Cmipcs Student and Family Handbook 2020-21

Student & Family
Handbook
Creative Minds International Public Charter School
School Year 2020–21
3700 North Capitol Street NW #217

Sherman Building
Washington, DC 20011
Student & Family Handbook 2020–2021
Table of Contents
Welcome
Creative Minds International Public Charter School
Philosophy
Governance / Board of Trustees
International Program
Inclusive Education
Special Education Services
Technology Integration
English-Learners Program
School Information
Absences
Admissions & Enrollment
Assessments
Before & After School
Birthdays & Other Celebrations
Calendar
Closings
Contacting Students During School Hours
Creative Families Association
Dress Code
Early Dismissals & Appointments
Elevators
Emergencies
Family Conferences
Family Vacations
Field Trips
Grievance Procedure
August 2020 Creative Minds International Public Charter School Page 2

Health
Hours of Operation
Lost & Found
Meals
Nut-free School Policy
Outdoors & Recess Policy
Parking & Drop-off Procedures
Personal Items, Toys & Electronic Devices
Pickup Procedures
Publications
Report Cards
Safety & Security
Tardiness
Visits & Observations
Volunteerism
Safety & Discipline
Core Beliefs about Student Behavior
Disciplinary Procedures for Students with Disabilities
Parental Rights & Responsibilities
Suspension & Expulsion
Bullying Prevention & Intervention Policy
School Policies
Attendance
Child Family Services Agency Reporting
Children & Youth in Transition (Homelessness Policy)
Family Educational Rights and Privacy Act
Nondiscrimination & Antiharassment Policy
Providing False Information: Penalties
Family Involvement & Communication

Appendices
APPENDIX 1: Curriculum
APPENDIX 2: Extended Creative Day
APPENDIX 3: School Calendar
APPENDIX 4: Creative Families Association
APPENDIX 5: Discipline Chart
APPENDIX 6: Leadership & Administration

Welcome
Greetings, Creative Minds Families!
I’m excited to see you again when we return to school, on August 31, on an all-virtual
schedule. Though remote learning isn’t the ideal way to begin the year, it is what’s best
for our community because it is what’s safest for our community members.
The Creative Minds team has been working extraordinarily hard to deliver a
virtual-learning program that promotes students’ growth and development—both
academic and social-emotional. We are ready to build community, engage in rigorous
grade-level learning and instruction, and work on our Personal Goals together. Our
remote-learning program offers flexibility and time away from screens, as well as
purposeful screen time. It supports the needs of all students and stays true to our
school’s mission and values.
In my welcome letter in last year’s handbook, I introduced the program directors who
had joined us that summer and noted the promotion of Nayamka Long to chief
academic officer. I also talked about our strategic-planning process, which was just
getting under way.
The 2019–20 school year was the start of a new era of growth for Creative Minds. I’m
delighted with the work that Nayamka, our program directors, and their teams have
done to transform our lower school and middle school programs. These positive
changes are serving us well as we step up to the challenge of an unusual school year.
Creative Minds’ strategic growth will continue this year, and I’ll share more information
in the coming months. In early October, my team and I will begin evaluating whether
returning to the school building, for in-person learning, is safe for our community in
2020, before winter break. We’ll send an update in October.
What hasn’t changed in this nontraditional back-to-school time is our commitment to

Creative Minds’ students. I’ve spent safe and socially distanced time at school over the
last several months, and I have truly missed your children; the building is empty without
them. Though we won’t be together in the school building on August 31, all of us at
Creative Minds will be so glad to see our students for a safe start to a strong year.
Sincerely,
Chuck Jackson
Executive Director

Creative Minds International Public

Charter School
Philosophy
Creative Minds International Public Charter School embraces an inclusive and
child-centered approach to education that respects the integrity of each and every
student. We believe in the importance of meeting the educational requirements of
students with a diversity of backgrounds and learning profiles, with the goal of nurturing
each child’s engagement and skills so they can achieve their personal and academic
goals. We believe that children’s progress in key social and cognitive developmental
milestones is a prerequisite to academic success.
To implement our inclusive vision of education, our curriculum and teachers’

professional development are based on the latest research on child development and
education neuroscience.
Governance / Board of Trustees

The DC Public Charter School Board (PCSB) granted the charter to operate Creative
Minds and oversees our activities. The school’s charter agreement and DC Charter Law
establish all of Creative Minds’ legal obligations.
Creative Minds is governed by an all-volunteer board of trustees that includes parents

and persons with no other direct relationship to our school. The board meets monthly,
and may also meet on an ad hoc basis if appropriate. The full and current list of Creative
Minds Board of Trustees members is on our website.
Open Meeting Policy

The board’s overall objective is to conduct school business in a transparent manner;
many board documents, including financial statements, are available for view online.
While many board meetings deal with personnel issues, awards, or other matters of a
confidential nature, we will hold a minimum of one open board meeting in the fall per
school year. We will announce the date of this open meeting on the Creative Minds

website, and in an email to the Creative Minds community, at least ten days in advance.
This schedule complies with Creative Minds’ bylaws, which specify that there shall be at
least ten meetings of the board held each year. Members of the Creative Minds
community who wish to contact the board are welcome to do so at any time by sending
an email to [email protected].
International Program
Creative Minds International offers an education model that promotes high levels of
engagement in learning with the goal of maximizing each child’s learning opportunities,
taking into account their current skill levels and depth of understanding. Our program
includes a social-emotional and international curriculum, which creates a positive and
inclusive environment for all members of the school community.
Fieldwork Education: International Early Years, Primary

Years & Middle Years Curricula
To fulfill our mission of preparing students for success in a global society, we
implement the holistic, research-based framework of the International Early Years
Curriculum (IEYC), Primary Curriculum (IPC), and Middle Years Curriculum (IMYC),
developed by Fieldwork Education for students age three to 14. The unique
international, project- and arts-based curricula provide teachers a framework with which
to differentiate and individualize instruction and tap into students’ unique strengths,
while supporting their areas of growth.
The learning cycle embedded in the IEYC, IPC, and IMYC provides opportunities to
integrate students’ interests and experiences in thematic units that promote deep
engagement in learning. These curricula are designed to develop personal, academic,
and international learning goals.
For additional details on each curriculum please see A

ppendix 1.
Inclusive Education
Creative Minds’ unique program is based on an inclusive philosophy of equitable
education and a holistic pedagogical approach. We celebrate the wisdom of diverse
learning profiles and cultural backgrounds, and thoughtfully design opportunities into

every school day for students to play together, work together, collaborate, listen,
empathize, and discuss their ideas.
As many studies, such as the Great British Diversity Experiment, have shown, all
students benefit from learning in a diverse community, and at Creative Minds we also
find this to be true. Inclusion encourages our community members to be more authentic
and to contribute in a more creative way. The possibility of making new connections
dramatically increases, and students are more willing to analyze and assess ideas on
the basis of merit. Please see below for some of the ways that Creative Minds lives out
its commitment to inclusive education.
Differentiated Instruction
We emphasize differentiated and individualized instruction. This is central to our
inclusion program and ensures that we support students who perform on, above, and
below grade level. Our approach to instruction taps into each student’s unique
strengths, allowing him or her to learn through multiple modalities—including verbal,
visual, and kinesthetic.
Strategies that teachers use to differentiate instruction include the following:
● Standards-based goals, individualized for each student

● Individualized academic and social-emotional goals
● Multisensory instructional methods
● Sensory diets for students who benefit from scheduled breaks and movement
opportunities
● Small-group work
● Close collaboration between classroom teachers and special education teachers
Special Education Services

Our goal at Creative Minds is to include students who receive special education
services with their peers in the general education classroom setting as much as
possible. Students who qualify and have an Individualized Education Program (IEP) may
receive specialized individual or small-group instruction outside of general education, if
necessary. Services include small-group or individualized reading, writing, or math
instruction; speech therapy; occupational therapy; physical therapy; counseling; or other
services as required, provided both in and out of the general education setting.

If a student referred by parents or teachers is suspected of having a disability requiring

special education, a psychoeducational evaluation of the need is conducted to gain
more insight. Parents or teachers who are concerned that a student may have a
disability should contact Creative Minds’ special education coordinators to request an
evaluation of the student. Written parental consent is required before an evaluation for
special education may be conducted.
Once the evaluation has been completed, a meeting with the student’s parent or
guardian and a multidisciplinary team is held to determine whether a child requires
special education services on the basis of the results of the evaluation. For students
who require special education services, an IEP is developed and implemented.
For questions about the special education program or process at Creative Minds, or to
learn more about the rights of students with disabilities and their parents, please
contact our Director of Inclusion, Amita Lathriga at
[email protected].
For grade-level-specific questions please contact Maura Hoyson, at

[email protected], (for students in preschool through 3rd grade), or
Amy Nicholson, at [email protected], (for students in 4th through
8th grades).
Technology Integration
At Creative Minds, instructional technology supports student achievement in all areas of
academics (international curriculum, Common Core National Standards, inclusive
education, and arts education/integration), and in all programs (early childhood,
elementary, and middle school). Technology is integrated into instruction in a way that
empowers student voice and provides students with the skills for success in a global
society. In other words, technology integration is well aligned to Creative Minds’ vision
of taking a global approach to learning, while always maintaining focus and attention on
the development of the individual student.
In order to support academic achievement, Creative Minds integrates technology to

achieve the following:
Provide every student with an age appropriate device.

Enhance instruction in all areas of the education program: international curriculum,

inclusive education, and arts education/integration.
Meet and exceed learning objectives in all content areas (including technology), as
defined by the IPC and IMYC, I STE, Next Generation Science Standards, and Common
Core State Standards in Literacy and Math.
Facilitate the assessment of student achievement in all content areas—for example, in

literacy and math via the PARCC assessments; through rubrics in IPC/IMYC units;
through digital portfolios throughout the curriculum.
Provide students with engaging resources and opportunities for applying technology
knowledge, skills, and understanding:
1. Integrating the arts and technology via STEAM

2. Coding with Scratch
3. Collaborating with G Suite (Google Apps for Education)
4. Promoting digital citizenship
The Creative Minds Instructional-Technology Program is guided by the I STE Standards

for Students, which describe the skills and knowledge that students need in order to
thrive, grow, and contribute in a global, interconnected, and constantly changing society.
These student-technology standards provide a framework of seven categories that
outline forward-thinking technology use by students:
1. Empowered Learner
2. Digital Citizen
3. Knowledge Constructor
4. Innovative Designer
5. Computational Thinker
6. Creative Communicator
7. Global Collaborator
Creative Minds students use a variety of hardware and applications to achieve these
goals: desktop computers, laptops, Chromebooks, and projectors, as well as a wide
variety of developmentally appropriate software and web-based applications. These
applications allow students to demonstrate critical and creative thinking, build skills in
communication and collaboration, create original content, and access materials at a

level appropriate to their needs, as well as demonstrate competency in their Learning

Goals.
Digital citizenship is another important part of the Creative Minds

Instructional-Technology program. Based on the Common Sense Digital Citizenship
resources, the program aims to instill in students an understanding of the rights,
responsibilities, and opportunities associated with technology use. At the beginning of
each school year, students agree to follow age-appropriate guidelines for appropriate
technology use at Creative Minds, such as:
● using electronic resources for educational purposes only;

● avoiding waste of resources, such as printer toner and paper;
● respecting intellectual property and copyright laws;
● protecting oneself and respecting others when accessing the internet;
● reporting any incidents of cyberbullying immediately;
● reporting any offensive materials or computer viruses immediately;
● acknowledging that any message or file saved on, sent from, accessed through,
or received on Creative Minds equipment may be inspected;
● keeping one’s passwords private and respecting the privacy of others’
passwords;
● taking care of the school’s hardware, electronic systems, and network;
● protecting one’s safety by not sharing any personal information online; and
● protecting oneself and the school’s technology equipment by not viewing,
sending, displaying, or downloading any illegal, inappropriate, or offensive
materials.
Any questions about Creative Minds’ Instructional-Technology Program may be directed

to Abby Sheffer, at A
[email protected], for preschool through 4th
grade, and Lorna Dill, at [email protected], for 5th through 8th grades.
English-Learners Program
In compliance with state and federal laws, potential English learners (ELs) are identified
through the Home Language Survey completed during enrollment. If a student or family
member in the home is identified as speaking a language other than English, the student
will be administered the WIDA Screener. The results are used to determine if the student
qualifies as an EL.

When students are identified as ELs, the school provides t hem with additional
small-group support for language and literacy skills. All EL instruction is designed to
increase access to grade-level content. Similar to the goal of our special education
program, the goal of our EL program is to maximize services provided in the general
education setting.
English learners take an ACCESS for ELLs test, from WIDA, each year so that we may
measure their annual progress. ACCESS for ELLs is a secure, large-scale
English-language proficiency assessment given to students in kindergarten through
12th grade who have been identified as English learners.
All ELs in grades 3 through 8 at Creative MInds also take the PARCC assessments, with
allowable accommodations, to assess their mastery of the Common Core Standards.
Students who score lower than a 5 on the ACCESS for ELLs test are entitled to
accommodations on the PARCC. Newcomers (students who have been in the United
States for less than one year) are exempt from taking the PARCC.
To be exited from the EL program, students must achieve a composite score of 5 on the
ACCESS for ELLs test. After exiting the EL program, students are monitored for two
years, using a review of grades, benchmark tests, standardized-assessment scores, and
teacher observations. Records of these reviews are kept in the student’s file.

School Information
Absences
Excused Absences
These are valid excuses for absences:
● Student illness or other medical cause

● Illness or other family emergency that requires the presence of the student in the
home or prevents the parent from bringing the child to school
● Exclusion by direction of the authorities of the District of Columbia, due to
quarantine, contagious disease, infection, infestation, or other condition requiring
separation from other students for medical or health reasons
● Medical or dental treatment
● Death in the student’s family
● Necessity of the student to attend legal proceedings
● Observance of religious holidays
● Lawful suspension or exclusion from school by the school administration
● Temporary closing of the school due to severe weather, official holidays, unsafe
conditions, or emergencies
● Visiting a parent or a legal guardian who is in the military,during or immediately
before or after deployment
● Other absences approved in advance by the head of school upon written request
of the parent or legal guardian
Procedures
Parents should notify the registrar when absences can be anticipated. For unanticipated
absences, please call the absence hotline, at (202) 588-0370 ext. 118. In addition, a note
to the registrar, which includes the reason for the absence, is required when the student
returns to school.
A student who is absent for three or more consecutive days must present a doctor’s
note upon his or her return to school.

Any student who is sent home sick (e.g., with fever or vomiting) must be symptom free
without medication for at least 24 hours before returning to school.
Admissions & Enrollment

The admissions policies of Creative Minds International Public Charter School meet the
enrollment guidelines set forth by the District of Columbia Public Charter School Board
(DC PCSB) and are based on the School Reform Act, which states that public education
must be free and accessible to any District of Columbia student and not be designed to
exclude any student.
Creative Minds International PCS follows the My School DC admission timeline, which
typically begins in mid-December and ends in the spring. Each year’s registration and
enrollment dates will be available on our website.
Children entering the Creative Minds must be 3 years old for preschool, 4 years old for
prekindergarten, and 5 years old for kindergarten by September 30 of that school year.
Creative Minds fills open seats via the My School DC common lottery process.
Information and application dates for the common lottery can be found at the M
y
School DC website.
Creative Minds International Public Charter School requires currently enrolled students
to reenroll for the next school year. This process takes place in the spring to allow the
school to determine the number of seats available for new applicants.
To reserve a seat for current students, parents and legal guardians must submit
reenrollment forms online or to our registrar by the designated date, which is
announced via email and on our website.
To complete enrollment at Creative Minds, the child’s parent or legal guardian must
present a birth certificate, current record of immunization, u
niversal health certificate,
and proof of residency in the District of Columbia.

Assessments
Ongoing assessment is an essential component of effective teaching and meaningful
learning at Creative Minds. Assessment serves the following important purposes:
● Gives teachers an understanding of how children are learning

● Gives students important feedback and offers them the opportunity to reflect on
and improve their own learning
● Allows teachers to monitor each student’s progress toward learning goals
Creative Minds uses a variety of tools to assess student’s knowledge, skills, and
understanding of subject and learning goals within the IEYC, IPC, and IMYC. Learning
portfolios showcase student work and provide added documentation of their progress
in international, personal, and subject goals.
In addition to our international curriculum assessments, formal assessments allow

teachers to gauge students’ progress according to grade-level standards. Our formal
assessments are fully aligned with Common Core State Standards and give our
teachers important benchmarks by which to gauge academic growth and respond to
needs for further instruction or “reteaching” key subject matter.
Formal assessments in place at Creative Minds include:
● Teaching Strategies GOLD: Given to our preschool and prekindergarten students

to assess students’ growth in literacy and math standards three times over the
course of the school year.
● Developmental Reading Assessment (DRA): Given to all students from

kindergarten through 2nd grade to assess their instructional level in reading. The
DRA is given three times over the course of the school year.
● The Northwest Evaluation Association’s Measures of Academic Progress

(NWEA-MAP): We use the NWEA-MAP assessment to measure our kindergarten
through 8th-grade students’ performance on grade-level standards in math. Our
3rd- through 8th-graders take the NWEA-MAP assessment for English-language
arts (ELA), as well. These assessments are given three times over the course of
the school year.

● Partnership for Assessment of Readiness for College and Career (PARCC):

PARCC is the District of Columbia’s annual standardized assessment, given to all
students from 3rd through 12th grades to measure performance in ELA and
math.
Extended Creative Day

**See the COVID Addendum for information about Extended Creative Day during remote
learning.**
Our auxiliary program, Extended Creative Day (ECD), includes Before School, After
School, Creative Clubs, and individual music lessons. The goal of the ECD program is to
provide Creative Minds students with a safe, healthy environment in which they can
continue to learn, grow, and experience enrichment activities aligned with their
interests.
See A
ppendix 2 for details on the ECD program.
Hours
Before School 7:30 a.m. to 8:15 a.m.
After School (LS) 3:30 p.m. to 6:00 p.m.
After School (MS) 4:00 p.m. to 6:00 p.m.
Birthdays & Other Celebrations

**See the COVID Addendum for information about birthdays and other celebrations
during remote learning.**
We know the joy children feel when celebrating their birthdays, and we want all our
children to feel special. In an effort to limit class disruption, a teacher may host a
birthday celebration once a month for all students who have birthdays that month. If you
would like to celebrate a child’s birthday in school, please adhere to the following:
● Parents and guardians must make arrangements with classroom teachers for
birthday celebrations at least a month before a child’s birthday.

● Parents and guardians are encouraged to provide healthful snacks and natural
fruit juices or water, and to limit sweets. Please don’t bring chips, candy, soda,
sugary snacks, goody bags, or piñatas to school.
Calendar
Creative Minds’ calendar is built around the 180 required instructional days and is
divided into two semesters of approximately 90 days each. We are aligned with District
of Columbia public schools on the first days of school for the next three years:
School Year 2020–21: August 31, 2020

See A
ppendix 3 for the current year’s full calendar.
Closings
We follow District of Columbia Public Schools (DCPS) for school closings and delayed
openings. We notify families via phone, text message, and email. Please keep the
school registrar updated with your current contact information; you may contact the
registrar at [email protected]. DCPS information will be available on the
organization’s website, at www.dcps.dc.gov, and the following local radio and television
stations:
Radio Stations
WAMU (88.5 FM), WHUR (96.3 FM), WMAL (630 AM), WTOP (1500 AM, 107.7
FM), WETA Radio (90.9)
Television Channels
4, 5, 7, 8, and 9, DCPS cable channel 99
We also post announcements about school closings and delays to our Facebook,
Twitter, and I nstagram accounts; search for @CMIPCS on these platforms.

Contacting Students During School

Hours
Creative Minds students are not allowed to use cell phones during the school day,
including our before- and after-school programs. I f you need to contact your child during
the school day, please call the front desk at (202) 588-0370 and request that your child
be told to call you. In these circumstances, students will be allowed to use school
phones. They may also use school phones in emergency situations.
Creative Families Association

The Creative Families Association (CFA) promotes and fosters the education and
culture of the students of Creative Minds International Public Charter School. The CFA
provides school-wide and classroom-specific support (financial and otherwise) and
outreach and communication to parents and guardians. The organization hosts special
programming and events throughout the year. The CFA Board of Directors works with
Creative Minds to set goals, strategies, and activities for achieving the CFA’s overall
mission and annual targets.
See A
ppendix 4 for additional information about the CFA.
Dress Code
While there is no formal dress code at Creative Minds, students are expected to wear
appropriate attire. This includes safe footwear, clothing depicting appropriate language,
and clothing that provides adequate covering of the body. Students should wear
comfortable closed-toed shoes appropriate for playground use and PE.
Please check the weather and send your child to school with appropriate clothing.
Students go outside to play each day, weather permitting, and should dress accordingly
(e.g., coats in the winter months).

Early Dismissals & Appointments

**See COVID Addendum for information about early dismissals and appointments during
remote learning.**
If a child has a medical or dental appointment requiring an early dismissal, please notify
the registrar at [email protected] ahead of time and provide supporting
documentation. All early dismissals are made from the front desk, not from the
classroom, and parents are required to sign out students.
Elevators
Students are not permitted to use the elevator unless accompanied by an adult. Family
members are welcome to use the elevator, as needed.
Emergencies
In the event that Creative Minds International Public Charter School closes early or is
evacuated because of an emergency, school personnel and family volunteers will notify
parents and guardians via the automated phone-call system.
Throughout the year we conduct monthly fire drills and emergency-evacuation drills. We
conduct these drills to prepare students, faculty, and staff for a real emergency, such as
a fire, shelter-in-place order, or an earthquake or other natural disaster, should one
occur. Our gathering place in the event of a building evacuation is the grassy area
beyond Stanley Chapel; if we need to shelter indoors during an evacuation, we will
proceed across the street to the Stanley Chapel basement.

Family Conferences
**See COVID Addendum for information about family conferences during remote
learning.**
We value regular communication between families and teachers about academic and
social-emotional progress, and we facilitate formal conferences during the school year.
Please see the academic calendar for family-teacher conference dates.
Conferences are a time for teachers to share with parents and guardians the learning
that has been happening in class. This is also an opportunity for families to ask any
questions they may have about a child’s development. If you need to meet with your
child’s teacher at other times, please contact him or her to set up an appointment. Due
to the demands of the teaching schedule and the importance of being present for and
supervising students, teachers cannot meet families for unscheduled meetings. Please
contact teachers ahead of time to schedule a meeting.
Family Vacations
Family vacations are not automatically recorded as excused absences. Please contact
our registrar at [email protected] about a family vacation. The registrar
will direct you to the Leadership Team member with whom you can discuss your plans.
Field Trips
**See COVID Addendum for information about field trips during remote learning.**
Field trips are scheduled throughout the school year to provide Creative Minds students
with learning opportunities outside the traditional classroom environment. Participating
students are required to submit a completed field-trip permission form. These forms
will be sent home by your child’s teacher and provide specific information about the
purpose of the trip, destination, date and time, and mode of transportation (e.g., school
bus, Metro, walking). A student will not be permitted to attend a field trip without a
permission slip and payment of any fees associated with the trip.

Grievance Procedure
Any person who believes that Creative Minds International Public Charter Shool has
discriminated on the basis of race, color, national origin, sex, disability, age, religion,
marital status, personal appearance, sexual orientation, gender identity or expression,
familial status, family responsibilities, political affiliation, source of income, or otherwise
may submit a written complaint to the Creative Minds chief operating officer (COO).
The grievance procedures outlined below establish how Creative Minds will investigate
and resolve complaints. These grievance procedures are intended to provide for a
prompt and equitable resolution of complaints. These grievance procedures are for use
by employees, students, parents, families, or third parties. These grievance procedures
do not bar individuals from filing claims in other forums to the extent permitted by state
or federal law.
Creative Minds encourages individuals to discuss their concerns with appropriate

school officials before resorting to a formal complaint. However, individuals are not
required to do so before filing a formal complaint.
Creative Minds will not retaliate against any person who files a complaint or participates
in an investigation in accordance with these procedures. A formal complaint may be
filed by following the steps outlined below:
Step 1
Within ninety (90) days of the alleged discrimination or harassment, file a written notice
of the complaint with the COO. If the complaint is against the COO, submit the
complaint to the CMI executive director. The written notice must include the nature of
the complaint, the date(s) of the occurrence(s), and the desired result. The signature of
the person making the complaint and date the complaint is made are also required.
Upon receipt of the written complaint, the designated individual to whom the complaint
was submitted will initiate an adequate, reliable, and impartial investigation of the
complaint. Each investigation will include, as necessary, interviewing witnesses,
obtaining and reviewing applicable documents, and allowing parties to present
evidence. All documentation related to the investigation will remain confidential.
Within thirty (30) business days of receiving the complaint, the individual investigating
the complaint will respond in writing to the complainant. The response will summarize

the course and outcome of the investigation and identify an appropriate resolution. If it
is determined that discrimination or harassment have occurred, CMI will take the
appropriate corrective and remedial action.
Step 2
If the complainant wishes to appeal the decision from Step 1, the complainant may
submit a signed statement of appeal to the CMI executive director within ten (10)
business days of receiving the response.
The executive director will review all relevant information and meet with the parties
involved, as necessary. Within twenty-one (21) business days of receiving the statement
of appeal, the executive director, will respond in writing to the complainant summarizing
the outcome of the appeal and any corrective or remedial action to be taken.
If the appeal relates to a complaint made against the CMI executive director, the
complainant may appeal to the CMI Board of Trustees by providing a signed statement
of appeal to the COO who will deliver the statement to the Board of Trustees. Additional
email correspondence on the matter can be directed to the Board of Trustees via email
using [email protected].
Step 3
If the complainant is not satisfied with the decision of the executive director, the
complainant may appeal through a signed written statement to the CMI’s Board of
Trustees within ten (10) business days of the receipt of the executive director’s
response. Submit a statement of appeal to the Board of Trustees to the executive
director who will provide the statement to the Board. In trying to resolve the grievance,
the Board of Trustees shall review all relevant information and meet with the concerned
parties and their representatives within thirty (30) days of receiving such an appeal.
The Board of Trustees will send a copy of the disposition of the appeal to each
concerned party within fifteen (15) business days of this meeting.
Grievances may also be filed with the U.S. Department of Education, Office for Civil
Rights by: (1) mailing the complaint to Director, District of Columbia Office, Office for
Civil Rights (OCR), U.S. Department of Education, 400 Maryland Avenue, SW,
Washington, D.C. 20202-1475; (2) faxing it to (202) 453‐6021; or (3) filing it
electronically at: www.ed.gov/ocr/complaintprocess.html. For more information, you

can contact OCR at (202) 453-6020 (voice), (800) 877-8339 (TTY; US DOE Customer
Service), or o
[email protected].
Health
**See COVID Addendum for additional health information.**
By law, all students enrolled in District of Columbia public charter schools must have a
current and complete vaccination record on file at the school. This record must include
verification of inoculation against measles, poliomyelitis, tetanus, and diphtheria, and a
tuberculin skin test. It is vital to the health of all children that everyone complies with
these vaccination requirements. Students will have twenty (20) days from the beginning
of the school year to have their vaccination records brought up to date. Students with
incomplete health records will be barred from the school until records are complete.
Additionally, each child entering Creative Minds International must have a current
medical and dental examination. This examination must include a screening for lead
content in the blood.
We discourage the administration of any medication in the school setting. If required,

however, a trained member of the school staff may dispense prescription medication to
students. In order for prescription medicine to be dispensed, appropriate forms must be
completed by a family doctor. This form is available upon request. All prescription
medication must be stored in the nurse’s office. Under no circumstances may any
nonprescription medication, including aspirin and cough drops, be in the possession of
students at school.
In compliance with the Student Access to Treatment Act of 2007, students may carry
asthma inhalers or auto-injectable epinephrine at school, provided the proper conditions
are in place.
In cases of head lice or nits found on a child, the student’s parents or guardians will be
notified by the school nurse with a phone call. The student will be allowed to stay in
school for the remainder of the day. The following day, the parent or guardian must
provide documentation that the student has been treated, with the name of the product
used (if treated at home), or a letter from the doctor or nurse who treated the student (if
taken to a lice service). The students will be checked for lice or nits at school that day,
and the parents or guardians will be notified again if the student continues to have lice

or nits. The students in a class where lice or nits have been found will be notified with a
letter from the nurse.
If your child has a medical condition, please be sure to notify the school nurse and
inform us of required care in case of emergencies.
Hours of Operation
**See COVID Addendum for hours of operation during remote learning.**
Preschool–4th 8:45 a.m. to 3:30 p.m.

5th–8th 8:45 a.m. to 4:00 p.m.
Lost & Found

Make sure you label all of your child’s clothes and belongings, especially outdoor
jackets and coats. The school is not responsible for lost items. Misplaced or lost items
will be placed in the lost-and-found bins. Just before winter break and summer recess,
unclaimed items are donated to local charities.
Meals
**See COVID Addendum for information about meals during remote learning.**
Breakfast
Breakfast is available to all Creative Minds students free of charge. Breakfast is served
from 8:15 a.m. until 8:35 a.m. Students arriving after 8:35 a.m. may still grab breakfast
“to go” until 9:00 a.m.
Lunch: School Provided

School lunch is available for purchase for those families that do not qualify for free and
reduced-price meals but wish to participate in our lunch program. To ensure that we are
able to accommodate all students for our lunch program, we ask that you enroll
promptly and adhere to our payment policy, which requires payment in advance. For

further information about payment for school lunch and monthly rates, please refer to
our website.
In order to meet our obligations to our meals vendor and maintain proper financial
management, we have a strict policy on withdrawals from the lunch program. You must
provide written notice at least two weeks before the end of the month to cancel meals
for the upcoming month. No refunds are available. Should you decide to enroll in the
lunch program at a later date, the same two-week notice will apply.
Lunch: Brought from Home

We cannot refrigerate, cook, or heat up lunches that students bring from home. Please
make sure that lunch from home is ready to eat and that it is packed to remain fresh
and safe for consumption.
Programs & Available Assistance

Creative Minds participates in the National School Lunch Program (NSLP) and Healthy
Schools Act (HSA) provided by the Office of the State Superintendent of Education
(OSSE). All qualifying families are invited to apply for free and reduced-priced lunches
and are encouraged to do so. If you have not yet filled out an application, you may pick
one up from our registrar or email f [email protected].
Nut-free School Policy

To ensure a safe learning environment for all students, Creative Minds International
Public Charter School allows no food containing nuts at school; ours is a nut-free
campus. Disallowed food includes nuts; peanut and other nut butters; and products
made with nuts, including granola bars and cookies. Please adhere to this policy, by
checking the ingredient lists on wrappers, when sending snacks or lunch items to the
school. Even though your child may not be affected by food allergies, others in the
school or classroom could be adversely affected if nut items are present.
Outdoors & Recess Policy

To ensure a safe and enjoyable outdoor and recess experience for all students, Creative
Minds follows these guidelines for outdoor activities:

● Students go outside for recess as long as the following conditions are met:
○ It is not actively raining
○ Lightning activity has not occurred in the previous 30 minutes
○ The “feels like” temperature is above 32 degrees
○ There are no active severe-weather warnings
● If the “feels like” temperature is below 32 degrees teachers may use their
discretion to request permission from their program director to take students
outside for a shortened time of no longer than 15 minutes.
Parking & Drop-off Procedures

**See COVID Addendum for information about visiting school during remote learning.**
Families may drop off students between 8:15 a.m. and 8:45 a.m. Please note that if you
need to drop off your child before 8:15 a.m., you must enroll in Before School.
Driving families may park only in Lot 5, at the bottom of the hill adjacent to Harewood
Gate, and walk their children into school, or they may use the drop-off loop. Staff will
assist students as they exit cars in the drop-off loop and enter the school building. The
drop-off loop is available from 8:15 a.m. to 8:45 a.m. If you arrive after 8:45 a.m., you
must park in Lot 5 (only) and walk your child inside.
During the first week of school, staff will be posted outside to direct families in using
the drop-off loop or in locating the correct parking lot.
Please note the following:
● Creative Minds families are not authorized to park at any time in the lot adjacent
to the playground, which is for Lincoln’s Cottage use only; in the numbered
school-staff parking spaces painted with red lines adjacent to the school; or in
any other Armed Forces Retirement Home (AFRH) parking lot.
● If your vehicle has handicapped tags, please use the drop-off lane each day. If
you need to come into the school, drive to the end of the drop off-lane, where
there are three handicapped-parking spaces. If these are full, you may park at the
end of the drop off lane for five to ten minutes, providing you are not blocking
traffic, and inform the front desk of where you parked and your tag number.
● You may not park in the drop-off lane and walk your child into the building.
● For the safety of our students, please observe the speed limit of 15 mph and all
posted stop signs. Reckless or inattentive driving will not be tolerated.

● The AFRH cites drivers and vehicles not adhering to parking and driving rules and
is authorized to revoke campus driving and parking privileges; Creative Minds
has no authority to alter AFRH decisions. Families whose privileges have been
revoked must park in the neighborhood and walk to campus. Examples of
behavior that may result in a citation or revocation of driving and parking
privileges include the following:
○ Speeding
○ Not following directions of AFRH security personnel
○ Abusive language to other drivers, Creative Minds staff members, or AFRH
personnel
○ When using a mobile device, failure to use a hands-free device while
driving on campus
○ Leaving a vehicle unattended in the drop-off lane
○ Use of any gate other than Harewood, at times when this gate is open for
Creative Minds families
Personal Items, Toys & Electronic

Devices
**See COVID Addendum for current information.**
Elementary and early childhood students have either cubbies or lockers in which to
store jackets and other belongings. Middle school students will be issued lockers for
storing their belongings during the school day. Middle school families should provide a
new, unopened lock at the beginning of the school year. Nothing of value should be left
in jacket pockets. Students must store backpacks and other personal belongings in
their assigned lockers during the school day. Students should not bring athletic gear,
basketballs, footballs, or other similar items to school.
While we aim to provide a secure school, Creative Minds is not responsible for loss or
theft of student property. The school’s policy is that, in cases of accidents that happen
in the normal course of the school day, we do not pay and do not try to facilitate parents
and guardians paying for other students’ materials. For example, if during a basketball
game, a student’s glasses are accidentally knocked off and broken, the school will not
take responsibility for the loss.

Toys must be left at home unless the teacher has made a special request that children
bring them to school. Students who do not follow this rule may have the toy taken away
until the end of the school day. Toys include balls, bats, games, electronic toys, sports
cards, game cards, cars, and dolls. Please note that Creative Minds will not allow any
toy weapons on campus at any time.
Creative Minds students are not allowed to use cell phones, wireless earbuds, hand-held
gaming devices, or similar personal electronic devices during the school day, inclusive
of the afterschool program. If a child brings a cell phone to school, it should remain off
and stored in the child’s backpack or locker during the school day and after-school
programs. Violation of this policy will result in confiscation, and the device will be held
by the director of lower school or the director of middle school until a parent or guardian
can retrieve it. If multiple confiscations occur, additional ramifications will be in effect.
See the official policy here.
Pickup Procedures
Families are required to pick up students not staying for after-school activities promptly
at dismissal time. We ask families to wait outside until 3:30 p.m., weather permitting.
On inclement-weather days, families may enter the building before 3:30 p.m. but must
remain in the lobby area on the ground floor or in the Main Hall.
● Preschool through kindergarten students should be picked up directly from their

classrooms between 3:30 p.m and 3:45 p.m.
● Students in 1st through 4th grades s hould be picked up outside, on the big lawn
across from the side door, between 3:30 p.m and 3:45 p.m. If weather does not
permit, then students should be picked up from their classrooms.
● Students in 5th through 8th grades will be dismissed through the side door at
4:00 pm.
Publications
We communicate with families through email; the Creative Minds website; and Twitter,
Facebook, Instagram, and YouTube.

School-wide email is sent to all families, at the email address provided during
enrollment. These messages provide practical details about upcoming events, news,
announcements, and other timely information.
Our website, at www.creativemindspcs.org, provides general information about the

school and resources of interest to the public as well as to the Creative Minds
community. We can be found on Twitter, Facebook, and Instagram by searching for
@CMIPCS.
It is important to us that all families be able to access these materials. Any family
experiencing barriers to access is encouraged to speak with us so that we can suggest
solutions or provide alternatives. Likewise, a parent or guardian who does not want to
receive this information may opt out. Any questions about publications or digital access
can be directed to the manager of marketing and communications.
Report Cards
Creative Minds report cards are aligned to Common Core State Standards for literacy
and math. They also indicate each student’s development with regard to the IEYC, IPC,
and IMYC Learning Goals. Our report cards use the language of the international
curricula’s rubrics to measure a student’s level of mastery in each subject-area goal:
Beginning, Developing, Approaching Mastering, or Mastering. Creative Minds sends
home report cards at the end of each semester. Families also receive a progress note
halfway through each semester.
Safety & Security

All District of Columbia public charter schools are designated as closed campuses. For
this reason, all visitors to the school must report to the front lobby on the ground floor
and must sign in to the visitor’s log. No child is allowed to leave school unless
accompanied by an identified parent or guardian. Every student leaving school early
must be signed out in the early-dismissal log.

Tardiness
All students who enter the building after 8:45 a.m. are marked tardy by the classroom
teaching staff. If you have an excuse for your child’s tardiness, you must submit a
written note to the registrar or by email to f [email protected]. If a student
has a note from a parent or guardian, the note will be added to his or her file.
The attendance committee will review each student’s attendance on a monthly basis
and will contact parents to discuss regular absences or instances of being tardy.
Parents or guardians will receive a letter when a student reaches five unexcused
absences and will be invited to the school for a meeting.
Visits & Observations

**See COVID Addendum for current information.**
There will be many opportunities for families to visit the school. Opportunities may
include reading a book to the class, sharing knowledge about a topic the class is
studying, chaperoning a field trip, participating in an Entry or Exit Point, sharing your
family’s culture during a community meeting, and celebrating holidays.
Families may request to observe their child’s class. We ask that you wait until after the
first two weeks of school to make this request. These first weeks are an essential time
for building classroom and school communities. Routines and expectations are set, as
we emphasize how the members of a class will work together as a community. During
this period, the presence of family members and other visitors can hinder group
development.
Parent and guardian observations can be requested by submitting the request form in
the Classroom Observation Request Packet; email the form to
[email protected] or drop it off at the front desk to the attention of the
director of lower school or the director of middle school, depending on your child’s
grade.
The request must be received at least one week before the date on which you’d like to
visit and be approved by the teacher or program director. You will submit three

proposed dates and times, and the teacher will select from these. The observer must
sign a confidentiality agreement before coming to the school for the observation. All
visitors must sign in at the front desk. Please see the Classroom Observation Request
Packet for more information.
Volunteerism
Creative Minds welcomes individuals, community groups, civic organizations, and
businesses to volunteer throughout the year. There are opportunities to contribute in a
variety of ways, including reading or presenting to students in the classroom (with an
appointment), participating in learning activities, chaperoning, organizing beautification
days, or translating. Contact Margaret Ward, director of grants and development, at
[email protected] for details about the volunteer program.
If you wish to make a sustaining commitment, we encourage you to contact the

Creative Families Association about opportunities to contribute to our school
community.

Safety & Discipline

Core Beliefs about Student Behavior
Creative Minds staff members share a set of core beliefs about student behaviors.
These beliefs inform the actions that staff members take to improve and respond to
student behaviors. Our policies and procedures for ensuring a safe environment are
also guided by our Core Beliefs. The Core Beliefs are as follows:
● We believe that every attempt should be made to maintain the dignity of both the
adult and the student.
● We believe that there should be a logical connection between misbehavior and
resulting responses.
● We believe that misbehavior should be viewed as an opportunity for individual
problem solving and preparation for the real world, as opposed to a personal
attack on the school or staff.
● We believe that students should have the opportunity to tell their side of the story
(i.e., be offered a due-process hearing) when consequences appear to be unfair.
● We believe that it is best if a student does most of the thinking.
Conscious Discipline
Creative Minds’ education program incorporates Conscious Discipline, a research-based
approach to social-emotional development designed by Dr. Becky Bailey. Fundamental
to this developmentally appropriate approach is the concept that “discipline is not
something we do to children but something we develop within them.” Conscious
Discipline can teach families and children to
● set and achieve goals together . . . despite obstacles;

● manage emotions, instead of acting out;
● set personal boundaries that encourage mutual respect; and
● resolve conflict in a way that creates closer relationships.
Conscious Discipline was created to support educators, parents, and other caregivers.
It can be pictured as a pyramid with four stages:

The Brain State Model resides at the base of the pyramid. It’s a framework for
understanding the internal brain-body states that are most likely to produce certain
behaviors in children and in ourselves.
Seven Powers for Conscious Adults is the second layer of the pyramid. Once adults
have an understanding of the brain states, they need to become familiar with and
wholeheartedly believe in the seven powers, along with their mission statements.
The School Family is the next layer of the pyramid. With an understanding and
acceptance of the previous two layers, teachers can easily begin to implement the
Conscious Discipline classroom structures along with connection tools and rituals.
Seven Skills of Discipline i s the fourth, and final layer, of the pyramid. After mastering
the previous three layers, teachers master the seven skills, which give them the tools to
successfully guide students in disciplining themselves from within, rather than being
disciplined by a teacher.
A Restorative Response to Misbehavior

We have created a research-based behavior system tailored to our school’s unique
mission and philosophy. The system provides a structured and safe learning
environment, while teaching students skills that will benefit them as they engage within
the world beyond school.
Our approach is dedicated to building positive relationships between adults and

children, while viewing each child as a unique individual. Whenever possible, staff
deliver restorative responses geared toward providing a student with the opportunity to
right the wrong he or she committed. Student accountability is balanced with support
from an adult, to prevent misbehavior in the future.

Restorative consequences are related to the function of the misbehavior, respectfully

delivered, and reasonable in duration and severity, depending on the student’s
developmental level. These consequences are not arbitrary punishments but rather
meaningful opportunities for students to make restitution and comprehend the real
weight of cause and effect when it comes to their decision-making.
If expectations are continually unmet and interfere with other students’ safety, security,
and ability to learn—and we are unable to address a student’s negative behavior through
positive interventions and classroom redirection—families will be contacted and
administrative disciplinary action will be taken. Because the Creative Minds philosophy
views each individual and behavioral situation as unique, we do not utilize a
one-size-fits-all approach to addressing student behavior; we tackle each situation by
thoughtfully prioritizing the physical and emotional safety of all students.
We know that families play an important role in supporting positive behaviors at school
and encourage families to be a part of addressing difficult behaviors as they arise. Our
staff will document students’ social, emotional, and behavioral challenges and
communicate with families as needed.
Disciplinary Procedures for Students

with Disabilities
Creative Minds abides by the Individuals with Disabilities Education Act (IDEA) and
DCMR Chapter 25 and Chapter 30 when suspending or expelling special education
students. When a student with an IEP demonstrates significant behavioral challenges at
Creative Minds, the following procedures will apply:
1. If the student’s IEP includes specific disciplinary guidelines, the student will be
disciplined in accordance with those guidelines. If the disciplinary guidelines
appear to be ineffective when followed with respect to a specific infraction, or if
there is concern for the health and safety of the student or others, , the matter
will be immediately referred to the special education coordinator for action;
2. Students for whom the IEP does not include specific disciplinary action may be
disciplined in accordance with standard school policy related to DCMR Chapter
25 relating to each infraction. If the program director decides to suspend the
student, the special education coordinators will arrange for appropriate
alternative instruction;

3. If a student identified as having a disability is suspended during the course of the

school year for a total of ten days, the student must be immediately referred to
the Special Education Discipline Committee (“SEDC”) for a manifestation
meeting. The SEDC is made up of the executive director, the director of inclusion,
the special education coordinator, and the student’s teacher. The SEDC will
explore whether the infraction is a result of the disability. Special education
services are not to be interrupted during the manifestation process or long-term
suspension. If it is determined that the behavior was a manifestation of the
student's disability and the student is suspended beyond 10 days, educational
services, including access to the general curriculum, must continue.
Parental Rights & Responsibilities

Parents and guardians play an integral role in helping Creative Minds create a safe and
supportive school environment. Parents and guardians have the right to
● be a partner in a supportive and safe school environment that fosters quality

relationships, mutual respect, and effective communication;
● see their children experiencing success through meaningful and relevant
curricula;
● feel safe; and
● be treated with care, cooperation, courtesy, and respect.
Parents and guardians have a responsibility to
● actively support and contribute to the development of a safe and supportive

school environment;
● support and encourage their children to participate to the best of their abilities in
all aspects of the curriculum;
● behave and communicate in a way that respects and supports the safety and
well-being of self and others; and
● treat others with care, cooperation, courtesy, and respect.
Parents and guardians are encouraged to
● inform the school of any situation or information that is relevant and concerns
their children’s behavior;
● encourage their children to follow the school expectations and Personal Goals;

● support their children in taking responsibility for their behavior by using

problem-solving strategies;
● attend any meetings arranged by the school to discuss their children’s behavior;
and
● work in partnership with Creative Minds to develop a safe and supportive school
environment.
Suspension & Expulsion

Suspension and expulsion are the school’s most serious disciplinary actions and will
only be considered when serious or repeated conduct violates the rights of others to
feel safe and engaged in learning. Creative Minds works hard to be a low-suspension
and no-expulsion school by implementing consequences that give students an
opportunity to restore their relationships—fixing the problem they have caused, rather
than being excluded from a learning environment.
In keeping with our Core Beliefs, our goal is to keep students in class and learning, and
we believe that punishing students does not alter behaviors, but that interventions do.
Suspension is defined as the denial of the right of a student to attend CMI, including all
classes and school activities, for a defined period of time, not exceeding ten school
days. Expulsion is the denial of a student’s right to attend CMI, including all classes and
school activities, for at least one school year or longer.
The executive director and appropriate members of CMI’s staff will determine the
number of days for a suspension on the basis of the severity of the infraction, the
developmental stage of the student, and any previous infractions.
In the event that a student is suspended or expelled, the student’s parents or legal
guardians will be contacted and informed of the suspension and will need to pick up the
student from school. If a parent or legal guardian is unable to pick up the student that
day, the suspension will begin on the next school day. A copy of the suspension letter
will be sent home with the student and another will be retained in his or her permanent
school file. Parents or guardians wishing to appeal a suspension must do so by making
an appointment with the appropriate leadership staff.

Long-term Suspensions & Expulsions

Any student involved in a very serious discipline incident (i.e.., Tiers 4 or 5, defined in
Appendix 5) may be a candidate for long-term suspension or expulsion. According to
the Student Fair Access to School Amendment Act of 2018, no student may be subject
to an out-of-school suspension for longer than five consecutive days for grades
kindergarten–5 and ten consecutive days for grades 6–12. IDEA discipline provisions
are observed in cases regarding students with disabilities. Only the executive director
will make the decision regarding long-term suspensions or expulsions. Expulsion is an
action taken as a last resort. It is a consequence used for repeated offenses by a
student who shows an inability to correct his or her behavior after repeated measures
and options have been exhausted. If a student is under consideration for expulsion, the
executive director will contact the parents or legal guardians to arrange a meeting to
review the conduct that led to the consideration for expulsion. The student will be
considered suspended until the expulsion is final. The executive director will then
convene the school’s Disciplinary Committee to make a final decision regarding
expulsion and notify the parent or guardian by telephone and in writing.
Appeals Process
Families may appeal the decision to expel a student through a formal appeals process
that includes a hearing before an Appeals Committee, consisting of the chair of the
Creative Minds Board of Trustees (or his/her designee) and two other board members.
The appeal must be made in writing within 48 hours of notification of expulsion and
delivered by email or regular mail to the executive director. The Appeals Committee will
consider the testimony of all participants and render a decision within 48 hours of the
hearing.
Bullying Prevention & Intervention

Policy
Objectives & Purpose
Creative Minds expects all students and staff to behave in a way that promotes an
understanding of the Personal Goals outlined in the social-emotional curriculum and
derived from the IEYC, IPC, and IMYC. These Personal Goals allow us to maintain a safe
and inclusive environment for all students, staff, and other community members.
Creative Minds expects students and staff to treat one another with respect and does

not tolerate acts of harassment, intimidation, or bullying. Similar to violent or highly

disruptive behaviors, this type of conduct violates the rights and abilities of students to
engage in learning and makes it difficult for Creative Minds staff to adequately educate
students in a safe environment.
Creative Minds has created a bullying prevention and intervention policy in order to
protect our school culture and the safety and well-being of all members of our school
community. Creative Minds staff will use this policy to immediately investigate reports
of bullying, harassment, and intimidation and determine appropriate next steps for all
involved in an incident.
Definition of Bullying
CMI defines bullying as any severe, pervasive, or persistent act or conduct, whether
physical, electronic (cyber), or verbal that:
1) May be based on a youth’s actual or perceived race, color, ethnicity, religion, national
origin, sex, age, marital status, personal appearance, sexual orientation, gender
identity or expression, intellectual ability, familial status, family responsibilities,
matriculation, political affiliation, genetic information, disability, source of income,
status as a victim of an intrafamily offense, place of residence or business, or any
other distinguishing characteristic, or on a youth’s association with a person, or
group with any person, with one or more of the actual or perceived foregoing
characteristics; and
2) Shall be reasonably predicted to:

a) Place the youth in reasonable fear of physical harm to his or her person or
property;
b) Cause a substantial detrimental effect on the youth’s physical or mental health;
c) Substantially interfere with the youth’s academic performance or attendance; or
d) Substantially interfere with the youth’s ability to participate in or benefit from the
services, activities, or privileges provided by an agency, educational institution, or
grantee.
Prohibition against Bullying

Acts of bullying, including cyber bullying, whether by youth, volunteers, or staff, are
prohibited:

1) On CMI grounds and at CMI sponsored or related events on and off the CMI
grounds, on any vehicle used for CMI business, at any transit stop at which youth
wait to be transported to CMI business, or through the use of any electronic
devices owned by CMI, leased by CMI or used for CMI business;
AND
2) At a location or function unrelated to CMI, through the use of any electronic

devices, including those not owned or leased by CMI, if the acts of bullying or
cyberbullying create a hostile environment at CMI for the victim or witnesses,
infringe on their rights at CMI or materially and substantially disrupt the orderly
operation of CMI.
Retaliation against a youth, volunteer, or staff member who reports bullying, provides
information about an act of bullying, or witnesses an act of bullying is also prohibited.
Reporting Bullying Concerns

The Bullying Prevention & Intervention Policy, and age appropriate versions thereof, will
be distributed to Creative Minds students and parents annually through the Student &
Family Handbook as well as the Code of Conduct. All Creative Minds staff will be trained
on the bullying policy and reporting procedures annually. Our School Wellness Team is
responsible for coordinating Creative Minds’ bullying-prevention efforts. All questions,
comments, and concerns about the bullying policy and Creative Minds’ prevention
efforts can be directed to our school social worker or school counselor by calling (202)
588-0370 or emailing S [email protected].
Reporting Incidents of Bullying or Retaliation

Creative Minds expects all staff members to report incidents of bullying or retaliation
they witness or are made aware of. Staff members should immediately report all such
incidents to the school social worker or school counselor. Students, parents, and
guardians are encouraged by Creative Minds to report any incidents of bullying that they
witness or become aware of. Reports of bullying may be made to the Student Wellness
Team by completing an o nline reporting form or a paper form, or by calling (202)
588-0370.
Reports of bullying by students, parents, and guardians may be made anonymously, but
disciplinary action cannot be taken by Creative Minds solely on the basis of an
anonymous report, though such a report may trigger an investigation that will provide

actionable information. All reports received as part of this process will be transcribed
onto a Creative Minds Bullying Incident Report Form.
Investigating Incidents of Bullying

An investigation of an incident will be initiated no more than one day after the Student
Wellness Team (SWT) receives a report of bullying and will conclude no later than 30
days after the receipt of such a report. As part of the investigation the SWT will
interview any involved or relevant parties. Prior to the investigation of an incident, the
SWT will take steps to ensure the safety of the alleged victim referenced in a reported
bullying incident. These steps will be designed to restore a sense of safety to the victim
and to protect him or her from further incidents if necessary. Examples of such actions
may be to establish a staff “safe” mentor, create preferential seating, or to change the
alleged bully’s/bullies’ school schedule when necessary. Once an investigation is
concluded, further steps will be taken as needed to assure the continued safety of the
victim from additional incidents of bullying or retaliation.
Once a report of bullying has been received by CMI, the following groups will be notified
as needed by the School Wellness Team:
Parents and guardians: CMI will notify the parents or guardians of victims,
bullies, and, if appropriate, witnesses to an incident of bullying behavior about the
nature of the incident and the procedures and steps in place for responding to it.
Law enforcement agencies: If Creative Minds International PCS determines that

the reported incident may involve criminal activity or the basis for criminal
charges, information about the incident must be conveyed to the appropriate law
enforcement authorities after approval of the executive director or chief
academic officer. As part of making this determination the School Wellness
Team may wish to consult with either a law enforcement officer or legal counsel
with the respective program director’s guidance.
Notification will be undertaken to ensure that services are provided to victims and
bullies and to protect victims from further or sustained victimization. CMI will make
every effort to protect the confidentiality of those who report bullying incidents.
The Student Wellness Team is charged with making determinations as to whether a

reported incident constitutes a case of bullying. These determinations will be made in
consideration of the totality of the facts and the circumstances surrounding the
incident. If the SWT determines that an incident of bullying has occurred, appropriate

disciplinary steps will be taken in conjunction with the school administration to prevent
the recurrence of an incident and restore the safety of a victim.
Consequences of Bullying & Retaliation

CMI recognizes that for sanctions to be an effective component of a bullying-prevention
plan, they must be applied consistently, fairly, and equitably. To this end, CMI shall
ensure that staff follows these guidelines as closely as possible, while allowing for
flexibility to adapt sanctions to individual contexts. Furthermore, to ensure equitability in
applying sanctions, measures will be applied on a graduated basis determined by the
nature of the offense and the disciplinary history and age and developmental status of
the student engaging in bullying behavior. Consequences should be designed
specifically to: (1) appropriately correct the bullying behavior; (2) prevent another
occurrence of bullying or retaliation; and (3) protect the target of the bullying. Potential
consequences of bullying include, but are not limited to:
1. Change in proximity
2. Loss of privileges
3. In- or out-of-school suspension
To ensure that single incidents of bullying do not become recurring problems, CMI’s
response to an active incident of bullying will always include the referral of both
victim(s) and bully/bullies to the Student Wellness Team for remedial mental health
services. CMI does not endorse the use of punitive strategies associated with “zero
tolerance” policies when applying sanctions to an incident of bullying. CMI shall
communicate to students these consequences that students can expect for
participating in bullying behavior.
Appeals
Parties dissatisfied by the outcome of a bullying investigation may appeal the
determination of the School Wellness Team at Creative Minds International PCS. This
appeal should be submitted in writing to the Program Director no later than 30 days
after the initial determination. Upon receipt of an appeal, the Program Directors in
consultation with the chief academic officer and/or executive director will conduct a
secondary investigation within 30 days. This 30-day period may be extended by up to an
additional 15 days if the Creative Minds International PCS indicates why more time is
needed to conduct an investigation. Any decision to extend the appeals timeframe by

15 days must be documented in writing. Any party submitting an appeal shall be

informed of his/her right to seek further redress under the Human Rights Act.

School Policies
Attendance
**See COVID Addendum for information about attendance during remote learning.**
Our goal is for students to attend school on time, on a daily basis. To meet the
instructional needs of all our students, we emphasize the importance of students’
forming good habits of punctual arrival and infrequent absences. The District of
Columbia Public Schools mandatory school attendance laws (D.C. Law 8-247) apply to
students five years of age and older; as a public charter school, Creative Minds
International PCS strictly enforces D.C. Law 8-247. Parents are held accountable for
students’ regular attendance to school. The attendance committee at Creative Minds
International Public Charter School developed the following guidelines in an effort to
document tardiness and absences. Students who have ten or more unexcused
absences are considered to be chronically truant under the law and must be reported
for truancy and investigation to Child and Family Services Agency (CFSA) at
202-671-7233.
Child Family Services Agency Reporting

All Creative Minds International PCS, school personnel are mandated by law to report
child abuse and neglect. If a staff member believes he/she has reasonable and
probable grounds that a child requires protective services, they are obligated by law to
report the suspected abuse or neglect to The Child Protective Services Division of the
Child Family Services Agency (CFSA), via the CFSA 24-hour Child Abuse and Neglect
Hotline (202-671-SAFE (7233)). CFSA is required by law not to disclose the name of the
reporters to the family. It is the responsibility of the mandated reporters to support
families and ensure that children are safe in their homes and community. At times, it
may be challenging to apply the legal definitions and standards of abuse and neglect to
a specific circumstance. For more information, please visit w ww.cfsa.dc.gov. For any
questions or concerns, please contact the school.

Children & Youth in Transition

(Homelessness Policy)
Creative Minds acknowledges that homelessness exists in our community. The term
“homeless” refers to an individual (including migratory and undocumented children and
youth) who lacks a fixed, regular, and adequate nighttime residence, including children
and youth who are: (a) sharing housing due to loss of housing or economic hardship; (b)
living in emergency or transitional housing (including being abandoned in hospitals or
living in parked cars, parks, public spaces, substandard housing and/or bus/train
stations); (c) living in motels, hotels, trailer parks, or camping grounds due to lack of
alternative adequate housing; and (d) students who have a primary nighttime residence
that is a public or private place, not designed or ordinarily for regular sleeping quarters.
Creative Minds International Public Charter School will ensure that all children and youth
receive a free and appropriate public education and are given meaningful opportunities
to succeed in our school. We will also follow the requirements of the McKinney-Vento
Homeless Assistance Act, including, but not limited to: (a) provide immediate
enrollment of homeless children; (b) provide school stability for homeless students (i.e.
allow students to remain in the school of origin and provide transportation upon
request; (c) ensure that homeless students are provided services in such a way that
they are not isolated or stigmatized; and (d) promote school success and completion).
Under federal law, children and youth in transition must have access to appropriate
public education, including preschool, and be given a full opportunity to meet state and
local academic achievement standards. They must be included in state- and
district-wide assessments and accountability systems. CMI will ensure that children and
youth in transition are free from discrimination, segregation, and harassment; More
information regarding our full policy can be found on our website and will be distributed
to all students upon enrollment and twice during the school year, provided to students
who seek to withdraw from school, and posted in the school. Our school’s liaison and
point of contact for more information is our school social worker, Miriam Kahn, who
may be contacted at M [email protected].

Family Educational Rights and Privacy

Act
The Family Educational Rights and Privacy Act (FERPA) affords parents certain rights
with respect to their children’s education records. These rights are:
● The right to inspect and review the student's education records within 45 days
of the day the School receives a request for access. Parents or eligible
students should submit to the School principal [or appropriate school official]
a written request that identifies the record(s) they wish to inspect. The School
official will make arrangements for access and notify the parent or eligible
student of the time and place where the records may be inspected.
● The right to request the amendment of the student’s education records that the
parent or eligible student believes are inaccurate. Parents or eligible students
may ask the School to amend a record that they believe is inaccurate. They
should write to the School principal [or appropriate school official], clearly
identify the part of the record they want changed, and specify why it is
inaccurate. If the School decides not to amend the record as requested by the
parent or eligible student, the School will notify the parent or eligible student of
the decision and advise them of their right to a hearing regarding the request for
amendment. Additional information regarding the hearing procedures will be
provided to the parent or eligible student when notified of the right to a hearing.
● The right to consent to disclosures of personally identifiable information

contained in the student's education records, except to the extent that FERPA
authorizes disclosure without consent. One exception, which permits disclosure
without consent, is disclosure to school officials with legitimate educational
interests. A school official is a person employed by the School as an
administrator, supervisor, instructor, or support staff member (including health
or medical staff and law enforcement unit personnel); a person serving on the
School Board; a person or company with whom the School has contracted to
perform a special task (such as an attorney, auditor, medical consultant, or
therapist); or a parent or student serving on an official committee, such as a
disciplinary or grievance committee, or assisting another school official in
performing his or her tasks. A school official has a legitimate educational
interest if the official needs to review an education record in order to fulfill his

or her professional responsibility.
● The right to file a complaint with the U.S. Department of Education

concerning alleged failures by the S chool District to comply with the
requirements of FERPA. The name and address of the Office that administers
FERPA is:
Family Policy Compliance Office

US Department of Education
400 Maryland Avenue, SW
Washington, DC 20202-5901
FERPA requires that CMI obtain your written consent prior to the disclosure of
personally identifiable information from your child’s education records. However, CMI
may disclose appropriately designated “directory information” without written consent,
unless you have advised CMI to the contrary in accordance with CMI’s procedures. If
you want to limit the disclosure of directory information about your child, please advise
the school by August 20.
Nondiscrimination & Antiharassment

Policy
Creative Minds is committed to providing an environment in which all individuals are
treated with respect and dignity. Each student has the right to learn in an atmosphere
that promotes equal opportunities and prohibits discriminatory practices.
Harassment on the basis of any protected characteristic is strictly prohibited. Under

this policy, harassment is verbal or physical conduct that denigrates or shows hostility
or aversion toward an individual because of his/her race, color, national origin, sex,
disability, age, religion, marital status, personal appearance, sexual orientation, gender
identity or expression, familial status, family responsibilities, political affiliation, or
source of income in its programs, and that: (i) has the purpose or effect of creating an
intimidating, hostile or offensive environment; (ii) has the purpose or effect of
unreasonably interfering with an individual’s performance.
Harassing conduct includes, but is not limited to: epithets, slurs or negative
stereotyping; threatening, intimidating or hostile acts; denigrating jokes and display or

circulation of written or graphic material that denigrates or shows hostility or aversion

toward an individual or group (including through email).
CMI does not discriminate on the basis of race, color, national origin, sex, disability, age,
religion, marital status, personal appearance, sexual orientation, gender identity or
expression, familial status, family responsibilities, political affiliation, or source of
income in its programs and activities and provides equal access to the Boy Scouts and
other designated youth groups.
In addition, we do not allow discrimination of any kind in the workplace. We are an equal
opportunity employer and also take affirmative action measures against discrimination
in all aspects of employment and School business. This policy applies not only to
personnel decisions, but to all aspects of the School.
We ask that everyone in the CMI community respect everyone around them—students,
family members, teachers, staff, and management alike.
Any person who believes that CMI has discriminated on the basis of race, color, national
origin, sex, disability, age, religion, marital status, personal appearance, sexual
orientation, gender identity or expression, familial status, family responsibilities, political
affiliation, or source of income, or otherwise may submit a complaint pursuant to CMI’s
Grievance Procedures contained within this document.
Students with Disabilities Nondiscrimination Policy

Notice: Programs for students with disabilities under Section 504 of the Rehabilitation
Act of 1973 and the Americans with Disabilities Act of 1990
Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act
prohibits discrimination against persons with a disability in any program receiving
federal financial assistance. Section 504/ADA defines a person with a disability as
anyone who has a mental or physical impairment which substantially limits one or more
major life activities such as caring for one’s self, performing manual tasks, walking,
seeing, hearing, speaking, breathing, learning and working. The school has the
responsibility to provide adjustments, modifications and provide necessary services to
eligible individuals with disabilities. Creative Minds International Public Charter School
acknowledges its responsibility under Section 504/ADA to avoid discrimination in
policies and practices regarding its personnel and students. No discrimination against

any person with a disability shall knowingly be permitted in any program or practice in
the school.
CMI does not discriminate on the basis of race, religion, color, national origin, sex or
disability in providing education or providing access to benefits of education services,
activities, and programs, in accordance with Title Vi of the Civil Rights Act of 1964, as
amended; Title IX of the Educational Amendments of 1972; Section 504 of the
Rehabilitation Act of 1973, as amended; and Title II of the Americans with Disabilities
Act.
Providing False Information: Penalties

Any person, including any District of Columbia public school or public charter school
official, who knowingly supplies false information to a public official shall be subject to
the payment of a fine of not more than $500, or imprisonment for not more than 90
days, or any combination thereof. The case of any such person may be referred to the
Office of the Attorney General for consideration for prosecution.

Family Involvement &

Communication
We believe that effective home-school communication is essential to building and
maintaining a strong school community. There are many ways in which families can
receive Creative Minds news: (1) class newsletters; (2) notices sent home with
students; (3) school-wide newsletters; (4) the school’s website and social-media
platforms; (5) periodic informative emails; (6) the front-lobby television display; and (7)
the occasional emergency alert sent by email, text, or automated phone call.
While some of this news may be delivered in hard copy (via backpacks or postal mail) or
be made verbally (in person or by phone), the majority of these updates are sent or
posted electronically. Families are encouraged to make use of these resources and to
inform us if there are any obstacles to access. Another way that families can help to
maintain strong home-school communication is to alert us to any changes in contact
information including mailing address, phone number, and email address. We ask that
you promptly provide this information to administrative staff at the front desk.
It is important that families maintain open channels of communication with the school.
Parents and guardians are encouraged to email students’ teachers directly with any
questions or concerns. During the school week, school staff will reply to emails within
24 hours, and generally not in the evening. Our staff, including our Leadership and
Administrative teams, are available to meet with parents to address any concerns.
These appointments must be scheduled in advance. We ask that you please your child’s
classroom teacher first, if appointments are for issues related to the classroom. If the
issue cannot be resolved with the teacher, it should be brought to the director of the
program. Contact information for our Leadership and Administrative teams is included
in Appendix 6.

Appendices
APPENDIX 1: Curriculum
Early Childhood Program
International Early Years Curriculum
The International Early Years Curriculum (IEYC) emphasizes interactive, hands-on
projects that spark curiosity, engage students, encourage teamwork, and make
connections to children’s lives. The IEYC taps into students’ interests and strengths,
developing their innate love of learning.
The IEYC units focus on the following targets (called the Learning Strands):
Independence and Interdependence, Communicating, Inquiry, and Healthy Living.
Early childhood (preschool and prekindergarten) classrooms at Creative Minds have the
following characteristics:
● Play-based learning rooted in the IEYC themes, Learning Strands, and Learning
Goals. Our teachers put research and understanding of best practices of play in
early childhood to work. Following the student’s lead, teachers engage with
students around the themes they are exploring, with the goal of strengthening
their social-emotional regulation and deepening their content knowledge. In play,
students practice the Personal Goals, with special focus on adaptability,
communication, and cooperation.
● Extensive use of small-group instruction, which provides differentiated learning

opportunities and supports students in practicing respect, communication, and
cooperation. In small-group work, students explore and express the knowledge
and skills they are developing through the work in their classrooms with teachers
and peers.
● Project-based work gives teachers flexibility to follow children's interests, while

following the IEYC unit sequence and themes.
● Arts integration provides both motivational and cognitive benefits for student
learning. The thematic units of the IEYC provide extensive opportunities for

students to deepen their understanding and express their learning through

multiple forms of art. In addition to arts integration within academic subjects,
students receive a well-rounded curriculum of standalone arts classes through
our Enrichment subjects (physical education, global languages, music, and visual
arts).
Elementary Program
The International Primary Curriculum
The International Primary Curriculum (IPC) provides a rigorous, thematic teaching
structure designed to engage children of all abilities to be creative thinkers and
problem-solvers in a globalized world. Instructional units bring together the social
sciences and arts, enabling children to make links between the subjects in exciting and
stimulating ways.
Our elementary (kindergarten–4th grade) program features the following

characteristics:
● The workshop approach to developing readers and writers. In workshop,

students are introduced to a new skill or strategy as a group, then provided with
supported opportunities to practice the skill at their level individually and in small
groups. The workshop model provides frequent opportunities for students to
articulate their thinking, which reinforces the Personal Goals of communication
and thoughtfulness.
● Discourse-driven math instruction that focuses on conceptual understanding

and problem solving, beyond carrying out math procedures. Exploring multiple
pathways of problem solving builds adaptability and resilience. Student debrief
questions and exit tickets help both students and teachers to monitor
understanding and provide next steps.
● Extensive use of small-group work, which provides for differentiation and

supports students in practicing respect, communication, and cooperation.
● Inquiry-based learning, which includes project-based and thematic learning and

a focus on research. As they practice inquiry, students engage in thoughtful
learning processes, with teachers as facilitators. This approach helps students
learn how to frame questions and plan approaches to solving problems. In

navigating the uncertainty of less-structured questions, students practice

adaptability and resilience.
● Arts integration provides both motivational and cognitive benefits to student

learning. The thematic units of the IPC provide extensive opportunities for
students to deepen their understanding and express their learning through
multiple forms of art. In addition to arts integration with academic subjects,
students receive a well-rounded curriculum of standalone arts classes through
our Enrichment subjects (physical education, global languages, music, and visual
arts).
IEYC and IPC Units of Work

Each unit is distinct in the subject it studies but follows the same path in learning. Each
unit begins with an Entry Point, which is an activity to introduce the subject to students
and get them excited about the topic. The teachers and the children then enter into a
Knowledge Harvest to find out what the children know and want to learn about the
topic. Then the classroom enters into a series of research activities. This allows the
teacher to identify topics of interest specific to each student. After researching and
learning, the classroom enters into recording activities. After five to seven weeks, there
is an Exit Point. An Exit Point is an activity or concluding event in which children share
their work with their classmates, teachers, and families. Again, the teacher and students
are able to use a variety of activities to assess and reflect upon what they have learned
through the Exit Point. The Exit Point also allows the children to share their learning with
their families and the school community.

Middle School Program

The features of the middle school program (5th–8th grades) include the workshop
approach to developing readers and writers, discourse-driven math instruction,
extensive small group work, inquiry-based learning, and arts integration.
The International Middle Years Curriculum

The International Middle Years Curriculum (IMYC) is the extension of the IPC and
mirrors its core values: to engage children of all abilities to be creative thinkers and
problem-solvers in a globalized world. The IMYC continues the educational journey of
IPC learners with higher order thinking skills. The curriculum design takes into account
the unique developmental needs of students aged 11 to 14 and their growing ability to
engage with material on a deeper level.
Each unit of the IMYC provides opportunities for students to work with and learn from
peers, lead their own learning and take risks, tackle a wide range of self-directed
investigation, experience security and familiarity through a consistent learning process,
reflect upon their learning, and connect their learning to the world around them.
IMYC Units of Work

Learning with the IMYC follows six-week units based on a conceptual idea, called the
Big Idea. Students link the learning in their different subjects through the Big Idea,
considering what they’re learning from personal, interpersonal, and global perspectives.
Students reflect regularly by responding to structured questions. This process is called

reflective journaling and is designed to help formulate personal and conceptual
understanding of the subject knowledge and skills that they’re learning about, linked to
the big idea.
At the end of each six-week unit, students work individually or in small groups to create
and present a media project that reflects their understanding of the ways their subject
learning links to the Big Idea. This gives students the opportunity to express their own
ideas through modern, creative media.
The IMYC Process of Learning creates opportunities to connect learning and develop a
personal perspective; work with peers; take risks in a safe environment; and become
confident, independent, and engaged learners.

IEYC, IPC & IMYC Goals

The framework of the IEYC, IPC, and IMYC focuses teaching on three different types of
learning: knowledge, skills, and understanding.
Knowledge Skills Understanding
Facts that are important to Finding out how to do Developing a sense of the
know. things. Skills are practical meaning behind why we
and can be described as know and do things.
This is information that we “being able to do Understanding involves a
know is true, and the way something.” Skills take combination of
we answer a knowledge time to develop. We learn accumulated knowledge,
question will be either right skills in small, progressive practiced skills, and
or wrong. steps. reflection over time.
“Tell me.” “Show me.” “Talk to me about that.”

Knowledge, skills, and understanding are interconnected, building on one another in a

continual cycle that promotes meaningful learning for students.
Subject Goals
Subject Goals cover knowledge, skills and understanding. There are subject Learning
Goals for the following: language arts, mathematics, science, information technology,
design technology, history, geography, music, physical education, art, and society.
International Goals
This pedagogical framework prepares students for success in a global society by
developing their sense of international mindedness. Our child-friendly definition of
international mindedness at Creative Minds encapsulates our international goals: “I am
becoming a thoughtful global citizen through learning deeply about myself and others.”
Personal Goals & Dispositions

For our students to be ready to participate in a global society, they will require more
than academic skills. They will need strong social and emotional intelligence in order to
navigate an increasingly diverse, global society. We teach and explore the Personal
Goals and Dispositions emphasized in the IEYC, IPC and IMYC. We thoughtfully create
developmentally appropriate opportunities for our students to practice these traits
throughout the school day and year. This is how we define the Personal Goals at
Creative Minds:
● Adaptable: We are okay with change. We are able to change our actions or
attitude to fit new situations.
● Communicator: We share and let others share their ideas. We can express
ourselves in a variety of ways, with different types of people.
● Collaborator: We work together and support each other to achieve a goal. We

understand that everyone can contribute something different when working
together.
● Empathetic: We are aware of, perceive, and are sensitive to the feelings,
thoughts, and experiences of others.

● Integrity: We are honest and we help others. We have strong moral principles,
and we act on them to improve the lives of others.
● Resilient: We try again, even when it is hard. We handle disappointments with

maturity and continue to work toward our goals despite setbacks.
● Respectful: We treat others the way we want to be treated. We learn about and
accept one another’s differences with kindness.
● Thinker: We think about what we have learned and how it affects ourselves and
others. We reflect on our strengths and weaknesses to identify ways to better
ourselves.
The Personal Goals and Dispositions guide staff and students in a school-wide,
proactive personal-goals development program during morning circles and middle
school advisory.
Each month our entire community explores, in depth, what it means to show one of the
following traits: Adaptable, Communicator, Collaborator, Empathetic, Integrity, Resilient,
Respectful, and Thinker. These Personal Goals help our students and staff to achieve
our mission of international mindedness by helping them grow from a self-centered
view of the world to a more interconnected and globally aware mindset. While
increasing their own sense of self, students also develop their respect and appreciation
for the viewpoints of others.
Teachers embed these Personal Goals and Dispositions within academic instruction,
and acknowledge examples of community members displaying Personal Goals. Our
teachers take care to use various community and relationship-building techniques that
involve students in decision-making. These proactive approaches decrease behaviors
that detract from an engaging learning environment while promoting positive
social-emotional dispositions.
Common Core English-Language Arts and Math

Our literacy and math goals are based on the National Common Core Standards. Strong
literacy skills are imperative to academic success, and our program focuses on all
students’ developing strong reading and writing skills. Our mathematics curriculum and
instructional materials foster deep conceptual understanding required for successful
future learning in upper grades.

In addition to offering students a small class size for all subjects, we further
individualize literacy and mathematics instruction by implementing even smaller group
sizes on the basis of ongoing assessments administered throughout the school year.
Students are grouped on the basis of their strengths and areas of growth. They receive
targeted instruction that maximizes their learning opportunities. Knowing that students
will rely for years to come on their foundational skills in literacy and math, we support
students in making progress toward individual academic goals, while meeting or
exceeding national standards.
Arts Education & Integration

Research shows that arts education and integration into the curriculum can lead to
cognitive and motivational enhancements in learning. In addition, this approach offers
inclusive learning opportunities for different types of learners.
Students’ success in the arts is related to the nature of the instruction, which relies on a
combination of both verbal and nonverbal teaching. Arts integration taps into students’
visual, kinesthetic, and auditory strengths, engaging them more deeply in learning.
Research confirms that students are more motivated to learn through arts-integrated
projects that include music, movement, visual art, and drama.
The IEYC, IPC, and IMYC include arts-integrated, thematic curriculum units. In addition
to arts-integrated learning in our academic subjects, we promote a well-rounded
education that includes the arts as an autonomous part of the curriculum. We provide
our students with music and visual arts classes during the school day and in our
extended day programs.
Global Languages
To prepare students with the skills required to engage successfully in a globalized
world, we offer students arts-integrated global language classes. Students receive
instruction in Spanish and Mandarin from preschool through 4th grade. From 5th
through eighth grades, students specialize in one language in order to achieve higher
levels of proficiency.

APPENDIX 2: Extended Creative Day

**See COVID Addendum for information on Extended Creative Day during remote
learning.**
Our auxiliary program, Extended Creative Day (ECD), includes Before School, After
School, Creative Clubs, and individual music lessons. The goal of our ECD program is to
provide Creative Minds students with a safe, healthy environment in which they can
continue to learn, grow, and experience enrichment activities aligned with their
interests.
Before School
Preschool through 8th Grade
Our Before School program offers families the convenience of early drop-off in the
morning. Before School takes place between 7:30 a.m. and 8:15 a.m. Students
attending Before School play games, read, and have breakfast before school begins.
Enrollment
You may enroll your child in Before School for a fixed monthly rate of $150, or $75 a
month for families qualifying for free and reduced-price school meals. Please note that
the first payment for August/September Before School is due on August 25. Payment
for October and all subsequent months will be due on the first of each month. The
monthly price has been calculated by taking into account that some months have more
school days than others, and represents an average over the ten months of the school
year.
Enrollment for Before School takes place in late July / early August through an online
process. If you need to enroll in Before School after the start of the school year, please
use the online enrollment form available on the Creative Minds website.
Before School begins on the first day of school. Please note that we do not offer a
per-diem rate for Before School. If you need to drop off your student prior to 8:15 a.m.,
you must enroll in a monthly Before School plan.

Withdrawal
If you wish to withdraw your student from Before School, you must provide written
notice two weeks prior to the end of the month to cancel your enrollment for the
upcoming month.
After School
Preschool through 4th Grade
Our A
fter School program runs from 3:30 p.m. until 6:00 p.m. and provides students
with homework supervision, and a nutritious snack, as well as indoor and outdoor
(weather permitting) free play. Students participate in informal activities such as music,
dancing, and art projects, while enjoying social interactions with their friends and
academic reinforcement from our talented staff members. Our After School staff
consists of CMI teachers, student support staff, childcare professionals, and local
university graduate and undergraduate students.
Enrollment
You may enroll your child in After School for a fixed monthly rate of $350, or $125 if you
qualify for free or reduced-price school meals. All students enrolled in After School may
stay until 6:00 p.m. All students must be picked up promptly at 6:00 p.m. As with all
after-school programs, students must be signed out by parents or guardians or, if
applicable (for older students), by themselves.
After School begins on the first day of school for students in pre-K through 4th grade.
Preschool students have a modified schedule during the first week of school and
therefore begin After School during the second week. The first payment for After School
is due no later than five days of invoice issue, which typically occurs on the last
business day of the preceding month. Payment for October and all subsequent months
will be due on the first of each month. The monthly price has been calculated by taking
into account that some months have more school days than others, and represents an
average over the ten months of the school year.
Enrollment for After School takes place in late July / early August through an online
process. If you need to enroll in Before School after the start of the school year, please
use the enrollment links on the C reative Minds website.

Childcare on Parent-Teacher Conference Days

Students enrolled in part-time or full-time After School or in three or more Creative Clubs
qualify for childcare at no additional cost on the days of parent-teacher conferences.
Families participating in After School for the entire school year must register each
semester.
Withdrawal
If you wish to withdraw your child from After School, you must provide written notice
two weeks prior to the end of the month to cancel your enrollment for the upcoming
month.
Creative Clubs
1st through 4th Grades
Our Creative Clubs offer targeted enrichment activities that are designed to
complement the child-centered and academically rigorous instruction of our school day.
Creative Clubs instructors are Creative Minds teachers, student support staff, and staff
from local organizations that offer unique enrichment opportunities. For the most
up-to-date club offerings, please see our school’s website.
Enrollment
Our Creative Clubs offerings are posted on our website in late July / early August each
year for fall clubs, and in December for spring clubs. All enrollment for Creative Clubs
occurs online. Find links on the Creative Minds website. Please check the weekly
newsletter for updates.
In rare cases that a Creative Club has more students signed up than it can
accommodate, we will make every effort to accommodate all students who have
registered. If we cannot accommodate all students, CMI will conduct a random lottery
approximately one week before the start of school to determine the final roster. Clubs
that do not reach a minimum enrollment target by two weeks prior to the start of the
school year may be cancelled.
Payment
Payment for Creative Clubs is due at the time of enrollment. Most clubs have 12–14
sessions in the fall and 13–15 sessions in the spring. Depending on holidays, however,
some clubs may have more or fewer. Rates for clubs are fixed at $255 per club and

include participation in After School both before and after the Creative Club. The rate for
families who qualify for free or reduced-price school meals are $125 per Creative Club
and includes participation in After School both before and after the Creative Club.
Creative Clubs Policies & Procedures

Creative Clubs instructors pick up students from a designated after-school meeting
point at 3:45 p.m. and take them to the location of the Creative Club. At 5:00 p.m.,
Creative Clubs instructors return students to their designated After School classroom.
Families may pick up students from the After School classrooms after 5:00 p.m.
Withdrawal
In order to ensure appropriate staffing for the Creative Clubs and to maintain our
financial obligations, we have a strict policy on withdrawals from clubs.
Reimbursements for withdrawals are as follows:
● Fifty-percent refund through the second week of class.

● No refund will be provided after the second week of class.
If you wish to withdraw your child from the program, please provide written notice two
weeks prior to the end of the month in order to cancel enrollment for the upcoming
month.
Cancellations
In the event an instructor cancels two or more sessions we will offer a credit to your
account for the missed classes. The credit will be communicated to parents via email.
5th through 8th Grades

The Creative Clubs program for middle school has been designed to allow our oldest
students the opportunity to make choices and exercise leadership and self-direction.
Our goal is to provide a safe, healthy environment for continued learning, exploring
interests, and developing skills.
Students will have a menu of options each day, which will include intramural sports,
athletics, coding, performing arts, and homework help and tutoring. This list will change
each fall and spring.

Enrollment
Enrollment will take place in late July / early August for the fall session through an
online process. Once your child is enrolled in the program, he or she will be able to
choose activities to participate in. The menu of options will be published on our
website.
Payment
Payment for Creative Clubs is due at the time of enrollment. Most clubs have 12–14
sessions in the fall and 13–15 sessions in the spring. Depending on holidays, however,
some clubs may have more or fewer. Rates for middle school Creative Clubs are fixed at
$200 per month and include participation in After School both before and after the
Creative Club. The rate for families who qualify for free or reduced-price school meals
are $100 per Creative Club and includes participation in After School both before and
after the Creative Club.
If an activity does not reach minimum enrollment (enough students to play on a soccer
team, for example), we may adjust the activity accordingly. Families will be notified and
will have the opportunity to withdraw from the program with a full refund, if desired.
Withdrawal
In order to ensure appropriate staffing for the Creative Clubs and maintain our financial
obligations, we have a strict policy on withdrawals from clubs.
Reimbursements for withdrawals are as follows:
● Fifty-percent refund through the second week of class.

● No refund will be provided after the second week of class.
If you wish to withdraw your child from the program, please provide written notice two
weeks prior to the end of the month in order to cancel enrollment for the upcoming
month.
Cancellations
In the event an instructor cancels two or more sessions we will offer to credit your
account for the missed classes. The credit will be communicated to parents via email.

Individual Music Lessons

Students Ages 4+
Through our ECD program, we offer music lessons to students seeking one-on-one
instruction in piano, voice, violin, guitar, percussion, and other instruments, through B&B
Music Lessons. We are continuing our successful partnership with B&B, which provides
professional, experienced music teachers to the Creative Minds ECD program, to
complement school-day music lessons, or to enhance or engage new individual
abilities.
Enrollment
Creative Minds uses an online form for signing up for music lessons in the After School
program. The form for signing up for all music lessons will be available on the Creative
Minds website.
Subscription Pricing & Payment

Registered families are automatically charged on or after the 1st of each month directly
by B&B. The subscription rate for lessons is $125/month. Additionally, a site-service fee
of $20 per month, per student, will be assessed by the ECD program. If you cancel a
lesson during the month you will not receive a refund. However, if the teacher cancels
you will receive a credit for the missed lesson on next month’s payment.
Suspending or Cancelling Lessons

In the event that you can no longer continue music lessons, please send an email to
[email protected]. Be sure to notify B&B before the first of the month to
avoid being charged for that month.
Important Notes on Music Lessons

Spaces for individual lessons have traditionally been limited on the basis of space
constraints and instructor availability. Having more flexibility regarding the day of the
week and time of the lesson will make it more likely that your child will be able to sign
up for lessons.
Please note that individual music lessons and After School are separate programs. In
order to participate in music lessons—unless your student is being picked up from

school at 3:30 and returned for his or her music lesson—the After School fee ($10 per
lesson day) must be paid in full by the first of the month.
Typically, two annual student showcases, or recitals, are held at the school. Attendance
is free and strongly encouraged, but not mandatory.
Music lessons are available for students ages 4 and up.
ECD Payment, Policies & Procedures

Payment
Invoices for ECD services may be paid online or in person with a check, credit card,
money order, or cash. There is a $25 fee for returned checks.
Invoices are typically issued on the last business day of the month. Families have five
(5) days to pay the invoice. If after five (5) days an invoice remains unpaid a reminder is
sent indicating payment must be made within ten (10) days of the invoice issue date. If
no payment is received within ten (10) days of the invoice issue date families will
receive a letter indicating a student’s ability to participate in the program has been
terminated and participation in the program will be withheld until payment in full is
received. Late fees may also be assessed.
If you are experiencing financial hardship and need to discuss payment options, please
contact ECD manager Shannon Smith at [email protected].
Policies & Procedures

At school dismissal, all students who are enrolled in After School, Creative Clubs, and
music lessons are brought to a designated meeting place. At 3:45 p.m., students who
are not enrolled in After School but who have not been picked up will be sent to wait for
pickup near the front desk.
Students in After School receive a nutritious snack provided by our meal vendor. For
more information about snacks, please see the school menus on the N utrition &
Wellness page of our website.

After School ends at 6:00 p.m. Please call the school immediately if you know you are
going to be late; we are obligated to call the police if we are unable to reach parents,
guardians, or emergency contacts and it is past the end of After School.
Late pick up, after 6:00 p.m., also requires that the person who picks up the child pay a
fine directly to the ECD manager upon arrival. This fine is $1.00 per minute ($5.00
minimum), per family.
The following procedures will be followed regarding late pickup:
● First instance: The ECD coordinator will remind parents or others authorized to
pick up the child of the program’s hours and collect the associated fine.
● Second instance: The ECD coordinator will follow procedures from the first
instance, as well as inform the Creative Minds chief operating officer (COO), who
will contact the parents to discuss the situation.
● Third instance: The ECD coordinator may, at their discretion, contact DC Child
Protective Services and terminate your ECD contract. In addition, the ECD
coordinator will notify Creative Minds’ COO and executive director, who will
follow up with you.
Scholarships
We strive to make our after-school programs available to all students. Creative Minds
provides as many scholarships as possible to students who qualify for the free and
reduced-price meals to attend Creative Clubs and receive individual music lessons. The
Creative Families Association, our partners, and other individual donors provide
additional scholarships to expand access to activities.
Students are nominated by their teachers for enrichment opportunities and selected by
school leadership on the basis of financial, academic, and social needs. If you would
like your child to be considered for a scholarship, please contact the ECD coordinator.
Scholarships are distributed anonymously in order to protect the privacy of students
and families.
Questions & Concerns

Please send any questions or concerns, including billing inquiries, to Shannon Smith,
Extended Creative Day coordinator, at [email protected].

APPENDIX 3: School Calendar

Download a printable version of the calendar.

APPENDIX 4: Creative Families

Association
The Organization for Families at Creative Minds
The Creative Families Association (CFA) promotes and fosters the education and
culture of the students of Creative Minds International Public Charter School. The CFA
provides school-wide and classroom-specific support (financial and otherwise) and
outreach and communication to parents and guardians. The organization hosts special
programming and events throughout the year. The CFA Board of Directors works with
Creative Minds to set goals, strategies, and activities for achieving the CFA’s overall
mission and annual targets.
Creative Minds’ awesome school community is a product of its enthusiastic and

engaged families and staff. The CFA is an inclusive and open space for all Creative
Minds families and welcomes all levels of involvement, from volunteering for leadership
positions to volunteering as you can. Through the CFA, we’re supporting big goals and
projects to supplement the school’s needs and strengthen our community. Everyone
has a role to play: whether you’re volunteering an hour or joining the Creative Families
Association Board of Directors, the CFA and the school need you.
2020–21 CFA Board of Directors

● TBD, President
● Tamar Lechter, Immediate Past-President
● Maggie Quinn, Secretary
● Tailynn Olvera, Treasurer
● Taryn Hristova, Communications
● TBD, Fundraising
● Claire Heffez, Lower School Engagement
● Meghan Palmer, Middle School Engagement
● Jenni Wallace, CMI Board Liaison
CFA Supporting Committee Positions

● Alicia Lahey, Merchandise Chair
● Toni Appelero, Teacher Appreciation Chair

● Stacey & Todd Richman, Auction Co-chairs
Connect with the CFA

There are many ways to connect with the CFA. You won’t want to miss out on important
information or discussions. Connect today!
Email the CFA

Ask questions, share great ideas, and find out ways to volunteer by emailing
[email protected] .
CFA Newsletter
All Families are automatically signed up to receive the CFA Newsletter. If you are not
receiving the bi-weekly newsletter, please email c
[email protected] today.
Join the CFA Listserv

The listserv serves as a great informal means to connect with the Creative Minds
parent/guardian community. You can promote an event CMI families may want to
attend, discuss topics of interest, and even ask for babysitter referrals. Join today! Send
your listserv request to: [email protected].
Visit the Website

Visit the CFA website, www.creativefamilies.org where you’ll find a c
alendar of future
events, the latest news, announcements and much more.
CFA Google Calendar

Did you know that you can add CFA events directly to your family google calendar?
Head to our calendar and click on the + (plus) sign at the bottom of the page.
Follow the CFA on Social Media

● Facebook: @ creativefamiliesassociation
● Twitter: @
CFA_CMI
● Instagram: @cmifamilies

Show Your Support

Show your school spirit with what you wear and where you shop. A portion of all
proceeds helps the CFA support you, your kids, and the school.
Buy Creative Minds Merchandise

A shirt, a tote, a mug, a hoodie—if you’re proud to be a Chameleon, then shop our
Creative Minds store: https://squareup.com/market/creative-minds-international-pcs.
While the school building is closed for remote learning, we’ll make arrangements with
you for delivery; items are typically delivered to your child’s cubby. During the school
year, the CFA also partners with external vendors to offer special online-only sales of
additional merchandise.
Shop Using AmazonSmile

We know that you shop at Amazon.com! Go to A
mazonSmile to have 0.5% of all of your
purchases support Creative Minds!
AmazonSmile is a simple and automatic way for you to support Creative Minds every
time you shop, at no cost to you. When you shop at A
mazonSmile, you’ll find the exact
same low prices, vast selection and convenient shopping experience as Amazon.com,
with the added bonus that Amazon will donate a portion of the purchase price to CMI.
On your first visit to AmazonSmile, you need to select a charitable organization

(Creative Families Association*) to receive donations from eligible purchases before
you begin shopping. Amazon will remember your selection, and then every eligible
purchase you make at AmazonSmile will result in a donation.
*Returning families, please recall that since the CFA is a 501(c)(3) we have changed the charity from CMI
proper to the CFA. Please update your charity in your amazon account, accordingly.

APPENDIX 5: Discipline Chart

Creative Minds International Public Charter School Discipline Chart
Tier 1
Tier 1 behaviors are those behaviors that are insubordinate or cause minor disruptions to the
academic environment but do not involve damage to school property or harm to self or others. Tier 1
behaviors result in classroom-level disciplinary responses that may be elevated to administrative
response if they are not successfully abated by the teacher.
Example Behaviors Possible Consequences
● Off-task behaviors ● Logical and restorative consequence

● Not finishing work or homework ● Verbal redirection
● Noncompliance ● Teacher/student conference
● Inappropriate movement around the school ● Parental contact in writing or by phone
● Using inappropriate language ● Teacher/Parent conference
● Chewing gum ● Temporary removal of student from
● Littering classroom
● Bringing inappropriate items to school ● Loss of privilege
● Being late ● Lunch or After School reflection room
● Being in an inappropriate area ● Other school-based consequences as

approved by administration
● Inappropriate displays of affection
● Communication with staff and peers that is Supportive Interventions
not polite, courteous, or respectful
● Unauthorized use of portable electronic ● Behavior contract
devices during school hours (e.g., mp3 ● Relationship building
players, cell phones)
● Unsafe movement around the school or ● Restorative Circles
AFRH campus ● Seat change
● Leaving classroom without permission ● Teacher proximity
● Any behavior or other conduct not ● 1:1 meeting with teacher
specifically enumerated in any other tier in ● Floortime session
this chapter that is insubordinate or causes
minor disruption to the academic
environment but does not involve damage to
school property or harm to self or others

Tier 2
Tier 2 behaviors are those behaviors not specifically enumerated in any other tier in this chapter that
cause disruption to the academic environment, involve damage to school property, or may cause
minor harm to self or others. Tier 2 behaviors result in school-based and administrative disciplinary
responses.
● Using computer / office equipment without ● Logical and restorative consequence

permission ● Verbal redirection/reflection
● Intentional misuse of school ● Teacher/student conference or
equipment/supplies/facilities administrator/student conference
● Noncompliance with an approved dress ● Parental contact in writing or by phone
code
● Administrator/family conference
● Inappropriate use of CREATIVE MINDS PCS
computer or network (restricted websites, ● Temporary removal of student from
offensive emails) Classroom
● Acts of vandalism, destruction of property, or ● Other school-based consequences as

graffiti (tagging) approved by administration
● Sale or distribution of any item without

authorization Supportive Interventions
● Possession or distribution of obscene or

pornographic material on school premises ● Behavior contract
● Obscene, seriously offensive, or abusive ● Individual behavior chart with individualized

language or gestures incentives
● Causing disruption on school properties or at ● Behavior Intervention Plan

any Creative Minds PCS-sponsored or ● Consider referral for counseling
supervised activity ● Floortime session(s)
● Gambling ● Environmental supports (stress ball,
● Leaving school without permission manipulative, seating alternatives)
● Academic dishonesty, forgery, lying to or ● Reinforce replacement behavior
giving misleading information to school staff ● Modified schedule
● Unexcused absence from class ● Teaching new coping strategies (breathing,
● Unauthorized presence in hallway during “stop and think”)
class time ● Restorative Circles
● Unexcused absence from school
● Inappropriate or disruptive physical contact
between students

● Directing profanity or obscene/offensive

gestures toward students or staff
● Throwing objects that may cause injury or
damage property
● Any behavior or other conduct not
specifically enumerated in any other tier in
this chapter that causes disruption to the
academic environment, involves damage to
school property, or may cause minor harm to
self or others
● Acts of exceptional misconduct at other
schools
● Vandalism/destruction of property over $500
● Causing serious disruption or damage to
school’s computer systems, electronic files,
or network
● Documented theft of school or personal
property without force
● Interfering with school authorities or
participating a major disruption of the
school’s operation
● Tampering with, changing, or altering an
official record or document of a school
● Trespassing or inappropriate/unauthorized
movement on AFRH campus
● Possession or use of tobacco, alcohol,
marijuana, controlled dangerous substances,
imitation controlled substances, inhalants,
other intoxicants, or drug paraphernalia
● Unauthorized possession, use, or distribution
of over-the-counter medication
● Activating false alarm
● Documented pattern of persistent Tier 1
behavior

Tier 3
cause harm to self or others. In addition to lesser consequences, Tier 3 behaviors may result in either
on-site or off-site suspension.
● Verbal, written, or physical threat to person ● Logical and restorative consequence

or property (including intimidating postures) ● Verbal redirection/reprimand
● Communicating slurs based on actual or ● Teacher/student conference or
perceived race, color, religion, national origin, administrator/student conference
sex, age, marital status, personal
appearance, sexual orientation, gender ● Parental contact (written or by phone)
identity or expression, familial status, family ● Parent conference
responsibilities, matriculation, political ● Temporary removal of student from
affiliation, genetic information, disability, classroom (defined below)
source of income, status as a victim of an
intrafamily offense, or place of residence or ● Behavior contract
business, including derogatory sexual ● In-school disciplinary action (defined below)
language ● On-site short-term suspension (defined
● Engaging in sexual acts on school premises below) with provision of appropriate
or at school-related functions intervention services
● Posting or distributing material or literature ● Off-site short-term suspension (defined
that is disrespectful, demeaning, humiliating, below), except in response to unexcused
or damaging to students and/or staff. This tardiness or absence
includes posting material on internet or ● Off-site medium-term suspension (defined
sending material via email or cell phone below), except in response to unexcused
● Engaging in behavior that demonstrates tardiness or absence
gang/neighborhood crew affiliation
(displaying clothing or gestures associated
Supportive Interventions
with gangs)
● Possession of tools or instruments which ● Restorative Circle / Conference
school administrators deem could be used
as weapons ● Behavior contract
● Hazing ● Referral to mental health and community

resources
● Bullying or using humiliating or intimidating
language or behavior including internet ● Floortime session(s)
bullying ● Teaching new strategies (breathing, “stop
● Possession of tools or instruments that and think”)
school administrators deem could be used ● Reinforce replacement behavior
as weapons ● Modified schedule

● Engaging in reckless behavior that may

cause harm to self or others
● Extortion
● Fighting where there is no injury and no
weapon
this chapter that causes harm to self or
others
behavior

Tier 4
cause disruption to the school operation, destroy school property, or cause significant harm to self or
others. Tier 4 behaviors may result in off-site suspension.
● Persistent harassment based on actual or ● Logical and restorative consequence

perceived race, color, religion, national origin, ● On-site short-term suspension with
sex, age, marital status, personal appearance, provision of appropriate intervention
sexual orientation, gender identity or services
expression, familial status, family
responsibilities, matriculation, political ● Off-site short-term suspension, except in
affiliation, genetic information, disability, response to unexcused tardiness or
source of income, status as a victim of an absence
intrafamily offense, or place of residence or ● Off-site medium-term suspension, except in
business response to unexcused tardiness or
● Lewd or indecent public behavior or sexual absence
misconduct ● Off-site long-term suspension, except in
● Sexual harassment response to unexcused tardiness or
absence
● Retaliation for reporting harassment and
sexual harassment
Supportive Interventions
● Fighting which creates substantial risk of or
results in minor injury
● Restorative Circle / Conference
● Inciting others to violence or disruption
● Behavior contract
● Contaminating food
● Referral to mental health and community
● Possession of a weapon (definition below) resources
or replica or imitation of a weapon (including
water guns), other than weapons subject to ● Floortime session(s)
the requirements of the Gun- Free Schools ● Modified schedule
Act
● Using an article that is not normally
considered a weapon to intimidate or
threaten another individual
this chapter that causes significant harm to
self or others
behavior

● Any behavior or other conduct not specifically

enumerated in any other tier in this chapter
that causes significant harm to self or others
behavior

Tier 5
are illegal or cause substantial harm to self or others. Tier 5 behaviors result in off-site suspension or
expulsion.
● Selling or distribution of marijuana, ● Logical and restorative consequence

prescription drugs, controlled dangerous ● On-site short-term suspension with provision
substances, imitation controlled substances, of appropriate intervention services
inhalants, other intoxicants, controlled or
drug paraphernalia ● Off-site long-term suspension, except in
response to unexcused tardiness or absence
● Possession or distribution of alcohol
● Expulsion
● Possession of drug paraphernalia or
controlled substance, irrespective of the
amount or type, pursuant to the criminal Supportive Interventions
statutes of the District of Columbia, codified
at D.C. Official Code § 48-1101 et seq. ● Restorative Circle / Conference
(2001) ● Behavior contract
● Possession of fireworks or explosives ● Referral to mental health and community
● Theft or attempted theft using force, resources
coercion, intimidation or threat of violence ● Alternative or modified schedule
● Assault / physical attack on student or staff
● Fighting that results in a serious physical
injury
● Participating in planned group fight that
causes major disruption to school day or
results in substantial bodily injury
● Using an article that is not normally
considered a weapon to injure another
individual
● Use, threatened use, or transfer of any
weapon
● Use, possession, or bringing to school a
loaded or unloaded firearm, as defined in 18
U.S.C. § 921 (2000), including but not limited
to pistols, blank pistols, starter pistols,
revolvers, rifles, and shotguns.
● Any behavior that violates the Gun Free
School Act

● Deliberate acts that cause severe physical

injury to others
● Assault with a weapon
● Commission or attempted commission of
any act of sexual assault or sexual
aggression
● Arson / biohazard / bomb threat
● Any other intentional use of violence, force,
coercion, threats, intimidation, or other
comparable conduct which causes or
attempts to cause severe physical injury,
substantial disruption, or obstruction of any
lawful mission, process, or function of the
DC public schools
this chapter that is illegal or causes
substantial harm to self or others
behavior

APPENDIX 6: Leadership &

Administration
We value hearing the feedback, questions, and concerns of Creative Minds families. See
“A Family Guide to Creative Minds” for more information on whom to contact about
specific needs.
Executive Leadership
Charles (Chuck) Jackson [email protected]

Executive Director
Nayamka Long [email protected]

Chief Academic Officer
Craig Bednarovsky [email protected]

Chief Operating Officer
School Administration
Abby Sheffer [email protected]

Director of Lower School
Lorna Dill [email protected]

Director of Middle School
Andy Charrier [email protected]

Director of IT and Instructional
Technology

Amita Lathigra [email protected]

Director of Inclusion
Vitna Bailey [email protected]

Instructional Coach
Kelsey Martin [email protected]

Instructional Coach
Operations
Heather Hesslink [email protected]

Director of Operations & Compliance
Margaret Ward [email protected]

Director of Grants & Development
Shannon Smith [email protected]

Extended Creative Day Coordinator
Carlos Garcia [email protected]

Operations & Finance Manager
Jenn Andruzzi [email protected]

Manager of Marketing &
Communications
Other nonacademic questions or [email protected]

concerns

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Student ​&​ Family

3700 North Capitol Street NW #217

Creative Minds International Public Charter School

Governance / Board of Trustees

Special Education Services

Admissions & Enrollment

Before & After School

Birthdays & Other Celebrations

Contacting Students During School Hours

Creative Families Association

Early Dismissals & Appointments

August 2020 Creative Minds International Public Charter School Page 2

Lost & Found

Nut-free School Policy

Outdoors & Recess Policy

Parking & Drop-off Procedures

Personal Items, Toys & Electronic Devices

Safety & Security

Visits & Observations

Safety & Discipline

Core Beliefs about Student Behavior

Disciplinary Procedures for Students with Disabilities

Parental Rights & Responsibilities

Suspension & Expulsion

Bullying Prevention & Intervention Policy

Child Family Services Agency Reporting

Children & Youth in Transition (Homelessness Policy)

Family Educational Rights and Privacy Act

Nondiscrimination & Antiharassment Policy

Providing False Information: Penalties

Family Involvement & Communication

August 2020 Creative Minds International Public Charter School Page 3

APPENDIX 2: Extended Creative Day

APPENDIX 3: School Calendar

APPENDIX 4: Creative Families Association

APPENDIX 5: Discipline Chart

APPENDIX 6: Leadership & Administration

August 2020 Creative Minds International Public Charter School Page 4

What hasn’t changed in this nontraditional back-to-school time is our commitment to

August 2020 Creative Minds International Public Charter School Page 5

Creative Minds International Public

To implement our inclusive vision of education, our curriculum and teachers’

Governance / Board of Trustees

Creative Minds is governed by an all-volunteer board of trustees that includes parents

Open Meeting Policy

August 2020 Creative Minds International Public Charter School Page 6

Fieldwork Education: International Early Years, Primary

For additional details on each curriculum please see A

August 2020 Creative Minds International Public Charter School Page 7

Strategies that teachers use to differentiate instruction include the following:

● Standards-based goals, individualized for each student

Special Education Services

August 2020 Creative Minds International Public Charter School Page 8

If a student referred by parents or teachers is suspected of having a disability requiring

For grade-level-specific questions please contact Maura Hoyson, at

In order to support academic achievement, Creative Minds integrates technology to

Provide every student​ with an age appropriate device.

August 2020 Creative Minds International Public Charter School Page 9

Enhance instruction​ in all areas of the education program: international curriculum,

Student & Family

Provide every student with an age appropriate device.

Enhance instruction in all areas of the education program: international curriculum,

Facilitate the assessment of student achievement in all content areas—for example, in

The Creative Minds Instructional-Technology Program is guided by the I STE Standards

● Teaching Strategies GOLD: Given to our preschool and prekindergarten students

● Developmental Reading Assessment (DRA): Given to all students from

● Preschool through kindergarten students should be picked up directly from their

Our website, at www.creativemindspcs.org, provides general information about the