Student Handbook: Statement to Parents

  • Statement to Parents and Students

    The goal of Stevens T. Mason Academy is to serve its students by providing an education that promotes their well being and enhances their lives.  The staff believes that education is a continuing growth process. The school, parents, and community must form a cooperative partnership and work jointly for our students’ cognitive intellect, physical, language, ethical, psychological and social development. Stevens T. Mason Academy School strives to provide a clean and safe environment that is conducive to learning.

    Report Cards and Progress Reports

    Report cards will be issued to students four times a year, about every ten weeks.  Official progress reports will be issued four times a year.  Weekly student progress reports forms are available in the office for any parent requesting one.  Please consult the monthly calendars for the exact dates and times; the monthly calendar will be published the first day of each month beginning in October 2018.  It is essential parents meet with teachers, pick up report cards, obtain explanation of test scores and most importantly monitor class assignments & homework.

    Grading: Across the Curriculum

    Honor Roll

                Stevens T. Mason Academy has two different Honor Rolls. 


    Principal’s List Honor Roll  Grades 3rd – 8th                   “A”                  4.0


    Honor Roll Grades 3rd – 8th                                              “B”                 3.9 – 3.0

    K-2                               Benchmarks & Standards All “PS” & Citizenship All “1”


    The following grading system will be used:

    A  =  100 – 90             C  =  79 – 70               F  =  59 – 0

    B  =    89 – 80             D  =  69 – 60


Student Handbook: School Attendance

  • School Attendance

    The staff at Stevens T. Mason Academy School feels that regular attendance and daily punctuality by all students is essential.  Therefore, it is considered an important school requirement. 

    The Principal or his/her designees shall require, from the parent or legal guardian of each student or from an adult student who has been absent for any reason, a written statement confirmation of the cause for such absence for excused reasons. The student's parent or legal guardian shall inform the school when a student will be absent for excused reasons as soon as possible.

    Failure to report and explain the absence(s) shall result in unexcused absence(s). The principal shall have the final authority to determine acceptability of the reason for the absence(s).

    The Superintendent and his/her designee(s) reserve the right to verify such statements and to investigate the cause of each:

    1. single absence;
    2. prolonged absence;
    3. absence of more than two 3 days duration;
    4. repeated unexplained full and partial day absences and tardies;
    5. repeated explained and unexplained early student pick-ups; and
    6. repeated explained and unexplained late student drop-off

    Chronic Absenteeism

    Chronic absenteeism and habitual truancy are important predictors of school performance, including high school graduation. Average daily attendance rates often mask the number of students who are chronically absent - which equates to missing at least ten percent of the school year or approximately eighteen (18) school days for any reason.

    Chronic absenteeism can be determined by comparing the number of absences in relation to the number of school days. Chronic absenteeism can be defined as excused, unexcused, and suspension days. These categories correlate to the multi-tier systems of support, and provide the recommended strategy to make positive impacts on chronic absenteeism.

    Chronic absenteeism in the school district indicates the presence of a much larger salient issue. Thus, addressing chronic absenteeism will resolve other issues in the district as they relate to ensuring students have the resources to be successful, increasing student-family engagement, data driven resource interventions, and enabling college-career readiness.

    School Visitation

    Parents are encouraged to visit however an appointment will have to be arranged with the teacher. the school frequently and actively participate in the education of their child.  If parents want to conference with the teachers, it has to be during the teachers’ preparation periods.  Teachers’ preparation periods will be sent home on the October and February calendars.


    Telephone Calls


    The school telephone is for business calls only. Plans are to be made prior to leaving home in the morning.  Children will not be called to the telephone!!!!!  Students should not have to call home daily for pick-up.  In case of an emergency, please contact the counselor for assistance.


    School Hours

    Stevens T. Mason Academy School hours are 8:30 am until 3:40 pm. Mondays, Through Friday.  Breakfast is served in the cafeteria and students are expected to come to school at 8:15 am if they’d like to receive breakfast.


    Locker Assignments

    Students will be assigned to a locker by their homeroom teacher.  No more than two students will be assigned to a lock.  All personal items such as cell phones, IPADS & Tablets, purses, etc.… shall be secured in their assigned locker. We encourage parents to buy a combination lock for their child to secure items in the lockers.

Student Handbook: Homework

  • Homework

    Parents can follow the developed classroom curriculum by reviewing homework assignments.  The District, parents, and teachers recognize homework as an essential part of the learning process and an important factor in meeting instructional goals.  Homework reinforces skills, knowledge, and attitudes being developed in the classroom.  In addition, it helps students develop the lifelong skill of using time effectively.  The amount of homework assigned from grade levels and teachers will vary.  We suggest that 90 minutes each day be set aside and used in the following ways:

    ¨     Work on long-term assignments (reports, projects, etc.)

    ¨     Review assignments returned and make corrections.

    ¨     Read a book in your zone of proximal development.

    ¨     Complete Khan Academy Projects, I-READY Assignments or Assignments in the Office365 Online OneNote

Student Handbook: Bus & Cafeteria Expectations

  • Bus Conduct

    The school bus and bus stop are considered an extension of the school building as they are on school grounds.  Students should respect these areas and help to keep them free of trash.  Behavioral expectations are the same as in school.  The driver must be respected as the person in authority, as he/she also responsible for the lives and safety of as many as 40 students.  His/her directions must be followed.  If the student causes continuous behavioral problems, the students will be removed from the bus and the parents will be responsible for the transportation.

    Cafeteria Rules

    Students will have a 40-minute lunch period each regular school day.  Students are expected to follow the directions of the adults supervising the lunchroom.  Students are permitted to bring beverages packaged in boxes, cans or plastics.  No glass bottles.  

    Stevens T. Mason Academy is a Healthy School Zone.  Candy, Soda pop, cupcakes, potato chips, and all other junk foods are not allowed and will be confiscated on sight.  Also, all students are responsible for maintaining the cleanliness of their area.  Tables and floors must be clean before leaving the cafeteria.  Students are not to leave the cafeteria unless they have been given a pass or at their dismissal time.

    1. Listen to all adults the first time directions are given
    2. Act in an orderly fashion.
    3. The food line should be a single line and cutting is unacceptable.
    4. Students must remain seated during the lunchtime.
    5. All food must be eaten in the cafeteria.
    6. Students must clean up after themselves.
    7. No Candy, Hot Chips or other Junk Food Allowed
    8. Throwing food in the cafeteria will result in an immediate suspension.
    9. Book bags will not be allowed in the cafeteria.

Student Handbook: School Supplies

  • School Supplies / One-to-One Technology

    Paper and pencils are provided at intervals during the school year.  Each teacher will provide a list of additional supplies.  Students are issued textbooks upon returning the textbook sign off sheet.  If a textbook is lost, the student’s parent will be required to pay the appropriate replacement cost.  Each Kindergarten through 8th grade student will be issued a Laptop, if the laptop is lost, damaged, or stolen, the parent will be required to pay the appropriate replacement cost.

Student Handbook: Dress Code

  • Appropriate Dress for Students K-8

    All students, including students exempt from the student dress code, are expected to exemplify proper grooming standards in a manner that projects an appropriate image for the student, school, and District.

     The District shall not require specific brands of clothing. All clothing items must be of an approved color from the common color selections presented in this dress code policy.

    Appropriate Dress for Students K-8

    Mason has changed the student uniforms for the upcoming school year 2019-20. Students are not to wear stretched pants, jeggings, jeans or leggings.

    Pre-K – 5th Grade - Tops:

    Dark Green top (must have a collar or turtleneck. No Green T-Shirts.

    PreK – 5th Grade – Bottoms:

    Blue or Black bottoms only (No Khakis Bottoms).

    6th – 8th Grade Tops:

    6th Grade: Light Blue (must have a collar or turtleneck. No Light Blue T-Shirts.

    7th Grade: Yellow (Must have a collar or turtleneck. No Yellow T-Shirts 

    8th Grade: Burgundy (Must have a collar or turtleneck. No Burgundy T-Shirts.



    • Athletic shoes, laced shoes and/or other shoe boots, loafers, dress shoes, or other closed toed/closed heel shoes. Students are also prohibited from wearing steel-toed boots or shoes to school.  No Flip-Flops or House Slippers allowed (including free dress days).

    Inappropriate Dress For Students K-8

    • Dresses, skirts, and skorts shorter than the student’s fingertips when standing in a normal position with the arms down
    • Clothing that is either revealing or provocative, showing abdomen region or cleavage, T-shirts or halter-tops, biker pants, or pants allowed to sag below the waistline or are excessively tight
    • Bedtime attire such as pajamas, undershirts, or undergarments as outerwear
    • Students’ clothing or tattoos may not display statements or pictures that are related to the use of drugs, alcohol, tobacco products, or sex, or that promote hate and/or violence or signify gang affiliations
    • Attire that may be considered weapons, including but not limited to chain belts or wallet chains
    • Jewelry or similar artifacts that are obscene or may cause disruptions to the educational environment
    • Hats, caps, bandanas, or do-rags, except headwear worn for legitimate religious and cultural purposes Flip-flops, house slippers, steel-toe-shoes or boots, or any other type of footwear that could constitute a safety hazard
    • Hair rollers, hair curlers, plastic hair bags, hairnets, hair bonnets, sweat bands and skullcaps

Student Handbook: Positive Behavior Interventions & Supports (PBIS)

  • Positive Behavioral Interventions and Supports (PBIS)

    To promote positive behavior, schools provide a range of prevention and intervention support services for students during and/or after school hours throughout the school year. When a student engages in misconduct, the list of interventions should be considered based on the type of behavior the student exhibited. Schools are required to provide and document support services at all stages of the disciplinary process, including during suspension. When used consistently and appropriately, interventions help improve student behavior, lower the incidence of repeated misbehavior, and contribute to a more positive school environment. Support services may include any of the interventions listed below or a combination of services that best meet the needs of the individual student.

    Examples of Supports and Interventions


    Parent Conference

    School staff should keep parents informed of their child’s behavior and enlist parents as partners in addressing areas of concern. Outreach to parents can include, but is not limited to, a phone call and/or written communication.


    Daily/Weekly Progress Reports

    Teachers and/or principals may send behavioral progress reports to parents on a regular basis until they feel that the student is in control of his/her behavior and working in the classroom successfully.

    Guidance Conference

    Principals and teachers may request a guidance conference with the student and, where appropriate, with the parent. The purpose of the conference is to review the behavior, find solutions to the problem and address academic, personal, and social issues that might have caused or contributed to the behavior.

    Development of Individual Behavior Contract

    The student meets with teachers to create a written contract that includes objectives and the specific performance tasks that the student will accomplish to meet those objectives. The contract is signed by the student, teacher and parent/guardian.

    Counseling, social work or other agency referral

    Where available, school-based counseling personnel and/or school-based mental health programs offer a wide range of comprehensive and confidential mental health services and interventions including, but not limited to: assessments, individual, group and family counseling and/or therapy, teacher consultations, and educational strategies for parents and staff.

    Referral to Resource Coordinating Team (RCT)

    Pupil Personnel Teams are school-based teams that use a multidisciplinary approach to encourage student success through prevention and intervention strategies and supports. A case manager is identified for each student referral and an individualized plan is created to help the student overcome his/her academic and/or other challenges.

    Restorative Practices

    Using restorative practices to foster positive interpersonal and intergroup relations and to address inappropriate behavior when it occurs is a cornerstone of a progressive approach to discipline. Restorative practices include collaborative negotiation, circle process, peer mediation, conflict resolution, and formal restorative conferencing.


    Mentoring Program

    A mentoring program matches a mentor who may be a counselor, teacher, student, and/or administrator with a student in need of additional support. The object of this relationship is to help the student in his/her personal, academic, and social development.


    Forms of Discipline

    The following are examples of formal disciplinary actions that may be used in each school.

    Students and parents/guardians who desire to have further information about the disciplinary actions used in specific schools should contact officials at that school.

    • Alternative Education Centers – Alternative Education Centers provide a structured educational environment for the student who has displayed a pattern of inappropriate behavior in the regular school setting. These schools are committed to guiding students toward academic excellence by assisting them to modify inappropriate behaviors, and providing positive student interactions that allow them to interact positively in the regular school setting and the community.
    • Before/After School Detention– Assignment to a designated area on campus at the beginning or end of the regular school day for a specified period of time.
    • Cafeteria Suspension– Denial of the privilege of eating meals in the cafeteria with other students for a specified period of time and assignment to another area in the school for meals.
    • Class Suspension– Denial of the privilege of attending an individual class for a specified period of time and assignment to another area in the school for the time that class meets.
    • Expulsion- A student may be expelled from school based on grounds specified in the Code. “Expulsion” means the removal of the right and obligation of a student to attend a public school under conditions set by the Board, and for a period of time not to exceed 180 school days.
    • In-School Suspension – Assignment to a designated area within the school when a student is removed from the regular school program for a specified period of time.
    • Network/Internet Suspension – Certain technology-based infractions may result in a suspension of network and/or Internet access. Alternative instructional materials may be provided.
    • Saturday Detention – Assignment to a session at the school on Saturday for work assignments, academic work, or guidance.
    • District Hearing Officer – Designee of the Superintendent who holds a disciplinary hearing with the parent/guardian in the event that resolution is not achieved at the school level.
    • School Bus Suspension or Revocation – Denial of the privilege of riding a school bus based on misconduct occurring while the student is being transported at public expense. Bus code infractions may result in the suspension of bus privileges. A student may be suspended or expelled from riding the bus at any point in the discipline process. A bus suspension is separate from a school suspension and applies only to the loss of bus riding privileges unless subject to 34 other disciplinary actions, such as out-of-school suspension. Students are required to attend school. Bus suspension does not affect or excuse school attendance.

    NOTE: A student who has been suspended or expelled from the school bus who boards, rides, or attempts to ride a school bus, without being authorized to do so, is considered to be trespassing and is subject to arrest.

    • Student Option for Success (SOS) Program – An evening counseling program developed to assist elementary, middle and high school students who are experiencing disciplinary problems in the regular school settings. Participation must begin at first available class. Parental participation is required. (3rd through 12th Grade)
    • Night-time Substance Use Prevention Counseling Education Program – The Night-time

    Substance Use Prevention Counseling Education Program is an alternative program available

    to students who have committed a level 3 alcohol or drug infraction based on the Code.

    Parental participation is required. (Ages 11 and up)

    • Suspension – Removal of students from their regular school program for a period not to exceed ten (10) days.

    NOTE: A student who has been suspended or expelled from school and returns to any District

    property without being authorized to do so is considered trespassing and is subject to arrest.

Student Handbook: Cellular Phones

  • Cellular phones

    Students are allowed to bring their cell phones to school. 3rd through 8th grade student must turn off and turn in their phones during first hour. All 3rd through 8th grade students should purchase a lock for their locker to secure their personal items. Any student witnessed using a cell phone will have their cell phone confiscated immediately. Even if the phone rings, it will be confiscated. Parents can contact the office to schedule an appointment to reclaim a confiscated cellular phone. Students will be referred to in-school suspension for up to 3 days for inappropriate use of electronic device after their second infraction. If any student refuses to turn in their cell phone if they are observed using the phone in the building they will be immediately referred to in-school suspension for insubordination.

    All students will have the opportunity to turn in their cell phones in the morning during 1st period.  Cell phones turned in during 1st period will be secured in the main office vault and returned during 8th period.

Student Handbook: Hallway Expectations

  • Hall Order

    1. Running, littering, loitering, excessively loud or boisterous noise making is not permitted.
    2. Please, pick up any pencils, wrappers, etc... that you see on the floor or stairways. These items can be dangerous.
    3. When moving through the halls, students are to always walk to the right in a line.
    4. Middle School Students will be allowed to use the restroom during hall passing 1st period, 3rd period, 5th period & 7th No students will be allowed to use the restroom during the first and last 15 minutes of the instructional hour.
    5. Girls will be allowed to carry purses no larger than a clutch to class. No large purses.
    6. Students will go to their lockers upon their arrival, before lunch and upon exiting. With the exception of students going to and/or returning from gym no students are to be at their lockers outside of the mention times.
    7. All teachers will be on hall duty during class passing. Additional staff will be stationed in the hallway by the library during entrance and dismissal times to assist with rest room monitoring.

     Building Hall Sweeps:

    There will be routine HALL SWEEPS to keep the halls clear and to keep students on task.

    Below is our “Hall Sweep” Policy.

    • Students are given three (3) minutes to transition.
    • After you hear the Calm Classroom Bell, teachers are to close and lock their doors.
    • Security and administration will then sweep all corridors and move students to the Attendance Office.
    • Once processed, students will be given a yellow tardy pass and sent back to class.
    • The teacher is then to accept the student in class, marking them tardy.
    • A file will be maintained in the Attendance Office tracking student’s status.

    1st OFFENSE: Verbal Warning

    2nd OFFENSE: 1 day of Friday Detention

    3rd OFFENSE: Parent Conference

    4th OFFENSE: Student Option for Success (SOS) Program

    The counting of Hall Sweeps will start over each quarter. Instructional time is precious. It is the student’s responsibility to get to class on time.  

Student Handbook: Testing & Promotional Standards

  • Testing

    During the school year, students will be engaged in standardized assessments.  All students should be in regular attendance during this time.  These tests are as follows:

    ¨     NAEP

    ¨     M-STEP

    ¨     MI-Access

    ¨     WIDA

    ¨     I-READY

    ¨     Pre / Post Instructional Cycle Assessment

    ¨     Teacher Designed Formative Assessments

    ¨     Illuminate Benchmark Assessments Gr. 5/8

    ¨     Khan Academy

    Promotional Standards

    For our students to compete in the Global Market Place it is essential that all students promoted from one grade to the next meet national norms and expectations.  Detroit Public Schools Community District uses the I-READY & M-STEP assessment data to measure the annual growth of all students in grades Kindergarten through 8th. 

    At Mason Academy, a student must meet their I-READY end of year growth targets in Reading and Mathematics to be eligible for promotion.  After your child takes the beginning of year test, you will receive a parent report detailing your child’s end of year projected targets.


    Students that meet their benchmark targets on the Middle of Year Diagnostics will participate in special mid-year celebrations in appreciation of their hard work.


    Students must also submit at minimum, 80% of their classwork and homework assignments to be eligible for promotion.   Students will be allowed to make up missing assignments from days absent or days suspended.  These assignments must be completed and returned no later than 3 days after the student’s return to school.  Please work with the school counselor or social worker to collect and return all make-up work.