Student Handbooks

About Our School

Peak to Peak is a K-12 public charter school offering a liberal arts, character-based, college preparatory curriculum. It is designed from the ground up for graduates to meet or exceed the entrance requirements of top colleges and universities. Students at Peak to Peak who demonstrate a mastery of knowledge and skills are challenged through appropriate placement in each subject area. The school is small enough to ensure that each student is known and valued but large enough to provide a variety of academic, athletic, and extracurricular activities.

Mission Statement

Peak to Peak’s mission is to:

• Provide broad access to an exemplary K-12 liberal arts, college preparatory education that challenges students to achieve their academic potential
• Be a community that values and recognizes scholarship, academic achievement, and creativity
• Provide an environment in which each student is known, respected, and valued as an individual of great potential and promise
• Prepare students to become active and responsible citizens of an interdependent world

Vision Statement

The Peak to Peak Community will inspire students to fulfill their academic dreams for college, to develop their creative passions and athletic talents, and to become responsible citizens.

Ideals for Students

In addition to the measurable goals for the school, Peak to Peak has developed ideals for students. Peak to Peak is committed to promoting the attainment of these ideals and will use them to help recall the intent in starting the school and to evaluate the success of the students.

• Develop skills in critical reasoning, creative problem-solving and higher-order thinking
• Obtain a mastery of English and express ideas competently and fluently in oral and written presentation
• Achieve a high degree of fluency in a world language
• Master content and skills in each liberal arts offering to the best of one’s ability
• Identify and pursue an Advanced Placement offering during high school  
• Internalize and practice the values of citizenship, responsibility, personal and intellectual integrity, and respect for the rights and human dignity of oneself and others
• Participate in the larger community through various activities, such as service projects, internships, and artistic performances
• Develop collaborative skills and the ability to move easily between independent work and teamwork
• Demonstrate the effort necessary to succeed at Peak to Peak

Honor Code

Peak to Peak’s Honor Code states: “I will strive to achieve excellence in scholarship and character.”

Character Development

The Peak to Peak Board believes that the first and primary source for teaching character to children is in the home. The Board is also committed to furthering this development of good character by reinforcing that teaching at school. Good scholarship and good character collectively prepare a student for success in life.

Character development in the school creates a culture that emphasizes and supports universally shared character qualities such as respect, responsibility, honesty, kindness, perseverance, and self-control. These common character traits transcend our differences in race, religion, and socioeconomic status and unify rather than divide. Peak to Peak supports the separation of church and state and will not promote any religious or political agenda.

The strength of character development is derived from the common language of character that is used among families, schools, and communities to identify and promote core values. True character development must comprehensively include understanding good character, valuing good character, and behaving with good character. All staff seek to intentionally infuse character throughout the culture of the school, rather than through a stand-alone curriculum. Although the details of implementation vary according to the school level, students learn character through the mutually reinforcing aspects of teacher and staff role modeling, the existing curriculum where applicable, behavior and discipline codes, and school and community service projects.      
 

For security reasons, all visitors to Peak to Peak are required to check-in at the Attendance Window of the South Building and present a state-issued ID to be scanned by the Raptor visitor check-in system, and pick up a visitor identification badge before proceeding to other parts of the school. The visitor must also sign out when leaving. This policy includes parent volunteers. Student visitors must have administrative approval to be on campus during school hours.

The elementary school abides by a standards-based grading system, recognizing student achievement toward established grade level standards. This grading format is typically used for assignments and tasks throughout the year, and is reported out as a final grade in various areas each semester. The grading format does not align to traditional letter grades, and has no correspondence to receiving an A, B or C in secondary school grading terms. The system is based on a 1-4 rating as follows:
 

Academic Performance Levels for Content Standards:

• [blank]: Not Addressed this Grading Period
• 1: Does Not Meet Standard (Needs Improvement)
• 2: Partial Achievement of Standard (Approaching)
• 3: Proficient Achievement of Standard (Meets)
• 4: Advanced Achievement of Standard (Exceeds)

Elementary Grade Reports

Peak to Peak’s elementary academic calendar is divided into four quarters. Grade reports (report cards) are accessible two times each school year (at the end of each semester), through the Infinite Campus portal. The end of Quarter 2 and Quarter 4 indicates the end of each semester, and official grade reports (report cards) are shared out at this time. Progress reports are shared out near the halfway point of semesters, at the end of Quarter 1 and Quarter 3. These reports are updates on development of mastery toward grade level standards, and could include teacher conferences, grade updates, and/or growth indicators. Progress reports are provided directly from the classroom teacher(s) and are not considered official grade reports, but instead an in-progress update on current classroom performance.

All grading practices fall under the board approved Policy IKA/IKAA/IKAB. This includes the expectation that all students will receive a letter and percentage grades for all classes at the secondary level. This is true of all secondary classes at Peak to Peak. It is valuable information that students need to measure their proficiency and mastery of a subject and when applying to college. Additional middle school procedures concerning grading, re-assessment and course changes can be found below. All secondary courses are required to have syllabi that answer general questions and instructors are the best resources to field specific questions from students and families. At the heart of our grading is the goal of providing students and families with a measurement that is accurate, bias-resistant, and motivational. This is grounded in our use of standards-based grading across secondary classrooms.

As students matriculate from a standards-based grading system in Peak to Peak’s elementary school and other area elementary schools, Peak to Peak’s middle school transitions students to a standards-based grading system within the secondary setting. The secondary standards-based grading system, articulated in a 4-point scale, reflects a student’s progress toward mastery of established curricular standards, skills and essential learning results (ELRs). This grading format is used for practice assignments, projects, tests and other learning tasks throughout the year, and is reported out as a final percentage and grade in various areas at the end of each semester. 

The secondary standards-based grading system calculates into percentages as follows:

Academic Performance Levels for Content Standards, Skills, and ELRs:

• M (0%)*: Missing (Unable to assess due to missing work)
• 1 (55%): Awareness (Flawed, erroneous, or missing understanding. Extensive need for growth.)
• 2 (70%): Progress (limited, incomplete, or inaccurate understanding. Moderate need for growth.)
• 3 (85%): Proficiency (Comprehensive, versatile, expressive understanding. Achieves standard, limited need for growth.)
• 4 (100%): Mastery (Sophisticated, nuanced, innovative understanding. Exceeds standard, minimal need for growth.)

*See below for further details

The secondary standards-based grading system calculates into grades as follows (aligned with a 4.0 GPA scale):

• A = 89.5% and above
• B = 79.5% - 89.49%
• C = 69.5% - 79.49%
• F = 69.49%

Notes:

• Semester grades are whole grades only, without +/- modification. Semester grades are final and are used to calculate student grade point averages. 
• A grade of I (Incomplete) is assigned when, due to extenuating circumstances, a student has not completed sufficient coursework for the teacher to assess student work and assign a grade reflective of the student’s achievement (e.g. due to extended illness or recent enrollment in the class). It is not an alternative to a grade of F, which reflects failure to achieve standards, skills and the ELRs of the course. 
• Assignment of a grade of I requires approval of the student’s counselor or a Peak to Peak administrator. 
• The teacher is responsible for converting a grade of I to a regular letter grade no more than three weeks after the end of the grading period. If a student does not complete missing assignments by this deadline, each missing assignment receives a score of 50% and the grade calculation for the applicable grading period will be made on this basis. 
• Any student who chooses to drop a year-long or semester-long class after the add/drop period will receive a withdraw/fail (WF) for the course.
• Middle school students enrolled in selected high school courses will not receive high school credit and these classes do not appear on high school transcripts.

Middle School Grade Reports

Peak to Peak’s academic calendar is divided into two semesters for final course grades. In addition to the final semester grades, progress checks occur throughout the semester.

All progress checks, as well as semester grades, will be posted in the Reports section of each student's Infinite Campus portal.

Grade reports (report cards) are final two times each school year, at the end of each semester.

Only final grades are used to determine a student’s term and cumulative GPAs. 

Middle School Student Recognition of Grades

• Middle School Honor Roll (3.0-3.499 GPA)
• Middle School High Honor Roll (3.5-3.899 GPA)
• Middle School Dean's List (3.9-4.0 GPA)
• NJHS, grades 7-9 (3.5 GPA, unweighted)

Missing Assignments

If no attempt by the student is made to show learning or mastery within a standard or ELR, an "M" is entered and automatically calculates at a 0 to reflect the lack of data to assess. In an effort to strengthen communication between the classroom and home, teachers will continue flagging assignments as "M" as a way to notify students and parents/guardians automatically of unfinished work. Students will be given a two-week reassessment/makeup period as outlined in each teacher’s course syllabus. If more time is needed based on extenuating circumstances, an individualized plan should be made as early as possible between the student, student’s counselor and teacher(s). If a teacher does not receive any data to assess from a student within a standard or ELR, the “M” will permanently calculate as a “0” in the gradebook. Among practices that aim to serve all students more equitably, missing grades (“M”) may be calculated in the gradebook as 50% based on extenuating circumstances, as outlined in an individualized plan to show proficiency of standards or ELRs in alternate ways.

Practice, Assessment, and Reassessment Procedures

At the middle school, practice work can occur during class time or be assigned to students for completion outside of class. Engagement with practice work is expected and encouraged as part of the learning process, and to develop strong work habits. Assessment for student learning can involve a variety of formats and contexts. It is a recursive process over semester- and year-long courses, and aims to give students multiple opportunities to show proficiency and mastery within the course’s standards, skills and/or ELRs.

• Assessments (unit and final exams, papers, projects, presentations): Students are expected to take assessments on the assigned date and make up missed assessments resulting from an excused absence (illness, due to conflict with athletics, etc.) in a timely manner.
• Students may have an opportunity to reassess on a particular standard, rather than an entire assessment.
• Students may receive one attempt at reassessing up to full mastery (a “4” on a 1-4 scale) on essential skills and content. This is to encourage all students to do their best the first time they assess. Students will also be required to finish all essential practice assignments linked to the standards, skills or ELRs they wish to reassess before attempting reassessment.
• Reassessment, or a makeup for a missed assessment, should be completed within two weeks of the original absence or posted standard/skill/ELR score in Infinite Campus. This is in support of teaching time-bound goal setting in middle school learners. There are no reassessment opportunities on the final semester test, project or presentation.

At Peak to Peak Middle School, we strive to provide a curriculum that successfully prepares students for an exceptional, college prep high school experience. To that end, our middle school requirements are created through backwards design of our college prep requirements at Peak to Peak High School. Each student is assigned a full schedule of eight (8) required classes, three (3) of which are student-chosen courses. While we do not count credits in middle school, each student must fulfill subject area requirements as follows:
        
Required:

• English: 3 Years / 6 semesters
• Math: 3 Years / 6 semesters
• Science: 3 Years / 6 Semesters
• Social Studies: 3 years / 6 Semesters
• World Language: 3 years / 6 Semesters
• Middle School Transitions: 1 Semester (assigned in 1st semester of 6th grade)
• Health: 1 Semester (assigned in either semester of 7th grade)
• PSAT 8: Required participation (1st semester 8th grade)

Student-Chosen Focus Areas - Required Minimum:

• Visual or Performing Arts: 1
• Semester Technology: 1 Semester
• Physical Education: 1 Semester

Please Note:

• Certain classes (Math and World Language) must be passed or repeated before advancing to the next level class.
• Required  classes (English, Math, Science, Social Studies, and World Language) are assigned based on teacher recommendations and/or placement tests.
• Study Hall is offered every period and is not required but highly recommended for students who have regular commitments outside of school hours. Students may only take one study hall per semester.
• While only one semester is required within each student-chosen focus area, it is expected that students could take several semesters in any area in order to ensure a full schedule throughout each school year.
• Physical Education cannot be waived for any outside activity.

Middle School Schedule Changes

Course Add-Drop and Withdrawal Procedures and Timeline:

The K-12 master schedule is created from the course selections students make during registration in the spring. Staffing of these courses is then assigned accordingly. We encourage students and their parents/guardians to carefully consider course selection in the spring as schedule changes are very difficult to make once the school year has begun. Changing courses during the school year often impacts the availability and timing of other scheduled courses; at times, desired courses no longer have seats available once the school year begins. 

Schedule Changes:

Schedule changes may be requested using the drop/add Google Form provided by middle school counselors according to the timeline below. A class will not be overloaded to make a schedule change, and schedules may be changed to balance classes and/or at the direction of administration on behalf of student needs. Note: World Language (French or Spanish) is chosen in 6th grade and articulates through the 7th and 8th grade years. In 8th grade, students may not change their language pathway; as they rise into high school, they may sign up for a different language pathway, as desired.

Procedure to Change Schedule:

• The last day to add a year-long or semester-long class for the first semester is 5 school days after the beginning of the school year. The last day to add a semester-long class for the second semester is indicated each year by the second semester drop/add deadline set forth by counselors.
• To add or drop a class, students must complete the drop/add request form, using their BVSD account, and note the change in Infinite Campus before the change is deemed effective. If there is no change in IC, the student should assume the change was not possible.
• Students who drop a class in the 6th through the 20th school day of the semester will be issued a grade of WP (withdraw passing) or WF (withdraw failing) in accordance with their current course grade, which will be recorded on the student’s transcript. This grade does not impact the student’s GPA. The WF or WP will be issued for both semesters for a year-long course.  
• Students who drop any class after the 20th school day of a year-long or semester-long course will receive a grade of WF, regardless of the quality of the student's work. This grade will be recorded on the student’s transcript and will not be averaged into the student’s GPA. The grade of WF will be issued.

All grading practices fall under the board approved Policy IKA/IKAA/IKAB. This includes the expectation that all students will receive a letter and percentage grades for all classes at the secondary level. This is true of all secondary classes at Peak to Peak. It is valuable information that students need to measure their proficiency and mastery of a subject and when applying to college. Additional middle school procedures concerning grading, re-assessment and course changes can be found below. All secondary courses are required to have syllabi that answer general questions and instructors are the best resources to field specific questions from students and families. At the heart of our grading is the goal of providing students and families with a measurement that is accurate, bias-resistant, and motivational. This is grounded in our use of standards-based grading across secondary classrooms.

As students matriculate from a standards-based grading system in Peak to Peak’s elementary school and other area elementary schools, Peak to Peak’s middle school transitions students to a standards-based grading system within the secondary setting. The secondary standards-based grading system, articulated in a 4-point scale, reflects a student’s progress toward mastery of established curricular standards, skills and essential learning results (ELRs). This grading format is used for practice assignments, projects, tests and other learning tasks throughout the year, and is reported out as a final percentage and grade in various areas at the end of each semester. 

The secondary standards-based grading system calculates into percentages as follows:

• M (0%)*: Missing (Unable to assess due to missing work)
• 1 (55%): Awareness (Flawed, erroneous, or missing understanding. Extensive need for growth.)
• 2 (70%): Progress (limited, incomplete, or inaccurate understanding. Moderate need for growth.)
• 3 (85%): Proficiency (Comprehensive, versatile, expressive understanding. Achieves standard, limited need for growth.)
• 4 (100%): Mastery (Sophisticated, nuanced, innovative understanding. Exceeds standard, minimal need for growth.)

*See below for further details

Teachers may assign the following grades to high school students each grading period:

A = exceptional achievement; grade percentage 89.5% and above
B = high achievement; grade percentage 79.5%-89.49%
C = average achievement; grade percentage 69.5%-79.49%
F = failure to achieve; grade percentage below 69.49%
I = incomplete
WF = If a student withdraws from a course after the add/drop deadline during the first semester, it will be considered a W/F for both semesters.  (note:  AP Physics (Electrical & Mechanical) is a yearlong course and any drops during the first semester will be for the entire year.)

Notes:

• Semester grades are whole grades only, without +/- modification. Semester grades are final and are used to calculate student grade point averages. 
• A student must achieve at the equivalent of C grade work in order to pass a course that is graded pass/no pass. 
• A grade of I (Incomplete) is assigned when, due to extenuating circumstances, a student has not completed sufficient coursework for the teacher to assess student work and assign a grade reflective of the student’s achievement, e.g. due to extended illness or recent enrollment in the class. It is not an alternative to a grade of F, which reflects a failure to achieve. 
• Assignment of a grade of I requires the approval of the student’s counselor or a Peak to Peak administrator. 
• The teacher is responsible for converting a grade of I to a regular letter grade no more than three weeks after the end of the grading period. If a student does not complete missing assignments by this deadline, each missing assignment receives a score of 50% percent and the grade calculation for the applicable grading period will be made on this basis. 
• Grades of F and repeated I do not count towards fulfillment of course or graduation requirements.
• Students that transfer to Peak to Peak from another high school or complete a summer school program do not receive credit at Peak to Peak for any D grade in course work on their transferred transcript.
• Any student who chooses to drop a class after the add/drop period will receive a withdraw/fail (WF) for the course, which is a zero on their transcript.
• If a high school student repeats a course for improved grade it must be the exact course or the same course at a higher level (e.g. Algebra 1 as a repeat for Algebra 1 Basic), only calculation of the higher grade will be included in a student’s GPA and credit will be given only once.  The lower grade and credit will be ignored although the course and grade will remain on the transcript.  This is the regulation only for classes taken in Boulder Valley schools.  Transcripts from other schools will not be altered.

High School Grade Point Scales

Grade points used to calculate a student’s grade point average (GPA) are assigned as follows:

• Standard GPA Scale: A = 4 points, B = 3 points, C = 2 points, F = 0 points
• Weighted GPA Scale (for AP & Honors courses only): A = 5 points, B = 4 points, C = 3 points, F = 0 points

Missing Assignments

If no attempt by the student is made to show learning or mastery within a standard or ELR, an "M" is entered and automatically calculates at a 0 to reflect the lack of data to assess. In an effort to strengthen communication between the classroom and home, teachers will continue flagging assignments as "M" as a way to notify students and parents/guardians automatically of unfinished work. Students will be given a two-week reassessment/makeup period as outlined in each teacher’s course syllabus. If more time is needed based on extenuating circumstances, an individualized plan should be made as early as possible between the student, student’s counselor and teacher(s). If a teacher does not receive any data to assess from a student within a standard or ELR, the “M” will permanently calculate as a “0” in the gradebook. Among practices that aim to serve all students more equitably, missing grades (“M”) may be calculated in the gradebook as 50% based on extenuating circumstances, as outlined in an individualized plan to show proficiency of standards or ELRs in alternate ways.

Practice, Assessment, and Reassessment Procedures

At the high school, practice work can occur during class time or be assigned to students for completion outside of class. Engagement with practice work is expected and encouraged as part of the learning process, and to develop strong work habits. Assessment for student learning can involve a variety of formats and contexts. It is a recursive process over semester- and year-long courses, and aims to give students multiple opportunities to show proficiency and mastery within the course’s standards, skills and/or ELRs.

• Assessments (unit and final exams, papers, projects, presentations): Students are expected to take assessments on the assigned date and make up missed assessments resulting from an excused absence (illness, due to conflict with athletics, etc.) in a timely manner.
• Students may have an opportunity to reassess on a particular standard, rather than an entire assessment.
• Students may receive one attempt at reassessing up to full mastery (a “4” on a 1-4 scale) on essential skills and content. This is to encourage all students to do their best the first time they assess. Students will also be required to finish all essential practice assignments linked to the standards, skills or ELRs they wish to reassess before attempting reassessment.
• Reassessment, or a makeup for a missed assessment, should be completed within two weeks of the original absence or posted standard/skill/ELR score in Infinite Campus. This is in support of teaching time-bound goal setting in high school learners. There are no reassessment opportunities on the final semester test, project or presentation.

High School Grade Reports

Peak to Peak’s academic calendar is divided into two semesters for final course grades. In addition to the final semester grades, there will be six “in-progress” grade checks, three per semester.

All progress checks as well as the final semester report cards will be posted in the reports section of each student’s Infinite Campus portal.

Grade reports (report cards) are final two times each school year, at the end of each semester.

Only final grades are used to determine a student’s term and cumulative GPAs.

Class Load

As Peak to Peak is an academically rigorous school with a closed campus, all students must take eight classes per semester or seven classes plus a study hall (minimum 70 credits per year) unless enrolled in admin-approved off-site post-secondary classes.  The Peak to Peak Board of Directors has determined a policy for upper-level high school students to earn off-campus privileges, allowing for a closely monitored modified closed campus.  Students enrolled in post-secondary classes, generally juniors and seniors, must maintain a minimum class load that satisfies Peak to Peak’s full-time student status requirements, estimated to be five total classes including up to two post-secondary classes. For those students concurrently enrolled in post-secondary classes, flexibility in the total class load should be coordinated with appropriate Peak to Peak personnel to ensure adequate rigor while allowing for travel to and from post-secondary classes. Juniors and seniors might have an off-campus period in their schedule.

Course Credits

For high school courses, credits for passing grades accrue only at the end of the semester.  With very few exceptions, each Peak to Peak high school course is worth 10 credits for a year-long course, or 5 credits for a semester-long course.

It is important to note that credits accrue only with completion of a full semester and that a student does not earn credit with early withdrawal from a semester, regardless of when during the semester the student withdraws.  A student may lose credit in a course when there are excessive absences and/or tardies, or in unique cases that may prevent a student’s participation in the class.

High School Schedule Changes

Course Add-Drop and Withdrawal Procedures and Timeline:

The master schedule is created from the course selections students make during registration in the spring.  Staffing of these courses is then assigned accordingly. It is explained and impressed upon students that schedule changes are very difficult to make.  Consideration of course selection is a very important and serious process.  All students are required to create and maintain a four-year academic plan. Students and parents are strongly encouraged to formulate class schedules together, as course changes and drops are restricted.

Schedule Changes: 

Schedule changes must be made through an online google form that is published through our digest, on our website, and in counselors' auto reply messages. All students requesting a schedule change must fill out the schedule change request form, requests sent through emails will not be considered. Counselors will follow up with the student accordingly based on their request. Students are responsible for reviewing their four-year plan and credit count to determine how the schedule change affects the student’s plan.

Schedule changes are made for reasons of 1) class conflicts, 2) failing a core class, 3) school error, 4) imbalance of class size, or 5) incomplete schedules. A class will not be overloaded to make a schedule change.

Procedure to Change Schedule:

• The last day to add a class for the first semester is 6 school days after the beginning of the school year. The last day to add an elective class for the second semester is 6 school days after the semester begins.
• Add/Dropped Classes: To add or drop a class, students must complete an online schedule change form, and receive approval by the counselor before the change is effective and before students may discontinue attendance or begin a new class.
• Students are allowed to drop a standard or honors-level class during the first 6 school days of the semester with no grade reported on the transcript. For a full-year core or elective class, this policy only applies in the first semester.
• Students are allowed to drop an AP-level course within the first 15 school days of the semester (not including weekends, holidays, or professional days) with no grade reported on the transcript.
• Students who drop a standard/honors class in the 6th through the 20th school day of the semester, or an AP-level class after the 16th through the 20th school day, will be issued a grade of WP (withdraw passing) or WF (withdraw failing) in accordance with their current course grade, which will be recorded on the student’s permanent transcript. This grade does not impact the student’s cumulative grade point average (GPA). The WF or WP will be issued for both semesters for a year-long course.  Note:  AP Physics C (Electricity) & AP Physics C (Mechanics) together are a year long course and any drops during the first semester will be for the entire year.)
• Students who drop any class after the 20th school day of the fall semester will receive a grade of "F," regardless of the quality of the student's work. This grade will be recorded on the student’s permanent transcript and will be averaged into the student’s cumulative grade point average. The grade of “F” will be issued for the first semester, and WF for the second semester for a year-long course dropped in the first semester.
• Students who drop a year-long course at the completion of the 1st semester, or at any time during the 2nd semester, will receive the grade of "F" for the second term.

High School Promotion to the Next Grade/ Graduation Requirements

For promotion to the next grade level, and in order to graduate from Peak to Peak high school in four years, a student needs at least:

• 60 credits to be enrolled in the 10th grade
• 110 credits to be enrolled in the 11th grade
• 170 credits to be enrolled in the 12th grade
• 230 credits to graduate from Peak to Peak

The minimum of 230 credits for graduation includes successful completion of:

• 40 credits of English
• 40 credits of math (including four years in high school)
• 30 credits of science (40 recommended)
• 30 credits of social studies (40 recommended)
• 30 credits of world language (3 consecutive years in high school or through Level 40)
• 10 credits of physical education (5 of which must be earned in a PE course)
• 20 credits of visual and/or performing arts (includes art, music, theater courses)
• 5 credits of health
• 5 credits of technology
• 5 credits of College Resource Seminar (2.5 credits in both the junior and senior year)
• 10 credits via 9th grade Innovations (5 innovations credits and 5 general elective credits)
• At least 10 additional elective credits of student choice
• Peak to Peak requires all high school students to complete 100 hours of community service in order to graduate from Peak to Peak High School.  Hours must be completed by April 1st of their senior year to allow enough time to record the hours.  If this requirement is not fulfilled, that student will not graduate. Please note that this requirement is indicated in the high school course description booklet.
• Peak to Peak requires all high school students to participate in a Peak Week experimental learning course for each year they are enrolled in high school at Peak to Peak. Students that do not participate in one of the courses offered by Peak to Peak staff, must complete a Peak Week Independent Study Proposal and comply with expectations detailed in the independent study document. If this requirement is not fulfilled, that student will not graduate.

• Completion of the Colorado School Day SAT during Spring semester of the Junior year.

Peak to Peak’s high school features the Peak Scholar program. Designed to challenge students who desire a well-rounded high school experience, the Peak Scholar diploma indicates to highly selective colleges the graduate’s commitment to excellence. 

The Peak Scholar Diploma demonstrates achievement in the following areas:

• AP courses and exams
• Honor Roll distinction
• A commitment to our community through community service
• Leadership and/or extracurricular activities

High School Student Recognition of Grades

• High School Honor Roll (3.3-3.699 GPA)
• High School High Honor Roll (3.7-3.899 GPA)
• High School Dean's List (3.9-5.0 GPA)
• NJHS, grades 7-9 (3.5 GPA, unweighted)
• NHS, grades 10-12 (3.5 GPA, unweighted)

Academic Lettering

A student must have a weighted GPA of 3.9 or higher for both semesters of one school year.

Secondary Yearly Awards

End-of-the-Year awards recognize the culminating achievement for students in their high school career.  An awards ceremony for recipients and their families is held in the evening during May. The two categories of awards are described below:  

1. Department Awards Each department determines their own criteria for their awards and selects students according to that predetermined criteria.  Approximately four awards are given per department.
2. Exemplar Awards The Exemplar Awards recognize a variety of accomplishments including Athlete of the Year, Athlete Scholars, the Peak to Peak Community Service Award, and the Peak to Peak Citizen of the Year Award.  

Peak Scholar Program

Designed to challenge students who desire a well-rounded high school experience, the Peak Scholar Awards indicate to highly selective colleges the student’s high level of commitment to excellence. Importantly, the Peak Scholar Program is designed based on the admissions guidelines of top universities. Students may choose to enroll in the Peak Scholar Program at beginning with their senior year.  To apply, students must complete an application, which is available in the college counseling center, and return it to the counseling center signed by the student and the student’s parents.

The Peak Scholar Awards demonstrates achievement in the following areas:

• Advanced Placement courses and exams
• Honor Roll distinction
• A commitment to community service
• Leadership or extracurricular activities

In addition to a scholastic transcript, students will receive an individualized vita highlighting the student’s character, community service, and honors as well as awards in academics, leadership, visual and performing arts, athletics or technology.  The focus of the vita will be high school years; however, the college counseling center will build a database of student information beginning in elementary years to show a complete and well-rounded picture of the student.

Peak to Peak Standards-Based Graduation Recognitions

Peak to Peak believes in recognizing all graduating seniors who achieve high levels of academic achievement as reflected in cumulative, weighted grade point averages (GPA).  As a school, Peak to Peak does not rank students in order or calculate GPAs to determine a valedictorian.  Peak to Peak encourages all students to take at least one advanced placement course during high school, and recognizes all students who achieve excellence during their high school careers.  In addition to the Peak Scholar Program and honor society recognitions for achievement, Peak to Peak recognizes seniors who qualify for graduation with the following, standards-based achievement categories:

Summa Cum Laude:  4.5 and above (weighted GPA)
Magna Cum Laude:  4.2 - 4.499 (weighted GPA)
Cum Laude:  3.9 - 4.199 (weighted GPA)

Students who achieve these levels of academic success will be recognized during end-of-year awards presentations as well as during the graduation ceremony.  Honoring graduates in this way aligns with the best practices of standards-based achievement, and encourages all students to pursue and excel in their academic passions during high school.

Seal of Biliteracy

The Seal of Biliteracy is an award given by a school, district, or county office of education in recognition of students who have studied and attained proficiency in two or more languages by high school graduation. The Seal shall be awarded to students who complete the requirements for a Peak to Peak High School diploma and who meet the two following requirements:

1. Show proficiency in English with one of the following:
   • ACT Composite English, score of 18+
   • SAT Evidence Based Reading and Writing Portion, score of 470+
   • AP English Language exam, score of 3 or higher
   • AP English Literature exam, score of 3 or higher
   • Cumulative weighted 3.0 GPA across all Language Arts Classes (min. 40 credits)
2. Show proficiency in a World Language with the corresponding AP, IB, AVANT STAMP, AVANT World, or AAPPL test. Qualifying languages include American Sign Language, Arabic, Chinese, French, German, Greek, Hebrew, Hindi, Italian, Japanese, Korean, Latin, Latin Sign Language, Mandarin, Polish, Portuguese, Russian, Spanish, and Thai.

Seal of Climate Literacy

The Seal of Climate Literacy is a high school diploma endorsement that connects educational knowledge with the real challenges and opportunities that climate change brings to each of our communities. In order to earn the Seal of Climate Literacy, students must demonstrate high proficiency in both climate literacy understanding and a commitment to sustainability, the environment, and climate literacy in our community over time using the approved criteria below.

1. Complete all requirements to earn a Peak to Peak High School Diploma.
2. Show proficiency in climate literacy by completing two courses, one of which must be a science course, that incorporates climate literacy principles.
3. Complete an experiential learning portfolio project related to a local climate problem and climate literacy principles, including at least five experiences related to the topic and representing two or more categories. Experiences can be from grades 6-12.

Counseling Center

The Counseling Center serves the personal and academic needs of students in elementary, middle and high school.  The Counseling Center operates on an open door policy.  However, students are encouraged to set up appointments ahead of time and must receive a pass from the Counseling Center or a teacher prior to coming to the Counseling Center.

The primary goal of the Peak to Peak counseling program is to promote and enhance student growth and learning.  As a department we provide services to all students and acknowledge that diversity is a valuable component of our community.  We address the needs of the whole person by helping students develop competencies in the following three areas: academic, career and social/emotional development.  As a counseling center, we strive to achieve a balance among all three areas of student development.

Counselors are available on an appointment basis to help students manage their personal and academic lives.

Elementary School Counseling Services

Elementary school counseling services include regular whole-class counseling lessons (at least monthly) using social-emotional curriculum, small groups focused on developing specific strategies for specific students, classroom support, one-on-one meetings, and other efforts to teach developmentally appropriate skills to kindergarten through fifth grade students..  The school provides lessons to help kids make friends, maintain friendships, resolve conflict, identify feelings, learn to self-soothe, ask for help, and advocate for themselves.  These are important life skills, and teaching and supporting these in school helps students be able to better access their academic content. 

Middle School Counseling Services

Students of all ability-levels are supported and encouraged to pursue the most rigorous classes possible. Our goal is to prepare our students for the college-preparatory environment of Peak to Peak High School. In middle school, we begin exploration of the college and career-search process. Since middle school is an exploration of self, we take individual developmental needs into consideration and meet them appropriately. 

6th Grade

• Every student is assigned a Where Everyone Belongs (WEB) leader and participates in ongoing WEB activities throughout the year supporting the transition into middle school.
• Every student participates in character development through the school-wide iROAR/House values and programs, including character development assemblies and activities.
• All students participate in the Transitions Seminar and learn how to be successful in middle school. 
• All students participate in Individual, Career, and Academic Plan (ICAP) lessons and how to access their account.
• All students participate in life skills lessons and learn about safety, responsible citizenship, decision-making strategies, and social skills.
• Students meet with counselors to ensure continued achievement and success.
• Students have the opportunity to explore passion areas and leadership opportunities through participation in various clubs, activities and athletics, including participation in Builders Club and Student Council.

7th Grade

• All students participate in ongoing life skills lessons throughout the school-year and learn about self-esteem, healthy relationships, and coping skills. 
• All students continue with ICAP lessons, through a career exploration website.  
• Every student participates in character development through the school-wide iROAR/House values and programs, including character development assemblies and activities.
• Students meet with counselors and assistant principal/principal (focus groups) to ensure continued achievement and success. 
• Students have the opportunity to explore passion areas and build leadership skills through participation in various clubs, activities and athletics, including Builders Club, Student Council, House Prefects, NJHS, and serving as a student aide.

8th Grade

• All students participate in ICAP lessons, through a career exploration website.
• All students participate in ongoing life skills lessons throughout the school year and learn about responsible relationships, coping skills and high school transitions. 
• Students have the opportunity to explore passion areas and build leadership skills through participation in various clubs, activities and athletics, including Builders Club, Student Council, House Prefects, WEB, NJHS, and serving as a student aide.
• Students meet with counselors and assistant principal/principal (focus groups) to ensure continued achievement and success. 
• Every student participates in character development through the school-wide iROAR/House values and programs, including character development assemblies and activities.

High School Counseling Services

The Peak to Peak Difference: Comprehensive College Counseling

At Peak to Peak, college prep is not an add-on program. College prep is integrated into the daily life of Peak to Peak high school students.  Peak to Peak is accredited by the Boulder Valley School District and the AdvancED organization. 

Students of all ability levels are supported and encouraged to pursue the most rigorous classes possible to prepare them to attend the college of their choice.  Additionally, colleges also look for well-rounded students who will enrich the college environment.  At Peak to Peak, the College Counseling Center guides students through the complexities of applying to college and applying for financial aid.  The College Counseling Center has incorporated Naviance to provide interactive online access and support to students and parents throughout the high school years.

9th Grade

• All students are required to attend College Day at Peak to Peak.
• All students take the PSAT test to prepare for further college admissions tests.
• The College Counseling Center presents a mandatory parent/guardian education night.
• Students meet with counselors in classes for lessons on how to succeed in HS and preparing for college.
• All students attend one in-state college field trip.

10th Grade

• All students attend one in-state college field trip.
• All students are required to attend College Day at Peak to Peak.
• All students take the PSAT 10 test to prepare for further college admissions tests.
• Counselors work in classrooms with students to help them understand the college process and find the right college fit.
• The College Counseling Center offers parent education nights.
• Students meet with counselors to review progress towards high school graduation.

11th Grade

• All students attend 2 in-state college field trips.
• All students are required to attend College Day at Peak to Peak.
• All students are required to take the PSAT test, which may qualify them for National Merit Scholarship consideration.
• All students are required to participate in SAT test-prep lessons, and the state mandated SAT exam in April.
• All students are required to attend College Research Seminar, a college prep course, which is also a graduation requirement in the Counseling Center on a weekly basis during the second semester to work on college planning.
• The College Counseling Center offers parent education nights, including “Junior Night” in the fall and smaller “pod” meetings for parents in the spring in order to discuss “College Fit & Financing.”
• Students meet with counselors on a one on one basis in their Junior Meeting to review progress towards high school graduation, develop a college list, and find the right college fit. Parents are invited and encouraged to attend this meeting.
• All students are required to attend weekly College Research seminar classes in the second semester.

12th Grade

• Students meet with counselors on a one-on-one basis in their Senior Meeting to review progress towards high school graduation, review their college list, and prepare for applying to college.  Parents are invited and encouraged to attend this meeting.
• All seniors are required to apply and be accepted to at least one college.
• All seniors complete the required College Research Seminar course.
• Counselors meet individually with each senior throughout the senior year.
• All students are required to attend College Day at Peak to Peak.
• Counselors work in classrooms with students to prepare materials for college applications.
• Counselors provide ongoing training to teachers on all aspects of the college admissions process including writing student letters of recommendation.
• Seniors draft college essays as part of the senior English classes.
• Counselors provide parent education nights, such as “Senior Night,” financial aid workshops, and FAFSA workshops, as well regular communications with senior parents, such as a bi-weekly college email communication which includes scholarship information also found on the counseling center website.

College Visit Field Trips

As part of their college preparation, all students have the opportunity to visit the following colleges on field trips during their high school experience: Colorado College, University of Colorado, Boulder, University of Wyoming, Colorado State University, University of Colorado, Colorado Springs, and University of Northern Colorado.

College Day

• More than 120 colleges typically visit Peak to Peak on College Day. Students in grades 10-12 attend eight college presentations given by admissions representatives in a normal school day.
• Students in 9th grade attend College Day in the auditeria and hear from nearly 20 college admissions representatives in a panel format. In the afternoon, freshmen participate in 9th grade team-building activities.
• College Day allows for fewer missed class periods throughout the year by students, and fewer missing students in classrooms.

ICAP

• Individual Career and Academic Plans are part of all middle and high school students’ postsecondary planning portfolio. ICAPs are electronically stored and available to students, counselors, selected teachers, and parents.
• The purpose of an ICAP is to help link students’ visions of their futures with their current educational experience.
• Middle School students utilize College in Colorado to complete self-discovery inventories on interests and skills, and to do career research, planning, and goal-setting.
• High School students utilize Naviance as a tool for academic planning, college and career planning, surveys on personality and learning styles, and goal setting.
• The ICAP process provides annual review and revision of a student’s academic, extracurricular, and postsecondary plans.

K-12 Library Media Center (LMC)

In support of the Peak to Peak Mission and Vision, the Peak to Peak Library Media Learning Center will:

• Empower students to be critical thinkers, enthusiastic readers, skillful researchers, and ethical users and creators of information
• Provide broad access to information using a variety of tools and formats
• Serve as a safe and comfortable space for learning and exploring ideas
• Inspire students to attain their individual academic goals and promote lifelong learning
• Encourage pursuit of creative passions and interests
• Collaborate with staff as an integral partner to provide instruction of essential information literacy skills

The elementary library is open from 7:40 am to 3:30 pm Monday through Thursday, and 7:40 am to 3:05 pm Friday. The secondary library is open from 7:30 am to 3:30  pm Monday through Thursday, and 7:30 am to 3:10 pm Friday. Additional before and after school hours vary. The library closes at dismissal time on early release days. Please see the LMC website for additional information regarding library operations.

Think Tank Tutoring Center

Students in grades 6-12 may access the Think Tank Tutoring Center to make up assessments, access support for writing, and get partnered with student tutors during the course of the school day. Open daily during regular classroom hours. Please contact the Think Tank to arrange for your child’s tutoring needs.

Health Services

The health office is located in the south building, adjacent to the front office. All health room staff members are CPR/First Aid certified. BVSD Health Services requires P2P health room staff to attend trainings on safe medication administration. BVSD Health Services provides a RN as the Peak to Peak School Nurse Consultant. Please contact the School Nurse Consultant if your child has a health condition that requires a health care plan. We take our responsibility to your student seriously and strive to build confidence in our ability to care for all students.

The health room is responsible for organizing the Vision/Hearing Screenings each year. In addition, each year we are required by BVSD to document that every student is current on the State required immunizations or have a completed immunization waiver in our health room records. Colorado State Law gives Peak to Peak the right to hold your student out of school until their immunization records are complete.

Whenever possible Peak to Peak requests that parents/guardians administer any necessary medication to children at times other than school hours. If your student needs daily medication during school hours, please contact the health room to make arrangements. The school will only administer medication upon a parent/guardian’s request through a completed “Medication Administration Authorization” form and receipt of properly labeled medication. Students are only allowed to carry inhalers or an EpiPen if a health care provider has given approval. All other medications must be kept in the health room. If the health room has medications in our cabinets, we will provide those for field trips. Please refer to the health room web page located on the parent tab of our website for all the necessary forms and instructions. 

Students who need to go to the health office must obtain a pass from their teacher. When returning to their classroom, they must bring a health room pass back to their teacher. Health room staff are required to follow BVSD Health Services guidelines for sending a student home. Your student is required to go home if they have a temperature above 100.4 F, fever, vomiting, diarrhea, and cold symptoms that are interfering with classwork, pink eye, strep throat, a rash that is spreading or head lice. Your student should remain home until 24 hours after symptoms have subsided. The student must wait in the health room until a parent or guardian has arrived and signed the student out at the attendance window.

If you have any questions, please call us at 303-453-4616 or refer to the health room website located on the parent page. 

Student (ID) Identification Cards

Secondary students at Peak to Peak Charter School need to have their ID cards with them at all times. Elementary student ID cards are used internally for purposes such as checking out library books. 

Secondary Lockers and Backpacks

Generally, lockers are available for all students who sign up for one annually.  New students will automatically be assigned a locker.  Students should not share their locker combinations with anyone.  Lockers are school property and remain under the supervision of school administration. Any locker may be searched at any time, for any reason, without notice or student consent (see BVSD policy JFGA).  At times we may experience a locker shortage; therefore, students who are not using their assigned lockers are encouraged to notify the front office, so the locker can be reassigned to another student.

Do not bring valuables to school to store in your locker.  Writing on the lockers, stickers, or other decorations are not allowed. Inappropriate pictures or items should not be placed in your locker.  Students are responsible for their lockers and will be held accountable if damages occur - fines will be imposed.  Students may lose the privilege of using a locker if they fail to adhere to these rules.  

Before and After School Care

Peak to Peak partners with an external organization to offer a Before and After School Care program for families of Peak to Peak, typically for students in grades K-5.  Currently, this child care is provided by Champions, a licensed childcare organization. Providing regular onsite care for students is designed to assist working parents by providing a safe, fun, and educational program for their children before and after the regular school hours. For further questions regarding this program, please call the main office or visit the Peak to Peak website at www.peaktopeak.org.

Elementary School Programs

Elementary school activities vary based on student interest and may include: Student Council, Spelling Bee, Tech Team, Chess, Battle of the Books, Tech Club, Talent Show, Lego Robotics, Young Rembrandts, Destination Imagination, and a variety of clubs.

Middle School Programs

Middle level activities vary based on student interest and may include:  Student Council, WEB Program, Spelling Bee, Spanish Heritage, Yearbook, BVSD Art Show, Chess, Battle of the Books, Service Learning Projects – program of applying curriculum to solve real life problems, Talent Show, National Junior Honor Society, Math League, Brain Bowl, Hack Club, Puzzle Club, Lego Robotics, and Extended Trips (International as well).

Middle School Interscholastic Athletics

Competitive Athletics that are offered to middle school students are as follows:

• Fall: CoEd Cross Country, Boys Soccer, Girls Volleyball
• Winter: Boys Basketball, Girls Basketball
• Spring: Girls Soccer, CoEd Track and Field, Boys Baseball

High School Programs

Student Council, Peer Tutoring Program, Integrated Service Learning, National Honor Society, Mock Trial, Math League, Puma PAC, Allies, Key Club, Speech & Debate, Science Fair, Thespians, Black Student Union, Latino Student Union, Asian Student Union and a variety of clubs.

HS Interscholastic Athletics

The following sports are offered at Peak to Peak High School. If the school does not compete in a particular sport, Peak to Peak students are encouraged to compete for their local high school.  Please see the Athletic Director on how to do this.

• Fall: Boys Soccer, CoEd Cross Country, Girls Volleyball, Girls Softball, Boys Golf, Boys Tennis
• Winter: Girls Basketball, Boys Basketball
• Spring: Girls Soccer, CoEd Track and Field, Boys Baseball, Girls Golf, Girls Tennis

Athletic Schedules

All athletic schedules can be obtained on the school’s website. 

Athletic Lockers

PE students will be issued a small locker every semester they have PE. Students must provide their own locks for these lockers. At the end of the semester, they must empty the locker. Students competing in High School Athletics will be issued the larger lockers and may use them during their season(s).  Any concerns with athletic lockers need to be addressed with the Athletic Department and the Athletic Director.

Athletic Eligibility (Middle & High School)

Eligibility is checked weekly.  Students receiving more than one F are ineligible to participate in games for one full week, beginning Wednesday at 3:00 PM through the following Tuesday at 8:00pm.  

P.E. Credits and Exemptions

High School students who participate in CHSAA-sanctioned athletics at Peak to Peak will receive 2.5 credits of Peak to Peak P.E. credit.  Of the 10 credits required for graduation, five must be earned through taking a Peak to Peak PE class. Students who participate in CHSAA-sanctioned athletics at other schools (when those sports are not offered at Peak to Peak) will receive 2.5 credits for P.E.  Students who participate in a club sport outside of Peak to Peak will not receive any P.E. credit, if that sport is offered at Peak to Peak.  Students who participate in non-CHSAA sports outside of Peak to Peak (when that sport is not offered at Peak to Peak) may earn 2.5 P.E. credits.  Students must request credit for these athletic activities prior to the semester by submitting a Peak to Peak Credit for Outside Activity Form to the Athletic Director.  This form will then have to be approved by the Academic Affairs Committee. Additionally, this form must be submitted by the student each time credit is requested.   No more than 5 credits of P.E. credit may be earned in this manner in any given school year. 

Athletic/Ambassador Program

The Peak to Peak Ambassador Program has been developed to enhance the athletic and activities programs at the school.  The Ambassador Program is instituted for each sport with parents assisting in a variety of ways (team dinners, scorebook, clock, awards dinner, concessions, admissions, approved fundraising) at Peak to Peak. 
 

Understanding that participation in the classroom is a vital aspect of a student’s academic performance, it is the parents/guardians’ responsibility to ensure that their children attend school. Consistent attendance in all classes is essential to academic success. Excessive absences and/or disengagement disrupt the flow of curriculum and make it difficult for our students to obtain the required skills and knowledge. All absences have a negative effect on instructional continuity, regardless of the cause of the absence or the attempts to make up missed work. The school cannot teach students who are not present and the classroom experience can never be replicated with assignments outside of school. 
 
The Peak to Peak Attendance Policy has been developed to meet state requirements and to maximize the student’s ability to receive an education in line with Peak to Peak’s mission and vision. According to state law, it is the obligation of every parent/guardian to ensure that every child under their care and supervision receives adequate education, training, and attends school. Consider the following statistics:

• Attendance contributes more than any other factor to course failure and low grades. College-ready students (those who have the best chance of enrolling and persisting in college) have average attendance rates of 98 percent, meaning they miss less than a week over the course of the entire school year (Attendance Works, 2014).
• Research shows that missing 10 percent of the school, or about 18 days in most school districts, negatively affects a student’s academic performance. In addition, the academic impact of missing that much school is the same whether the absences are excused or unexcused (Attendance Works, 2014).
• Poor attendance itself can cause problems with healthy development because of the disruption it causes to academic achievement (and learning) and to social connections with peers and adults at school. (Camille Farrington, an education scholar at the University of Chicago, The Atlantic, Sept 6, 2016)
• Each week of absence per semester in ninth grade is associated with a 20 percentage point decline in the probability of graduating from high school (Colorado Department of Education, 2016).

Regular attendance is the responsibility of each family.  Parents/guardians are expected to help their students accept this responsibility by adhering to the attendance policy.  Parents/guardians are encouraged to help the school by not excusing their students frivolously or for reasons not medically necessary. It is the responsibility of parents and students to track the student’s attendance. This can be done through the Parent Portal, as well as the Student Portal on Infinite Campus. Absences will be defined by the following guidelines:

1. Excused Absences (Labeled in Infinite Campus as EXC, ILL, IAS, IGI, IRP, ISO, RHE) include any absence due to temporary illness or injury, disability, inclement weather, medical and dental appointments which cannot be scheduled outside the regular school day, and religious observances. Only parents/guardians are allowed to excuse a student’s absence. To avoid receiving the automated attendance message, please call or email by 8:30 a.m.  Parents have 48 hours to make any corrections to a student’s attendance record.  As a guideline, once a student has accumulated ten absences in a semester, documentation and administrative approval will be required for all subsequent absences (see below for more details).
2. Documented Excused Absences (Labeled in Infinite Campus as DOC, COU, OOS, ISS or ADM) include illness documented by a letter from the student’s doctor, absence occurring due to custody of a court, custody of law enforcement authorities or for a court appearance, absence for college visit (must be arranged with administration and staff ahead of time), absence due to a death in the family, or as a result of suspension or expulsion. 
3. Prearranged Absences (Labeled in Infinite Campus as PRE) include absences of 3 or more days which are pre-planned by the family. Peak to Peak encourages families to take their vacations during scheduled school vacation times. As a guideline, students may not seek alternative times for final exams, reschedule final exams, or modify their final exam schedule without express permission from the principal, and only in the case of emergencies. Trips or family holidays will not be accepted as a rationale to miss exams or request rescheduling exam times. Additionally, teachers cannot be expected to arrange student work prior to a prearranged absence, create additional materials, offer virtual/online instruction, or host one-on-one instruction for an extended absence. Students are expected to make up missed work and instruction upon their return. 
   • Planned absences of 3 or more days should be noted via a Google form which must be completed at least one week prior to the scheduled absence. The Pre-arranged Absence form is available on the Peak to Peak website. Students are responsible for contacting their teachers in advance of their absence. 
   • Absences longer than 10 days require a pre-authorized Leave of Absence Agreement with the administration and may require temporary withdrawal. Please work with level principal(s) prior to planning travel.
4. Activities/Athletics Absences (Labeled in Infinite Campus as ACT) include absences due to participation in activities or athletics, field trips pre-arranged by the teacher, and other school-related activities.
5. Unexcused Absences (Labeled in Infinite Campus as UNX, TRU) include any absence for a reason not listed above. Unexcused absences may lead to disciplinary action. Students who have left campus or an individual class without permission of school administration are considered unexcused. Additionally, during standardized testing, all absences not due to illness or emergency will be unexcused.
6. Partial absence occurs when a secondary student enters class more than ten minutes after the scheduled start time or departs class more than ten minutes before the scheduled end time, or when an elementary student enters class more than 60 minutes after the scheduled start time or departs class more than 60 minutes before the scheduled end time.

Consequences for Absences

Continued unexcused absences or persistent excused absences may lead to further disciplinary action and a referral to truancy court as required by the Colorado Compulsory Attendance law. A “habitual truant” is defined as a student of compulsory attendance age who has the equivalent of four total days of unexcused absences from school in any one month or the equivalent of ten total days of unexcused absences during any school year. 
                   
When a student reaches a total of 6 absences (excused, unexcused or a combination of both) in a single class (including study hall and student aide periods), parents/guardians may receive a letter from Peak to Peak Charter School indicating the student is approaching the 10 absence maximum. If a student reaches 10 absences in one class (excused, unexcused or a combination of both), all future absences will only be excused by the Principal and a doctor’s note may be required.  Beyond 10 absences, students and families may be required to meet with counselors or administration to develop a plan for lost instructional time.

Attendance during Testing Days & Field Trips

Attendance during college visits, testing days, and other special programming, is required for all students. Parents/guardians are encouraged to support the school in our efforts to educate students on these important days by requiring that your student be in attendance and not excusing them unless absolutely necessary. Failure to attend these events without appropriate documentation will result in an unexcused absence for the time frame unattended.

In the event of a dispute regarding absences, a school administrator has the final authority to determine whether an absence is excused or unexcused. 

Tardy Policy

Any student who is not in class, sitting in their assigned seat ready to work when the bell rings, is considered tardy.  A tardy is limited to five minutes late to class.

If a student arrives more than five minutes late, it is considered a Partial Absence. Students are still expected to attend the class to remain current on course content (the time of arrival will be noted).  All students who are late to school must sign in at the Attendance Office (south building) or the Principal's’ Hub (north building) and obtain a late slip to enter the class. 

Secondary Hall Passes

All students are to be in class and accounted for during the school day. If a student must leave class, a hall pass is required.

In grades six through twelve, all students are to carry their teacher’s hall pass. When a student must leave class, the student is to write down the time and reason for leaving on the classroom pass log.

The pass log system provides accountability for students returning in a timely manner. It also provides information to teachers and staff about the student’s history of leaving class and helps determine if a student is habitually leaving classes.

Dismissal During the School Day

Parents/guardians are encouraged to schedule appointments outside of school hours.  If it is absolutely necessary for a student to leave campus during the school day, the following guidelines will apply:

Parents/guardians and students should arrange dismissal during the school day in between classes so as not to disrupt classroom activity.  Students must have prior permission from the parent or guardian explaining the reason for the dismissal (via phone call, email or written notice to the attendance office). Students must sign out at the Attendance Office when leaving campus, regardless of their driving status or age. Dismissal of middle school and elementary school students require a parent or guardian to be physically present for early dismissal of their child and a signature is expected. High school students may not sign siblings out without parent/guardian (or principal) permission.

High school students will not be excused to leave campus for lunch unless they have been approved for off-campus lunch privileges.  Students who do not have off-campus privileges will only be allowed to leave campus if their parent or guardian signs them out and back in, either in person or over the phone. Being late to class after lunch will not be excused. Persistent tardies to class after off-campus lunch periods may have these privileges suspended or revoked. 

11th and 12th graders are required to be off campus during off periods (period 1, 7 or 8) and during any off-campus apprenticeship, internship or research assignment located off-site, unless principal permission has been given to stay on campus. If permission is given based on a reasonable request, the 11th or 12th-grade student will be assigned to a specific location. All High School students are required to attend assigned study hall and student aide class periods as listed on the student’s schedule. Absences in these periods contribute to a student’s overall attendance record.

Parents/guardians are expected to help their students adhere to the school’s attendance policy. Parents/guardians are encouraged to help the school by not excusing their students frivolously or when not medically necessary. Please utilize late start and Professional Development days to plan college visits and family activities. 

If a student is beyond the compulsory age, they are still expected to adhere to the attendance policies and procedures, and consequences will be enforced as indicated above.

Truancy

Attendance at school is vital to ensure academic success. The Colorado legislature has adopted compulsory attendance laws C.R.S. 22-33-104 (2006), to ensure regular school attendance for children under the age of seventeen years. This law requires daily attendance, with the exception of a limited number of excused absences. It is the responsibility of parents/guardians to see that the child complies with this law. A student absent without the consent of parents/guardians and the school administration is considered truant. If truancy has been confirmed, a parent/guardian cannot reverse the attendance code at any time. The law provides that a legal petition must be filed when a student establishes a pattern of truancy.  We ask for support in reinforcing attendance expectations. If a pattern of excessive absences develops, a doctor’s verification of illness may be required.

Make-Up Opportunities

Students are responsible for all class work missed due to any absence.  Credit for class work missed due to excused absences shall be allowed when satisfactorily completed. Students who have been absent are responsible for the arrangement of make-up work with their teachers. As a guideline, students have two days for each day of absence to make up missed assignments. 

However, credit may be lost when the student fails to complete course requirements and/or the principal considers the student's absences so excessive as to prevent that student from meeting course requirements. As a reminder, students and families may be required to meet with counselors or administration to develop a plan for lost instructional time.

In the case of unexcused absences, the teacher may deny acceptance of classwork and/or assessments missed due to unexcused absences. During school restriction or suspension, a student may make up credit for classwork when satisfactorily completed. Unless otherwise permitted by the building administrator, make-up work shall not be provided during a student’s expulsion. Rather, the district shall offer alternative education services to the expelled student in accordance with state law. The district shall determine the number of credits the expelled student will receive for work completed during any alternative education program.

Telephones

No student will be allowed to use office telephones except for school business. A school official must grant permission before a student is allowed to use the school phones. Public telephones are provided in the north and south building lobbies for student use. Phone calls will not be permitted during class time unless teacher permission has been granted. Personal business should be taken care of either before school, during breaks, or after school. No student will be allowed out of class to make a phone call unless pre-approved by a teacher or administrator.  

Elementary School Cell Phone, Smart Watch, and Device Policy:

Elementary school students may only use their cell phones, smart watches, and otherdevices before and after school; the baseline expectation is that electronic devices are turned off and put away from 7:50 a.m.-3:05 p.m. We appreciate the school-home partnership on this topic in particular. See above for school phone use.

If a student does not meet the expectations for appropriate use of technology, staff may direct the student to turn off the device and store it in the student’s bag or cubbie/ locker. If distractions persist, staff may require the student to store the device in the principals’ office until the end of the day.

Middle School Cell Phone & Personal Listening Device Policy:

Middle school students may only use their cell phones and personal listening devices (headphones, earbuds) before and after school, or with specific permission from a staff member. The permission only extends as far as the identified purpose, and the baseline expectation is that electronic devices are turned off and put away from 7:55 a.m.-3:15 p.m. We recognize there are many benefits to using technology, and we will ensure necessary devices are made available to each of our students. During this integral time of development in our students’ lives, we believe in the priority of communicating face-to-face while in our school community and in reducing any potential distractions from learning. We appreciate the school-home partnership on this topic in particular. See above for school phone use.

At the middle school level, If a student does not meet the expectations for appropriate use of technology, such as cell phones and personal listening devices (earbuds), staff may direct the student to turn off the device and store it in a locked safe in the front office. An email notification will be sent to parents/guardians, and students will be able to retrieve the device at the end of the school day. Parents/Guardians will be asked to pick up the cell phone/device at the end of the school day from the front office if this should occur a second time. Furthermore, students should be aware that the misuse of a cell phone and other technologies for assessments may be considered an act of academic dishonesty. 

High School:

Peak to Peak is dedicated to helping students advance their use of technology as an educational tool. Students are expected to bring their own technology device (1:Web chromebook, laptop, tablet) to class as a support to learning. However, high school students should have cell phones turned off and put away in the classroom “pho-tel” during instructional time. They may only access their phones with teacher permission during any given class period. The permission only extends as far as the identified purpose, and teachers have the discretion to change the permission at any time. Outside of class time, including lunch and passing periods, high school students may use their phones, provided they do not distract from the learning environment of others. We hold students accountable to these expectations by enforcing appropriate use on campus. Furthermore, students should be aware that the misuse of a cell phone and other technologies for assessments may be considered an act of academic dishonesty. 

If a student does not meet the expectations for appropriate use of technology, staff may direct the student to turn the device in to the high school principals’ office until the end of the day. Repeat offenses may result in a parent/guardian needing to collect the device.

On-Campus Lunch

Elementary School:

Elementary students have a scheduled outdoor recess time (at least 15 minutes), combined with  a scheduled lunch time (at least 25 minutes).  When the temperature or wind chill falls below 20 degrees, students will engage with indoor recess in classrooms instead of outside time. During lunch, all students eat in the cafeteria, unless the student has acquired a pass from a teacher prior to lunch.  No student will be allowed to leave the cafeteria to return to the classroom until the dismissal bell rings unless they have a pass or are accompanied by an adult. 

Middle School:

During lunch, all students must walk to their initial rotation location: the Cafeteria (7th/8th) and their designated recess location (6th). When it is time to transition to their second rotation, they are expected to walk under the supervision of the assigned staff member(s). The north and south buildings are closed to students during lunch, unless the student has acquired permission from a teacher prior to lunch (e.g., club meeting or academic reason). No student will be allowed to leave the Cafeteria or designated recess locations to return to the classroom until dismissal unless they can provide a legitimate pass. No student may leave school for lunch without parent/guardian permission (see Dismissal During the School Day section above). For health and safety reasons, we ask that all students sit down at a table while eating. At appropriate times during the lunch interval, students will be given an opportunity to engage in connection and active play (recess) in designated locations. Students must transition to and from those areas in a timely and orderly fashion and must adhere to behavioral expectations at all times. Failure to do so may result in loss of recess privileges. In case of inclement weather, indoor locations will be designated for recess.

High School:

Students eating on campus should use the cafeteria or designated tables outside. High School students may use other outdoor areas on campus for recreation but must remain within plain sight of adults while on campus. Students may not eat in the north building unless participating in a scheduled lunch meeting with a staff member.  

Off-Campus Lunch Privileges for High School Students

Off-campus lunch privilege is available to students who:

• Are juniors or seniors in high school
• Have parent/guardian consent
• Are in good academic standing 
• Are in good attendance (absences and tardies) standing
• Have completed the application process and received their off-campus pass

Guidelines for students who would like to utilize this privilege:

• Students must pay an annual fee of $5.00
• All Peak to Peak school rules must be followed while off-campus
• Students must attend the off-campus lunch safety & protocol meeting with the HS principals in August and January of each academic year
• Students will only be permitted to leave during the first 10 minutes of lunch
• Drivers must have valid insurance information on file at the school
• The number of drivers and passengers cannot exceed the number of seatbelts
• Drivers must be legally allowed to drive other minor students
• Drivers must park in the designated parking lot (west lot)
• Students arriving late to class after being off-campus for lunch may have their off-campus privilege suspended or revoked.
• Off-campus privilege is subject to the same eligibility requirements as high school athletics.
• Off-campus privilege may be suspended or revoked if a student has more than 4 unexcused absences in any class period. 
• Any student who leaves with another student who does not have a permit or off-campus lunch privilege will face other disciplinary action.

Please remember that off-campus lunch is a privilege and, as such, can be revoked or suspended for all students by the administration if problems occur.  

High School: Student Parking

All students driving to school are expected to park their car on school property, unless instructed otherwise.   All students parking at school must complete the “HS – Student Parking Application (11th & 12th Grade)” form, found on the P2P webpage, and pay a yearly $5.00 fee. Students will receive a parking pass to hang on rearview mirrors annually. These may be used on any vehicle the student drives, provided the vehicle is one listed as registered to park on the student’s parking application or is subsequently added prior to parking on campus.
    
Once approved, the student will be given their parking permit.  Students should park in the student parking lot on the west end of campus.  If no spots are available, the ball field parking lot is available for overflow parking.  The visitors’ lot, east of the student lot, is reserved for families and other visitors to the school.   Any student vehicle parked in the school parking lot that does not have the required parking sticker will be ticketed and may incur a fine of $20, which will be charged to the student’s school account.  Also, any student vehicle parked on campus outside of the student parking lot or the ball field parking lot will be ticketed $20. Any illegally parked vehicles may be ticketed and/or towed without additional notice. 

Introduction And Rationale

Peak to Peak is a learning community that encourages students to develop their character while growing academically.  Our honor code calls on students to seek scholarship through creativity and determination.  By submitting works of their own creation and giving credit to the ideas of others, students reinforce that gaining knowledge, not simply getting high grades, is the goal of education. We ask students to celebrate each others’ areas of strength and passion. Students will lead, teach, and serve the community whenever possible. All students, by attending Peak to Peak, agree to act with integrity and support the honor code in their academic work.
Peak to Peak Honor Code:  I will strive to achieve excellence in scholarship and character. 

Definitions

Academic Integrity as defined by the International Center of Academic Integrity (ICAI) is a commitment to “honesty, trust, fairness, respect, responsibility, and courage.”

Academic Dishonesty: Deliberate, unacceptable behaviors that include but are not limited to: misrepresentation, obtaining unauthorized information, and tendering of information.

• Misrepresentation: Students misrepresent their work by handing in the work of someone else. This could include, but is not limited to the following:
  • Plagiarizing: unacknowledged use of information, ideas, or phrasing of others. This includes copying exact words of another writer without proper documentation of the source, stealing or passing off words, graphics, and artwork that is not one’s own
  • Using artificial intelligence or other technological support without clearly acknowledging the use of these tools
  • Purchasing a paper from a service or other sources
  • Reproducing another person’s paper and submitting it as one’s own
  • Having someone else take an exam
  • Inventing of information or citation in an academic exercise and misquoting or quoting out of context
  • Submitting a reproduction of another person’s work
  • Signing of another’s name to an official document and/or submission of information known to be false
• Obtaining unauthorized information: Information that is obtained dishonestly. This could include, but is not limited to the following:
  • Copying homework
  • Working with another student on work that is intended to be done independently
  • Downloading and submitting work from online resources
  • Sharing answers through data storage devices
  • Using cell phones or other devices to take electronic pictures of exams
  • Text-messaging answers of academic work
  • Stealing materials from teachers or classmates
• Tendering of information: Students giving or selling their work to another person who plans to submit it as his or her own:
  • Giving work to another student to be copied
  • Giving someone answers to an exam during an exam
  • Discussing an assessment with students who have not yet been assessed on the material
  • Giving or selling a written assignment to another student

Infractions and Consequences

In order to maintain a reasonable level of consistency within a school, consequences for academic dishonesty will be applied by the teacher after consultation with a school administrator.  The general magnitude of an infraction will be considered before consequences are determined. Teachers will confer with administration about the possibility of the student making up the assignment for reduced credit on a case-by-case basis, but a zero grade may be given on an entire assignment for any instance of academic dishonesty. If a high school student has a second infraction of academic dishonesty of any magnitude, further disciplinary action (including suspension) may be enforced.

Possible consequences to any infraction may include:

• Parent/Guardian conference with teacher(s) and/or administration
• A certified letter to be signed by the parent/guardian
• A failing grade for the assignment
• Redo the assignment within a given amount of time
• School restriction or suspension
• Suspension of Network privileges
• A failing grade for the class
• Ineligibility for groups/activities
• Community service 

Students should be reminded that a violation of copyright law carries criminal penalties.

Peak to Peak adheres to the Boulder Valley School District Discipline Policy, District Policy JDC, rev. 8/22/23.  While on school grounds, in school facilities, in school vehicles, or at or during school-sponsored activities, students shall be expected to conduct themselves in keeping with their level of maturity, acting with due regard for the supervisory authority vested by the Board in all School District employees; the educational purpose underlying all school activities; the widely shared use of school property and resources; and the rights and welfare of other students.

These expectations apply to students off campus to the extent their behavior has a nexus to school. Specific examples of the School District’s conduct expectations include, but are not limited to:

1. Students shall maintain high personal standards of courtesy, decency, morality, and honesty in their relationships with others.
2. Students are expected to respond to academic challenges with the highest degree of integrity and honesty that support the culture of the community. No student shall engage in scholastic dishonesty, which includes but is not limited to cheating on a test, plagiarism, or collaboration with another person in preparing work. 
3. Diligence in study and achievement commensurate with ability is expected of all students. Students are expected to be prompt and regular in their attendance of school and classes and are responsible for work missed due to unexcused tardiness or absence.
4. Students shall comply with Board policies and reasonable School District staff members’ directions.
5. Students shall comply with Colorado and federal law. This includes but is not limited to those items identified in Colorado law as grounds for suspension or expulsion.
6. Students shall be honest in their interactions with School District employees, and shall not lie or give false information, either verbally or in writing, to a School District employee. Students shall not make a false accusation of criminal activity against a School District employee to law enforcement or to the School District. 
7. No student shall engage in or encourage behavior that disrupts or poses a clear and convincing threat of disruption of the school operations or interference with the rights of others or with the ability of the school to provide educational opportunities to other students.
8. No student shall engage in or encourage behavior which is detrimental to the welfare or safety of students, teachers, or school personnel on or off school property.
9. Students shall not use, be under the influence of, bring, carry, possess, buy, sell, or exchange alcohol, marijuana, or other dangerous or restricted drugs or controlled substances.
10. Students shall not use tobacco or nicotine products of any kind or otherwise violate the Board's tobacco-free schools policy.
11. No student shall use, possess, bring, or carry any dangerous weapon of any kind, including a knife of any blade length (per this local restriction that does not include plastic or other utensils brought and used for eating), or a firearm facsimile without prior permission of the school principal or designee or the Superintendent or designee. See JDC-R, Conduct Related to Weapons.
12. Students shall not cause or attempt to cause damage to school or private property, nor steal or attempt to steal school or private property. 
13. No student shall engage in bullying behavior. Bullying is defined as any written text or image or verbal expression, or physical or electronic act or gesture, or a pattern thereof, that is intended to coerce, intimidate, or cause any physical, mental, or emotional harm to any student. Bullying also includes cyberbullying which is bullying involving the use of communication technologies such as computers, cell phones, and other electronic devices to support deliberate and hostile behavior intended to do harm to others. Examples of cyberbullying can be in the form of text messages, instant messaging, emails, threatening or embarrassing photos or videos, and any use of any social media platform.
14. No student shall engage in gang-related activity. Schools should communicate with law enforcement and community members to address identified gang activity. As appropriate, schools may communicate with families about resources to support students at-risk of gang involvement. 
15. No student shall engage in harassment on the basis of disability, race, creed, color, sex (which includes marital status), sexual orientation, gender identity/expression, national origin, religion, ancestry, immigration status, the need for special education services, or physical characteristics, whether such characteristic(s) is actual or perceived. Harassing conduct may take many forms, including verbal acts and name-calling, as well as non-verbal behavior, such as graphic and written statements, or conduct that is physically threatening, harmful or humiliating.
16. No student shall engage in physical abuse, including hazing, assault, or unwanted touching of a person or that person's property with a part of the body or with any object with the intent of causing hurt or harm or that actually causes harm.
17. No student shall engage in verbal abuse either orally (including by telephone) or in writing in words or images (including by text, social media or other electronic means) including, but not limited to, swearing, screaming, obscene gestures or threats.
18. No student shall engage in behavior on or off school property that is detrimental to the welfare or safety of other students or school personnel, including behavior that creates a threat of physical harm to the student exhibiting the behavior or to one or more other students. This also includes violent or aggressive behavior, including any expression, direct or indirect, verbal or behavioral, of intent to inflict harm, injury or damage to persons or property. A threat of violence and aggression carries with it implied notions of risk of violence and a probability of harm or injury.

Additional Peak to Peak Student Codes of Conduct

Peak to Peak has adopted a policy for Codes of Conduct that is based on common sense, not zero tolerance.  In individual cases, teachers and administrators reserve the discretion to enforce this policy using logic, not the letter of the law. The following items are in addition to Colorado Law and BVSD policies items or further clarify Peak to Peak’s position on certain matters:

• Students, school staff, and volunteering parents/guardians are expected to show respect through words and actions for all people, including themselves, other students, and those in a position of authority, as well as for private property, school property, and the environment.
• Destruction of property and acts of vandalism will result in the perpetrator making reparation and could result in suspension or expulsion from school.
• Possession or use of tobacco, alcohol, and/or illegal substances is strictly forbidden on or near school grounds or at school-related functions. Students who bring any of the above to school or are found to be under the influence while on school grounds will be suspended or expelled. 
• The sale, distribution, exchange, or purchase of a drug or a controlled substance will result in expulsion.
• Students suspended due to alcohol or substance use or possession or other serious violations, may lose the privilege of being a member of a club or organization and leadership role.
• Possession of dangerous weapons or weapon facsimiles is strictly forbidden on school grounds. Bringing a dangerous weapon to school will result in expulsion from school for a period of time not to exceed twelve months. 
• Other weapons not meeting the district definition of “dangerous weapons” are not allowed in school or on school grounds at any time. Bringing any weapon or item intended to be used as a weapon to school will result in suspension or expulsion.
• Peak to Peak does not allow harassment of students or staff—physical, verbal, or sexual. This behavior may result in suspension or expulsion from school. Acts of physical aggression will result in suspension from school for a period of up to ten days and possible expulsion from school.
• Students and staff are expected to be in the classroom and ready for class activities to begin at the designated starting time of each period.
• Teachers will establish individual classroom rules and students will be expected to abide by them.
• Students will bring necessary materials to class every day.
• Students are expected to be honest. Students will not receive credit for work that is not their own (see Plagiarism/Cheating Procedures).
• Students should have cell phones turned off and put away in the classroom. They may only access their phones with teacher permission during any given class period. The permission only extends as far as the identified purpose, and teachers have the discretion to change the permission at any time. Outside of class time, high school students may use their phones, provided they do not distract the learning environment. 
• Flagrant and inappropriate physical displays of affection are not acceptable on school grounds.

Peak to Peak expects that all students will dress in a way that is appropriate for the school day or for any school-sponsored event. We believe students should be able to dress comfortably for school without fear of unnecessary discipline or body shaming. Student dress choices should respect the school’s intent to sustain a community that is inclusive of a diverse range of identities. The school is responsible for seeing that student attire does not interfere with the health or safety of any student, and that student attire does not contribute to a hostile or intimidating atmosphere. Our student dress code supports equitable educational access. It is written so as not to reinforce stereotypes or reinforce/increase marginalization or oppression of any group based on race, sex, gender identity, gender expression, sexual orientation, ethnicity, religion, cultural observance, household income or body type/size. 

The student dress code supports our goal of inspiring students to learn while leaving primary decisions around student clothing and style to students and their parent(s)/guardian(s). Students are responsible for knowing the student dress code and for complying during school hours and school activities.

The dress code was developed based on the following guiding principles:

• All students and staff should understand they are responsible for managing their own dress.
• Student dress code enforcement should not present unnecessary barriers to school attendance.
• School staff should be able to use student/body-positive language to explain the code and to address code violations.
• Teachers should focus on teaching without the additional and often uncomfortable burden of dress code enforcement.
• Any basis for conflict and inconsistent and/or inequitable discipline should be minimized whenever possible.
• Only in cases when dress is from the "cannot" wear category listed below, and therefore interrupts the learning environment, will staff step in to regulate individual students’ clothing/self-expression.

Our student dress code is designed to accomplish several goals:

• Maintain a safe learning environment in classes where protective or supportive clothing is needed, such as chemistry/biology (eye or body protection) or PE (athletic attire/shoes).
• Allow students to wear clothing of their choice that is comfortable.
• Allow students to wear clothing that expresses their self-identified gender.
• Allow students to wear religious attire without fear of discipline or discrimination.
• Prevent students from wearing clothing or accessories with offensive images or language, including profanity, hate speech and pornography.
• Prevent students from wearing clothing or accessories that denote, suggest, display or reference alcohol, drugs or related paraphernalia or other illegal conduct or activities.
• Prevent students from wearing clothing or accessories that will interfere with the operation of the school, disrupt the educational process, invade the rights of others, or create a reasonably foreseeable risk of such interference or invasion of rights.
• Prevent students from wearing clothing or accessories that reasonably can be construed as being or including content that is racist, lewd, vulgar or obscene, or that reasonably can be construed as containing fighting words, speech that incites others to imminent lawless action, defamatory speech or threats to others.
• Ensure that all students are treated equitably regardless of race, sex, gender identity, gender expression, sexual orientation, ethnicity, religion, cultural observance, household income or body type/size.

Elementary Guidelines

• Students are required to be neat and clean and to use their good judgment in the matter of dress.
• Clothing that shows obscene, questionable or offensive language, promotes illegal substances, tobacco or alcohol products, or displays unsafe practices is not allowed.
• Any clothing, accessories, or other items that may be considered related to drugs, contain inappropriate language or images including suggestive, pornographic sayings, hate speech, or violent messages is not allowed.  
• Clothing that inappropriately exposes skin or undergarments or any other revealing clothing is not acceptable.  
• To avoid injury or disease, footwear must be worn at all times while on school campus.
• Sunglasses, hoods, or other items that could make it difficult to identify students are not allowed in the building (except as a religious observance or pre-arranged accommodation). Masks for other items that completely obstruct the identity of students are not allowed to be worn on campus.
• Facial coverings to prevent the spread of disease are allowed, when worn as intended over the nose and mouth.

Secondary Guidelines

The following text specifies what is and isn’t allowable consistent with the above goals and guiding principles.

All students must ensure that certain body parts are covered at all times. Clothes must be worn in such a way as to fully cover with opaque (not see-through) fabric the genitals, buttocks and nipples. All items listed in the “must wear” and “may wear” categories below must meet this basic principle.

While following the basic principle of Section 1 above, students must wear:

• A shirt (with fabric in the front and back and on the sides under the arms), and
• Pants/jeans or the equivalent (e.g., a skirt, sweatpants, leggings, a dress or shorts), and shoes.

Students may wear, as long as these items do not violate Section 1 above:

• Hats facing straight forward or straight backward. Hats must allow the face to be visible to staff and not interfere with the line of sight of any student or staff.
• Religious headwear
• Hoodie sweatshirts (wearing the hood down and not over the head during class time, so that face and ears are visible to school staff during instruction)
• Fitted pants, including opaque leggings, yoga pants and “skinny jeans”
• Pajamas
• Ripped jeans, as long as underwear and buttocks are not exposed
• Tank tops
• Athletic attire
• A face mask for COVID-19 spread prevention (so long as it falls below the eyes)

Students cannot wear:

• Clothing with violent language or images.
• Clothing with images or language depicting/suggesting drugs, alcohol, vaping or paraphernalia (or any illegal item or activity).
• Bulletproof vest, body armor, tactical gear or a facsimile.
• Clothing with hate speech, profanity or pornography.
• Clothing with images or language that creates a hostile or intimidating environment based on any protected class or consistently marginalized groups.
• Swimsuits
• See-through clothing or items that reveal private parts of the body listed under secondary guidelines.
• Accessories that could be considered dangerous or could be used as a weapon.
• Any item that obscures the face or ears (except as a religious observance).
• Earbuds/pods during class/instructional time unless given specific consent from the teacher.

Students who violate the dress code may be asked by their teacher, or be sent to an administrator, to put on additional items that help them align with the dress code guidelines. For those who may not have appropriate clothing to change into, clothing items will be provided by the school. If you have any questions about the dress code, please contact the school level specific assistant principal or principal.

Note: Credit for much of the language in this Dress Code Procedure goes to the Denver Center for International Studies (DCIS) and to the Boulder Valley School District.

The goal of the Peak to Peak Discipline Philosophy is to create a safe, respectful, and nurturing environment where learning can take place. The Peak to Peak faculty will use its discretion in its choice of disciplinary measures depending upon the child’s age, his or her specific infraction, and the general pattern of behavior. Peak to Peak’s philosophy is that children feel more secure and act more responsibly when expectations are clear and understood. Therefore, the school community will support this philosophy through the integration of character education in the curriculum and the daily life of the school. We also believe that good discipline requires the concerted effort of students, parents/guardians, and teachers, the result of which will be a more positive and productive learning environment.  Regular review of expectations in the classroom and at faculty meetings will encourage the ongoing implementation of the philosophy throughout the school. Key principles that allow teachers to teach, children to learn, and students to become self-disciplined include:

• We provide messages of personal worth, dignity, and strength through choices and the development of problem-solving skills, respect and empathy for others, and actions that grow and support relationships.
• We set enforceable limits through enforceable statements.
• We foster responsibility toward self and others.
• We provide consequences with empathy rather than antipathy.
• When appropriate, we offer the opportunity for restorative justice and/or service back to the school community at the discretion of the principal per case-by-case review.

Elementary Classroom Discipline Procedures

Whenever possible, student behavior will be addressed within the classroom by associated school staff. In matters of greater seriousness or repeated disruptive behaviors, administration may be consulted for additional support. The use of disciplinary actions and interventions will vary based on a variety of considerations, including the specific infraction, student’s age, circumstances, and impact to the learning community.

Secondary Classroom Discipline Procedures

Students may be removed from class and sent to the Principal's’ Hub in the north building or principals’ office in the south building as a result of poor behavior in the classroom. In these cases, students will not return to the class for the day and may be given further discipline as a result of their behavior. Discipline may include community service, in-school restriction, detention, suspension, or expulsion. Students are responsible for all class work missed due to removal from class and in-school and out of school suspensions.

Suspension – In-School

Depending on the seriousness of the behavior, a student may be required to be isolated in school for a period of suspension. Students attending in school suspension will be required to do homework or read while in suspension. Students are not allowed to use personal listening devices and must follow all school rules. Students will be given a lunch break, but must serve it in the supervised in school suspension area.

Suspension – Out-of-School

Students may be suspended per Boulder Valley School District guidelines for behavior which warrants suspension. During the time of an out of school suspension, students are not allowed to be on any Boulder Valley School District campus at any time or for any reason unless asked to by the school principal. Students are responsible for course work missed during any suspension.

Incident Report Procedures

If an administrator is not in their office, the student is to fill out an incident report form and/or request an appointment at the Principals’ Hub in the north building. If the administrator does not return to the office during that period, the student is to return to class. The administrator will seek out the student as soon as possible. Parents/guardians are encouraged to complete an incident report form or contact an administrator if they witness any harassment or bullying activity. A copy of these forms will be available in the main office and in the Principal's’ Hub in the north building.

Peak to Peak adheres to the Boulder Valley School District Discipline Policy, District Policy JDSE, rev. 8/22/23. Peak to Peak takes seriously the obligations to educate every student. Extended suspension is viewed as a very serious step in the discipline and intervention process, and expulsion is generally to be recommended as the last step in that extensive process, except where expulsion is required by law.

Procedures For Student Suspension/Expulsion

Peak to Peak adheres to the Boulder Valley School District Discipline Policy, District Policy JDSE-R, rev. 8/22/23.

Harassment

It is essential that students and staff members have the confidence that the Boulder Valley School District will do everything in its power to protect victims and to take action against misconduct. Peak to Peak follows BVSD sexual harassment policies (GBAA and JBB) and investigation procedures (AC, AC-R, AC-E2). Peak to Peak and BVSD are committed to maintaining a learning environment that is free from sexual harassment.  It shall be a violation of policy for any staff member to harass students or for students to harass other students through conduct or communications of a sexual nature or to retaliate against anyone that reports sexual harassment or participates in a harassment investigation.
The district shall investigate all indications, informal reports and formal grievances of sexual harassment by students, staff or third-parties and appropriate corrective action shall be taken. Corrective action includes taking all reasonable steps to end the harassment, to make the harassed student whole by restoring lost educational opportunities, to prevent harassment from recurring and to prevent retaliation against anyone who reports sexual harassment or participates in a harassment investigation.

Title IX

Title IX is a comprehensive federal law that prohibits discrimination on the basis of sex in any federally funded education program or activity. Regardless of whether sexual harassment (that includes sexual violence) occurs at school, Title IX obligates school districts to address any impact of that conduct on students that interferes with their ability to access their education. This means that schools must provide students with their Title IX rights and the contact information for adults at school who can respond to allegations of misconduct and put in place interim remedies to support impacted students. If students experience harassment or retaliation resulting from the exercise of their Title IX rights, then schools are legally obligated to take action to stop it from recurring.
In terms of Title IX investigations, the School District is obligated to investigate and take action to stop misconduct that is impacting students at school, but there is not a strict timeline for such investigations. When the same allegations are being investigated by law enforcement, then the School District wants to minimize potential trauma for students by using information from law enforcement's investigation as much as possible. Most often, we do this by, among other things, using information in police reports, juvenile petitions, and information shared by the DA’s office as the substantive information for the School District’s Title IX investigation while also providing due process to the involved parties as required by the U.S. Department of Education rules and regulations governing school districts. While law enforcement investigations and any related legal proceedings are being conducted, the School District’s focus is on providing interim remedies to support students.

Making A Report

Peak to Peak Charter School is committed to the safety and wellbeing of our students. Victims of sexual harassment are encouraged to report the incident to an adult they trust, whether it is a school counselor, administrator or law enforcement. Reports can be made orally or in writing. Written reports can be made using the Board's Complaint form, AC-E2 or by email to TitleIX@bvsd.org.

Ref: District Policy AC, Revised: June 11, 2024 (including District Policies AC-E1, AC-E2, AC-E3, AC-E4, AC-E5, AC-E6, AC-R, and AC-R2)

The Board of Education is committed to providing a safe learning and work environment where all members of the school community are treated with dignity and respect. The schools in the district are subject to all federal and state laws and constitutional provisions prohibiting discrimination and harassment on the basis of disability, race, creed, color, sex, sexual orientation, gender identity/expression, national origin, religion, ancestry or need for special education services. Accordingly, no otherwise qualified student, employee, applicant for employment or member of the public shall be excluded from participation in, be denied the benefits of, or be subjected to unlawful discrimination under any district program or activity on the basis of disability, race, creed, color, sex (which includes marital status), sexual orientation, gender identity/expression, national origin, religion, ancestry or need for special education services. Discrimination and harassment against employees and applicants for employment based on age and genetic information is also prohibited in accordance with state and/or federal law. In addition, the Board prohibits discrimination and harassment against all members of the school community on the basis of physical characteristics.

In keeping with these statements, the following shall be objectives of this district:

1. To promote the rights and responsibilities of all individuals as set forth in the state and federal constitutions, pertinent legislation and applicable judicial interpretations.
2. To encourage positive experiences in terms of human values for children and adults who have differing personal and family characteristics or who come from various socio-economic, racial and ethnic groups.
3. To consider carefully, in all decisions made that affect the schools, the potential benefits or adverse consequences that those decisions might have on the human relations aspects of all segments of society.
4. To utilize educational experiences to build each individual's pride in the community in which they live.
5. To investigate and resolve promptly any complaints of unlawful discrimination and harassment.
6. To   investigate   and   appropriately   discipline   staff   and   students   found   to  be responsible for incidents of harassment or unlawful discrimination in violation of board policy. 

This policy and accompanying regulation shall be used to address all concerns regarding unlawful discrimination and harassment, except those regarding sexual harassment which are addressed in policies GBAA and JBB.

Annual Nondiscrimination Notice

The district shall issue a written notice each school year that advises students, parents, employees and the general public that the educational programs, activities and employment opportunities offered by the district are offered without regard to disability, race, creed, color, sex, sexual orientation, gender identity/expression, national origin, religion, ancestry, need for special education services, or physical characteristics. With respect to employment practices, the district shall also issue written notice that it does not discriminate on the basis of age or genetic information. The announcement shall also include the title, address, email address and telephone number of the person(s) designated to coordinate Title IX, Section 504 and ADA, and other nondiscrimination compliance activities.

The notice shall be disseminated to persons with limited English language skills in the person’s own language. It shall also be made available to persons who are visually or hearing impaired.The notice shall appear on a continuing basis in district and school electronic and hard-copy publications containing general information.

Harassment is Prohibited

Harassment based on a person's disability, race, color, national origin, ancestry, creed, religion, sex (which includes marital status), sexual orientation, gender identity/expression, need for special education services, or physical characteristics is a prohibited form of discrimination. Preventing and remedying such harassment in schools is essential to ensure a nondiscriminatory, safe environment in which students can learn, employees can work and members of the public can access and receive the benefit of district facilities and programs. All such harassment, by district employees, students and third parties, is strictly prohibited.

All district employees and students share the responsibility to ensure that harassment does not occur at any district school, on any district property, at any district or school-sanctioned activity or event, or off school property when such conduct has a nexus to the school.

For purposes of this policy, harassment is any unwelcome, hostile and offensive verbal, written or physical conduct based on or directed at a person's disability, race, color, national origin, ancestry, creed, religion, sex, sexual orientation, gender identity/expression, disability, need for special education services or physical characteristics that: (1) results in physical, emotional or mental harm, or damage to property; (2) is sufficiently severe, persistent, or pervasive that it interferes with an individual's ability to participate in or benefit from an educational program or activity or creates an intimidating, hostile or threatening environment; or (3) substantially disrupts the orderly operation of the school. Board policy on sexual harassment (GBAA for employees and JBB for students) will apply to complaints alleging sexual harassment.

Harassing conduct may take many forms, including but not limited to:

1. verbal acts and name-calling;
2. graphic depictions and written statements, which may include use of cell phones or the Internet;
3. other conduct that may be physically threatening, harmful or humiliating.

Reporting Unlawful Discrimination and Harassment

Any student who believes they have been a victim of unlawful discrimination or harassment as defined in Board policy, or who has witnessed such unlawful discrimination or harassment, is encouraged to immediately report it to an administrator, counselor, teacher or the district's compliance officer and file a complaint as set forth in the regulation which accompanies this policy.

Any employee, applicant for employment or member of the public who believes they have been a victim of unlawful discrimination or harassment, or who has witnessed such unlawful discrimination or harassment, shall file a complaint with either an immediate supervisor or the district's compliance officer.

District Action

All district employees who witness unlawful discrimination or harassment shall take prompt and effective action to stop it, as prescribed by the district.

The district shall take appropriate action to promptly and impartially investigate allegations of unlawful discrimination and harassment, to end unlawful behavior, to prevent the recurrence of such behavior and to prevent retaliation against the individual(s) who files the complaint and/or any person who participates in the investigation. When appropriate, the district shall take interim measures during the investigation to protect against further unlawful discrimination, harassment or retaliation.

To the extent possible, all reports of unlawful discrimination or harassment will be kept confidential. Students or employees who knowingly file false complaints or give false statements in an investigation shall be subject to discipline, up to and including suspension/expulsion for students and termination of employment. No student, employee or member of the public shall be subject to adverse treatment in retaliation for any good faith report of harassment under this policy.

Upon determining that incidents of unlawful discrimination or harassment are occurring in particular district settings or activities, the district shall implement measures designed to remedy the problem in those areas or activities.

Any student or employee who engages in unlawful discrimination or harassment shall be disciplined according to applicable Board policies and the district shall take reasonable action to restore lost educational or employment opportunities to the victim(s) of unlawful discrimination or harassment.

In cases involving potential criminal conduct, appropriate law enforcement officials should be notified.

Peak to Peak is a Drug-Free Zone. The school’s policy is based upon these facts:

• Possession, use, distribution, and/or sale of drugs and alcohol by adolescents are illegal by Colorado statutes.
• Substance use has proven to be psychologically and physiologically harmful.
• Student involvement with drugs and alcohol is damaging to the school community and incompatible with the learning environment of the school.

Peak to Peak Charter School will not tolerate the possession, use, sale, purchase, or exchange of drugs or alcohol by its students at any time. If off-campus use or distribution of drugs or alcohol is determined to be affecting a student's behavior during school hours, the student will be sent to the high school administration.  A student at school, in transit between school-related functions, or at any school-related function found to be providing, using, or possessing drugs, drug paraphernalia or alcohol, or under the influence of drugs or alcohol, will be suspended from school. The sale, purchase, or exchange of drugs on school property or during a school related activity will result in automatic expulsion. If off-campus use draws attention to the school or results in legal action against the student, the school reserves the right to take disciplinary action.

The school will support, generally without the threat of disciplinary action, any student who voluntarily seeks help for a substance-related problem. The school will work to form a support structure that may include any or all of the following: ongoing discussions with a teacher, professional assessment, professional counseling, or participation in a rehabilitation program. Parents/guardians play an important role in developing the support plan for a student seeking help.

Student Abuse of Alcohol and Other Drugs

District Policy and Regulation JDDA, Revised 6/8/2021

The Boulder Valley School District recognizes that abuse of alcohol and other drugs is a significant health problem. Further, the Board of Education recognizes that the use, possession, distribution, or sale of illicit drugs and alcohol is illegal, constitutes a hazard to students' health, and is detrimental to a healthy learning environment.  Therefore, the Board assumes its responsibility for adopting a policy that will minimize the hazard to students. The Board supports the concept that parents, school, and community have the responsibility to cooperate in efforts to prevent problems of drug abuse and to seek help from public and private agencies for students who become involved with alcohol/substance abuse.

Student use, possession, distribution, or sale of alcohol or illicit drugs and the abuse of other drugs is prohibited in all Boulder Valley District schools, on school grounds, at school-sanctioned activities, or when students are being transported in vehicles dispatched by the District.  Illicit drug use is the use of illegal drugs and the abuse of alcohol and other drugs, including anabolic steroids.  Illicit drug use includes, but is not limited to, the use of opiates, narcotics, cocaine, amphetamine and other stimulants, depressants, hallucinogenic substances and marijuana, and the abuse of inhalants. 

Compliance with the standards of conduct set forth in this policy is mandatory for all students. A violation shall subject a student to appropriate disciplinary action, up to and including expulsion and referral for prosecution.  Specific disciplinary sanctions shall be described in the regulations that guide the enforcement of this policy.  In appropriate circumstances, disciplinary sanctions may include the completion of an approved drug or alcohol abuse rehabilitation program. 

The regulations that guide the implementation of this policy shall be in keeping with applicable laws and shall be observed by all staff members.  Appropriate procedures shall be followed by all Boulder Valley School District personnel in working with students who may: 

1. Be under the influence of alcohol or other drugs, including anabolic steroids, on school property, at school-sanctioned activities, or when being transported in vehicles dispatched or approved by the District.
2. Possess alcohol, illicit drugs, including anabolic steroids, or drug-containing paraphernalia on school property, at school-sanctioned activities, or when being transported in vehicles dispatched or approved by the District.
3. Be engaged in acts of selling or distributing alcohol, illicit drugs, including anabolic steroids, or drug-containing paraphernalia on school property, at school-sanctioned activities, or when being transported in vehicles dispatched or approved by the District. 

The Board encourages the continued development and implementation of educational programs for staff, students, and parents that have a positive effect upon student values, provide information on the harmful effects of dangerous drugs, aid in the prevention of alcohol/substance abuse, and reflect sensitivity to cultural differences.  The Superintendent shall implement age-appropriate, developmentally based drug and alcohol education and prevention programs for all students in all the District's schools, from early childhood through grade 12, that inform students:

1. That the use of illicit drugs or alcohol is wrong and harmful.
2. About the legal, social, and health consequences of drug and alcohol use and effective techniques for resisting peer pressure to use illicit drugs or alcohol. 
3. About the standards of conduct and prohibitions on the use, possession, distribution, or sale of drugs and alcohol set forth in this policy.
4. About available and culturally appropriate drug and alcohol counseling and rehabilitation programs. 
5. About penalties that may be imposed for drug or alcohol use, possession, distribution, or sale in violation of this policy.

The Superintendent shall ensure that all students and all parents are provided a copy of this policy and regulations regarding disciplinary sanctions that may be imposed for a violation of this policy.

The Board shall conduct a biennial review of its drug and alcohol abuse prevention program to determine its effectiveness, to implement required changes, and to ensure that disciplinary sanctions are consistently enforced.

District Policy ADC, Revised: 12/11/18

To promote the general health, welfare and well-being of students and staff, smoking, chewing or any other use of any tobacco product by staff, students and members of the public is prohibited on all school property, including inside student vehicles parked on the school’s property. Possession of any tobacco product by students is also prohibited on school property.

District Policy JDC-R, effective 6/9/20

District Policy JRS, revised 6/11/2024

General Statement

In order to maintain order and discipline in the schools and to protect the safety and welfare of students and school personnel, school authorities may search a student, student lockers, desks or storage areas, or student automobiles under the circumstances described below and may seize any illegal, unauthorized, or contraband materials discovered in the search.

Personal Searches

A student's person and/or personal effects, such as a purse, book bag, back pack, etc., may be searched whenever a school authority has reasonable grounds for suspecting that the search will turn up evidence that the student has violated or is violating either the law or the rules of the school.

In such situations, the scope of the search and measures adopted must be reasonably related to the objectives of the search and not excessively intrusive in light of the age and sex of the student and the nature of the infraction.  Searches of the person of a student may include a search of the student's pockets, any object in the student's possession, or a "pat down" of the exterior of the student's clothing.  Searches of the person of a student which require removal of clothing other than a coat, jacket, or equivalent exterior clothing shall not be conducted by school personnel.  If necessary, such searches shall be referred to and conducted by law enforcement officers.

Except in situations presenting a significant risk to the safety or welfare of students or school personnel, or property, personal searches of a student shall be conducted in a private room by a person of the same sex as the student and witnessed by another person of the same sex as the student.

Locker/Desk/Storage Area Searches

All lockers, desks, storage, and similar areas provided for student use on school premises are school property and remain at all times under the control of the school.  Student use of such areas is subject to the right of school authorities to open or enter into the same and inspect the contents for any reason at any time without notice or student consent.

No student shall lock or impede access to any locker or storage area except with a lock provided or approved by school authorities.  Unapproved locks or impediments will be removed and destroyed.  Students assume full responsibility for the security of their lockers and storage areas and any loss of or damage to the contents therein.

Automobile Searches

Students are permitted to park on school premises as a matter of privilege, not of right. The school retains authority to conduct routine patrols of student parking lots and inspections of the exteriors of student automobiles on school property. The interiors of student vehicles may be inspected whenever a school authority has reasonable grounds for suspecting that the search will turn up evidence that the student has violated or is violating either the law or rules of the school.  Such patrols and inspections may be conducted without notice or student consent.

District Policy JRSU, Revised 10/24/96

In some circumstances in which a student is required to submit to a survey, analysis, or evaluation, the school must receive written parental consent prior to the activity.  

A "survey," "analysis," or "evaluation" means a method of obtaining information, including a group activity, that is designed to elicit information about one or more of the following seven protected areas:

1. political affiliations;  
2. mental and psychological problems potentially embarrassing to the student or his or her family;  
3. sex behavior and attitudes;
4. illegal, anti-social, self-incriminating, and demeaning behavior;  
5. critical appraisals of other individuals with whom respondents have close family relationships;  
6. legally recognized privileged and analogous relationships, such as those of lawyers, physicians, and ministers; or  
7. income (other than that required by law to determine eligibility for participation in a program or for receiving financial assistance under such program). 

District Policy JO, revised 5/13/25; District Regulation JO-R, revised 5/13/25

Student records are maintained in accordance with the Federal Family Educational Rights and Privacy Act of 1974 and the Colorado Open Records Law.

In general, a student's education records are those documents maintained by the School District which are directly related to the student. The records of currently attending students may contain, but will not necessarily be limited to, directory information, standardized test scores, attendance records, transcripts of courses and grades, health information, copies of correspondence with parents, transcripts of conferences with the student, and honors received by the student.

Student records do not include records of instructional, supervisory, and administrative personnel which are in the sole possession of the maker thereof, and which are not accessible or revealed to any other person except a substitute, and records and documents which are privileged under law.

Open Records (Access to Education Records)

Each principal is responsible for maintenance of and access to student records in his or her building. Access is permitted only to building administrators, counselors, the student's teachers, other District personnel determined to have legitimate educational interest in the student, officials of other schools in which the student wishes to enroll, and certain federal agencies associated with education. Access to school records to others not listed is forbidden unless prior written consent is given by the parents or, in the case of a student 18 years of age or older, by the student. The District will maintain with the education records a record of requests for and all disclosures of personally identifiable information, other than disclosures to the student, parent, or District personnel determined to have legitimate educational interest, disclosures specifically consented to, and disclosures of directory information.

A student 18 years of age or older, the parent of a student 18 years of age or older with the written consent of the student, or the parent of a student who has not yet attained the age of 18, are permitted to review that student's records upon timely request to the principal. The requested records shall be made available within a reasonable period of time , but not longer than the 45 days permitted by law.  A parent or eligible student has the right to challenge any educational record on the grounds that it is inaccurate, misleading, or in violation of the privacy or other rights of the student, but grades cannot be challenged. A conference will be held concerning any challenge to an educational record with the person or persons responsible for preparing or maintaining such record and, if necessary, the parent or eligible student may request a hearing to determine if the record should be amended. Certain records, rather than being circulated with the regular cumulative file, may be filed in the principal's office provided that the parents are thus advised.

Reports received from other agencies will be maintained in the same careful manner as those prepared within the Boulder Valley School District.

In the absence of a binding agreement or court order restricting such access, the School District will permit any natural or adoptive parent of a student, whether the parent has custody of the student or not, to inspect the student's education records, and the School District may presume that any such parent has the right to inspect such records.

Disclosure of Personally Identifiable Information from Student Records

Except as hereinafter specifically provided, the District will not disclose personally identifiable information from the student records to any individual without prior written consent of the student's parent, or, in the case of a student 18 years of age or older, of the student.

Peak to Peak receives its Internet service through the Boulder Valley School District. The district uses Internet filters on all Internet connections, thus Peak to Peak also uses Internet filters on all Internet connections.

Student Use Of Technology

District Policy JS, revised: 10/26/20; District Policy JS-E1, adopted: 5/26/20; 
District Policy JS-E2, adopted: 5/26/20; District Regulation JS-R, revised 5/26/20

The Board of Education believes that technology, including the Internet and electronic communications (email, chat rooms and others) have vast potential to support curriculum and student learning.

Use of technology requires students to think critically, analyze information, write clearly, use problem-solving skills, and hone computer and research skills that employers demand. Use of these tools also encourages an attitude of lifelong learning and offers an opportunity for students to participate in distance learning activities, ask questions of and consult with experts, communicate with other students and individuals, and locate material to meet educational and personal information needs. The Board believes technology should be used in schools as a learning resource to educate and to inform.

Traffic Plan

The most up-to-date Traffic Plan can be found on the Peak to Peak website.

RTD Bus Service

There is great access to several key Regional Transportation District (RTD) bus routes, and Peak to Peak encourages students to use the bus service when appropriate and available. The “Jump” bus service provides public transportation directly to the Peak to Peak campus at the corner of Spaulding Street and Merlin Drive. The route runs between Lafayette and Boulder, providing service to many Lafayette neighborhoods along Arapahoe Road, in old town, and the Lancelot Park neighborhood. Additional RTD routes that serve the Lafayette Park and Ride include the 225, the 227, and the L routes. These bus routes connect students who live near Baseline Road, South Boulder Road and Broomfield to the Park and Ride facility, which is located near Public Road, just south of Spaulding Street, about a half mile walk from Peak to Peak.   You may check RTD’s schedule to determine if there is a good connection to the Jump bus on its return trip to the school. Please contact RTD at 303-299-6000 or http://www.rtd-denver.com for route information.

RTD has the “Bike and Ride” program, which encourages riders to connect to their final destination using bicycles. This program provides a good transportation option for students who live near the 225, 227, and the L routes. Additional information can be obtained by calling RTD at 303-628-9000.  Students who plan to use RTD are encouraged to purchase RTD’s Teen Bus Pass from Peak to Peak’s front office of the south building. 

Riding Bicycles and Walking

Walking and riding bicycles are forms of transportation that reduce traffic impacts. Parents must discern whether their children are mature enough to handle the responsibility of safely walking or riding to school. Students who walk must be aware of their environment and take appropriate precautions to arrive safely. Bicyclists must follow the same rules as persons who drive automobiles (ex: stop signs, traffic signals, speed limits, etc.).  Bicycle racks are available near both buildings. Students should bring a lock and chain as Peak to Peak cannot be responsible for lost or stolen bicycles.

In developing proper safety habits, parents should encourage students to:

• Leave for school early enough to arrive on time without rushing.
• Walk on the sidewalk, or, if there is not a sidewalk, on the left side facing oncoming traffic.
• Cross only at intersections and school crosswalks.
• Refuse to enter or approach strangers in automobiles.
• Proceed directly to school or home before beginning to play.

For the sake of student safety, parents should ensure children do not arrive so early that no school personnel will be on hand to supervise them. Please contact the Lafayette Police Department if you would like additional information about applicable traffic laws and safety information.

Skateboards, Scooters, Rollerblades and Other Wheeled Devices

Peak to Peak supports the use of alternate forms of transportation to campus. Once on campus, students must dismount and abide by the following rules: Skateboards, scooters, rollerblades and other wheeled devices that are not part of a student mobility plan must be kept outside of the school building or in a locker. They may not be used indoors. Skateboards and other wheeled devices must be carried on campus. Using wheeled devices on campus outside of a student mobility plan is prohibited.

Posting of Materials

Students may not post material without the consent of an administrator. Students will not post material that is slanderous or inappropriate.  Students found posting such material will be subject to disciplinary action.

Building Pride

We are all very proud of our campus buildings. Therefore, we urge each and every student to take pride in our school and its campus. All of us working together can keep our school and campus one of the attractions for tourists and visitors to observe as they visit our community. We must share the responsibility of beautifying our campus and building and keeping them from becoming unattractive.  Penalty for vandalism or destruction of school property may include cleaning or correcting vandalism, payment for damages, parent/guardian notification, suspension, and/or referral to law enforcement.

As a community, we encourage respect in our daily communication of wishes and concerns. In the case of classroom concerns, it is essential that parents/guardians and teachers work together in support of the student. To this end, it is helpful if parents/guardians and teachers express their concerns to each other directly. If a parent/guardian would like to speak with a teacher, he/she should arrange a meeting via phone call or email. A teacher is not to be interrupted in an effort to set-up an appointment while engaged with classroom or supervision duties.

If conflict escalates at any time during a meeting, teachers and staff members are instructed to end the meeting and schedule a follow-up meeting which is to include an administrator. In the case that the parent/guardian, teacher, and/or staff member are not satisfied that their concern is being heard, they may enact the Peak to Peak Grievance Policy (Policy KE-R).

The Communications Framework was developed in partnership with parents and staff with the intention of encouraging positive and productive conversations between stakeholders with the shared goal of supporting our students and building stronger connections within our community.

In addition to the policies listed throughout this handbook, Peak to Peak follows certain District Policies. Other District Policies have been waived by the Peak to Peak Board of Directors and replaced with Peak to Peak Policies. A full list of Policies adopted by Peak to Peak can be found on the Governing Documents page of the Peak to Peak website.