical
concepts with the students’ experiences in the lab and art
room. After studying about forgery detection techniques
and art restoration, students write a research paper to
analyze the authenticity of an infamously debated work of
art. Prerequisite: any year-long Chemistry or Physics course
Ecology of Florida (11,12)
This one-semester course is an introduction to the principles
of ecology with an emphasis on the ecosystems of Florida.
Students will learn about the biological, chemical, and
physical features that make Florida unique. Students will
examine how humans have impacted Florida’s environment
and discuss many of the environmental issues that affect
Florida’s ecosystems.
Lectures will be supplemented
with labs and field trips in which students will learn basic
ecological sampling methods. Prerequisite: Biology
Forensics (11,12)
Forensic Science is the application of science to matters
of law. This one-semester course is multidisciplinary and
encompasses concepts in biology, chemistry, and physics.
The history of forensic science as well as various techniques
and procedures used in crime scene investigations will be
examined. Topics covered will include: physical and chemical
analysis of evidence, serology, bloodstain pattern analysis,
fingerprint analysis, forensic entomology, hair and fiber
analysis, and careers in forensic science. This course utilizes
class discussion, lecture, laboratory investigations, and case
study analysis. Prerequisites: Biology; and any year-long
Chemistry or Physics course.
Guide for Academics and Student Life 63
Course Descriptions - science
Introduction to Sports Medicine
and Athletic Training (10-12)
This one-semester course will provide students with an
introduction to the care and prevention of athletic injuries
and to the duties of an athletic trainer. The course will
emphasize anatomy as it relates to physical activity and
sports, and will require some out-of-class assistance to the
athletic trainer at home sports events. Students will be able
to demonstrate knowledge of injury prevention, assessment
and rehabilitation techniques. Some knowledge of anatomy is
preferred but is not required. This course will earn students a
1/2 credit applicable toward satisfying the 1-1/2 credit physical
education graduation requirement.
Marine Biology (11,12)
This one-semester course will be conducted as a college
freshman Introduction to Marine Biology course. It is mostly
intended for students who want to learn more before
studying marine biology at the college level, or those with
a strong interest in the marine sciences. The start of the
course will focus on the physical and chemical features of
the oceans before progressing into the structural, functional,
and behavioral characteristics of marine flora and fauna.
The course will include class discussions, an ongoing project
throughout the semester, a comprehensive paper, tests, and
labs. The laboratory portion of the class may at times extend
beyond the conclusion of the typical class day. Prerequisite:
Biology; any year-long Chemistry or Physics course
Marine Conservation Biology (11,12)
This course is intended for students who want to learn about
resources the oceans provide, the influences humans have on
the oceans and its inhabitants, and what is conservation, why
is it important and how is it done. While the majority of the
course takes a global perspective, students will also explore
the organisms and environments of Tampa Bay as well as
the groups that affect or are affected by them. Aside from
class discussion and tests, the course will include an ongoing
project of hot topics, a field conservation project and a
cumulative multimedia project. Recommended Prerequisite:
Marine Biology
Introduction to Programming in C (10-12)
This yearlong elective course is designed to teach a student
how to program using the C language, which is the basis for
many other computer languages. Students will design and
implement solutions to problems by writing, running and
de-bugging computer programs, and use and implement
commonly used algorithms and data structures to solve
problems. Students will also integrate hardware (basic
robots) to software (C programs) to solve mission-based
problems. Prerequisite: Algebra 2 (concurrently).
64
Guide for Academics and Student Life
Modeling Physics (11,12)
This semester course is designed to teach students to think
critically in three dimensions. Students will build physical
models of common rides found in amusement parks. The
ride designs will be based on basic principles of physics.
Throughout the semester, students will concurrently design
their rides using Google SketchUp. By the end of the semester
students will build a physical model of an entire amusement
park, and will model their park using Google SketchUp.
Prerequisite: Physics, Physics 2, or AP Physics
Computer Applications in Physics/Engineering (11,12)
This semester course is designed to give students an
introduction to common computer programs used in
science, technology, engineering, and math (STEM) careers.
Students will spend the first half of the semester learning
how to use Microsoft Excel to solve problems in physics
and engineering. The second half of the semester, students
will learn the basics of computer programming in MATLAB
to solve additional physics and engineering problems. Prior
knowledge of Microsoft Excel and/or computer programming
is not necessary. Prerequisite: Physics, Physics 2, or AP Physics
This page intentionally left blank.
Guide for Academics and Student Life 65
A ppendi x
middle school three-year plan sheet
Sixth graders take a set curriculum consisting of six classes (English, Prima Lingua, history, mathematics, science, and art)
plus sports or PE. Seventh and eighth graders take a set curriculum consisting of six classes (English, foreign language, history,
mathematics, science and art) plus sports or PE. Those students who have shown the proficiency to accelerate in mathematics
and foreign language will be afforded the opportunity to accelerate on a case by case basis.
subject
grade 6
English
English 6
English 7
English 8
Mathematics
Mathematics
Pre-Algebra
Algebra Concepts
Algebra 1
Science
Earth
Life
Physical
History
Geography
Geography/Civics
US Survey
Foreign Language French 1A, 1B
Latin 1A, 1B
Spanish 1A, 1B
Arts Art, Band, Dance,
Music, Theatre
Sports &
Physical Education
66
Guide for Academics and Student Life
grade 7
grade 8
A ppendi x
upper school four-year plan sheet
Ninth graders typically have six classes, including PE. In grades 10, 11, and 12, the minimum course load is 5 non-PE classes; many
students take 5 1/2 or 6 courses. List all courses you already have received credit for and those you likely will receive credit for this
spring. In pencil, fill in the courses you plan to take during your remaining year(s) at Tampa Prep. Be sure your Plan fulfills the
School’s graduation requirements, and consider the impact your courses will have on your applications to colleges. Discuss your
Plan with your parents/guardians and your advisor before signing up for classes.
subject / credits
grade 9
English
English 9-11;
English 12 or
AP English
4
Mathematics
Algebra 1,
Geometry,
Algebra 2
4
grade 10
grade 11
grade 12
Science
3
Biology, year-long
Chemistry or Physics,
one other credit other
than an Engineeringsequence course
History
World History 1,
WH 2 or AP WH,
U.S. or AP U.S.
3
Foreign Language
Levels 1-3 of
French, Spanish,
or Latin
3
Arts
2
Physical Education
1.5
Phys. Ed. (grade 9 or 10),
& other semester
Phys. Ed. course
Other
Student’s Choice
total credits
required
2
22.5
Guide for Academics and Student Life 67
A ppendi x
68
Guide for Academics and Student Life
A ppendi x
Guide for Academics and Student Life 69
A ppendi x
tampa preparatory school
add/drop form
student’s name _______________________________
date entered___________________________________
dean of students
dropping:
teacher signature
wp/wf
adding:
1.class:
1. class:
period: period:
2.class:
2. class:
period: period:
3.class:
3.class:
period: period:
4.class:
4.class:
period: period:
teacher signature
Grades 9-11
Within first 5 days of a new class
student
advisor
After first 5 school days of a new class
student
advisor
parent/guardian
dean of faculty
(required when changing course level
or teachers of the same course)
upper school director
Grade 12
Within first 5 days of a new class
student
advisor
upper school director
college counselor
parent/guardian
After first 5 school days of a new class
student
advisor
college counselor
dean of faculty
(required when changing course level
or teachers of the same course)
date received by dean of students
70
Guide for Academics and Student Life
parent/guardian
upper school director
A ppendi x
registration for non-traditional classes
Independent Study at Tampa Prep and courses taken at other school
student (print)
course title
school
duration of course
month/year
to
month/year
today’s date:
signatures:
division director
parent or guardian
student
instructor
(Required only for independent study at Tampa Prep)
policies
independent study
On a limited basis, students may design an independent
study program with a faculty sponsor. All requests for
independent study must be approved by the Curriculum
Committee at least four weeks before the start of the
semester in which it is to be taken. Petitions should be
given to the Upper School Director and should include
1) specific objectives; 2) methods and criteria for
assessment of learning; 3) meeting times; 4) a week-byweek syllabus; and 5) as appropriate, a reading list.
classes taken elsewhere
With prior permission, students who take classes beyond
Tampa Prep may count these classes towards Tampa
Prep graduation requirements. Note: Grades earned
for courses taken at other institutions will NOT replace
grades earned at Tampa Prep.
For a non-Tampa Prep course to be counted towards a
graduation requirement, students must meet all three of
the following criteria:
1.
he Upper School Director must be petitioned and
T
his permission received before the proposed study
commences.
2.
he course’s credit must be granted by the
T
institution at which the student received the
academic instruction.
3.
he course must be taken at, and the credit granted
T
by, either a fully accredited four-year college or
university or a fully accredited independent school.
fo r inte r nal use only
No. O f credits to be awarded _ _ _ _ _ _ _ __ L etter grade earned _ _ _ _ _ _ _ _ Date Completed _ ______
Guide for Academics and Student Life 71
A ppendi x
Tampa Preparatory School Fundraising/Drive Event/Project Request Form
Prior to any solicitation of funds, including drives of any sort, please complete this form and return it to the
Development Office for approval. You may continue on the back if necessary.
Sponsoring Group: __________________________________ (i.e. Key Club, STAND, Ambassadors, etc.)
Proposed Event/Project: _____________________________________________________________
___________________________________________________________________________________
Which School program will benefit? ____________________________________________________
Or how will this project foster the School’s Mission? ______________________________________
___________________________________________________________________________________
Does this project raise funds for a third party? If yes, name the benefiting organization.
___________________________________________________________________________________
Event/Project Chair or Coordinator: ____________________________________________________
Phone: ___________________________
Email: ________________________________________
Preferred Date(s): _____________________2
nd
Preference for Date(s): _______________________
Location of Event/Project: ____________________________________________________________
Target Fundraising Goal: $___________
Upon completion of the project, please notify the Development Office of net amount raised.
Proposed Use of Funds: (Please be specific)
(1) ________________________________________________________________________________
(2) ________________________________________________________________________________
(3) ________________________________________________________________________________
Planned Methods of Solicitations and Dates: Note: Any posters or announcements must identify both
the group organizing the project and the benefiting organization.
(1) ________________________________________________________________________________
(2) ________________________________________________________________________________
(3) ________________________________________________________________________________
Submitted by: _____________________________
Date: __________
Faculty Advisor approval: ___________________
Date: __________
Request Approved: ___________
72
Guide for Academics and Student Life
Request Denied: ______________
Date: __________
Tampa Preparatory School
for students in grades 6 – 12
a place to...
think
Where a rigorous grounding in skills and knowledge is just the beginning –
where teachers and students share inquiry, reflection and analysis on the
path to personal understanding.
create
Where people celebrate the imagination in geometric proofs and formal
essays, on canvas, computer and stage, in poetry readings and morning
assemblies.
be yourself
Where people respect differences and can find their place in a diverse
community.
aspire to excellence
Where students develop winning attitudes in academics, athletics and arts.
go beyond
Where Florida Keys, North Carolina mountains, museums, concert halls and
community service become classrooms that foster deeper understandings
of one’s self, others and the world.
MORE THAN JUST A COLLEGE PREPARATORY SCHOOL…
A PREPARATION FOR LIFE WITH A HIGHER PURPOSE THAN SELF
www.tampaprep.org
Tampa Preparatory School
727 West Cass Street
Tampa, Florida 33606
Tampa Preparatory School
Change address requested
guide for academics and student life
2012-2013
Student artwork from the 2011-2012 Digital Photography class
Photo by Nicole Ross
Photo by Kat Lewis
Photo by Anna Parry
Photo by Caroline Alexander
Photo by Abby Bravo